Length: The paper should be a minimum of 5 pages and should not exceed [word or page count]. This includes the main body of the paper only!

Formatting: The paper should be formatted according to MLA style; including font size, line spacing, margins, and citation style. Ensure consistency throughout the paper.

Title Page: Include a title page with the following information:

_ Title of the paper _ Author’s name _ Course name and number _ Instructor’s name _ Date of submission

Introduction:

_ Clearly state the research question or problem you are addressing. _ Provide background information to contextualize the topic. _ Explain the significance and relevance of the research.

Literature Review:

_ Review and synthesize relevant literature and research on the topic. _ Identify gaps, controversies, or unresolved issues in the literature. _ Establish the theoretical framework for your study.

Results:

_ Present your findings in a clear and organized manner. _ Use tables, graphs, and figures to illustrate key points. _ Provide appropriate statistical analysis if applicable.

Discussion:

_ Interpret the results and relate them to your research question. _ Discuss the implications of your findings and their significance. _ Address any limitations or potential sources of error. _ Consider the practical and theoretical implications.

Conclusion:

_ Summarize the main findings and their implications. _ Restate the significance of your research. _ Suggest directions for future research on the topic.

References:

_ Include a list of all the sources you cited in your paper. _ Follow the citation style guide specified for the course.

These topics cover a wide range of real-life applications of physical chemistry, from pharmaceuticals to energy, environment, and materials science. Depending on your interests and resources, you can further narrow down these topics or explore related subtopics within each area. Here are some research paper topics in the field of physical chemistry that are related to real-life applications.

Pick one topic from below:

_ “The Role of Physical Chemistry in Drug Design and Development”

_ Explore the application of physical chemistry principles in the design and optimization of pharmaceutical compounds, including drug-receptor interactions and drug formulation.

_ “Green Chemistry: Sustainable Approaches to Chemical Synthesis”

_ Investigate the principles of green chemistry and how they can be applied to reduce the environmental impact of chemical processes and improve the sustainability of the chemical industry.

_ “Advanced Materials for Energy Storage: Insights from Physical Chemistry”

_ Examine the development and characterization of advanced materials for energy storage devices, such as batteries and supercapacitors, using physical chemistry techniques.

_ “Catalysis and Industrial Applications”

_ Analyze the role of catalysts in industrial processes, with a focus on their mechanisms and how physical chemistry can be used to design more efficient catalysts.

_ “Chemical Kinetics in Atmospheric Chemistry: Implications for Climate Change”

_ Investigate the kinetics of chemical reactions in the Earth’s atmosphere and their impact on climate change, including the role of greenhouse gas reactions.

_ “Electrochemical Sensors for Environmental Monitoring”

_ Explore the development and application of electrochemical sensors based on physical chemistry principles for the detection of environmental pollutants and contaminants.

_ “Nanotechnology in Drug Delivery: Physical Chemistry Aspects”

_ Examine the use of nanotechnology in drug delivery systems, focusing on the physical chemistry principles governing drug release and targeting.

_ “Surface Chemistry and Corrosion: Challenges in Industry”

_ Investigate the role of surface chemistry in corrosion processes and its implications for industries such as automotive, aerospace, and infrastructure.

_ “Molecular Modeling and Simulation in Drug Discovery”

_ Discuss the use of computational methods and molecular modeling to predict the behavior of molecules in drug discovery and development processes.

_ “Thermodynamics of Food Processing: Optimization and Quality Control”

_ Explore the application of thermodynamics principles in food processing, including the optimization of processes and the control of product quality.

_ “Photophysics of Organic Materials for Optoelectronic Devices”

_ Investigate the photophysics of organic materials, such as OLEDs and organic solar cells, and their application in optoelectronic devices.

_ “Chemical Sensors for Healthcare: Point-of-Care Diagnostics”

_ Examine the development of chemical sensors for point-of-care diagnostics, focusing on their physical chemistry aspects and potential healthcare applications.

The post Final Paper: The Role of Physical Chemistry in Drug Design and Development appeared first on I am Howework Free.

The post Discussion: Privatization in Law Enforcement appeared first on I am Howework Free.

Pauline has been asked to reorganize her department, eliminating at least two people within the office. Pauline has strong personal relationships with everyone in her office and being asked to complete this task is very hard on her. Thinking back to Stage Four of the conflict process, discuss one of the types of intentions with which Pauline might struggle in this situation?

The post Discussion: Conflict and Negotiation appeared first on I am Howework Free.

What is the paradox of thrift? Is it real? Is Saving Good or Bad?
Give an example of the paradox of thrift.
What is the reverse paradox of thrift? 
Reflection “ the students also should include a paragraph in the initial response in their own words, using macroeconomic terminology, https://perfectwriterblog.com/education-homework-help/crucial-accountability/ reflecting on specifically what they learned from the assignment and how they think they could apply what they learned in the workplace or in everyday life.

The post Discussion: Is Saving Good or Bad? appeared first on I am Howework Free.

Experiences of Intimate Partner and Neighborhood Violence and Their Association With Mental Health in Pregnant Women
An Investigation of the Influence of the Spatial Distribution of Neighborhood Violent Crime on Fear of Crime
Military Service and Lifetime Arrests: Examining the Effects of the Total Military Experience on Arrests in a Sample of Prison Inmates
Gender Differences on the Road to Redemption
Afterschool School Triathlon Training for 11- to 14-year Old Girls: Influences on Academic Motivation and Achievement
The Effect of Social Support, Gratitude, Resilience and Satisfaction with Life on Depressive Symptoms Among Police Officers following Hurricane Katrina
Economic Sanctions and the Dynamics of Terrorist Campaigns
˜Gimme Shelter: The Role of Democracy and Institutional Quality in Disaster Preparedness
Subcultural Boundary Maintenance in a virtual community for body modification enthusiasts
A Snapshot on the Daily Sedentary Behavior of Community Dwelling Older African American Women
Institutional Factors and Processes in Interagency Collaboration: The Case of FEMA Corps

Next, apply the methods detailed in Using a Scientific Journal Article to Write a Critical Review (Links to an external site.) to critique the article you selected. At a minimum, the critique should include the following information:

Introduction (about two pages): Summarize the article you chose, including the purpose of the study, the methodology utilized, the results obtained, and the conclusions drawn by the author(s) utilizing questions posed in the reading. https://academicwriterblog.com/writing/im-working-on-a-writing-question-and-need-support-to-help-me-study-the-video/ Utilize questions posed in the Analyze the Text section of Using a Scientific Journal Article to Write a Critical Review (Links to an external site.) to develop this section.
Body (about five pages): Highlight the quality of the research article (both the strengths and weaknesses) as expressed through each section of the paper (i.e., introduction, methods, results, discussion, overview). Use questions posed in the Evaluate the Text section of Using a Scientific Journal Article to Write a Critical Review (Links to an external site.) to develop this section. Follow the Evaluate the Text prompts and include the following:

Critique whether the researcher used the appropriate and ethical application of research methods in relation to their research goals.
Assess whether the application of quantitative methods approaches, qualitative methods approaches or a combination (mixed methods) was appropriate in the article research.
Interpret data and empirical findings in the research through an assessment of the strengths and weaknesses.
Examine the role of the research design in the article by defending or critiquing the research method based on your assessment.
Support the impact of the research by determining if it benefits social policy, theoretical knowledge, or both.

Conclusion (about three pages): https://academicwriterblog.com/management/im-working-on-a-management-project-and-need-support-to-help-me-understand-bette-2/ Discuss the significance of the research. Utilize questions posed in the Establish the Significance of the Research section of Using a Scientific Journal Article to Write a Critical Review (Links to an external site.) to develop this section.

The Academic Research-Article Critique paper

Must be 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Centers APA Style (Links to an external site.) resource.
Must include a separate title page with the following:

Title of paper
Students name
Course name and number
Instructors name
Date submitted

The post Discussion: Role of the research design appeared first on I am Howework Free.

The post ASSIGNMENT: READING SYMBOLS AND ABBREVIATIONS appeared first on I am Howework Free.

Background Reading
Before attempting the activity, review the topics Half-Life, Radiometric Dating, and Decay Chains in Chapter 12 of The Sciences.

Introduction to the Simulation
1. After completing the background reading for this assignment, go to the “Radioactive Dating Game” simulation on the PhET simulations website at: http://phet.colorado.edu/en/simulation/radioactive-dating-game. Click the play arrow on the simulation graphic to run the web-based simulation or click DOWNLOAD to run the simulation locally on your device.

Simulation requirements: This interactive simulation is optimized for use on computers (MACs or PCs) and may not run on some tablets, notebooks, cell phones, or other devices. Running the simulation will require an updated version of Java software (free). If you do not or are not sure if you have Java on your computer, go to the Java Website . If you cannot get the simulation to run, consult The PhET Simulation Troubleshooting Guide on the course website.

2. Explore and experiment on the four different tabs (areas) of the simulation. While experimenting, think about how the concepts of radioactive decay are being illustrated in the simulation.

a. Half-Life tab – Observe a sample of radioactive atoms decaying – carbon-14, uranium-238, or ? (a custom-made radioactive atom). Clicking on the add 10 button adds 10 atoms at a time to the decay area. There are 100 atoms in the bucket; so, clicking the add 10 button 10 times empties the bucket into the decay area. Observe the pie chart and time graph as atoms decay. You can pause or step the simulation as atoms decay, and Reset the simulation, using buttons at the bottom of the screen.

b. Decay Rates tab – Similar to the half-life tab, but different! Atom choices are carbon-14 and uranium-238. The bucket has a total of 1,000 atoms. Drag the slide bar on the bucket to the right to increase the number of atoms added to the decay area. Observe the pie chart and time graph as atoms decay. Note that the graph for the Decay Rates tab provides different information than the graph for the Half-Life tab. You can pause or step the simulation as atoms decay, and Reset the simulation, using buttons at the bottom of the screen.

c. Measurement tab – Use a probe to virtually measure the amount of radioactive material within an object or in the atmosphere. The probe can be set to detect the decay of either carbon-14 or uranium-238 atoms. Follow prompts on the screen to run a simulation of a tree growing and dying, or of a volcano erupting and creating a rock, and then measuring the decay of atoms within each object.

d. Dating Game tab – Use a probe to virtually measure the percentage of radioactive atoms remaining within various objects and estimate the ages of objects by applying the concept of half-life. The probe can be set to either detect carbon-14, uranium-238, or other “mystery” elements that may be contained in the objects. Drag the probe over an object, select which element to measure, and then slide the arrow on the graph to match the percentage of atoms measured by the probe. The time (t) shown for the matching percentage can then be entered as the estimate in years of the object’s age.

e. Pause button ( I I ) – Simulation is running when this is showing; press to pause the simulation.

f. Play arrow ( > ) – Simulation is paused when this is showing; press to run the simulation.

3. After getting oriented to the simulation, follow the steps below to perform four different experiments. Before beginning, be prepared to write down hypotheses and observations for the experiments.

Experiments
Experiment 1: Half-Life
In this experiment, you will visualize the radioactive decay of atoms and investigate the concept of half-life.

Before completing the experiment, write down a hypothesis, based on your current understanding, that makes specific predictions for how the decay of a radioactive substance will progress over time.

1. Experiment setup: click on the Half-Life tab at the top of the simulation screen.

2. Experiment procedure:

Construct a table like the one below. Complete the following steps for parts I and II of the experiment to complete the table.

Part I – Carbon-14
a. Make sure that Carbon-14 is selected in the Choose Isotope box. Click the pause button ( I I ) at the bottom of the screen so that it shows the play arrow ( > ). Click the Add 10 button below the Bucket o’ Atoms ten times to empty the bucket and place 100 carbon-14 atoms in the decay area.

b. The half-life of carbon-14 is about 5,700 years. Based on the definition of half-life, if you left these 100 carbon-14 atoms to sit around for 5,700 years, what would you predict to be the number of carbon-14 atoms that would radioactively decay during that time? Write your answer down.

c. Click the play arrow. As the simulation runs, carefully observe what is happening to the carbon-14 atoms in the decay area, and the graphs at the top of the screen (both the pie chart and the time graph).

d. After all atoms have decayed, click the pause button, and the Reset All Nuclei button in the decay area.

e. Repeat steps c and d until you have a good idea of what is going on. Then, write down a specific description of what you observed happening, both in the decay area and on the pie chart and time graph, while the simulation is in play mode.

f. Repeat step c again, but this time, watch the graph at the top of the window carefully, and click “pause” when Time reaches 5,700 years, i.e., when the carbon-14 atom moving across the graph reaches the dashed line labeled Half-Life . If you don’t pause the simulation on or very close to the dashed line, click the Reset All Nuclei button and repeat step c again.

g. Once you have paused the simulation in the correct spot, record the number of carbon-14 nuclei that have decayed into nitrogen-14 (the number next to #14N, to the left of the pie chart).

h. Click the Reset All Nuclei button in the decay area.

i. Repeat steps f through h for two more trials, to record a total of three values for step g.

Part II – Uranium-238
a. Click Reset All below the Choose Isotope box, then yes in the box that pops up. Click on the radio button for Uranium-238 in the Choose Isotope box. Click the pause button at the bottom of the screen so that it shows the play arrow. Click the Add 10 button ten times to empty the bucket and place 100 Uranium-238 atoms in the decay area.

b. The half-life of Uranium-238 is 4.5 billion years!* Based on the definition of half-life, if you left these 100 Uranium-238 atoms to sit around for 4.5 billion years, write down your prediction of the number of Uranium-238 atoms that will radioactively decay over that time.

c. Click the play arrow. Watch the graph at the top of the window carefully, and click pause when Time reaches 4.5 billion years, i.e., when the Uranium-238 atom moving across the graph reaches the dashed line labeled Half Life. If you don’t pause the simulation on or very close to the dashed line, click the Reset All Nuclei button and repeat step c.

d. Once you have paused the simulation in the correct spot, record the number of Uranium-238 nuclei that have decayed into Lead-206 (the number next to #206Pb to the left of the pie chart).

e. Click the Reset All Nuclei button in the decay area.

f. Repeat steps c through e for two more trials, to record a total of three values for step d.

Radioactive

Element

Number of atoms in the sample at Time = 0

Prediction of # atoms that will decay when time reaches one half-life

Number of atoms that have decayed when

Time = Half Life

Trial #1

Trial #2

Trial #3

Carbon-14

100

Uranium-238

100

Experiment 1 – Results and Conclusions
1. In Part I of the experiment (and in nature), carbon-14 radioactively decays to nitrogen-14. Based on what you read in Chapter 12 of The Sciences about the three types of radioactive decay, name the specific type of radioactive decay taking place in Part I of the experiment.

2. Based on your observations and data collected while conducting Experiment 1:

a. Formulate a written discussion that describes the nature of radioactive decay – i.e., is the process random, exact, or something else, and can you make any analogies between radioactive decay and other processes you observe in your everyday life?

b. Does the data collected in parts I and II of the experiment validate or negate the concept of radioactive half-life? Support this conclusion by formulating a written comparison between your predictions from step b for the number of atoms that will radioactively decay over one half-life and the values you recorded in the trials.

* Unlike carbon-14, which undergoes only one radioactive decay to reach the stable nitrogen-14, uranium-238 undergoes many decays into many intermediate unstable elements before finally getting to the stable element lead-206. (See the decay chain for uranium-238 in Chapter 12 for details).

Experiment 2: Decay Rates
In this experiment, you will again visualize the radioactive decay of atoms, and you will also make some additional quantitative measurements of the decay. Your hypothesis from Experiment 1 also applies to this experiment.

1. Experiment setup: click on the Decay Rates tab at the top of the simulation screen.

2. Experiment procedure:

Construct a table like the one below. Complete the following steps for parts I and II of the experiment to complete the table.

Part I – Carbon-14
a. Click the Reset All button below the Choose Isotope box.

b. In the Choose Isotope area, click the button next to carbon-14.

c. Drag the slide bar on the bucket of atoms all the way to the right. This will put 1,000 radioactive nuclei into the decay area. When you let go of the slide bar, the simulation will start right away. Watch the graph at the bottom of the screen until all atoms have decayed.

d. From the graph, record the percentage of carbon-14 nuclei remaining at times equivalent to 1, 2, and 3 half-lives of carbon-14 (a total of three percentage values). Recall that the half-life of Carbon-14 is about 5700 years.

Part II – Uranium-238
a. In the Choose Isotope area on the right side of the screen, click the button next to Uranium-238.

b. Repeat step c of Part I for uranium-238.

c. From the graph, record the percentage of uranium-238 nuclei remaining at times equivalent to 1, 2, and 3 half-lives of uranium-238 (a total of three percentage values). Recall that the half-life of uranium-238 is about 4.5 billion years.

Radioactive

Element

Percentage of the element remaining after:

1 half-life

2 half-lives

3 half-lives

Carbon-14

Uranium-238

Experiment 2 – Results and Conclusions
Does the data collected in parts I and II of the experiment validate or negate the concept of radioactive half-life? Support this conclusion by discussing the trends in the number of radioactive nuclei remaining after 1, 2, and then three half-lives had passed.

Experiment 3: Measurement
In this experiment, you will use a probe to detect the decay of radioactive material within a rock and a tree.

Before completing the experiment, write down a hypothesis, based on your current understanding, that predicts how the simulation should be utilized to detect each object’s age.

1. Experiment setup: click on the Measurement tab at the top of the simulation screen.

2. Experiment procedure:

Part I – Tree
a. Under Choose an Object, click on the button for Tree. In the Probe Type box, click on the buttons for Carbon-14, and Objects. This sets up a probe to measure radioactive decay of any carbon-14 in the tree. Note that the probe can only detect the element for which it is set.

b. Click Plant Tree at the bottom of the screen. As the simulation runs, observe that the tree grows and lives for about 1,200 years, then dies and begins to decay. Observe the probe reading (upper left box) and graph (upper right box) at the top of the screen showing the percentage of carbon-14 in the tree over time. Write down your observations of what is taking place in the visual scenario, the probe reading, and the graph.

c. Click either of the two Reset buttons on the screen. In the Probe Type box, set the probe to measure uranium-238 instead of carbon-14. So, now the probe is detecting the decay of any uranium-238 in the tree.

d. Click Plant Tree and again observe the probe reading and graph as the simulation runs. Write down your observations of the probe reading and graph.

Part II – Volcanic Rock
a. Click either of the two Reset buttons on the screen.

b. Under Choose an Object, click the button for Rock. Keep the probe type set on Uranium-238.

c. Click Erupt Volcano and observe the volcano creating and ejecting very hot igneous rocks. As the simulation runs, observe the probe reading and graph showing the percentage of uranium-238 in the rock over time. Write down your observations of what is taking place in the visual scenario, the probe reading, and the graph.

d. Click either of the two Reset buttons on the screen. In the Probe Type box, set the probe to measure the decay of carbon-14 instead of uranium-238. So, now the probe is detecting the decay of carbon-14 in the rock.

e. Click Erupt Volcano and again observe the probe reading and graph as the simulation runs. Write down your observations of the probe reading and graph.

Answer questions 1–5 below to help you formulate some results and conclusions for this experiment. You may need to do some additional experimentation to answer the questions.

1. Explain what happened when the probe was used to measure uranium-238 in the tree and carbon-14 in the rock.

2. At what point in the simulation does the probe detect a decrease in the carbon-14 in the tree? Explain why this is the case.

3. At what point in the simulation does the probe detect a decrease in uranium-238 in the rock? Explain why this is the case.

4. When the amount of carbon-14 in the tree has decreased to 50 percent, approximately how many years have passed since the tree died?

5. When the amount of uranium-238 in the rock has decreased to 50 percent, approximately how many years have passed since the volcano erupted?

Experiment 3 – Results and Conclusions
Formulate a written conclusion for how the probes in the simulation should be properly utilized to detect the ages of each object. Support your conclusion with your observations while conducting the experiment and answers to the above questions.

Experiment 4: Dating Game
In this experiment, you will determine the age of various objects using a probe that can be set to detect the radioactive decay of various elements. Your hypothesis from Experiment 3 also applies to this experiment.

1. Experiment setup: Click on the Dating Game tab at the top of the simulation screen. Verify that the Objects button is clicked below the Probe Type box.

2. Experiment procedure:

Construct a table like the one below. Complete the following steps to complete the table:

a. Set the Probe Type to either Carbon-14 or Uranium-238, as appropriate for the object you are measuring, based on your findings in Experiment 3.

b. Drag the probe directly over the object. The box in the upper left, above Probe Type, will show the percentage of the radioactive element that remains in the item, based on the level of radioactivity being detected by the probe.

c. Drag the green arrow on the graph to the right or left, until the percentage in the box on the graph matches the percentage of element in the object. Once you have the arrow positioned correctly, enter – in the Estimate the age… box – the time (t) shown, as the estimate for the age of the rock or fossil. Click Check Estimate to see if your estimate is correct.

Practice completing the above steps using this example:

1) Let’s determine the age of the dead tree. Since this is a once-living thing, set the Probe Type to Carbon-14.

2) Drag the probe over of the tree, and then look at the probe reading: it detects 97.4% of carbon-14 remaining in the dead tree.

3) Drag the green arrows on the graph to the right or left until you land on a carbon-14 percentage of 97.4%, matching the reading from the probe. When the graph reads 97.4%, it shows that time (t) equals 220 years.

4) Type “220” into the box that says Estimate age of dead tree: and click Check Estimate. You should see a green smiley face, indicating that you have correctly figured out the age of the dead tree, 220 years. This means that the tree died 220 years ago.

TIPS:

· The estimate for the age of an object must be entered in years. So, if t = 134.8 MY on the graph, which means 134.8 million years, you would enter the number 134,800,000 as the estimate in years for the age of a rock. The estimates do not have to be exact to be registered as correct, but it must be close. For example, if 134,000,000 were entered for the above example, the simulation would return a green smiley face for a correct estimate

· For the items on the list marked with an *, you should discover that neither carbon-14 nor uranium-238 will work to determine the item’s age. Select Custom for the Probe Type, and experiment to find an element from the drop-down menu that returns a probe reading other than 0.0%. Note that for each of the Custom elements, only the half-life of the element is given, not the name of the element

Object Being Measured

Element Detected to Determine Age

Age (Years)

Animal skull

House

Living tree

Dead tree

Bone

Wooden cup

Large human skull

Fish bones

Rock 1

Rock 3

Rock 5

Fish fossil*

Dinosaur skull*

Trilobite*

Small human skull

Answer questions 1–5 below to help you formulate some results and conclusions for this experiment. You may need to do some additional experimentation to answer the questions.

1. Explain the differences in carbon-14 readings in the living tree versus the dead tree.

2. Explain why some of the items detect carbon-14 and not uranium-238, and vice-versa.

3. Explain why the probe could not detect carbon-14 or uranium-238 in the fish fossil, dinosaur skull, or trilobite, but could detect one of the Custom elements in each of those items.

4. Explain why the probe detected uranium-238 in Rocks 1, 3, and 5, but the probe detected the Custom 100 my element in only Rocks 1 and 3, and not Rock 5?

5. Explain why the probe set to Carbon-14 gives a reading of 100% in the living trees.

Experiment 4 – Results and Conclusions
1. Based on your observations while conducting the experiment and your answers to the questions above, formulate a written discussion that explains how to properly use the simulation to determine the age of:

A. The rocks

B. The items that contain once-living material

2. Include in your explanation which element the probe should be set to and why, and how to use the slider on the graph to determine the age.

Activity Submission
1. Create a document containing a report for each experiment. Your document should contain four paragraphs, one for each experiment.

a. Title each paragraph with the corresponding name for each experiment, as it is stated in the headings for the experiments above (e.g., Experiment 1: Half-Life).

b. For each experiment report:

i. Clearly and succinctly present your hypothesis for the experiment.

ii. Based on the information prompted for in the experiment’s Procedure and Results and Conclusions section, clearly and succinctly summarize your observations, results, and conclusions for the experiment, and include any data collected and calculations made.

iii. Clearly and succinctly evaluate the correctness of your hypothesis based on the information presented in part ii above.

c. Include your full name and the date you completed the activity at the top of the document.

2. Submit your document (in either .docx or .pdf file format) as instructed in the assignment location within the Canvas course.

Applied Sciences
Architecture and Design
Biology
Business & Finance
Chemistry
Computer Science
Geography
Geology
Education
Engineering
English
Environmental science
Spanish
Government
History
Human Resource Management
Information Systems
Law
Literature
Mathematics
Nursing
Physics
Political Science
Psychology
Reading
Science
Social Science
Liberty University
New Hampshire University
Strayer University
University Of Phoenix
Walden University
Home
Homework Answers
Blog
Archive
Tags
Reviews
Contact
twitterfacebook
Copyright © 2022 SweetStudy.com

The post EDS 1021: Radioactive Dating Game appeared first on I am Howework Free.

Make sure you research both sides thoroughly as your goal with this paper will be to write it in a manner that does not allow the reader to know which side of the issue that you are on. You will not be condoning or condemning either side- your goal is to be as objective as possible in reviewing the issue you select.

Construct a 1,000-1,250 word essay that demonstrates your understanding of the following:

The issue that you have identified (a concise synopsis of what the issue is)
Historical context (previous events in history that have contributed to the rise of the issue)
Both sides of the current argument (provide an objective review- the reader should not know which side of the issue that you personally are on)
At least two possible resolutions to the issue (include the potential ramifications of each resolution for both sides)

Your paper should include an introduction and conclusion, at least 5 cited references (only 2 of which may be your discussions with others, excluding those identified as subject matter experts in your writing), and must adhere to APA formatting.

The post Issues of Sex and Gender in Society Today Essay appeared first on I am Howework Free.

Find an article or graph that illustrates a recent change in law, attitude, or policy regarding sexual tolerance.  
Joel Burns:  It Gets Better  https://www.youtube.com/watch?v=ax96cghOnY4 (transcript located on YouTube site)

Write a 5-paragraph essay that introduces the topic youve chosen, summarizes the various points of view, and concludes with the current status of the issue you are addressing.  Be sure to use at least 2 references to support your essay. Your paper must meet the minimum 750-word count requirements. 
Must be APA format

The post Sexual Tolerance Discussion appeared first on I am Howework Free.

Explain where the drinking water from South Florida primarily comes from and why would rising sea levels disrupt this supply?
What efforts can be made and are being made to mitigate the effects of rising seas on our drinking water?
If you were a local politician, what advice would you give to state and federal officials on the best way to ensure residents in South Florida had a steady supply of drinking water for many years to come?

The post Explain where the drinking water from South Florida primarily comes from and why would rising sea levels disrupt this supply? appeared first on I am Howework Free.