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August 19, 2025

Home Energy & Safety

Discussion- It’s possible to save a great deal of electrical energy (and money and natural resources) with some simple changes in household electrical use. The trouble is that most of these changes mean either changing behavior or spending money. Do an Internet search and review a few ways to save electrical energy. Discuss at least one change that you think would be reasonable and worthwhile to do in your own home in the next year. Provide your rationale.

Home Energy Use

In this activity, you are going to perform an experiment to track the amount of power you and your family use, then look at some basic patterns in that usage. (NOTE: If you live in an apartment or home in which you do not have access to the electrical meter, consult with your instructor about alternative arrangements, like teaming with a classmate to gather this data.)

This experiment is going to span the course of a full week and require 12 meter readings. It really involves two separate experiments:

tracking daily energy use for a week to compare any usage variations from day to day
comparing a single high-usage time period of a few hours with a single low-usage time period of a few hours to help you identify the extremes in your household electrical use Home Energy & Safety

You can easily do both experiments during the same time period. This approach would be the easiest and fastest way to proceed. Read the instructions for both Part A and Part B if you wish to do both experiments at the same time.

To begin, you’ll need to find your electric meter, which could be inside or outside of your home. Many electric meters these days are digital and pretty easy to read, but if you have an older “dial-type” meter, go to this electric meter reading guide to learn about how to read and understand it.

For each of the two experiments below, you will first record three simple pieces of data in a table:

1) day and date, 2) time, and 3) the kWh reading from the meter.

Then record the results of three simple calculations:

kWh used: Calculate kWh used since the last reading (subtraction).
Hours elapsed: Calculate the number of hours since the last reading (subtraction rounded to a whole number).
Average kW used: (kWh used)/(hours elapsed). If this number turns out to be 0.36, for example, it means that your average household power usage for the time period was about 360 watts, the equivalent of running six 60-watt bulbs for that whole time period.

Part A

Daily Electrical Usage: Data Collection Home Energy & Safety

Pick a convenient time of day to take readings from your electric meter. You’ll need readings roughly a day apart, but if they differ by only an hour or two, that should be fine. Pick a consistent time you’ll remember, though, such as after getting home for the day. You need to start by doing an initial meter reading, then follow up with a reading every day for the next 7 days. You’ll do 8 readings in all.

Record your readings in the tables below. In addition to the data fields described above, there is a lot of room for usage notes. Record anything that might have substantially affected the electrical usage since your previous reading. This might include the amount of time people were around and awake at home, use of specific devices such as an air conditioner, clothes dryer, TV, or lighting.

Type your response here:

Initial Reading

day & date

time

kWh reading

Day 1 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed ‘

avg. kW used

Day 2 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 3 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used ‘

hours elapsed

avg. kW used

Day 4 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 5 Data Usage notes (since last reading)

day&date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 6 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 7 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

10ptSpace used(‘includes formatting): 4030 / 30000

Part B

Usage Extremes: Data Collection

For this experiment, you’ll measure electrical usage during a time period when you expect to have very light electrical usage (for instance, while you’re asleep at night or during the day when no one is at home). Likewise you’ll measure electrical usage during a time period when you expect to have heavier than average electrical usage. This time period might be in the evening, when lights and other appliances are on. Both of these time periods should be at least 4 hours long, to increase the accuracy of your results.

Record your results in the tables below for each situation. For each time period, you’ll need to take an initial and a final reading.

Type your response here:

Low Usage – Initial Reading

day & date

time

kWh reading

Low Usage – Final Reading Energy Usage Notes

day & date

time

kWh reading
kWh used

hours elapsed

avg. kW used

High Usage – Initial Reading

day & date

time

kWh reading

High Usage – Final Reading Energy Usage Notes

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

10ptSpace used(includes formatting): 1981 / 30000

Part C

Let’s start the analysis by looking at your “extreme usage” cases. Compare the two cases in detail—low usage period versus high usage period. Discuss differences between the two as well as any surprises. Things you should cover in your discussion: How much difference was there in average power usage (avg. kW) between the low-usage and high-usage time periods? What might have been running during the low-usage period that used energy? Identify likely “stealth” energy users that you could not turn off during the low-usage period. What do you suppose contributed most to the usage during the high-usage period?

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Part D

Having looked at your “extreme usage” cases, analyze your day-to-day usage. Discuss in detail. Specifically, compare higher usage days to lower usage days. Were there significant variations? Do your conclusions regarding the “extreme” cases help to explain any daily variations? What were the surprises or new insights you had in reviewing this day-to-day usage record?

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Part E

It is possible to save a great deal of electrical energy (and money and natural resources) with some simple changes. You’re probably familiar with what some of those changes are and are now more attuned to your own electrical usage. The trouble is, most of these changes either mean changing behavior or spending money. Search the Web for a few ways to save electrical energy. Record them below and categorize them, if possible, as “change behavior” or “spend money.” You might want to consider adding a “neither” category. There are a few things that don’t really require much change or money at all. Include your sources in your answer.

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Part F

Based on what you’ve learned from your household energy investigation, which of these methods seems reasonable to do in your own home this year? (Do you plan to do it?) Provide your rationale.

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What Is “Wasted” Electrical Energy?

Discuss the production, transmission, and usage of electricity in the context of conservation of energy. When electricity is “used” or we say that energy is “wasted,” what is actually happening?

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Electrical Safety Devices

Perform an Internet search to learn about grounding wires, fuses, and circuit breakers. Specifically,

describe how each device works; and
relate its function to what you’ve learned in this unit about electric current, voltage and resistance.

What are practical ways to save electrical energy at home?,
How does household power usage vary between high- and low-usage periods?,
What can be learned from daily energy usage patterns?,
What is “wasted” electrical energy in terms of conservation of energy?,
How do grounding wires, fuses and circuit breakers improve electrical safety?

August 19, 2025

Electricity, DNA & Fields

By Academic Wizard Blog

Electricity, DNA & Fields

discussion- An enormous amount of electricity is created at power-generating stations and sent across the country through wires that carry high voltages. Appliances, power lines, airport and military radars, substations, transformers, computers, and other equipment that carries or uses electricity all generate electromagnetic fields.

Many questions have been raised about how electromagnetic fields affect our bodies. Do they pose a public health risk? Perform an Internet search to find information about the effects of electromagnetic fields on public health. Then, discuss the pros and cons of using equipment that produces an electromagnetic field.

Here is one authoritative source to get you started: electromagnetic fields and public health.

Double Helix Structure of DNA

This task connects the physics of electrostatics with molecular biology. Molecular biology is the study of the structure and function of the cell at the molecular level. DNA’s double helix structure consists of two strands held together by electrostatic forces. Do online research on electrostatics and molecular biology, and then answer the following questions. Here are two sources to start with:

Part A

What is DNA and what is its role in life? List DNA’s four nucleotide bases.

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Part B

Explain DNA’s structure, specifically noting the role electric fields and forces play in it.

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Electric Field of Dreams

In this activity, you will explore the relationship between the strength and direction of the electric field lines to the type of charge on a particle and its magnitude. You will also explore the interactions between two or more charged particles and observe their movement. To begin your activity, open the simulation: Electric Field of Dreams. ‪‪Electric field of dreams‬ 1.0.0-dev.10‬

Directions:
At any time you may

click the Reset All button to reset all the settings;
click the Play/Pause button to pause or resume the motion; or
pause the motion and then click the Step button to observe the motion step-by-step.

Part A Electricity, DNA & Fields

To begin, click the Add button to add one object to the system. Observe the electric field around this charged object. You may move the object around the field by dragging it with your cursor. While the arrows indicate the direction of the electric field around the charge, the length of the arrows indicates the field strength. Based on your observations of the field, what is the charge on this object? Give your reasoning.

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Part B

Set the charged object in motion by dragging it and releasing it. What do you observe about the behavior of the field lines in the vicinity of the object?

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Part C

Add another charged object to the electric field by clicking the Add button again. What is the charge of this new object? Give your reasoning. What do you observe about the behavior of both the objects as well as the field lines in the vicinity of both the objects?

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Part D

Click the Remove button to remove one of these objects, and then click the Properties button to set properties for the next object you will add. Just change the sign of the charge to (+), then click Done. Click Add to add this new object to the field. Now what do you observe about the behavior of the two objects and the field lines that surround them? Electricity, DNA & Fields

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Part E

With the two oppositely-charged objects still in the field, apply an external field to the system: In the External Field box, simply drag the dot until it becomes an electric field vector in some direction. Observe, describe, and explain the behavior of the two objects.

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Electric Field Hockey ‪‪Electric field hockey‬ 1.0.0-dev.10‬

In this activity, you will again explore the relationship between an electric field and charged particles in the field, but this time you’ll have a gaming challenge. To begin, open Electric Field Hockey.

Directions:
On the control bar, make sure that the Puck is Positive and the Field boxes are checked. Also, make sure that the Practice option is selected.

Your aim is to score goals by manipulating the black puck (test charge) into the blue-colored bracket (goal) on the right. Think smart and place positive source charges (red) and negative source charges (blue) in such a way that the black puck moves into the goal.

Note that when you place a red, positive source charge in the hockey field, a red arrow appears on the black puck (test charge) showing the force the positive charge exerts on the puck. Similarly, when you place a blue, negative source charge in the hockey field, a blue arrow appears on the black puck (test charge) showing the force the negative charge exerts on the puck.

Part A

Place a red charge in the hockey field and click Start. In which direction do electric field lines point? In which direction does the black puck move? What conclusion do you draw from this movement?

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Part B

Click Reset and then click Clear. Now, place a blue charge in the hockey field and click Start. In which direction do electric field lines point? In which direction does the black puck move? What conclusion do you draw from this movement?

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Part C

Manipulate the mass of the puck by dragging the Mass bar to the right for increasing the mass and to the left for decreasing it. What changes do you see in the speed of the puck? Which principle works behind this change?

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Part D

In the same situation, what do you observe about the relationship between the speed of the black puck and its distance from the blue charge?

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Part E

You can make the puck travel in complex ways by placing a set of charges around on the field. So, here’s your game challenge: Arrange source charges around to propel the puck from its starting position into the goal. That’s pretty easy for a straight shot; you just put a negative charge behind the goal. But what if there are barriers in the way? That’s a real test of your physics understanding, including Newton’s laws of motion and electrostatic forces. Game’s on!

On the control bar, check the Trace, Field, and Anti-alias boxes. The game has three Difficulty levels. Start with Difficulty level one and arrange source charges to get the puck into the goal. Once you’ve made a score at any level, increase the Difficulty level. Take a screen capture of two of your most difficult goals and paste them here. At least one of these should be at Difficulty level 2 or 3.

(Note: On a Windows computer, you can use the key combination Alt-Print Screen to copy the currently-active window to your clipboard. When you capture an image of this simulation window, paste the image into an image-processing program such as Paint, and save the image as a file. Then use the Insert Image button to insert the file into the response area.)

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What are electromagnetic fields and what are their pros and cons for public health?,
What is DNA and what are its four nucleotide bases?
How does electrostatics help explain DNA’s double helix structure?,
What observations can be made about charges field lines and particle interactions in the Electric Field of Dreams simulation?,
What can we learn from the Electric Field Hockey simulation about charges, motion, and electrostatic forces?

August 19, 2025

Cilantro vs Parsley

By Academic Wizard Blog

Cilantro vs Parsley

Cilantro vs persley There’s often confusion between these two wonderful culinary herbs, for both cooks and gardeners. Cilantro and flat-leaf parsley have similar uses and are practically twins of each other, visually, but they do have distinct di�erences. This article clarifies their individual characteristics, including their growth habits.

It’s a good day on the blog when I get to talk about two of my favorite, most useful, fresh herbs: cilantro and parsley. As a cooking educator, I often get questions about when to use which. And in the garden, there are often assumptions that they grow similarly to each other, which is not quite the case.

A couple of notes before we get started. In the U.S., we refer to the green leaves of cilantro as cilantro, while in Europe and India they’re called

coriander. In the U.S., coriander are the seeds of the cilantro plant.

There are two main types of parsley: flat-leaf (or Italian) and curly. Flat-leaf parsley has a strong, herbal, grassy flavor. Curly parsley, on the other hand, is mild in flavor and papery in texture and is usually used just as a garnish. All references to “parsley” in this article will be referencing flat- leaf parsley.

Now, let’s get to the deets!

Botanical Overview Cilantro vs Parsley

Cilantro (Coriandrum sativum) — Cilantro (formerly known as Chinese parsley) is a member of the Apiaceae family, and is actually related to parsley. Not surprisingly, given their appearance.

Parsley (Petroselinum crispum) — As noted above, parsley is related to cilantro and is also a member of the Apiaceae family, which includes carrots, fennel, chervil, dill, cumin, lovage, celery, parsnips, Queen Anne’s lace, and more.

Some members of this family — including parsley, dill, carrots, and parsnips — have interesting blooming habits, where the seed-producing flowers are huge, showy, umbrella-like structures, known as umbels, with tiny yellow or white flowers.

Flavor

Cilantro: Also known as coriander in Europe and India, cilantro has a distinct, pungent flavor often described as fresh, citrusy, and slightly peppery. Most people have a love/hate relationship with cilantro because of the presence of aldehydes, which some perceive as a soapy or metallic flavor. But for those of us where cilantro doesn’t taste like soap, it’s a much beloved herb that’s crucial in salsas and guacamole.

Parsley: Flat-leaf parsley has a more robust flavor, described as fresh, slightly bitter, grassy and earthy with pepper undertones, making it suitable for a variety of dishes, especially within Italian cuisine.

Cilantro vs Parsley

Plant Life Cycle

Cilantro: Cilantro is an annual plant, meaning it completes its life cycle — grows from seed, produces leaves, and then flowers to produce seeds — in one growing season, and does not survive from one year to another.

Cilantro is distinctly a cool-weather plant and will bolt (go to seed) as soon as the weather turns hot. This, of course, is a real bummer for salsa lovers, as cilantro’s growing season does not overlap with onions, tomatoes, and peppers.

Cilantro is easy to grow from seed, and also easily produces seed. When the plant produces flowers, leave it be, and you’ll see seeds appear soon enough. Interestingly, the young, tender, bright green seeds are edible and delicious — pick a few for a treat in your green salads.

Mature seeds will dry out to brown, and can be ground into the spice known as coriander, or saved to replant next year.

Parsley: Parsley, like many other species in the Apiaceae family, including carrots, is actually a biennial plant, which means it takes two years to complete its life cycle. It grows delicious, edible leaves in its first year and dies back. Then resprouts in the spring of the second year to produce flowers and seeds. Seeds that drop to the ground can sprout the following year as a first-year plant, beginning the cycle anew.

Most gardeners grow parsley as an annual reseeding fresh every year. My parsley garden, however, contains both first and second-year plants, so I have a yearly supply of fresh parsley without having to reseed each year. Second-year plants do have green foliage, but they’re easy to tell apart from first-year plants, as the leaves are long and spindly and definitely not very flavorful.

Growing Conditions

Cilantro — As mentioned above, cilantro is a cool-weather plant and grows best in the spring. You can plant seeds as soon as the soil warms su�ciently. Or sow them in containers, which is what I normally do.

Unfortunately, cilantro will bolt as soon as the weather gets hot, even if only briefly. Here in the Ohio Valley, we usually have a freak 90ºF hot streak over Memorial Day weekend before cooling back down to normal June temps. That small stretch is enough to send plants into flowering mode.

Like most herbs, cilantro prefers loamy, well-draining soil and even watering throughout its short growing cycle.

Parsley — Parsley is much hardier than its cousin, cilantro, and can tolerate a wide variety of conditions. Sow parsley seeds in late spring, when the threat of frost and snow has passed. Seeds will take a while to germinate, so be patient.

https://sproutedgarden.com/the-secret-lives-of-carrots/

Parsley grows well in loamy, well-draining soil and thrives in full sun or partial shade. I always plant parsley in its own in-ground bed, because it’s quite prolific and, with enough seeding, can grow into a large, bushy bed.

One really cool thing about flat-leaf parsley is that it can survive cold temperatures surprisingly well. In fact, one winter, as an experiment, I draped a row cover over an entire first-year crop, and the plants lasted well into February, full-flavored and everything. Here’s a photo of the experiment in late December that year:

I do believe the plants would’ve lasted even longer if we hadn’t had a significant snowstorm that tore down the row covers and flattened the

bed with wet, heavy snow.

What are the botanical classifications of cilantro and parsley?,
How do cilantro and parsley differ in flavor?,
What is the plant life cycle of cilantro compared to parsley?,
What are the ideal growing conditions for cilantro?,
What are the ideal growing conditions for parsley?

August 19, 2025

Extortion

By Academic Wizard Blog

Extortion

1. What does the word, “extortion”, mean?

2. What does a “satellite dish” look like?

3. Why is a satellite dish shaped the way it is?

4. Does Central Georgia College (CGC) actually exist?

5. Why do you think the author chose to have Jim Wallace teach at CGC instead of the larger University of Georgia?

6. Why might a physics professor teach astronomy?

7. How are physics and astronomy related?

8. What is a GPS? What is the GPS?

9. What is “electrical engineering”, and how does it relate to this story?

10. What did Thomas Johnson do with his “dish”?

11. What does the “government allow” for amateur radio operators?

12. What is the “FM spectrum”? Extortion

13. What does “pumping wattage” mean?

14. Why might Mr. Johnson hear a communication between Russians and someone in New York City?

15. What is “RF”?

16. Why do we call Scout’s home star Epsilon Eridani?

17. Why do astronomers suspect there might be planets orbiting Epsilon Eridani?

18. What is a light year?

19. Why would it take 10.5 years for a message to travel to or from Epsilon Eridani?

20. What was Wallace referring to when he asked Johnson about “bouncing around the Earth?

21. Why is reflection “way down” in daylight hours?

22. What is a satellite?

23. Why are some satellites “over the equator”? What is a Clarke orbit?

24. What does “orbital period” mean?

25. Why did Wallace think that Scout’s orbital period was 4 hours?

26. Why did Wallace think that Scout’s altitude was more than 6000 kilometers?

27. What is a kilometer?

28. What is GMT? What is EST?

29. How are GMT and EST related?

30. What is MHz?

31. What are photons?

32. How did Scout propose to recharge his energy storage unit?

33. How much energy does 1 photon carry at 299.87 MHz?

34. How might Scout acquire energy if Wallace and Johnson refused to provide it?

35. What are NASA and DHS?

36. What is a scanner?,

37. What is a solar flare?,

38. What is a gravity well?,

39. What are the “thousands of pieces of orbiting debris” that Scout referred to?,

40. Why did Wallace hope to live another 21 years? Extortion

August 19, 2025

HR Diagram Lab

By Academic Wizard Blog

HR Diagram Lab

Learning Objective:
To become familiar with one of the most commonly used tools for understanding stars, the HR diagram

Prerequisites: Read Chapter 15

Materials Required

Computer and internet access
Digital camera or scanner
HR Diagram Graph: download and print out, or you may create your own graph but using similar axes
Time Required: approximately 3 hours

Exploration Study and Information
Properties of Stars
The Hertzsprung-Russell Diagram, or HR Diagram, is a graph in which a star’s temperature is plotted against its absolute magnitude. From such a diagram, other information about a star’s properties and life cycle can be determined. A simplified HR Diagram appears in your textbook and is shown below for reference. Note that this diagram shows the different categories of types of stars, such as the Main Sequence, Giants, etc.. In this laboratory, you will construct an HR Diagram using data on the 20 stars that are nearest to our Sun and the 20 brightest stars in our sky. Then you will use the finished diagram to describe the properties and life cycle of stars. And then you will use a simulation where you will follow the life stages of our Sun on this diagram.

Image 1. H-R Diagram. Bennett, J., Donahue, M., Schneider, N., & Voit, M. (2019). Cosmic Perspective, The (9th ed.). Pearson.

Part 1 – Creating Your Own HR Diagram. HR Diagram Lab
Instructions
You will be using Table 1 and Table 2 to plot the 20 nearest and 20 brightest stars on the attached HR diagram. The following tips will be helpful when graphing stars;

Temperature is on the horizontal axis, absolute magnitude is on the vertical axis,
Absolute magnitude decreases as the values become more positive,
Notice the graph lines used to plot temperature are unevenly spaced and that the number of Kelvins between each line is not constant. Carefully check a star’s temperature and the value of its graph line before plotting each star.
Use a plus sign (+) to graph each of the nearest stars (listed in Table 1) on the diagram.
Use a circled dot (o) to graph each of the brightest stars as seen from Earth (listed in Table 2) on the diagram. Show stars that appear on both tables using a square (). Please sign you name on your graph and include the date. HR Diagram Lab

What is the Hertzsprung-Russell (HR) diagram and what does it show?,
How do you plot stars (nearest and brightest) on the HR diagram?,
What do the plotted positions of stars reveal about their properties?,
How does the HR diagram illustrate the life cycle of stars, including our Sun?,
Why is the HR diagram an important tool for understanding stellar evolution?

August 19, 2025

Developing a Research Study

By Academic Wizard Blog

Developing a Research Study

This week, we are learning about developing a research study. It is important to operationally define your variables so that you can accurately observe and measure them. Describe a specific research idea and how you would go about studying that idea. Remember to include the variables involved, a potential hypothesis, possible methods, and the statistical tests needed to analyze your data. Find a published article in a research journal to support your idea.

Do you need to find a articles discussed in recent issues of professional peer-reviewed journals?

Developing a Research Study

To identify the journal or journals you browse, you can use “library services” or journal websites to see what recent topics have been discussed in journals.

Some journals you may look at include: American Journal of Psychology, Behavioral and Brain Sciences, British Journal of Psychology, Evolution and Human Behavior, Journal of Abnormal Psychology, Journal of Cognitive Neuroscience, Psychology of Addictive Behaviors, Behavior Research and Therapy, Psychopharmacology, Behavioral Pharmacology, European Journal of Neuroscience, Journal of Applied Behavior Analysis, Journal of Experimental Psychology, Learning and Memory, Neuropharmacology

Che

Developing a Research Study

What is the specific research idea?,
What are the independent and dependent variables?,
What is the hypothesis of the study?,
What methods can be used to study the idea?,
Which statistical tests would analyze the data and what published research supports the study?

Comprehensive General Answer

Research Idea
A possible research idea is to study the relationship between sleep quality and academic performance in college students. Many students struggle with balancing coursework and sleep, and understanding this relationship could provide insights into mental health and productivity.
Variables

Independent Variable (IV): Sleep quality, measured using a standardized scale (e.g., the Pittsburgh Sleep Quality Index).
Dependent Variable (DV): Academic performance, measured by GPA or standardized test scores.
Control Variables: Age, gender, study habits, caffeine intake, and class load, to ensure these factors do not confound results.

Hypothesis
“If college students experience higher quality sleep, then their academic performance will be significantly better compared to students with poor sleep quality.”
Methods
Participants would complete a survey on sleep quality and provide consent to access GPA records. Data collection could occur through university emails or psychology courses. The design would be correlational since sleep cannot be fully manipulated ethically. However, an experimental version could involve assigning groups to different sleep schedules under lab conditions.
Statistical Tests and Support
The data would be analyzed using:

Pearson’s correlation to examine the relationship between sleep quality and GPA.
Multiple regression analysis to control for additional variables (e.g., caffeine, study hours).
If an experimental version is used, an independent-samples t-test could compare academic outcomes between a well-rested group and a sleep-deprived group.

Supporting Research:
A study by Gilbert & Weaver (2010), published in the Journal of American College Health, found a strong association between sleep quality and academic performance in college students, supporting the idea that sleep plays a critical role in cognitive functioning and learning outcomes.

August 15, 2025

Medical Coding Reflection

By Academic Wizard Blog

Medical Coding Reflection

Initial learning that a student gains throughout their program of study can be very profound. This education and training are powerful and can help to provide the foundation needed for success. With this in mind, take a moment and think back to the first day of your first class. Consider all of the courses you have completed up to this point in the program. Being so close to completing your coding program of study, what are your thoughts about your initial learning?

Use the attached assignment document to complete and submit for grading.

Medical Coding Concepts.docx

Medical Coding Reflection

Medical Coding Concepts – W1A2 – HP216

Articulate your knowledge of medical coding concepts and topics.

Medical Coding Reflection

Include the following aspects:

1. How have the courses you’ve taken prepared you for the CBCS certification exam?

1. Share two important concepts, topics, or guidelines you have learned related to coding and billing. and share the impact they had on your initial learning process.

1. Discuss how you can best highlight what you have learned in the program on your resume.

Medical Coding Reflection

How have the courses taken prepared you for the CBCS certification exam?,
What are two important concepts, topics or guidelines learned in coding and billing?,
How did these concepts impact your initial learning process?,
How can the information gained be applied in a future career?,
How can the knowledge gained be highlighted on a resume?

August 15, 2025

Nursing Theory Presentation Guide

By Academic Wizard Blog

Nursing Theory Presentation Guide

1. Select a Nursing Theorist: As a group, choose one nursing theorist from among those presented in this course. This decision should be made collectively by your group members.

2. Group Formation: The professor will assign you to groups. Each group will work together on the presentation, so be sure to coordinate and communicate effectively with your assigned peers.

3. Submission Details:

Nursing Theory Presentation Guide

· One Submission Per Group: Only one final presentation will be accepted and graded from each group.

· Format and Length:

· Your presentation should consist of 15slide

· Every slide must include recorded audio that explains or expands on the content.

· The PowerPoint must be formatted according to APA guidelines.

Required Slides and Content: Your presentation must include the following slides:

· Title Slide:

· Include the presentation title, your name, your school’s name, course number and title, professor’s name, and the date.

· Also, list all members of your group.

· Introduction of the Nursing Theorist:

· Give a brief background of the chosen theorist. Explain their significance in the field of nursing.

· Classification of the Theory:

· Identify whether the theory is a Grand Theory, Middle Range Theory, or Practice-Level Theory.

· Theoretical Overview:

Nursing Theory Presentation Guide

· Discuss the model or core concept of the chosen theory. Explain its main ideas and how it is structured.

· Applicability to Nursing Practice:

· Provide clinical or professional examples to show how this theory is applied in actual nursing practice.

· Implications for Nursing Research:

· Explain how this theory can contribute to advances in nursing practice and research.

· Conclusion:

· Summarize the key points of your presentation.

· Reference Slide:

· Include all references formatted in APA style.

· Use at least 8 scholarly EBP references- not older than 5 years old

Grading Considerations: Make sure you follow the provided grading rubric closely. Your presentation should meet all the content and formatting requirements outlined above, and every slide must have accompanied audio narration.

By understanding and following these instructions carefully, your group will be able to create a comprehensive, well-organized, and academically rigorous PowerPoint presentation. Make sure your slides are visually clear and not overcrowded with text, since the audio will serve as the primary vehicle for your detailed explanations. Good luck and collaborate effectively to showcase your understanding of the chosen nursing theory!

Nursing Theory Presentation Guide

Which nursing theorist will be the focus of the presentation?,
Is the theory classified as a Grand Theory Middle-Range Theory or Practice-Level Theory?,
What are the main ideas, structure, and model of the chosen theory?,
How is this theory applied in actual nursing practice?,
How does this theory contribute to nursing research and advancement?

August 15, 2025

Parkland School Shooting Response

By Academic Wizard Blog

Parkland School Shooting Response

Personal crisis: On February 14, 2018, a mass shooting occurred when 19-year-old Nikolas Cruz opened fire on students and staff at Marjory Stoneman Douglas High School, part of the Miami metropolitan area, Parkland, Florida, killing 17 people and injuring 18 others.

Purpose

1. To apply principles of community trauma/crisis/disaster assessment in your local community

2. To consider ground-level interventions that a PMHNP can apply in a community emergency/disaster situation

Instructions Parkland School Shooting Response

1. Select a recent crisis/disaster event that occurred in your local area. Briefly describe the event.

The event should be a DSM type of traumatic event that occurred in your local community. This could include, but is not limited to: natural disasters, mass shootings, terrorist attacks, or the death of a local figure that was traumatic to the community (example: murder of J.F.K. would be ok b/c threat to the nation, fear of more attacks, etc. Death of Elvis Presley not ok – upsetting and personally devastating, yes. Traumatic, no.)
Remember that just because something is really difficult does not automatically make it a trauma. Adverse life events are not the same as trauma.
The event must have occurred in your local community and in your lifetime where you were old enough to witness the impact that the event had on the community. If you cannot think of something from your town, move up to something in the next biggest town or something in your state.

2. Use the following questions to reflect on the event:

Reaction – What was the community reaction to the event? Or, did you see strong reactions in individuals?

Source – What was the source of that reaction? Why was it so difficult? – The source of the reaction is often the emotions that are underlying. Are they acting out of fear or rage? Are they caring for the individuals that were harmed because the community is so close and full of love?

Implications – What did this mean for the individual or the community? How was the community changed by this event? What were the outcomes of this event?

3. Let’s say that you were a PMHNP at the time that this event occurred. Develop a plan for intervention. As a PMHNP, what could you do to positively affect this situation, at the individual and community level?

Your plan should include ground-level interventions that the PMHNP could perform in the weeks following the traumatic event. Will you offer therapy or support groups? Education? Is there a specific program that you would start to relieve the immediate needs following the event? Volunteer with disaster relief?
Use the disaster response resources in the module for some initial ideas, but you can expand beyond this if appropriate for your scenario.
This is NOT a work on social issues or policy change. Although these are important issues, the purpose of this work is to focus on the immediate needs after a crisis or disaster. Your plan should not be about advocating for policy change. We’re looking for ground-level interventions that you can do immediately. Parkland School Shooting Response

4. Total assignment should be minimum 2 pgs in essy style with APA format. Cite references as needed, but not required.

What was the community reaction to the Parkland shooting?,
What was the source of these reactions?,
How did the event impact and change the community?,
As a PMHNP what immediate interventions could be implemented for individuals?,
What ground-level community interventions could be applied in the weeks following the event?

August 15, 2025

Victim Support and Inclusion

By Academic Wizard Blog

Victim Support and Inclusion

· In Chapter 7, we explore sexual victimization. How can the criminal justice system improve its response to sexual assault cases to better support victims and increase reporting rates?

· What are some of the barriers victims of intimate partner violence face when trying to leave abusive relationships, as discussed in Chapter 8? What solutions or resources would you recommend overcoming these barriers?

Part 2:

Instructions: Select a recent article (within the last 12 months) that covers how the criminal justice system responded to a crime victim. In a 2–3-page paper, summarize the case and analyze the response from law enforcement, the courts, or victim services using material from Chapters 4 and 8 of Daigle’s Victimology. Consider the following:

· How was the victim treated during the criminal justice process?

· Were the victim’s rights upheld?

· How could the response have been improved to provide better support to the victim?

Formatting: Victim Support and Inclusion

· 12-point Times New Roman font

· Double-spaced

· APA citation style for both the textbook and the article

Discussion 6: Disability Reflections

Overview

The following readings and questions focus on inclusive environments and technology that accommodates everyone. Chapter 112, Increasing Awareness: Language, Communication Strategies, and Universally Designed Environments, explicitly addresses the positive impact of Universal Design. For this Discussion, answer the following three questions.

Discussion Question 1:

What is Universal Design, and what are the primary principles? Define the term and the primary principles. Explain in 150 Words.

Victim Support and Inclusion

Discussion Question 2:

Provide three Universal Design images or technology that increase inclusivity for people with disability (i.e., sensory, physical, psychological, mental, and medical). Select any three types of disability, post a universal design image next to each, and provide an explanation. See the example below for Physical Disability: Quadriplegia, Paraplegia, and other mobility impairments.

EXAMPLE

Types of Disability

Universal Design Image

( Insert Image)

Explanation

Sensory: Blind, Deaf, Visually Impaired, or Hard of Hearing

Physical: Quadriplegia, Paraplegia, other types of mobility impairmentsThe design of the steps enables both people in wheelchairs and non-disabled people to use the same space to enter and exit the building. This is a universal design.

Psycho

logical: Bi-Polar, Depression, Post-traumatic Stress Disorder, Attention Deficit Disorder (ADD)

Mental: Developmental Delay, Learning Disability, Autism, Asperger’s

Medical: Diabetes, Cystic Fibrosis, Epilepsy, Chronic

Discussion Question 3:

Which of the following disability chapters resonated with you? Explain in 150 Words.

· Disability and Discrimination Chapters

97 Immigration, Ethnicity, and the Ugly Law – Susan M. Schweik

98 Disability Does Not Discriminate: Toward a Theory of Multiple Identity Through Coalition -Zanita E. Fenton

101 Disabled Behind Bars -Rebecca Vallas

103 Go to the Margins of the Class: Disability and Hate Crimes -Lennard J. Davis

104 Why the Intersexed Shouldn’t Be Fixed: Insights from Queer Theory and Disability Studies -Sumi Colligan

105 Students with Disabilities Frustrated with Ignorance and Lack of Services -Allie Grasgreen

110 Toward Ending Ableism in Education -Thomas Hehir

· Types of Disability ( i.e., mobility, hearing, and cognitive disabilities) Chapters

99 Post-Traumatic Stress Disorder Leaves Scars “on the Inside,” Iraq Veteran Says – Edward D. Murphy

102 The Silent Victims: Inmates with Learning Disabilities -Douglas P. Wilson

106 Understanding Deafness: Not Everyone Wants to Be “Fixed” -Allegra Ringo

107 How to Curse in Sign Language -Ashley and Deborah

108 On the Spectrum, Looking Out – Jess Watsky

114 Creating a Fragrance-Free Zone: A Friendly Atmosphere for People Living with Environmental Illness Invisible Disabilities Advocate

· Universal Design and Inclusive Strategies Chapters

96 Struggle for Freedom: Disability Rights Movements -Willie V. Bryan

111 Facilitating Transitions to College for Students with Disabilities from Culturally and Linguistically Diverse Backgrounds -Heather A. Oesterreich and Michelle G. Knight

112 Increasing Awareness: Language, Communication Strategies, and Universally Designed Environments -Karen A. Myers, Jaci Jenkins Lindburg, and Danielle M. Nied

113 Learning Disability Identity Development and Social Construct: A Two-Tiered Approach – Cheryl L. Howland and Eva Gibavic

115 Recognizing Ableist Beliefs and Practices and Taking Action as an Ally -Madeline L. Peters, Carmelita (Rosie) Castañeda, Larissa E. Hopkins, and Aquila McCants

Short essay week 15

Write an essay based on the topic below:

Research non-profit organizations that are involved in anti-human trafficking efforts. Choose three non-profit organizations to discuss in your essay. Describe how they are involved. Your essay should include:

· An introductory paragraph.

· The body of your essay should include three paragraphs, one for each non-profit organization.

· A conclusion, summarizing your essay and informing which organization did you like the most.

Requirements

1. Provide a comprehensive reflection of your critical thoughts on the topic at hand.

2. The essay should be between 400-500 words minimum.

3. The total required word count makes it about 2 pages in length. Please make sure to use the word count feature in Microsoft Word to ensure you meet the minimum requirement regardless of the number of pages.

4. It should be typed in Calibri or New Times Roman (12-point font) and double-spaced.

5. Follow the traditional essay formatting while addressing the questions provided:

· Title Page

· Introduction

· Body Paragraphs

· Conclusion

· Reference Page

6. For in-text citations and referencing, you must use the APA formatting style

7. After submitting your essay you will view your Turnitin similarity score. If your score is higher than a 20%, fix your paper, and resubmit it. Papers with scores higher than 20% will be penalized.

How can the criminal justice system improve its response to sexual assault cases to better support victims and increase reporting rates?,
What are the barriers victims of intimate partner violence face when trying to leave abusive relationships, and what solutions can address them?,
In the selected recent case, how was the victim treated during the criminal justice process?,
Were the victim’s rights upheld, and how could the response have been improved?,
What is Universal Design, and how does it promote inclusivity for people with disabilities?

Part 1: Victimology Reflection

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