Each design team is requested to choose an electromechanical product currently on the market

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PROJECT 1: REVERSE ENGINEERING
ME 286 – Engineering Design: The Process

This document contains the general information and “Request for Proposal” for the ME 286-I Reverse Engineering Project. A brief description of the general project requirements is provided. Each design team is requested to choose an electromechanical product currently on the market, reverse engineer the product and recommend potential product improvements. The reverse engineering activity will follow the reverse engineering and redesign methodology discussed in class and will culminate in a proposal. Do NOT take apart your chosen product until instructed to do so. The proposals are due on Bb Learn as a PDF (no Word files accepted) on the date posted within Bb Learn Assignments.
Each design team will be required to showcase their reverse-engineered product during class at the end of Project 1. This will entail a self-explanatory physical display (so that any engineering student may understand what the team has done when viewing the display) and a brief, informal presentation to their fellow designers (classmates), Teacher, and Teaching Assistants during their appointed lab. The display must have information on it regarding the design process the team went through specific to their product and the information must be readable from six feet away.
Example Possible Products:
Note: this list is not extensive, feel free to find other items that may be appropriate

Handmixer
Fan (box, oscillating, etc.)
Large CD disc changer
Record Player
Blender
Coffee maker
Air compressor
Water pump
RC car/copter/object
Toy robot/dinosaur
Toaster
Circular Saw
Jigsaw
Power drill
Hair dryer
Weed whacker
Hedge trimmer

 

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Write a technical paper that communicates the information about your environmental biotechnology topic to a technical audience

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Write a technical paper that communicates the information about your environmental biotechnology topic to a technical audience. This audience will 4 of 4 have knowledge of biology or microbiology, chemistry, and engineering or physics. Assume that they are not familiar with your particular topic. The technical paper also addresses the questions described above under Assignment #01-3, but will present in-depth technical explanations with supporting graphics (figures, tables, etc.).
a) What is the main biological process?
b) What is the resource being recovered or bio-product produced or both?
c) What other processes are included or integrated with this process?
d) What is the primary benefit or what are the benefits of this process?
e) Is this process currently being applied? If so, give and explain one example. If not, give and explain one example for a potential application
Also, this paper will follow the basic organization of a “review-type” paper (i.e., how the paper is organized overall by its different sections; a review paper does not have sections such as Summary of Method, or Summary of Results, for example.). You are to use any review-type paper organization that you have found in any of the technical journals included in your reference list.

 

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Divide your presentation into the Investigation phase, the Feasibility Study phase, and the Record of Decision /Implementation Phase

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Hazardous Waste Site Remediation Assignment
1. Presentation – Divide your presentation into the Investigation phase, the Feasibility Study phase, and the Record of Decision /Implementation Phase. You must also report on how the chosen remedy has worked and on the site’s current status. Students will do presentations for their site on only one of the three phases (though you must still create a full presentation). These will last 5 minutes each. We (you) will begin doing these on Tuesday April 18. I will assign the presenters and dates based on the sites chosen – we’d like to get a good representation of site types for each phase (RI, FS, ROD). Hard copy of slides (four per page, black and white)
2. Technical Memo – 5-7 page memo to instructor addressing site history, background, results of RI, results of FS, results of ROD, results of implementation and current status. Include maps, tables, figures, data, photos as Appendices.

Background:
The VERTAC Incorporated Superfund Site (the site) is approximately 193 acres in size, and is located on Marshall Road in Jacksonville, Arkansas. Jacksonville is about 15 miles northwest of the State Capital, Little Rock. Approximately 1,000 residents live within one mile of the site, with residential areas bordering the entire east and south sides. The west and northern sides of the site are bounded by an industrial area and the Little Rock Air Force Base, respectively. Above in figures 1 and 2 are the aerial and photo maps

Summary of the problem:
Vertac had buried an untold number of dioxin-contaminated drums at the Jacksonville site. In 1979, the EPA investigated the Vertac site and found numerous drums releasing hazardous chemicals into the environment.
Site Operator: State of Arkansas and EPA

 

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Explain the pros and cons of age -segregated housing for elders

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After reading Chapters 10 & 13 and watching “The Second Best Exotic Marigold Hotel,” answer the following:

Part 1:

Please explain the pros and cons of age -segregated housing for elders. Did the movie show advantages or disadvantages of age-segregated housing for elders, and if so, what were they?

Part 2:

Choose one of the following to answer:

a) What factors have contributed to the greater poverty among African American than that of white American Elderly?

b) What are the reasons for under utilization of services by elderly Hispanics?

c) What factors contribute to the economic deprivation and poor health of Native American elders?

 

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State the five tests that are used to verify theological truths.

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THEO 202 Study Guide 1
Paper , Order, or Assignment Requirements

Distinguish between the historical aspect of salvation (salvation accomplished) and the applied aspect of salvation (salvation applied).
State the five tests that are used to verify theological truths.
Properly identify the eleven divisions of theology.
Understand the nature of salvation as a dynamic quality of life, not just a passive point of position. It is a changed life to live Holy and please God.
Understand the three tenses as each is applied to the subject of salvation.
Know that in the Old Testament, men were saved as they are in the New Testament. Be especially familiar with the fact that the basis, requirement, and object of salvation remains consistent in every age, but the content of faith may change in the various dispensations.
Know how to define “grace” as applied to the work of God in salvation, and understand the relationship of grace to salvation.
Know the significance of the Council of Dort and its impact in defining the system referred to as “Calvinism.”
Know how to define each of the “five points of Calvinism” and be able to explain any inherent weaknesses pertaining to each.
Who was the founder of the system popularly known as “Arminianism?”
Other church leaders popularized the “Arminian” doctrinal system. Be able to name those listed in the textbook who helped popularize Arminianism.
How do Arminians redefine original sin?
How does the Arminian system depreciate the completed work of Christ by the denial of the security of the believer?
Understand how the Arminian belief in apostasy may lead to an implied “salvation-by-works” doctrine.
Be able to define the terms supralapsarian, infralapsarian, and sublapsarian.
How can conversion best be distinguished from regeneration?
What is the basic definition of the word repentance? In what way does repentance affect the intellect, the emotions, and the will of man?
To what is the validity of one’s faith measured?
What is the basis of faith?
Be able to define justification, noting especially its positional and declarative aspects.
Be able to define regeneration and note the term’s relationship to the biblical concepts of being “born again” and created as a “new creation.”
Know who the agent of regeneration is according to Scripture.
Understand the positional emphasis of adoption within the context of soteriology.
Note the five illustrations found in the New Testament by which the doctrine of “Union with Christ” is taught.
Be able to define the doctrine of “eternal security.”
Understand that sanctification literally means “separation.”
Understand the twofold aspect of this separation: to be “set apart” from sin and to be “set apart” to God.
Understand the three aspects of sanctification for the Christian regarding the past, present and future (positional sanctification, progressive sanctification, and prospective sanctification).

 

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Which radiometric dating method involves the remains of once-living plants and animals?

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Paper , Order, or Assignment Requirements

CRST 290 Quiz 5

1. The “big hole” where the spinal cord enters the skull is called the:
2. A belief in a historical Adam is a relatively new view developed in the Enlightenment.
3. Which organism was used as an example of positive selection in evolution?
4. There is a substantial shift in the types of narratives found in Genesis 1-11 from those in Genesis 12-50.
5. The narratives of Genesis 1-11 are best understood as non-historical stories.
6. The overall theology from Genesis to Revelation is called the:
7. Fossils likely represent indirect family members to the species that we have alive on Earth today.
8. The hominid fossil sight with the highest diversity of human skull shapes and forms are found:
9. Which radiometric dating method involves the remains of once-living plants and animals?

Psychology and our Christian faith in counseling.

The lectures talked about the value of integrating psychology and our Christian faith in counseling. When you think of the area of human services counseling, per se, what do you think are the most important points made in the lecture that would encourage you to look for ways to use both psychology and theology/Christian spirituality in your human services counseling? Even if you work in a secular setting (such as a community mental health center) how can you utilize some of the elements of a “Christian” counseling approach (as defined in the lecture) in all human services counseling settings? Put another way, how could you argue that in answering the question “what is the solution to our problems” we should draw from both psychology and theology/spirituality, rather than just one worldview perspective? In your answer, demonstrate that you are reflecting on solid concepts from the lectures; cite the lectures correctly as directed in the discussion board instructions document.

 

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The first council of Nicaea (325) determined that the Father and Son were——————

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CHHI 510 Exam 1
Paper , Order, or Assignment Requirements

1. The first council of Nicaea (325) determined that the Father and Son were———————–
2. In 1530, Melanchthon presented to Emperor Charles V a Lutheran confession commonly called the—————
3. The first printed Greek New Testament was prepared by————–
4. The third Council of Constantinople (680-81) affirmed that Christ possessed—————–
5. The “Babylonian Captivity of Papacy” refers to—————-
6. The most influential pope of the fifth century was—————–
7. Which theologian argued for the existence of God from (1) motion, (2) causality, (3) possibility, (4) imperfection, and (5) design?—————-
8. Muslim Expansion into Byzantine territory began in the————————————
9. Martin Luther posted his famous Ninety-five Thesis—————————————-
to the Castle Church door in Wittenburg on————————————–
10. Alexander of Alexandria insisted that the Logos————————
11. Scholastic theology can be divided into———————-
12. Augustine of Canterbury arrived in England in——————————-
13. Which of the following was not a stabilizing influence during the subapostolic period?——————————
14. Which was not a key factor on the Great Schism———————–
15. The most influential Western theologian prior to Augustine and the first to write in Latin was——————–
16. The first Council of Nicaea was convened by—————–
17. Two key defenders of Nicene Christology were————————-
18. Origen’s principal approach to biblical interpretation involved———————-
19. The debate between Augustine and Pelagius centered on————————–
20. Which of the following was not a significant Medieval theologian?———————————–

 

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describe what Romans 1–8 teaches regarding (1)the natural world, (2)human identity,(3) human relationships, and (4) culture. Furthermore, (5)explain how this teaching of these topics affects your worldview.

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BIBL 104 Biblical Worldview
Paper , Order, or Assignment Requirements

Every person has a worldview whether he realizes it or not. What is a worldview? James W. Sire defines a worldview as:
[A] commitment, a fundamental orientation of the heart, that can be expressed as a story or in a set of presuppositions (assumptions which may be true, partially true or entirely false) that we hold (consciously or subconsciously, consistently or inconsistently) about the basic constitution of reality, and that provides the foundation on which we live and move and have our being.[1]
Stated more succinctly, “…[A] worldview is simply the total set of beliefs that a person has about the biggest questions in life.” F. Leroy Forlines describes such questions as the “inescapable questions of life.” Life’s inescapable questions include the following: “Is there a God? If so, what is He like? How can I know Him? Who am I? Where am I? How can I tell right from wrong? Is there life after death? What should I and what can I do about guilt? How can I deal with my inner pain?” Life’s biggest, inescapable questions relate to whether there is a God, human origins, identity, purpose, and the hereafter, just to mention a few.worldview.
Recognizing that Romans is not a systematic theology and does not contain all the essential truths that are relevant to a worldview per se, the apostle Paul articulates truths that are foundational to the biblical worldview. In Romans 1–8, Paul addresses certain components of a worldview that relate to the natural world, human identity, human relationships, and culture.
In a 750–1000-word essay, describe what Romans 1–8 teaches regarding (1)the natural world, (2)human identity,(3) human relationships, and (4) culture. Furthermore, (5)explain how this teaching of these topics affects your worldview. Make sure that you address each of these topics in your essay.

 

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write a 1500–2000-word (6–8-page) paper on a biblical theology of missions.

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THEOLOGY OF MISSIONS PAPER
Order Details/Description

The student will write a 1500–2000-word (6–8-page) paper on a biblical theology of missions. The purpose of this paper is to help the student articulate a biblical and theological basis for global missions. The paper should conform to current Turabian format and include: a title page, table of contents, section headings, footnotes, and a bibliography of at least seven scholarly sources.

Theology of Missions Paper Instructions

Due at the end of Module/Week 3, you will write a 1500–2000-word (6–8 page) paper on a biblical theology of mission. The purpose of this paper is to help you to articulate a biblical and theological basis for global mission (see learning outcome A of the syllabus). Your paper should explore the following questions:

In 1–2 pages, discuss 2 Old Testament and 2 New Testament texts that relate to mission.
In 1 page, discuss: how does the nature of God relate to mission?
In 1.5–2 pages address: how does mission theology relate to 2 other aspects of theology? (i.e., Trinity, ecclesiology).
In 1.5–2 pages address: what are 2 key themes or motifs of mission theology? (i.e., Kingdom of God, shalom).
In a final concluding (1) page, discuss how mission theology relates to (1) a missionary (2) church leaders (3) lay people not in full-time ministry.

Papers should conform to current Turabian (see guide in Blackboard) and include: a title page, table of contents, section headings, footnotes, and a bibliography of at least seven scholarly sources. See the rubric for specific grading criteria. Aside from your textbooks (Moreau et al., Introducing World Missions and Winter and Hawthorne, Perspectives), some other helpful resources include:

Glasser, Arthur, Announcing the Kingdom: The Story of God’s Mission in the Bible. Grand Rapids: Baker, 2003.

Ott, Craig; Strauss, Stephen J.; Tennent, Timothy, Encountering Theology of Mission:

Biblical Foundations, Historical Developments, and Contemporary Issues. Grand Rapids, MI: Baker Academic, 2010.

Peters, George W., A Biblical Theology of Missions, Chicago: Moody, 1972.

Piper, John, Let the Nations Be Glad: The Supremacy of God in Missions, Grand Rapids,

MI: Baker, 1993.

Tennent, Timothy, Invitation to World Missions: A Trinitarian Missiology for the 21st

Century. Grand Rapids, MI: Kregel, 2010.

Wright, Christopher, The Mission of God: Unlocking the Bible’s Grand Narrative.

Downers Grove, Ill: Intervarsity, 2006.

Submit your assignment by 11:59 p.m. (ET) on Sunday through the SafeAssign submission link found in Module/Week 3.

 

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