Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology.
Q2:
The aim of this reading assignment is to give you the opportunity to learn about net-zero energy buildings (NZEBs). NZEBS are buildings that produce (at least) as much energy as they con- sume over a one year period. NZEBs integrate various forms of on-site renewable energy gener- ation (e.g., solar, geothermal) with energy efficient building system components (e.g., heat- ing/cooling, lighting, envelopes, electrical appliances). NZEBS are the future of the building sec- tor and are becoming more common. The papers listed below are published in the journal of the American Society of Heating, Refrigerating, and Air Conditioning Engineers (ASHRAE) - the leading international organization for research on high performance buildings. Each paper is a case study on an actual NZEB. PDF copies of each paper are available in Canvas.See Answer
Q2:
Question 2 Explain the distinction, operation and application of civil law from that of public law. In your explanation outline various branches of each type of law, and also the different degrees of proof required, and the parties who may be involved in applying such law. [Explain the different types of law, standard of proof and the onus on which parties must prove their case]See Answer
Q2:
Earthquake Seismology The goal of these 3 questions is to help you think about raypaths, ray parameters, and some simple and direct ways to infer Earth's velocity structure. 1.(6 pts). a) Using the travel-times curves (Figure 3.5-4) for earthquakes at the surface and at a depth of 600 km, estimate the ray parameters in s/degree for direct P waves at 60° distance. b) Find angles of incidence at the earthquake source for these two rays by converting ray parameter values to s/radian and using the velocities estimated from Figure 3.5-1 (also attached). c) In words and with a sketch, explain how and why the angle of incidence for rays reaching a given distance varies with the depth of the earthquake. == 2. (8 pts). The travel-time curve for Pdiff (sometimes labeled just Pd), the P wave that diffracts along the core-mantle boundary, directly tells us the P-wave velocity at the base of the mantle. The Pdiff travel-time curve is linear, with a ray parameter p dT/dA = rcmb/Vemb, where rcmb is the radius of the core-mantle boundary, and Vcmb is the velocity at the base of the mantle. a) Measure the ray parameter (in s/degree) for the Pdiff phases shown in the record section of Figure P3.4 (attached). Pdiff is the one prominent phase seen on each seismogram. How does this value compare to the slope of the Pdiff travel-time curve in Figure 3.5-4? (Incidentally, I published a paper in 2004 using seismograms from these stations, which were part of MOMA, a PASSCAL experiment spanning the eastern US that predated EarthScope. Station CCM is in Missouri, and station HRV is in Massachusetts. My paper focused on surface waves, not core diffractions.) b) Convert the Pdiff ray parameter to s/radian, and find the velocity at the base of the mantle. c) Using values of dT/dA from Figure 3.5-4 for Pdiff and Sdiff, find the average ratio of P to S velocity (Vp/Vs) in the mantle. d) Compare the travel-times of PcP and ScS at zero epicentral distance for an earthquake at the surface (0 km depth). What is the average ratio of P to S velocity in the mantle (Vp/Vs)? 3.(4 pts) The travel-times for PcP, PKiKP, and PKIKP are shown in Figures 3.5-4 and 3.5-7 which are attached. You can use an outer core radius of 3482 km, and an inner core radius of 1217 km. a) b) Use the travel-times for PcP and PKiKP (Figure 3.5-4) at vertical incidence (incidence angle 0°) to estimate the average P-wave velocity in the outer core. Include a sketch that explains your reasoning. Use the travel-times for PKiKP and PKIKP (Figures 3.5-4 and 3.5-7) at vertical incidence to estimate the average P-wave velocity in the inner core. Include a sketch that explains your reasoning. Time (min) Figure 3.5-4: IASP91 travel time curves for a surface and deep source. 40 IASP91: 0 km source P'P' 40 IASP91: 600 km source SKKP PKKP 30 20 20 10 ScS SCP SKiKP S P PcP S diff SS SP SKS PKiKP PP P diff SKP PKP SKKS Time (min) PKKS SKKP 30 20 20 ScS PCS 10 SCP PcP ds P PKKP SS 20 40 60 80 100 120 140 160 180 Delta (°) 20 40 60 P'P' Sdiff SKKS SSKS PSKS SKS PKS SS SKP PPKP PP PKP PKiKP ?? P diff 80 100 120 140 160 180 Delta (°) Figure 3.5-1: Comparison of the J-B and IASP91 earth models. 14 Velocity (km/s) 12 P 10 8 CMB S 6 + 2 Lower mantle Transition zone Upper mantle JB model IASP91 model ICB S Inner Outer core core 1000 2000 3000 4000 ? 5000 6000 Depth (km) Minutes after origin time 13 14 16 Figure 3.prob.4: Seismograms for homework problem #3.17. 17 CCM MM18 MM17 MM16 105 MM14 MM12 MM10 MM09 MM08 MM07 MM06 MM05 MM04 MM03 m MM02 MM01 HRV 110 Distance (°) 115 120 Time (min) Figure 3.5-7: Ray paths and travel times for major core phases. (98°) 22 PKP B(145°) PKP PKIKP D(1229) B(145°) C(153°) A(177°) F(180°) 20 20 PKIKP PKiKP B PKiKP 18 Pd 16 14 100 120 140 160 180 Distance (°) Pd (98°) C(153°)See Answer
Q2:
Swedish Institute College of Health Sciences Instructions for Completing the Surgical Procedure Case Study General Instructions 1. For each new case, the student is required to turn in a completed Surgical Procedure Case Study homework assignment as part of their weekly journal. 2. The assignment is due at the weekly externship meeting. They will be turned into the instructor in class. NO LATE ASSIGNMENTS WILL BE ACCEPTED! 3. Each assignment must be different; a procedure previously turned in cannot be used to complete the assignment. 4. By the end of the quarter, the student will have turned in weekly, all required Surgical Procedure Case Study assignments. Specific Directions for Completing Weekly Surgical Case Study Assignments 1. This is a report that concerns itself with the case as performed. The required information is in the general style of a surgeon's post-operative report. 2. The following sources are allowed for use to complete the report: doctor's preference card, recalled events, the preceptor for the case and other department's (such as PACU) staff. 3. This is not a research report in which textbooks are consulted for information. As mentioned above, this is based on recall and memory. 4. When writing about relevant anatomy, make sure important information pertaining to nerve, vascular, and muscular structures is included. 5. Give a detailed description of the boundaries for the prep; such as nipple line to pubis, lateral bedside to bedside. 6. Make sure suture sequence and instrumentation are included in question 20 (list the procedural steps). Recount the steps of the procedure from recall, not textbook description. Focus mainly on the intraoperative phase of the case. 7. What is the purpose of the surgery - palliative such as to only relieve symptoms caused by cancerous tumor, corrective such as hernia repair, remove something, etc? 8. One Thing I Learned...DO NOT write something similar to the following examples: I learned that you have to be prepared ahead of time; I learned how the procedure was performed; I learned how irritable surgeons can get; etc. What is required is something that you actually learned from doing the procedure, such as learning how to assemble and operate a new piece of equipment or instrument, and state the name of the item; a way of using an instrument that was not originally intended; "trick of the trade" learned from the preceptor, etc. 9. Sign and date the Case Log Form. 10. Add the original Case Log Form to your Weekly Journal. 66 Swedish Institute College of Health Sciences Date: Student: Case/ Surgeon: Clinical Site: 1. Procedure Name: 2. Definition of Procedure: 3. What was the purpose of the procedure: 4. What was the expected outcome of the procedure? 5. What was your role during this procedure? 6. Patient's age: 7. Patient's gender: 8. Additional pertinent patient information: SURGICAL PROCEDURE CASE STUDY 9. Discuss the relevant anatomy: 10. List the general and specific instruments that were needed for the procedure: 11. List the basic and specific supplies that were needed for the procedure: 67 12. List the pharmaceuticals used during the procedure: 13. What type of anesthesia was used? 14. Patient position during the procedure: 15. What equipment was necessary for positioning? 16. What type of skin preparation was used? 17. Define the anatomic perimeter of the prep? 18. List the order in which the drapes were applied: 19. List any practical considerations that were taken Why? 20. List the intraoperative procedural steps - describe the preparatory and supportive actions you had to take during those steps: 68 21. What are possible complications that may have occurred during the procedure? 22. What is the most valuable information you obtained from scrubbing this surgical procedure? 23. Comments or questions: Student's Signature Date Clinical Instructor/ Clinical Coordinator/ PD DateSee Answer
Q2:
B 3-20 4.50 Kos BAC Cos BAC COS ABE COS ACB COSACB 4.30 D = 5.48 4.1/ b² + c ² - 9² 2 b c (5.48)² + (3.20)2-(4.30) ² 2 x S. 48 x 3.20 (4-30) ²+ C3.201² - (5.48)² 2x4.30 x 3.20 2 9² +6²-b² ? ??? (0.81) 0 => 605¹ = (35.68°) 4² + b²-c² 2ab = -(0.62) (05²1 = ($1.60) (-0.47) Cos-1 -192-781 (4.36)² + (5-48)² = (3.201² 2 x 430 x5-48 180 (51.60 +92.707 = 35.7 IL/n 10:16 pm Fri 24 Feb I won 88 a 9 Po Website Color... 7 3.20 B* 4.50 Intro To Struct.. x 2 ? A 4.30 Untitled (Draft) - Unis to apply to: X D 5.48 Geomechanics 4.11 ? Energy Science C Hint - drawing to scale may work easier than calculating coordinates Present this data however you choose. But note the minimum below Each Student should submit: 1. A sketch plan and summary table with coordinates 2. Any calculations completed to determine the coordinates 3. A summary statement stating whether the dimension may not be accurate and any reasons this may occur MacBook Air Next ?See Answer
Q2:
Overview: The purpose of this assignment is to provide students with an opportunity to apply the course knowledge and concepts of organizational behavior to an assigned case study. Students will explore the case and organizational behavior concepts by answering critical thinking questions and by preparing a report of their findings.See Answer
