Terrestrial Resource Challenges

/in /by

Review this week’s multimedia and assigned reading.

Answer each of the following questions in 3-5 sentences:

  • Describe two terrestrial resource challenges presented in the videos or assigned reading. What are the main causes for each environmental issue?
  • How do these issues threaten sustainability? How do these issues affect you personally?
  • Which solutions, if any, are presented in the video and assigned reading? If no solutions are presented, suggest one solution for each problem you selected.
  • What do you believe is the major challenge in implementing your solution? How could this challenge be addressed?

ElectricAndMagneticFields

/in /by

sample.pdf

 

Electric and Magnetic Fields/Fall 2014

1

 

Topics for the Final Exam Preparation (December 15, 10:30AM to 12:30PM) I. Electrostatics (Notes, and Chapter 4 – F.Ulaby’s textbook)

 Electric fields calculation (E and D, direction and magnitude) produced by charge distributions, Gauss’s law

 Electric potential calculation due to charge distributions  Capacitance, electrostatic potential energy

 

II. Magnetostatics (Notes, and Chapter 5 – Ulaby’s textbook)

 Magnetic forces on current-carrying conductors  Magnetic fields calculation (H and B, direction and magnitude), Ampere’s law  Inductance, magnetic energy

 

III. Dynamic Electromagnetic Fields (Notes, and Chapter 6 – Ulaby’s textbook)

 Magnetic flux and induced voltage (emf) calculation, Faraday’s law, for the cases: (1) stationary loop in time-varying magnetic field (transformer emf), (2) moving conductor in static magnetic

field (motional emf), moving conductor in time-varying magnetic field (electromagnetic generator

case)

 Displacement current included in Ampere’s law

 

IV. Plane-Wave Propagation (Notes, and Chapter 7 – Ulaby’s textbook)

 Time-harmonic (sinusoidal) fields in phasor domain representation, and the concepts of: amplitude, time period and frequency, spatial (period) wavelength, phase of the wave, phase

constant (wavenumber), phase (propagation) velocity, complex permittivity, propagation constant

 Uniform plane wave propagation in lossless media, intrinsic impedance of a lossless medium, transverse electromagnetic (TEM) wave, phase velocity, intrinsic impedance of free space,

general relation between E and H

 Plane wave propagation in lossy media, attenuation constant, phase constant, intrinsic impedance of a lossy medium, skin depth (depth of penetration) of the medium

 Current flow in good conductors, surface impedance, resistance (coaxial cable application)  Electromagnetic power density, Poynting vector (S), average power density of the wave (Sav)

 

V. Transmission Lines (Notes, and Chapter 8 – Ulaby’s textbook)

 Transmission line (TL) parameters (lumped element circuit representation, R ‘ , L

‘ , G

‘ , C

‘ ) per unit

length, application for coaxial cable and parallel plate (Table 8-1, textbook), relations between TL

parameters and material properties ( )  TL equations (telegrapher’s equations), and the concepts of: attenuation constant, phase constant,

characteristic impedance (Z0)

 Lossless TL specific concepts of: attenuation constant, phase constant, characteristic impedance

(Z0), wavelength, phase velocity, voltage reflection coefficient ( ), load impedance (ZL), voltage standing-wave ratio, input impedance (Zin(z)), special cases of lossless TL: short-circuited line,

open-circuited line, matched transmission line (ZL = Z0), power flow on lossless TL

 

Extracredit (facultative):

VI. Impact of engineering solutions in a global, economic, environmental, and societal context

( Summarize one article from literature search)

 

 

q1.png

q2.png

q3.png

hwSample.pdf

What is the difference between a Dominant Client and a Dominant Regulator?

/in /by

Directions: Describe the following terms.  Responses to each topic should be a minimum of one paragraph in length, which must consist of five to seven sentences.  Please provide examples from the textbook, if applicable.  Students should utilize APA guidelines for formatting and citations.

 

 

 

1.      What is the difference between a Dominant Client and a Dominant Regulator?

 

 

 

2.      Are high-tech weapons relevant or even useful in low tech wars?

 

 

 

3.      What kind of impact has technology had on the history of warfare?

 

 

 

4.      How do designers of high tech weapons which are low in terms of protection for its users build user confidence?

 

 

 

5.      What causes antibiotic resistance?

 

 

 

6.      Can people who have eaten animals that have been treated with antibiotics become resistant to medications used to treat human illness?

 

 

 

7.      Why is AIDS now considered the world’s most deadly infectious disease?

 

 

 

8.      What have governments done to prevent AIDS?

 

 

 

9.      Even though medical technology has increased the average life span of humans what ethical questions still remain today when treating patients?

 

 

10.       Compare and contrast medical treatment from the 1800s to current medical treatments

National Commission for Health Education Credentialing

/in /by

Visit the website of the National Commission for Health Education Credentialing, Inc.

  1. What are the requirements to take the credentialing exam? What is the current cost and schedule for the exam? Would you take the exam to obtain the Certified Health Education Specialist credential? Why or why not?
  2. Speak with a CHES. Determine his or her perceptions on the benefits of the certification. Determine the costs, including time and money, to maintain the credential.
  3. Examine the Responsibilities and Competencies for Health Educators in Appendix B. They are supposed to be generic competencies, meaning they are practiced by health educators in all settings. Do you believe that they are truly generic? If not, identify sub competencies that you feel are not used in all settings. Are there competencies that may be practiced by health educators in a given setting which are omitted.
  4. There are no specific references in the Responsibilities and Competencies for Health Educators knowledge about health content (e.g., sexuality, drugs, disease prevention, and nutrition). Many professionals feel that content is “embedded” in the sub competencies. How do you feel about this issue: should specific content be included; is knowledge a competency; can you determine if and where content is “embedded” in the sub competencies?
Question 2.What are the standards and processes for a community health program to receive the SOPHE/AAHE Baccalaureate Program Approval Committee accreditation? Compare the two in rigor, standards, and effects on the programs.
Question 3.Look ten years into the future and predict how educational technology will be developed and used. Remember to include satellites, fiber optics, Internet, personal recognition devices, and the vast array of personal devices available. Include applications to classrooms, worksite, and distance learning. Consider the effects of technology and accreditation requirements on the future of education.
Question 4.Study the population trends in your state. For example, what are the rates of increase or decrease in minority populations, various age groups, and immigrants? What problems and opportunities do these trends suggest for health educators/promoters? Suggest some programming ideas to meet the needs of the shifting population.
Question 5.

Identify a current health controversy that is being addressed by the governing body of your state or city (i.e., health insurance for illegal immigrants). Consider the perspectives of both the opponents and supporters of this issue, state the reasons for their positions, and provide your own personal opinion as to how the overall health of the community would be best served. From a health education and promotion perspective, what strategies could you use to promote the benefits of your point of view?
Question 6.Conventional marketing stresses the 4 P’s. Read about the 4 P’s and explain how they could be applied to social marketing for health educators/promoters.