What is the loss in decibels (dB)?

General Instructions: Answer the following questions, submitting your answers on Blackboard. SHOW YOUR WORK on any math problems.

Consider the following voltage signal: V(t)=12sin(377t)

1. What is the peak voltage of the signal [Volts]?

2. What is the angular frequency [rad/sec]?

3. What is the frequency of the signal [Hz]?

4. What is the period of the signal [sec/cycle]?

 

In a heterodyne receiver, the intermediate frequency of the receiver is 21.4 MHz.

5. What is the local oscillator frequency (f1) if the tuned frequency (f2) is 120.9 MHz?

6. If the local oscillator frequency (f1) is 145.7 MHz, what is the tuned frequency (f2)?

 

The gain of a power amplifier is 5.

7. If 30W are coming in, what is the power going out?

8. What is the gain in decibels (dB)?

 

The attenuation of a voltage attenuator is 10.

9. If 120V are coming in, what is the voltage going out?

10. What is the loss in decibels (dB)?

Do you detect any particular structural pattern (e.g., parallelism within your assigned book of the Bible)?

Exegesis Paper- Need a rough draft by this Sunday

You will complete an exegesis of a passage from the New Testament (employing methods of interpretation and perspectives, such as literary and historical context, literary form, and structure). Exegesis means to expound upon a text, to unpack a text of its many meanings. Elements of various types of criticism will be employed to further develop your ability to interpret the Bible. The paper should be 2000-3000 words in length and follow MLA style.

Select one of the following passages as the basis for your exegesis:

ï‚· Matthew 6:9-13

ï‚· Matthew 17:1-13 – My Selection

ï‚· Luke 9:18-36

ï‚· Luke 11:2-4

Follow the outline below and answer the questions in each section using recommended sources. Keep the outline headings below as the subheadings of your exegesis.

1. Literary Criticism

a. Context: What follows and precedes your passage? Are your pages affected by this context?

b. Form criticism: What is the literary form of your passage? Are there other places in the Bible (or related text) where this form is used and which help to interpret this passage?

c. Structure: Do you detect any particular structural pattern (e.g., parallelism within your assigned book of the Bible)? Describe the parts of your passage.

d. Redaction criticism: Has your passage come through an editorial process? What changes have been made? Explain why certain changes have been made.

e. Key words: What are the theologically important words in the passage? Do these words evoke any other parts of the Bible? Are these words used in a new way by the author of this passage? What do these words mean?

2. Theological Analysis

a. What does this passage say about the relationship with God?

b. What questions might this passage have addressed in the community for which it was originally written?

[Some of the ideas above are adopted from A Guide to Biblical Exegesis by G. Landes and W. Wink (unpublished.)]

You should document your exegesis carefully. Be sure to use some material from the bibliography in the course Doc Sharing area for your exegesis, especially the biblical reference books. Below are some hints for successfully completing the paper:

1. Look up your passage in the New Testament.

2. Consult a general commentary (such as The Jerome Biblical Commentary, The New Jerome Biblical Commentary, or The Collegeville Bible Commentary).

3. Consult specific commentaries (see the course bibliography in Doc Sharing, e.g., Harrington’s Matthew’s Gospel, Fitzmyer’s The Gospel According to Luke).

4. Conduct a periodical search (through EBSCO) of your passage, limiting search to full-text, peer-reviewed journals.

Use the checklist below to ensure that you are following the format properly:

1. Are all ideas documented (including page numbers)?

2. Are all quotations documented (including page numbers)?

4

3. Is there a works cited page?

4. Do the notes and bibliography include sources recommended by the syllabus?

5. Does the format include the headings from the syllabus?

6. Does each sentence make sense?

7. Does the “form” section clearly name a literary form?

8. Does the redaction section contrast the assigned passage with Mark’s version (except for infancy narrative and Lord’s Prayer)?

9. Does the key word section include more than one key word?

10. Does the key word section refer to Old Testament material?

What questions might this passage have addressed in the community for which it was originally written?

Exegesis Paper- Need a rough draft by this Sunday

You will complete an exegesis of a passage from the New Testament (employing methods of interpretation and perspectives, such as literary and historical context, literary form, and structure). Exegesis means to expound upon a text, to unpack a text of its many meanings. Elements of various types of criticism will be employed to further develop your ability to interpret the Bible. The paper should be 2000-3000 words in length and follow MLA style.

Select one of the following passages as the basis for your exegesis:

ï‚· Matthew 6:9-13

ï‚· Matthew 17:1-13 – My Selection

ï‚· Luke 9:18-36

ï‚· Luke 11:2-4

Follow the outline below and answer the questions in each section using recommended sources. Keep the outline headings below as the subheadings of your exegesis.

1. Literary Criticism

a. Context: What follows and precedes your passage? Are your pages affected by this context?

b. Form criticism: What is the literary form of your passage? Are there other places in the Bible (or related text) where this form is used and which help to interpret this passage?

c. Structure: Do you detect any particular structural pattern (e.g., parallelism within your assigned book of the Bible)? Describe the parts of your passage.

d. Redaction criticism: Has your passage come through an editorial process? What changes have been made? Explain why certain changes have been made.

e. Key words: What are the theologically important words in the passage? Do these words evoke any other parts of the Bible? Are these words used in a new way by the author of this passage? What do these words mean?

2. Theological Analysis

a. What does this passage say about the relationship with God?

b. What questions might this passage have addressed in the community for which it was originally written?

[Some of the ideas above are adopted from A Guide to Biblical Exegesis by G. Landes and W. Wink (unpublished.)]

You should document your exegesis carefully. Be sure to use some material from the bibliography in the course Doc Sharing area for your exegesis, especially the biblical reference books. Below are some hints for successfully completing the paper:

1. Look up your passage in the New Testament.

2. Consult a general commentary (such as The Jerome Biblical Commentary, The New Jerome Biblical Commentary, or The Collegeville Bible Commentary).

3. Consult specific commentaries (see the course bibliography in Doc Sharing, e.g., Harrington’s Matthew’s Gospel, Fitzmyer’s The Gospel According to Luke).

4. Conduct a periodical search (through EBSCO) of your passage, limiting search to full-text, peer-reviewed journals.

Use the checklist below to ensure that you are following the format properly:

1. Are all ideas documented (including page numbers)?

2. Are all quotations documented (including page numbers)?

4

3. Is there a works cited page?

4. Do the notes and bibliography include sources recommended by the syllabus?

5. Does the format include the headings from the syllabus?

6. Does each sentence make sense?

7. Does the “form” section clearly name a literary form?

8. Does the redaction section contrast the assigned passage with Mark’s version (except for infancy narrative and Lord’s Prayer)?

9. Does the key word section include more than one key word?

10. Does the key word section refer to Old Testament material?

What would it take to incorporate and make learning Transcendental meditation a requirement in our schools?

Research Question: What would it take to incorporate and make learning Transcendental meditation a requirement in our schools?

 

 

Working Thesis: There are many public education schools whose students are missing out on their true potential and benefits from learning a simple practice such as transcendental meditation. Not all students have the ability to afford or even at that discover what TM actually can do for their students and children. One alternative or solution would be to require students in CA public schools to learn the practice of TM along with the history of its origins as a general curriculum.

Critically reflect upon your learning and discuss your finals insights

Based on the readings and/or the videos from the course (you can choose the week/weeks), complete an integrative essay that 1) summarizes and critically analyzes the key points of one or more of the resources utilized in this course and 2) applies the concepts to a past workplace situation that you encountered.

 

Part II: Drawing Conclusions and Making Applications: Critically reflect upon your learning and discuss your finals insights about the below 4 areas: (4 pages)

The interrelationship between organizational systems, management and leadership.
Applicable styles of leadership, core characteristics within varied environments, and the situational nature of leadership.
Emotional intelligence and servant leadership and their applicability in complex organizations and global work environments.

Organizational entrepreneurship and the key leadership qualities inherent in this type of leadership approach in the marketplace.

Use conditional formatting to automatically highlight negative net cash flow months.

1) Gather the Data related to your monthly cash inflows and outflows. For examples, how much do you take home in your paychecks each month (4000). What other sources of income do you have? What expenses do you have-rent (821), Utilities (32) Gas (60) (insurance (125) Groceries (200) entertainment (100) car (380) cell phone (10)

2)Creat a new workbook for the sample financial data. Use the first worksheet as a documentation sheet that includes your name, and date on which you start creating the workbook, and a brief description of the workbooks presuppose.

3) Plan the structure of the second worksheet, which will contain the budget. Include a section to enter values that remain consistent from month to month, such as monthly income and expenses. AS you develop the budget worksheet, reference these cells in formulas that require those values. Later you can update any of these values to see the changes immediately rel feted throughout the budget.

4) In the budget worksheet, enter realistic monthly earnings for each month of the year. Use formulas to calculate the total earnings each month, average monthly earnings, and the total earnings for the entire year.

5) In the budget worksheet, enter realistic personal expenses for each month. Divide the expenses into at least three categories, providing subtotals for each category and grand total of all the monthly expense. Calculate the average monthly expense and total expense for the year.

6) Calculate the monthly net cash flow (the value of total income minus total expenses)

7) Use the cash flow values to track the savings throughout the year. Use realistic amount for savings at the beginning of the year. Use the monthly net has flow values to add or subtract from the value. Project the end-of-war balance in the savings account under your proposed budget.

8). Format the worksheets contents using appropriate text and number formats. Add colors and border to make the content easier to read and interpret. Use cell styles and themes to provide your worksheet with a uniform appearance.

9) Use conditional formatting to automatically highlight negative net cash flow months.

10) insert a pie charge that compares the monthly expense for the categories.
11) Insert a column chart that charts all of the monthly expenses regardless of the category.

12)Insert a line charge or sparkling that shows the change in the savings balance throughout the 12 months of the year.

13) Insert new rows t the top of the worksheet and enter titles that describe the worksheet’s contents

14) Examine your assumptions. How likely are certain events to occur? Perform several what-if analyses on your budget. providing the impact of (a) deducting income with expenses remaining constant, (b) increasing expenses with income remaining constant, (c) deducting income and expenses, and (d) increasing income and expenses. Discuss the different scenarios you explored. How much cushion does your project income give you if expenses increase? what are some thinks you can do in your budget to accommodate this scenario.

15)Thinking of a major purchase you might want to make- for example, a car or a house. Determine the amount of the purchase and the current annual interest rate charged by your local bank. Provide a reasonable length of time to repay the loan, such as five years for a car loan or 20 to 30 years for a home loan. Use the PMT function to determine how much you would have to spend each month on payments for your purchased. You can do calculations on separate worksheet.

16) Add the loan information to your monthly budget and evaluate the purchase of this item on your budget. Is it affordable Examine other possible loans you might purse and evaluate their impact on your budget. Come up with the most realistic way of paying off the loan while still maintain a reasonable monthly cash flow and a cushion against unexpected expenses. If the payment exceeds your budget, reduce the estimated price of the items you’re thinking of purchasing until you determine the money payment you can afford under the conditions of the loan.

17. after settling on a budget and the terms of a loan that can afford, develop an action plan for putting your budget into place. What are some potential pitfalls that will prohibit you from the following through on your proposed budget? How can you increase the likelihood that you will follow the budget? be specific, and write down a list of goals and benchmarks that you’ll use to monitor your progress in the following your finical plan.

In light of these aims, to what degree do you think sociology can truly understand, generalize and predict social behavior?

As a relatively young discipline, sociology has most ambitious aims:  to use the scientific method to understand, generalize and predict social behavior.  In light of these aims, to what degree do you think sociology can truly understand, generalize and predict social behavior?  For example, in what specific ways do you think human behavior is predictable and in what ways unpredictable? Be substantiate your answer with facts and examples from your textbook reading.

Explain how various types of social capital can improve health outcomes across the SEM and why.

The Community

Social support is the perception that individuals within the social network are cared for and have assistance from other individuals. Within a social network there are several supportive resources to help address a communal or individual need.

Consider for example the availability of tangible resources such as HIV/AIDS treatment centers in communities, informational supports, and social relationships developed from friends, neighbors or community businesses.

Since social support is proven to optimize health, how might social isolation contribute to health disparities in populations? In those populations with diminished social support networks, social exclusion can help explain health disparities due to lack of access to resources within communities, whether they be tangible or intangible (Richmond, 2009).

For this Discussion, select one population and consider how social support or social networks can impact health disparities within this population.

Post by Day 3 a description of the population you selected. Explain how social support might contribute to positive health outcomes in this population. Then, explain how social exclusion in this population might contribute to health disparities and why. Be specific and provide examples.

Remember to begin interaction with your colleagues in the Discussion no later than Day 5 and continue engaging through Day 7 by suggesting how alternative social support systems impact planning health interventions for a health disparity described by your colleagues. Then explain how various types of social capital can improve health outcomes across the SEM and why.

Explain how these levels of the Sociological Model might contribute to or influence proposed interventions for HIV.

Using the Sociology-Ecological Model to Evaluate Social Determinants of Health

In what ways can health professionals use the SEM to address health disparities associated with the social determinants of health? How can health professionals use the SEM to implement effective interventions to improve health outcomes?

The social determinants of health are those unfair conditions in the social environment that affect how people live. These unfair conditions also increase the risk for illness and can reduce life expectancy. The inequitable distribution of various social determinants of health, such as substandard housing conditions or poverty, exacerbates health disparities. Yet, the social determinants of health are influenced by greater political and economic forces at the global, national, and local levels.

The SEM is useful for planning interventions that focus on social determinants. The model allows health professionals to consider individual health behaviors within a sociological context. The sociology-ecological context provides a whole-system approach to health and the built environment. Using an integrated sociology-ecological framework, health professionals can explore the role of substandard housing, poverty, or education in creating disparate health outcomes. Health professionals can also gain further insight for strategies to challenge society, the economic or political climate, and to transform inequitable environments.

For this Discussion,your instructor will assign you to groups. Review the articles assigned to your group and reflect on how various levels in the SEM may serve as an intervention for a health disparity.

Group A: Colorectal Cancer

Post by Day 3 an explanation of how you would apply the interpersonal and organizational levels of the Sociological Model for the prevention of collector cancer. Explain how these levels of the Sociological Model might contribute to or influence proposed interventions for colorectal cancer.

Remember to begin interaction with your colleagues in the Discussion no later than Day 5 and continue engaging through Day 7 by suggesting an alternative intervention not mentioned by your colleagues in Group B that applies to the organizational level of the Sociological Model.

 

Group B: HIV

Post by Day 3 an explanation of how you would apply the community, society, and/or policy levels of the Sociological Model for the prevention of HIV. Explain how these levels of the Sociological Model might contribute to or influence proposed interventions for HIV.

Remember to begin interaction with your colleagues in the Discussion no later than Day 5 and continue engaging through Day 7. Continue the Discussion by Day 5 and suggest an alternative intervention not mentioned by your colleagues in Group A that applies to the community, society, and/or policy levels of the Sociological Model.

How the components of both verbal and nonverbal communication are applied in various criminal justice settings.Explain.

Write a 1,050- to 2,100-word paper that describes the communication process. Be sure to include:

  • The components of both verbal and nonverbal communication
  • How the components of both verbal and nonverbal communication are applied in various criminal justice settings
  • Potential barriers to effective communication and strategies for overcoming those barriers
  • The appropriate verbal and nonverbal communication skills needed for testifying in court