Day: April 27, 2018

This is the requirement from the lecture:

Students are expected to reflect on the key issues for each seminar and document their response in writing using ideas from the key theories and readings in the seminars. Students are to reflect on at least five (5) seminars ( 2 diary entries must be based on the Guest Lectures) resulting in 5 diary entries. What are the main ideas/theories discussed? Are there key issues/theories? Have your ideas changed or been reinforced in terms of issues covered in the seminars that relate to leadership? What have you learned more broadly? This diary is meant to reflect critical thinking and should be the student’s own work. However, all quotes or ideas taken from other sources must be referenced appropriately using a recognised academic referencing system such as the author/date or Harvard referencing systems. URKUND is enabled for all assessment items in this unit.The diary must be submitted via Moodle on time. Late penalties will apply and extensions will only be considered when the extension form is signed and submitted well before the due date with supporting documentation.
Word Count Rules: The word count is conducted by using the word count function in Microsoft Word by highlighting the first word of the first sentence to the last word of the last sentence. The word count includes all in-text references and quotes but does not include the title or the reference list. Plus or minus 10% leeway is given for the word count, for example the Reflective Diary (2,000words) must be within 1800 to 2,200 words. Markers will ignore those parts of the essay that exceed the word limit, and essays which are under the word limit will be considered as not representing a completed assessment task. Excessive use of quotes will be heavily penalised. Writing to a set word count is a requirement in almost every profession.

Please make sure you take note of the following before submitting your reflective diary:

1) Please read the instructions in the unit outline and the Academic Skills lecture before submitting your reflective diary.
2) Please do not focus on the entire seminar (do not attempt to summarise the entire seminar). The instructions clearly state to choose one or two concepts/theories from each seminar to focus on.
3) You must stick to the word limits.
4) You must reference if you use other people’s words. The reflective diary is not based on research however you must always acknowledge other people’s work appropriately.
5) Use subheadings in the reflective diary to indicate which seminar the concepts are from.
6) Do not simply focus on describing your experience or the concept/theory. Critical reflection/analysis means asking why are things the way they are? What does the theory say and what happens in real life? Do they match? If not, why not. If yes, which parts and how? Always use concepts and theories and language from the unit. This is not a personal diary, this is still an assessment item that should demonstrate your understanding of theories and concepts form the unit.
7) You can use the first person in the diary (I) but you cannot and should not use the royal ‘we’. You are the sole author of the work and this is not group work. You must still use formal language in the reflective diary. Please edit your work carefully before submission.
8) Please follow instructions as you will lose marks for not following instructions.

My expection:

1. You are going to write 5 topics about 5 seminars that I attended before. 3 of them were lecture seminars which included the slides and I will attach the slides along with this order.
2. There is no slides of the other 2 guest lecture topics. They are about �Power and Leadership� and �Leading Teams�. You are free to write anything about these 2 topics, Just make sure you have 2 references per each.
3. There are about 400 words and 2 references per each topics (the references can be from journal either articles or websites, No books please).
4. As the lecture said, Please do not focus on the entire seminar (do not attempt to summarise the entire seminar). The instructions clearly state to choose one or two concepts/theories from each seminar to focus on.
Thank you so much.

Attention deficit disorder (ADD) is a syndrome in which a person has difficulty focusing sustained attention on a task for a significant amount of time. In some cases this is accompanied by hyperactivity as well. It is currently being diagnosed at an all-time high. Between 1989 and 1996, youth visits for ADD increased 90%, from 1.9% of total physician visits to 3.6%.

 

Now, a psychiatrist named Dr. Edward Hallowell is making a new distinction. He has described a similar set of characteristics in a large number of patients that he terms Attention Deficit Trait (ADT). It looks a lot like ADD in its day-to-day manifestation, but unlike ADD, ADT symptoms lessen when the sufferer goes on vacation or into a decreased sensory input setting for an extended time period (on the order of days or weeks). In such a long-term placid situation, the ADD sufferer’s problems continue unabated.

 

Imagine that you have the general set of symptoms described above. But which of the two syndromes are causing your symptoms: the disorder (ADD) or the trait (ADT)? Approach your problem using scientific methodology—developing a question, a hypothesis, an experiment, and a control for the experiment.

 

The initial question and the experiment that will be performed on you are provided. Your job is to state the hypothesis and to design the most important and most basic control for this experiment.

 

 

Your Question: What’s my problem? Is it ADD or ADT?

 

1.      Your Hypothesis: State your hypothesis based directly on the above question.

 

Your Experiment: Keeping your same diet, sleep habits, and basic activity level, you will be sent on a two-week vacation to the Bahama Islands. You will be given only a beach to walk on and your favorite friend to talk to, following which you will be asked to read and memorize 10 sequential definitions from a standard dictionary in 30 minutes.

 

2.      Your Control for this Experiment: You get a numerical result for the number of definitions you memorized. What does that number mean? Nothing—unless you have a control for your experiment. What is the most obvious control for this experiment?

 

Major Hint: The study guide for Quiz 1 indicates where this topic is covered in your text. The two figures in that section give you valuable examples. Remember, the initial question and experiment are provided here. Be careful to provide what the assignment is asking for.

 

Your assignment:

 

1)      Write out a testable hypothesis in a brief sentence. Derive it from the question asked above. (Be certain that the experiment addresses it!)

2)      In a second sentence, describe a basic, critical control situation (additional experiment?) that will give validity to the experiment described above.

Number your sentences with “1” and “2” and do not use paragraph form. The sentences must not be submitted as an attached document, but entered into the text box provided.

Liberty University BIOL 101 Individual Assignment 3 complete solutions correct answers key

The global community is plagued by increasing incidence of lung cancer, colorectal cancer, breast cancer, pancreatic cancer, prostate cancer, leukemia, non-Hodgkin lymphoma, liver cancer, ovarian cancer, and esophageal cancer. Other types of cancer exist but are less frequent. What is the scientific community doing to attempt to eliminate the most common forms of cancer that are ravaging society?

 

1.      Be certain that you have read your textbook’s chapter on cell division, specifically the last section on how cells become cancerous. This is context for completing this assignment.

 

2.      Watch the presentation (found in the Reading & Study folder of Module/Week 4) entitled “Ways to Fight Cancer.” Notice that the presentation outlines essentially 3 approaches to fighting cancer: a) reduction of cancer risks, b) correction of cancer genes, and c) destruction of cancerous tissue.

 

3.      In the “Individual Assignment 3: 10 Discoveries in the War on Cancer” document is a set of 10 scientists’ discoveries. Scan the discoveries briefly. Then open the assignment submission link in Module/Week 4. In the text box, number from 1 to 10 for the 10 discoveries listed in the document.

 

4.      Reflect carefully on the first discovery (#1). Would this discovery be more useful for (a) reducing cancer risks, (b) correcting/restoring cancer cells to normal, or (c) destroying cancerous tissue? After #1 in your list, place in parentheses the letter representing the approach to fighting cancer that will best be served by this new discovery. (More than one approach may be served, but which is most likely to be helped most significantly?)

 

5.      Repeat this analysis for each of the remaining 9 discoveries. Return to the “Ways to Fight Cancer” presentation as needed for additional perspective. When finished, your entire text box must be simple: a numbered (1–10) list of letters a, b, or c.

 

6.      Seven points are granted for each correct association, up to 8 correct. If you get any 9 correct out of 10, you get a perfect score (60 points) on the assignment.

 

Individual Assignment 3: 10 Discoveries in the War on Cancer

1.      Malignant brain tumors in adults are fast-growing cancers with median survival rates of 15 months, even with aggressive treatment. Researchers have been searching for genetic “signatures” (characteristic groups of cancer-causing genes) that could help in defining the kind of brain tumor the patient has. They hope to be better able to predict the course of the disease and the patient’s response to treatment.

 

2.      Tobacco smoking is the leading cause of preventable deaths worldwide. It is a risk factor for lung cancer and several other types of cancer. Results of analysis of the entire human gene collection (the “genome”) support some previous findings that a region of human chromosome number 15 contains one or more genes that are associated with smoking intensity (the number of cigarettes smoked per day) and the closely related trait of nicotine dependency.

 

3.      Immunologists are investigating ways to destroy lymphocytes (white blood cells of the immune system) that have become cancerous (lymphomas). A current drug, Rituxamab, contains antibodies that bind to the surfaces of these lymphocytes, setting them up for destruction by the cancer patient’s own immune system. They are currently seeking ways to modify the antibody’s structure so that it will attract the cancer patient’s “natural killer” (NK) cells to the lymphocytes. Success of this project will bring a multifaceted immune response against lymphomas and hasten their destruction.

 

4.      Virologists are modifying lentiviruses as vectors for carrying proto-oncogenes into cancer-transformed cells in culture. They are developing this virus for inserting the ras proto-oncogene directly into its correct location in the genome. The correct ras gene will already be linked to human DNA to either side of it and complexed with a recombination enzyme that will insert it into its correct location within the human genome. At the same time, the recombination enzyme will excise the defective oncogenic form of ras. The cells in culture should again come under normal hormonal control and require extra-cellular signals in order to continue dividing.

 

5.      Immunologists are working with a mutation (HER2) that is expressed on the surface of many breast, bladder, pancreatic, and ovarian cancer cells. They have made antibodies against this mutant surface protein. These antibodies have been covalently bonded to a “gene expression vector” that makes cells light up when incubated with luciferin from fireflies. The vector takes the gene for luciferin into the cancer cells. The researchers have shown that their antibody can accurately find and light up cancer cells. Their next step is to bond the antibody to an expression vector that carries the normal HER2 gene into mutant cancer cells.

 

6.      Biochemists have discovered a protein kinase enzyme named BRAF that is an important link in a molecular pathway that causes a cell to divide. Normally BRAF responds to signals coming from outside the cell—signals calling for the cell to divide normally under normal conditions. But there is a mutation in BRAF enzymes that causes it to activate the cell toward division continually. In this way it results in melanomas, thyroid, and ovarian cancers. Biochemists have also found a drug, vemurafenib, that binds selectively to mutant BRAF, totally inactivating it. Cells that have inactivated BRAF undergo apoptosis, a process that leads to cell death.

 

7.      Organic chemists are exploring structural variations of the organic compound avobenzone (1-(4-Methoxyphenyl)-3-(4-tert-butylphenyl) propane-1,3-dione) for inclusion in sunblock products. Avobenzone is known for its ability to absorb a broad spectrum of ultraviolet radiations, including UVB light (known to enhance the frequency of basal cell and squamous cell carcinomas [skin cancers]) and UVA rays (thought to increase the frequency of melanoma cancers). New variations in the structure of avobenzone are hoped to retain the ability to absorb harmful UV radiation while having an increased stability in the presence of that radiation.

 

8.      Molecular biologists have taken nanoparticle-sized spheres and used them to deliver a cell-killing toxin from bee venom to tumors in mice, substantially reducing tumor growth without harming normal body tissues. Nanoparticles are known to concentrate in solid tumors because blood vessels in tumors show “enhanced permeability and retention effect,” or EPR. Hence, substances such as nanoparticles escape more readily from the bloodstream into tumors and the generally poor drainage of lymph from tumors further helps trap the particles in tumor tissue.

 

9.      Biochemists are analyzing the many, many components of red meat (beef, pork) to determine which component, if any, will cause increased colorectal cancer rates in mice when the component is administered orally. Studies have shown that higher colorectal cancer rates in humans are associated with higher consumption rates of red meat.

 

10.  Molecular biologists have developed a new sequence of human genes called an ankyrin insulator sequence. You place a new, corrected, or therapeutic gene within this sequence. Its role is to create an active area on a human chromosome where the new gene can work efficiently no matter what chromosome it lands on.

Liberty University BIOL 101 Individual Assignment 4 complete solutions correct answers key

Ecological Encounters

 

1. Should stewardship principles be taught in the Church?

 

Following a morning church service, you enter the foyer and overhear a discussion that you decide to join.

 

Bert: …so we really, really need to get the message out to the world that we are selfishly ruining our environment. Politically important people are exploiting poor people and the environment itself. This is not what Jesus would do.

 

Herbie: Well, I think Jesus went about teaching the Kingdom of God, not saving the environment. When people are walking down a road that leads to continuous torment and death, how much time should you spend teaching them to repair the road they’re walking on? These issues are distracting.

 

Sally: Well, regardless of which road you’re walking on, you make little choices each day about how you will walk that road.

 

Bert: Good point. Jesus walked that road. He probably had one suit, simple food, a borrowed mattress to sleep on, and no recreational vehicle to drive. So He was making choices that we don’t think about enough.

 

Herbie: (sigh…) To get people to think about those choices, you have to change their hearts first. You must communicate the gospel to people. When they are healed, then the Spirit of Christ will point them to less ecologically extravagant choices.

 

Sally: But Herbie, is that really happening in our churches? Are new converts just naturally choosing more environmentally responsible patterns? Don’t we need to help them with this? Jesus said to make disciples. Doesn’t that mean teaching them on a variety of issues?

 

Bert: If we’re visibly out there being environmentally protective and responsible, people will ask: “Why is your church doing this stuff?” It will just be natural to share our story of conversion to following Christ and caring about the new priorities He builds into our hearts.

 

Herbie: Bert, I don’t think people will ask that question. They will assume we’re selfishly trying to save the turf we live on just like some of them do. It’s like, you’re doing a good thing but there’s nothing particularly spiritual about it. The world wants to save the planet. We want to save people.

 

Sally: Herbie, I think God wants us to do both. So, how do we get the world to see us making good environmental choices while they hear us proclaiming salvation through Christ and new life in Him?

 

 

You decide to chime in, but which response below is yours, a) or b)?

 

a)      We really need to focus on our original mandate from Jesus: preaching the gospel. As people come to faith in Christ, many questions including some regarding environmental issues may arise and we can answer their questions naturally as they come up, one-on-one.

 

b)      We need to “go into the world and make disciples.” As people come to faith in Christ, we must begin to disciple them. They must be taught how their faith in Christ as Redeemer and Creator applies to their use of the environment. This is just part of the whole picture.

 

In Blackboard, open the assignment link. Within the text box, type a “1.” followed by either a) or b) above, depending on which response you agree with. Then, add a single densely-crafted sentence (about 20 words) defending your choice while modifying it slightly if you wish to. Then, keep reading:

 

Herbie has left the discussion a bit frustrated. His wife is anxious to get to the restaurant they have reservations at. Ethel hears people talking and decides to come over and join in.

 

1. How would you teach stewardship principles in the Church?

 

Sally: What if we start a new Sunday morning focus group before church where we could talk about these issues—you know—define them a bit and air them out?

 

Bert: No, no, no, no…The worst offenders will not join that group. We need to get Pastor Bob to do a sermon series on it so that the right people get the message. This has to be a revolution in the church’s consumerist thinking. The point has to be boldly made and made to everybody.

 

Sally: Well, why Pastor Bob? He has to live with us. Why don’t we get in a special speaker like Sleeth or DeWitt and have them do a series of three or four talks on a Sunday evening? We could add food and other enticements to get people out.

 

Ethel: Wait a minute…wait…just a minute! If you’re going to try to get everybody to wear blue jeans and old shirts and live in a tent in February, you’re going to divide this church right down the middle. And I know which side I’ll be on. Why should I stop wearing makeup because some biblical illiterate has just pronounced it wrong!

 

Bert: No, no, no…Ethel, we’re not talking about stepping on people’s biblical freedoms. This can’t be a “style” issue. But there are very basic stewardship principles that have to be taught. It’s the principles that need exposure. God’s Spirit will then lead individual people further into applying those principles.

 

Sally: Bert….that sounds like Herbie. Don’t we need to present at least some specifics?

 

Bert: So you want Amish buggies instead of cars because a horse is more efficient than an engine?

 

Sally: Well…maybe we could start with some easy things everyone could do, like buying less stuff and finding ways to reduce power consumption at home.

 

Ethel: OK…yeah…I could see a bit of that. It would save some money too, probably. George keeps saying we should give more to the missionaries…I get sick of hearing it.

 

Bert: But, Herbie has a point. How can we forcefully get basic stewardship principles out there to the entire congregation without making seekers and new converts think that this is our central focus? There must be a way to do this.

 

Sally: Bert, I was thinking: most of the poorer people in town that we say we want to reach for Christ are probably living more simply than many of us. I think they resent us for our extravagance. Our gospel needs some credibility in this area. I think we look selfish.

 

Ethel: Well…well…maybe you could work the whole environment thing into a focus on helping some Ugandan orphanage or something. George breaks my heart with these orphan stories. We could save money here and donate it there along with the gospel. If it has anything to do with missions, George will drag me to it. Well actually…that’s not fair. I’d be interested in it myself.

 

You (chiming in again with one of the comments below): “I have an idea.”

 

a)      Let’s get together at Herbie’s place and discuss it further. He had some good points and I fear that this new teaching will get us all distracted from a bigger evangelistic goal that we’re really not dealing with very well.

 

b)      I found this Christian website called Woodlakebooks.com. They’ve got good special group studies we could adopt for a “come if you want” 9-week focus group. We could meet just with interested people during a non-worship-service time. We could start our own little stewardship project and get the pastor to update the congregation on what we’re doing.

 

c)      Hey, Parish Publishing in New England makes weekly bulletin inserts that we could use over the long term. Everybody would get them, so we could sort of press the issue on people a bit. We could use them to invite interested people to an ongoing focus group on the subject. A missions project could be an outlet for the money we save.

 

d)     We need to get Pastor Bob excited about this or it will appear divisive. Phil knows him really well. Phil could get him to do some topical sermons on stewardship and how it relates to our message of salvation, maybe in a special Sunday night teaching series.

 

e)      Hey, Phil has graduate degrees from seminary and from Liberty University in environmental management. Maybe Pastor Bob would let Phil do a few successive Sunday morning teaching sessions during the worship hour. We could get the congregation to understand a little of the science behind caring for the earth.

 

f)       We need Pastor Bob and Phil to build a money bridge. They need to use worship service time to get us involved with a third-world evangelism and service project. They could convince people that our own environmental stewardship could help fund it all. Once people see the connection, we can start the stewardship classes to show people how to save money and contribute.

 

In the assignment text box, type a “2.” followed by 1 of the lettered choices above, depending on which response you agree with. Then, add a single densely-crafted sentence (about 20 words) that either

 

·         explains why you have selected this option

or

·         improves on the position you have selected

 

Bert has left the discussion reluctantly. His wife reminded him that the walk home takes 10 minutes and the bean casserole has now started cooking. The kids are hungry. Cal Lorrie, a nutritionist, has been listening to this conversation and decides to join in.

 

1. Does environmental stewardship affect what I eat?

 

Ethel: Gee, maybe those third-world orphans I spoke of are already the environmentally responsible people. I mean, they surely lean less heavily on the environment than we do. Don’t they? Really, I just couldn’t live like that…

 

Cal: One huge area of environmental stewardship involves what you choose to eat. Some third-world tribal groups probably eat mostly what they hunt and kill and do very little with vegetation unless the hunting fails for some reason.

 

Sally: Why would you mention that? Isn’t a vegetarian diet just a choice you make because it may be healthier for you?

 

Ethel: Oh, here we go…celery and water…

 

Cal: It’s more than nutrition. It’s a food web concept. When you get your protein from beef, or worse, from shellfish, you eat higher and higher in the food web. More calories are expended to get protein from shrimp than from beans and rice.

 

Ethel: Oh Cal, protein is protein. Doesn’t it cost the same amount to make the same quantity of protein?

 

Sally: I should have taken that BIOL 101 online course that Liberty University was offering…

 

Cal: The shrimp swims around, actively feeds, escapes predators, and has a high metabolic rate. It uses lots more calories than a bean plant just getting its protein to you.

 

Ethel: (sigh…) You want the church to do beans and rice at the next church dinner? With perhaps a bit of water?

 

Cal: The issue is balance. An uncritical vegetarian will actually be malnourished in certain ways. But most of our church members probably do way too much with meat. You have to give a whole lot of “Corn-Flake-level calories and protein” to a steer to get far less steak protein. So with the steak, you are taking far more from the environment.

 

Sally: My cousin Atkins is on a high-protein diet to try to lose weight. Are you saying that’s misguided?

 

Cal: Oh, he’ll probably lose some weight for biochemical reasons. But ecologically, the high-protein diets are most successful in America because we have the money to spend to eat higher in the food web.

 

Sally: We really need to get this information into the hands of our church people. This would give them two independent reasons to do a more balanced diet.

 

Ethel: Sorry. Talk all you want to. My George will have a good-sized piece of beef every night for dinner. We’re past the hot dog stage of life and he certainly won’t let me switch out beef with veggie burgers!

 

You (make another choice; what would you like to say?): “Hmmm…”

 

a)      Sally, I think Ethel’s right. We really ought to look for less intrusive ways to become ecologically friendly. Pushing on people about their diets is just going to dump a whole lot of unbiblical guilt on people, but they won’t budge. The Bible says we can do either meat or vegetables…

 

b)      I know! There are lots of good recipes/cookbooks out there that are done by people who want to eat lower in the food web. We could wholesale a bunch of them and put them on a stand in the church lobby. That would make a neat statement and income could go toward a third-world help project.

 

c)      Well, Ethel, what about just sharing basic food web concepts that Phil would know about? Then individual members can respond as God leads them to. That might only take 3–4 sessions. We could do it as part of a weekend thing, but have the last session be a review session on Sunday morning so exposure is broad.

 

d)     Ethel, you mentioned church suppers. Let’s have a seminar series on eating carefully within our food web and show people, calorie for calorie, how their restraint would feed orphan children in Uganda. The last seminar would be a church dinner using recipes that are lower on the food web. That way, lots of people could make a choice that keeps little children alive.

 

 

There are differing degrees of dietary stewardship implied in the choices above. In the assignment text box, type a “3.” followed by 1 of the lettered choices above, depending on which response you agree with. Then, add a single densely-crafted sentence (about 20 words) that either

 

·         explains why you have selected this option

or

·         improves on the position you have selected

 

Submit your assignment when finished.

 

Note: Many food consumption variables exist which have not been discussed:

 

a)      If I eat some raw foods, energy isn’t needed to cook them.

 

b)      If I eat at a restaurant, the environment has to support the staff that waits on me, the builders who built the restaurant, the workers who maintain the facility, etc.

 

c)      If I buy locally, less energy is used to get the food to me.

 

d)     If I eat simpler foods, less energy is used to process the foods (corn and chicken vs. “corndogs” manufactured two states away and refrigerated all the way

Liberty University BIOL 101 Individual Assignment 4 complete solutions correct answers key

Ecological Encounters

 

1. Should stewardship principles be taught in the Church?

 

Following a morning church service, you enter the foyer and overhear a discussion that you decide to join.

 

Bert: …so we really, really need to get the message out to the world that we are selfishly ruining our environment. Politically important people are exploiting poor people and the environment itself. This is not what Jesus would do.

 

Herbie: Well, I think Jesus went about teaching the Kingdom of God, not saving the environment. When people are walking down a road that leads to continuous torment and death, how much time should you spend teaching them to repair the road they’re walking on? These issues are distracting.

 

Sally: Well, regardless of which road you’re walking on, you make little choices each day about how you will walk that road.

 

Bert: Good point. Jesus walked that road. He probably had one suit, simple food, a borrowed mattress to sleep on, and no recreational vehicle to drive. So He was making choices that we don’t think about enough.

 

Herbie: (sigh…) To get people to think about those choices, you have to change their hearts first. You must communicate the gospel to people. When they are healed, then the Spirit of Christ will point them to less ecologically extravagant choices.

 

Sally: But Herbie, is that really happening in our churches? Are new converts just naturally choosing more environmentally responsible patterns? Don’t we need to help them with this? Jesus said to make disciples. Doesn’t that mean teaching them on a variety of issues?

 

Bert: If we’re visibly out there being environmentally protective and responsible, people will ask: “Why is your church doing this stuff?” It will just be natural to share our story of conversion to following Christ and caring about the new priorities He builds into our hearts.

 

Herbie: Bert, I don’t think people will ask that question. They will assume we’re selfishly trying to save the turf we live on just like some of them do. It’s like, you’re doing a good thing but there’s nothing particularly spiritual about it. The world wants to save the planet. We want to save people.

 

Sally: Herbie, I think God wants us to do both. So, how do we get the world to see us making good environmental choices while they hear us proclaiming salvation through Christ and new life in Him?

 

 

You decide to chime in, but which response below is yours, a) or b)?

 

a)      We really need to focus on our original mandate from Jesus: preaching the gospel. As people come to faith in Christ, many questions including some regarding environmental issues may arise and we can answer their questions naturally as they come up, one-on-one.

 

b)      We need to “go into the world and make disciples.” As people come to faith in Christ, we must begin to disciple them. They must be taught how their faith in Christ as Redeemer and Creator applies to their use of the environment. This is just part of the whole picture.

 

In Blackboard, open the assignment link. Within the text box, type a “1.” followed by either a) or b) above, depending on which response you agree with. Then, add a single densely-crafted sentence (about 20 words) defending your choice while modifying it slightly if you wish to. Then, keep reading:

 

Herbie has left the discussion a bit frustrated. His wife is anxious to get to the restaurant they have reservations at. Ethel hears people talking and decides to come over and join in.

 

1. How would you teach stewardship principles in the Church?

 

Sally: What if we start a new Sunday morning focus group before church where we could talk about these issues—you know—define them a bit and air them out?

 

Bert: No, no, no, no…The worst offenders will not join that group. We need to get Pastor Bob to do a sermon series on it so that the right people get the message. This has to be a revolution in the church’s consumerist thinking. The point has to be boldly made and made to everybody.

 

Sally: Well, why Pastor Bob? He has to live with us. Why don’t we get in a special speaker like Sleeth or DeWitt and have them do a series of three or four talks on a Sunday evening? We could add food and other enticements to get people out.

 

Ethel: Wait a minute…wait…just a minute! If you’re going to try to get everybody to wear blue jeans and old shirts and live in a tent in February, you’re going to divide this church right down the middle. And I know which side I’ll be on. Why should I stop wearing makeup because some biblical illiterate has just pronounced it wrong!

 

Bert: No, no, no…Ethel, we’re not talking about stepping on people’s biblical freedoms. This can’t be a “style” issue. But there are very basic stewardship principles that have to be taught. It’s the principles that need exposure. God’s Spirit will then lead individual people further into applying those principles.

 

Sally: Bert….that sounds like Herbie. Don’t we need to present at least some specifics?

 

Bert: So you want Amish buggies instead of cars because a horse is more efficient than an engine?

 

Sally: Well…maybe we could start with some easy things everyone could do, like buying less stuff and finding ways to reduce power consumption at home.

 

Ethel: OK…yeah…I could see a bit of that. It would save some money too, probably. George keeps saying we should give more to the missionaries…I get sick of hearing it.

 

Bert: But, Herbie has a point. How can we forcefully get basic stewardship principles out there to the entire congregation without making seekers and new converts think that this is our central focus? There must be a way to do this.

 

Sally: Bert, I was thinking: most of the poorer people in town that we say we want to reach for Christ are probably living more simply than many of us. I think they resent us for our extravagance. Our gospel needs some credibility in this area. I think we look selfish.

 

Ethel: Well…well…maybe you could work the whole environment thing into a focus on helping some Ugandan orphanage or something. George breaks my heart with these orphan stories. We could save money here and donate it there along with the gospel. If it has anything to do with missions, George will drag me to it. Well actually…that’s not fair. I’d be interested in it myself.

 

You (chiming in again with one of the comments below): “I have an idea.”

 

a)      Let’s get together at Herbie’s place and discuss it further. He had some good points and I fear that this new teaching will get us all distracted from a bigger evangelistic goal that we’re really not dealing with very well.

 

b)      I found this Christian website called Woodlakebooks.com. They’ve got good special group studies we could adopt for a “come if you want” 9-week focus group. We could meet just with interested people during a non-worship-service time. We could start our own little stewardship project and get the pastor to update the congregation on what we’re doing.

 

c)      Hey, Parish Publishing in New England makes weekly bulletin inserts that we could use over the long term. Everybody would get them, so we could sort of press the issue on people a bit. We could use them to invite interested people to an ongoing focus group on the subject. A missions project could be an outlet for the money we save.

 

d)     We need to get Pastor Bob excited about this or it will appear divisive. Phil knows him really well. Phil could get him to do some topical sermons on stewardship and how it relates to our message of salvation, maybe in a special Sunday night teaching series.

 

e)      Hey, Phil has graduate degrees from seminary and from Liberty University in environmental management. Maybe Pastor Bob would let Phil do a few successive Sunday morning teaching sessions during the worship hour. We could get the congregation to understand a little of the science behind caring for the earth.

 

f)       We need Pastor Bob and Phil to build a money bridge. They need to use worship service time to get us involved with a third-world evangelism and service project. They could convince people that our own environmental stewardship could help fund it all. Once people see the connection, we can start the stewardship classes to show people how to save money and contribute.

 

In the assignment text box, type a “2.” followed by 1 of the lettered choices above, depending on which response you agree with. Then, add a single densely-crafted sentence (about 20 words) that either

 

·         explains why you have selected this option

or

·         improves on the position you have selected

 

Bert has left the discussion reluctantly. His wife reminded him that the walk home takes 10 minutes and the bean casserole has now started cooking. The kids are hungry. Cal Lorrie, a nutritionist, has been listening to this conversation and decides to join in.

 

1. Does environmental stewardship affect what I eat?

 

Ethel: Gee, maybe those third-world orphans I spoke of are already the environmentally responsible people. I mean, they surely lean less heavily on the environment than we do. Don’t they? Really, I just couldn’t live like that…

 

Cal: One huge area of environmental stewardship involves what you choose to eat. Some third-world tribal groups probably eat mostly what they hunt and kill and do very little with vegetation unless the hunting fails for some reason.

 

Sally: Why would you mention that? Isn’t a vegetarian diet just a choice you make because it may be healthier for you?

 

Ethel: Oh, here we go…celery and water…

 

Cal: It’s more than nutrition. It’s a food web concept. When you get your protein from beef, or worse, from shellfish, you eat higher and higher in the food web. More calories are expended to get protein from shrimp than from beans and rice.

 

Ethel: Oh Cal, protein is protein. Doesn’t it cost the same amount to make the same quantity of protein?

 

Sally: I should have taken that BIOL 101 online course that Liberty University was offering…

 

Cal: The shrimp swims around, actively feeds, escapes predators, and has a high metabolic rate. It uses lots more calories than a bean plant just getting its protein to you.

 

Ethel: (sigh…) You want the church to do beans and rice at the next church dinner? With perhaps a bit of water?

 

Cal: The issue is balance. An uncritical vegetarian will actually be malnourished in certain ways. But most of our church members probably do way too much with meat. You have to give a whole lot of “Corn-Flake-level calories and protein” to a steer to get far less steak protein. So with the steak, you are taking far more from the environment.

 

Sally: My cousin Atkins is on a high-protein diet to try to lose weight. Are you saying that’s misguided?

 

Cal: Oh, he’ll probably lose some weight for biochemical reasons. But ecologically, the high-protein diets are most successful in America because we have the money to spend to eat higher in the food web.

 

Sally: We really need to get this information into the hands of our church people. This would give them two independent reasons to do a more balanced diet.

 

Ethel: Sorry. Talk all you want to. My George will have a good-sized piece of beef every night for dinner. We’re past the hot dog stage of life and he certainly won’t let me switch out beef with veggie burgers!

 

You (make another choice; what would you like to say?): “Hmmm…”

 

a)      Sally, I think Ethel’s right. We really ought to look for less intrusive ways to become ecologically friendly. Pushing on people about their diets is just going to dump a whole lot of unbiblical guilt on people, but they won’t budge. The Bible says we can do either meat or vegetables…

 

b)      I know! There are lots of good recipes/cookbooks out there that are done by people who want to eat lower in the food web. We could wholesale a bunch of them and put them on a stand in the church lobby. That would make a neat statement and income could go toward a third-world help project.

 

c)      Well, Ethel, what about just sharing basic food web concepts that Phil would know about? Then individual members can respond as God leads them to. That might only take 3–4 sessions. We could do it as part of a weekend thing, but have the last session be a review session on Sunday morning so exposure is broad.

 

d)     Ethel, you mentioned church suppers. Let’s have a seminar series on eating carefully within our food web and show people, calorie for calorie, how their restraint would feed orphan children in Uganda. The last seminar would be a church dinner using recipes that are lower on the food web. That way, lots of people could make a choice that keeps little children alive.

 

 

There are differing degrees of dietary stewardship implied in the choices above. In the assignment text box, type a “3.” followed by 1 of the lettered choices above, depending on which response you agree with. Then, add a single densely-crafted sentence (about 20 words) that either

 

·         explains why you have selected this option

or

·         improves on the position you have selected

 

Submit your assignment when finished.

 

Note: Many food consumption variables exist which have not been discussed:

 

a)      If I eat some raw foods, energy isn’t needed to cook them.

 

b)      If I eat at a restaurant, the environment has to support the staff that waits on me, the builders who built the restaurant, the workers who maintain the facility, etc.

 

c)      If I buy locally, less energy is used to get the food to me.

 

d)     If I eat simpler foods, less energy is used to process the foods (corn and chicken vs. “corndogs” manufactured two states away and refrigerated all the way

This assignment counts for 15% of the unit’s assessment. The late penalty will be 10% per day. A submission will not be accepted five days after the deadline. You need to put down your student id and your name when you submit your assignment. A hard-copy submission can be placed in the assignment box C19 on the 5th floor of ERB, and a soft-copy submission can be submitted to the online eLearning system. You are responsible to make sure that your hard-copy is placed in the right assignment box, if you do so. If you submit both, we only mark your assignment on the hard-copy. The questions in this assignment ask for explanations. Answer all the questions. The explanations should be concise descriptions of your understanding. You should clearly show all the formulas you use, and all the steps followed to get your answers.1 Q-1: Consider the following scenario which is demonstrated in Figure 1a: Users A, B and C are in an institutional network with 20Mbps LAN. A server that holds two web pages, namely, “homework.html” and “project.html”, is connected to the institutional network with a 2Mbps link. The “homework.html” and “project.html” are both of size 1M bits. Specially, “homework.html” references 3 figures, each of which is 0.3M bits. The server supports only non-persistent HTTP. To download an object from the server, it needs totally 20,000 bits (including requests and responses) to create a TCP connection. A HTTP request is 10,000 bits, and a HTTP response is 10,000 bits plus the size of the object contained. Processing delay, queuing delay, and propagation delay are assumed to be 0 in this

Question

QUESTION 1

Match the nutrient with the food source. (Note: there is more than one correct answer)

 

 

Protein
Lactose
Fructose
Fiber
Saturated fatty acid
Unsaturated fatty acid
trans fatty acid
Omega-3 fatty acid
Cholesterol
Vitamin A
A.

smoked salmon

B.

steak

C.

multi-grain bread roll

D.

carrots

E.

margarine

F.

olive oil

G.

whole milk

H.

peanuts

I.

strawberries

10 points

QUESTION 2

To make the meal below a vegetarian meal you would need to leave out the _____?
steak with side of pasta with lentils, peas, carrots and melted butter

4 points

QUESTION 3

The meal below could be a problem for people with common food allergies or intestinal disorders. Identify TWO food items and their respective food allergy/intestinal disorder.
Grilled chicken and pasta with lentils, peas, a glass of milk, and yogurt with peanuts and strawberries.
(extra credit for identifying more than two food items that can trigger allergies/intestinal disorders)

10 points

QUESTION 4

Protein digestion begins in the ___

Mouth
Esophagus
Stomach
Small Intestine
Large intestine
5 points

QUESTION 5

Registered dietitians strongly recommended that most athletes consume protein supplements.

True

False

4 points

QUESTION 6

Saturated fatty acids are ___ healthy than unsaturated fatty acids
more

Less

4 points

QUESTION 7

You have discovered that your LDL level is 200 mg /dL and your HDL is 40 mg /dL. What should you do to become more healthy?
Lower your LDL and HDL
Lower your LDL and raise your HDL
Raise your LDL and lower your HDL

Raise your LD and raise your HDL

Nothing. This is a healthy cholesterol level
5 points

QUESTION 8

_____ is an example of a fat soluble vitamin.

4 points

QUESTION 9

Boiling vegetables reduces their vitamin content.
True

False

4 points

QUESTION 10

Some vitamins can be destroyed by exposure to heat, light, or air.

True

False

4 points

QUESTION 11

Match the vitamin to the respective deficiency disorder.
Vitamin A
Vitamin D
Vitamin K

Thiamin
Niacin
Vitamin B-12
Vitamin C (Ascorbic Acid)
A.

Scurvy

B.

Pernicious anemia

C.

Night blindness

D.

Beriberi and Wernicke-Korsakoff syndrome

E.

Excessive Bleeding

F.

Rickets in children and osteomalacia in adults

G.

Pellagra

14 points

 

QUESTION 12

Match the mineral on the left to the description on the right.
Calcium (Ca)
Sodium (Na)
Potassium (K)
Iron (Fe)
A.

Deficiency can lead to irregular heartbeats and muscle cramps

B.

Structural component of bones and teeth

C.

Deficiency can lead to fatigue and low hemoglobin levels.

D.

Excessive amounts can contribute to hypertension

 

8 points

 

QUESTION 13

Which organ plays a key role in water conservation?
Liver
Small Intestine
Kidneys
Pancreas
5 points

QUESTION 14

Drinking too much water can also be unhealthy, resulting in coma or even death in extreme cases.

True

False
4 points

QUESTION 15

Briefly, describe one method for estimating a person’s amount of body fat.

5 points

QUESTION 16

Harry and Ron both weigh 140 lb, but Ron is shorter than Harry. Thus, Ron would have _____ BMI.

a higher
a lower
the same
5 points

QUESTION 17

Brown fat cells are specialized to
store glycogen
metabolize fat to generate heat
store fat.
metabolize amino acids.
5 points

QUESTION 18

Christina is a 21-year-old woman. Her percentage of body fat is 25%, which is considered ___.

too low
healthy
too high
4 points

QUESTION 19

Jason consumes 4,000 kcal/day and burns 2,000 kcal/day. Jason thus would have a ____ energy balance.
positive
neutral
negative
5 points

QUESTION 20

Name one health problem that is associated with overweight and obesity._____.
5 points

QUESTION 21

Which of the following is the hormone that is secreted by the stomach and increases hunger?
Trypsin
Ghrelin
Insulin
antidiuretic hormone (ADH)
5 points

QUESTION 22

Skipping breakfast can lower your metabolic rate.
True

False

4 points

QUESTION 23

Which of the following activities is generally classified as aerobic?
Strength training
Lap swimming
Playing golf
Gardening
5 points

QUESTION 24

Regular exercise does not help with weight loss, because you just end up eating more.

True

False

4 points

QUESTION 25

All weight supplements advertised on TV are safe and effective.
True

False

4 points

QUESTION 26

Greg is a 20 yrs old male. What should be his target heart rate for a moderate-intensity workout?

60 bpm
100 bpm
160 bpm
220 bpm

5 points

QUESTION 27

What molecule is the main energy source for all cells?

Lactic acid
ATP
Triglycerides
DNA

5 points

QUESTION 28

Which nutrient should you eat after completing an intense workout to restore your stores of glycogen?
Carbohydrates
Fats
Proteins

5 points

QUESTION 29

Proteins are normally the primary energy source during vigorous exercise.

True

False

4 points

QUESTION 30

_____ is a common symptom of food-poisoning.

5 points

QUESTION 31

Drinking water from a lake can most likely expose you to which food-borne pathogen?
E. Coli
Rotavirus
Giardia
C. botulinum
5 points

QUESTION 32

The FDA permits food to contain small amounts of insect parts, because contamination is difficulty to completely avoid.

True

False

4 points

QUESTION 33

You want to stock your home for a possible emergency situation. Would 1 gallon of water be sufficient to keep one person fully hydrated for 4 days?
Yes
No

4 points

QUESTION 34

Nutritional deficiencies are most likely to affect human development during the ___ trimester.
first
second
third
fourth
5 points

QUESTION 35

______ is a possible side effect of the early pregnancy (first trimester). (There are several potential correct answers, please name only one.)
5 points

QUESTION 36

Rapid, excessive weight gain after the fifth month of pregnancy could be a sign of _______.
Spina Bifida
Celiac disease
Low blood pressure
Preeclampsia
5 points

QUESTION 37

What are the TWO advantages of breastfeeding over formula milk?
10 points

QUESTION 38

____ is a common sign of a food allergy in infants

5 points

QUESTION 39

Which of the following is safe feed to a 2 month old infant?
Chicken nuggets
Soda (Pop)
Honey
All of the above
None of the above
5 points

QUESTION 40

What is one possible problem with drinking caffeinated beverages while excersing?

 

ACCOUNTING CYCLE PROBLEM The following is a trial balance and certain other information relating to Mr. I. Spend Freely, a financial consultant operating as a corporation. I. SPEND FREELY, FINANCIAL CONSULTANT TRIAL BALANCE DECEMBER 31, 2016 Debit Cash Accounts receivable Credit $ 31,500 49,600 Allowance for doubtful accounts $ Supplies Inventory 1,960 Prepaid insurance 1,100 Furniture & Equipment 750 25,000 Accumulated depreciation – equipment 6,250 Notes payable 7,200 Common stock 20,000 Retained earnings 15,010 Service revenue 100,000 Rent expense Salaries and wages expense 9,750 28,500 Utilities expense 1,080 Office expense 720 $149,210 $149,210 The following information is available as of December 31, 2016. 1. Fees were received in advance from clients and treated as revenue: $6,000 2. Services performed for clients that were not recorded by 12/31/16 or paid by clients: $4,900 3. Bad debt expense for the year: $1,430 4. Insurance premiums expired during the year: $480 5. Equipment is being depreciated at 10% per year. 6. Mr. Freely gave the bank a 90-day note on December 1, 2016 for $7,200. The note has an interest rate of 10% annually. 7. Rent on the building is $750 per month. The rent for all of 2016 and January, 2017 has been paid. 8. Office salaries and wages earned but unpaid as of 12/31/16: $2,510 9. Mr. Freely withdrew dividends of $17,000 during the year. The dividends were debited to retained earnings at the time the disbursements were made. 10. Assume the corporation has no income tax liability. Required: From the trial balance and other information given, please prepare the following as of December 31, 2016. 1. 2. 3. 4. 5. 6. Adjusting entry general journal 10-column worksheet (use of MSExcel required on this part of the problem) Income statement Statement of retained earnings Balance sheet Closing entry general journal Extra Credit – Worth 6 additional points 1. Prepare the reversing entries. Please note: City University of Seattle uses software which tests for originality of work. Plagiarized work will result in a “0” grade for the assignment.

Assignment: Self Analysis
.
�?To complete this assignment you should complete the following self-assessments:
o Career Orientations Inventory (on LOOP)
o ISAC Inventory (on LOOP)
o Jungs Personality Test – You can get this here: https://www.123test.com/
o Learning Styles Indicator- You can get this here: https://www.dcu.ie/careers/about-pfs.shtml
o Type Dynamics Indicator (Personality)- you can get this here: https://www.dcu.ie/careers/about-pfs.shtml
o Value-based Indicator of Motivation (what motivates you?)- You can get this here:
https://www.dcu.ie/careers/about-pfs.shtml
o Careers Interest Inventory (What Careers are you interested in?)- You can get this here:
https://www.dcu.ie/careers/about-pfs.shtml
o Leadership Style Inventory (On LOOP)
o Belbin Team Role Types- (On LOOP)
o Conflict Management style inventory- (On LOOP)
I attached all the results
For Belbin Team Role Types this site will give the result more calarification.
https://www.werkenmetteamrollen.nl/werken-met-teamrollen/The-9-teamroles.asp#.WAZyQuUrLIV
�?You must then prepare a reflection about the self-assessments completed above. This should be written according to the
reflection writing guidelines presented to you previously. Additionally it should include:
1o Brief description of the test
2o Brief description of your result
o Self-analysis
3-?your thoughts/feelings about your result 4- your assumptions before test and now what are your assumptions
� Assumptions on Self-Assessment Tests prior to completing them
� Post analyses – Changed Opinion Positive or
� Post analyses � Identified weaknesses of test & researched same
� �I have read many of the criticisms of the X test..�
� �Competency assessment tests are of limited benefit…De Vries highlights that there are different forms of intelligence and cognitive is just one�.�
5-?your reaction to the results
� Reactions
� Do not agree with result. Justify using examples as this could reflect weakness of test or lack of self-awareness or
� Agree with result. Provided example/story to explain own ability to relate result to life example

o Evaluate 6- What is your opinion of the test

form 1 to 6 for every self � assessment as paragraph for every test .
for the following question and the rest of reflection focus on something that I am good in it ( I have it form the result ) and something that I need to change and develop in it
o Analysis of your learning
Analysis of Your Learning
� What did you learn?
� What generalisations/conclusions (about your learning) can you draw from the experience?
� Use literature to derive understanding

??What did you learn about yourself
??How is doing this test/knowing this about yourself useful to a) your PDP; b) your career plan; c) your job interests
My pdp ( personal develop plan ) and my gool to become leader and have my own business and professor in finance at universiry . now I study master in business administration .
??What generalisations can you draw from all the tests/results
� Summary tables/paragraphs that pulls out overarching strengths & opportunities for development- Analysis!
� �my personality trait of EXXX with low attention to detail impacts me doing assessments such as these which require focus and are detail work�� Analysis!

�?What common themes emerge from the test results
�?What, in summary, do they say about you
�?What does the theory/research suggest this means about you
??Application in Context
�?What are your career/work goals?
�?What are the implications of the results of the tests for a) your career goals and b) your
job/work goals or c) your PDP
5
o You must use literature/research to back-up these conclusions.
�?Do the results help you understand things you did in the past/how you do things/why you did
certain things and not others
o What theories can explain this new understanding?
o Your understanding of �You�
??Does it change anything about how you see yourself- what and why
??Does it confirm something about yourself you already knew- explain
o You MUST use examples/stories, about yourself/your life, to explain your points throughout this reflection
o You MUST refer to research or theory to interpret your results and the implications for your career goal and PDP.