An Epidemic Essay -- Health, Coronary Heart Diseases

The focus of this research is coronary heart disease (CHD) and the vulnerable population in the community in Duval County, Jacksonville, Florida. To understand the population, one must be aware of the demographics of the community in question. Duval County is on the Northeast coast of Florida and has a population of over 900,000 (Duval County Health Department, Institute for Health Policy and Evaluation Research [DCHD], 2008). Of this population, 64.4% is white, 31.3% is black and 4.1% is other races (DCHD, 2008). Approximately 51% is female and 49% is male (DCHD, 2008). Duval County consists of suburban, rural, and urban areas and has a total of six health zones made up of zip codes (DCHD, 2008). The community in emphasis is The Clara White Mission and its surrounding area. The Clara White Mission is located in health zone one and their zip code is 32206. Health zone one is considered the most urban area in Duval County with a population density of 2766.5 people per mile compared health zone five being the most rural with a population density of 177.1 people per square mile (DCHD, 2008). Zone one also has the largest number of minority residents in Duval County, which is 83% of the population compared to the lowest minority in zone six with a population of 18% (DCHD, 2008). In Duval County 41% of all blacks live in zone one. Health zone one has the lowest average household income with $21,815 and the highest poverty level with 26% of the population living below poverty level in comparison health zone five has the highest average household income with $53,972 and the lowest poverty at a rate of 5% (DCHD, 2008). Duval County’s average household income is $41,118 (DCHD, 2008). In 2000, health zone one had the lowest e... ...ck, and 470,000 will have a recurrent attack this year (AHA, 2010). CHD makes up for more than half of all cardiovascular events in men and woman over the age of 75 years old (AHA, 2010). Furthermore, the lifetime risk for developing CHD after the age of 40 is 32% for women and 49% for men (AHA, 2010). In closing, it is apparent that the population, density, income and education, and race may be associated with the CHD mortality and morbidity rates in this population in Duval County. In addition, other factors may be associated with the CHD rates as well, such as behavioral risk factors and access to health care. We need to emphasize the health and wellness of the vulnerable population in the community of 32206 in Duval County. To help these individuals achieve healthy lifestyles and avoid or better manage CHD, for their future we need to create awareness.

Essay --

Sam Borkin History 212 Vance Life of the Jazz Age Many things changed after the Civil War. Including industrialization, emergence of cities, and women and children also won more freedom than from before. First of all the city replaced the countryside as the focal point of American life in the 1920s. Population of America changed. It grew rapidly. The current census at the time revealed that more than half of America's population lived in cities and still continued to grow. Cities with a population of 250,000 people added nearly eight million people to their populations. New York City grew by 25%. Between 1920 and 1930 Detroit doubled their population as well. Metropolitan areas grew rapidly as whites and blacks poured in looking for job opportunities in the new consumer industry. The Skyscraper soon became the most visible feature of the city. Since faced with inflated land prices builders decided to build upward. No one knew that they would be developing an American icon for cities. In the metropolis life was different. The old community of home, church, and school were absent, but there were important gains to replace them. Some people became lost and lonely without the old institutions and many thrived on the new urban environment. Like I said the landscape and industrialization weren't the only major changes, but the family did as well. Before women and children didn't have as much freedom, but now in the new urban society freedom seemed to emerge. During the 1920s there was no permanent gain in the number of working women. 2 million more women were employed in 1930 than they were in 1920. Most women had low paying jobs ranging from stenographers to maids. In 1920 women had gained the right to vote, but t... ...f the twenties. By the end of the decade cars were basically necessities. For every road there was a one car for every five Americans. Due to the huge surge of dominance in the automobile business many businesses that were correlated with automobiles became very popular. These businesses or services were gas stations or motels. They were there to meet the needs of the drivers.7 All in all the Roaring Twenties was full of many different things. Some were bad some were good. Though some of the bad things are still around today the good things that happened in the twenties help shaped America to what it is today. The turmoil for many people had taught a lesson for the people of today’s era. This was especially so when talking about the Great Depression. You can be down in your luck, but just remember there are always positives to come with every negative.

The Success of Thomas Hardys Novel The Return of the Native as a Trage

The Success of Thomas Hardy's Novel The Return of the Native as a Tragedy On the first chapter of this novel Egdon Heath is presented as an untameable force "unmoved during so many centuries, through the crisis of so many things, that it could only be imagined to await one last crisis - the final overthrow". Thus, from the very beginning of the novel we can expect an outcome of tragic possibilities. Similarly to ancient Greek tragedies, the action in "The Return of the Native" takes place during a restricted period of time. Usually, in Greek tragedies the plot developed within 24 hours, while Hardy limits himself to the space of 5 books, which represents an exact time of 1 year and a day. Although the novel extends to a 6th book; the main action and the tragedy itself is developed within the first five books. As its title indicates, the sixth book, "Aftercourses" was added to please the readers of the magazine in which his novel was published, in order to put a more closed end to the series. He provided them with a happy ending; as Thomasin and Venn end up marred. However, in its 1912 edition, Hardy included a footnote at the end of the book in which he stated that it was left to the reader to choose whichever ending he/she preferred. Ironically, Hardy declared "à ¢Ã¢â€š ¬Ã‚ ¦and those with an austere artistic code can assume the more consistent conclusion to be the true one". By this, Hardy suggests that the real appraisers of tragedy would conclude on the tragic ending as the most fitting; consistency being also considered by Aristotle as an essential element for tragedy. As a result, similar also to Shakespearian tragedies, which were divided into five acts, the action in Hardy's novel is set up in the first... ... of place, time and other tragedy conventions; the way the plot develops with a sense of foreboding in the novel's consequences, convert this book into a classic of the genre. The relentless mood and development, the numerous lucky (or unlucky) coincidences that are later to determine the future of the characters and the way people continually strive to change the way things are, combine the prefect ingredients of a tragedy. As often in Greek tragedies, fate plays an essential role and the people in the novel can't escape it because it would only keep coming back. Chance seems to dictate the destiny of the characters, playing around with their lives as if they were mere pieces on a chess board. The forces of the heath seem to inflict some sort of control on the characters, fulfilling the Greek tragedy convention of gods playing around with humans' lives. The Success of Thomas Hardy's Novel The Return of the Native as a Trage The Success of Thomas Hardy's Novel The Return of the Native as a Tragedy On the first chapter of this novel Egdon Heath is presented as an untameable force "unmoved during so many centuries, through the crisis of so many things, that it could only be imagined to await one last crisis - the final overthrow". Thus, from the very beginning of the novel we can expect an outcome of tragic possibilities. Similarly to ancient Greek tragedies, the action in "The Return of the Native" takes place during a restricted period of time. Usually, in Greek tragedies the plot developed within 24 hours, while Hardy limits himself to the space of 5 books, which represents an exact time of 1 year and a day. Although the novel extends to a 6th book; the main action and the tragedy itself is developed within the first five books. As its title indicates, the sixth book, "Aftercourses" was added to please the readers of the magazine in which his novel was published, in order to put a more closed end to the series. He provided them with a happy ending; as Thomasin and Venn end up marred. However, in its 1912 edition, Hardy included a footnote at the end of the book in which he stated that it was left to the reader to choose whichever ending he/she preferred. Ironically, Hardy declared "à ¢Ã¢â€š ¬Ã‚ ¦and those with an austere artistic code can assume the more consistent conclusion to be the true one". By this, Hardy suggests that the real appraisers of tragedy would conclude on the tragic ending as the most fitting; consistency being also considered by Aristotle as an essential element for tragedy. As a result, similar also to Shakespearian tragedies, which were divided into five acts, the action in Hardy's novel is set up in the first... ... of place, time and other tragedy conventions; the way the plot develops with a sense of foreboding in the novel's consequences, convert this book into a classic of the genre. The relentless mood and development, the numerous lucky (or unlucky) coincidences that are later to determine the future of the characters and the way people continually strive to change the way things are, combine the prefect ingredients of a tragedy. As often in Greek tragedies, fate plays an essential role and the people in the novel can't escape it because it would only keep coming back. Chance seems to dictate the destiny of the characters, playing around with their lives as if they were mere pieces on a chess board. The forces of the heath seem to inflict some sort of control on the characters, fulfilling the Greek tragedy convention of gods playing around with humans' lives.

Deception Point Page 75

Built by Lockheed, the Aurora looked like a flattened American football. It was 110 feet long, sixty feet wide, smoothly contoured with a crystalline patina of thermal tiles much like the space shuttle. The speed was primarily the result of an exotic new propulsion system known as a Pulse Detonation Wave Engine, which burned a clean, misted, liquid hydrogen and left a telltale pulse contrail in the sky. For this reason, it only flew at night. Tonight, with the luxury of enormous speed, the Delta Force was taking the long way home, out across the open ocean. Even so, they were overtaking their quarry. At this rate, the Delta Force would be arriving on the eastern seaboard in under an hour, a good two hours before its prey. There had been discussion of tracking and shooting down the plane in question, but the controller rightly feared a radar capture of the incident or the burned wreckage might bring on a massive investigation. It was best to let the plane land as scheduled, the controller had decided. Once it became clear where their quarry intended to land, the Delta Force would move in. Now, as Aurora streaked over the desolate Labrador Sea, Delta-One's CrypTalk indicated an incoming call. He answered. â€Å"The situation has changed,† the electronic voice informed them. â€Å"You have another mark before Rachel Sexton and the scientists land.† Another mark. Delta-One could feel it. Things were unraveling. The controller's ship had sprung another leak, and the controller needed them to patch it as fast as possible. The ship would not be leaking, Delta-One reminded himself, if we had hit our marks successfully on the Milne Ice Shelf. Delta-One knew damn well he was cleaning up his own mess. â€Å"A fourth party has become involved,† the controller said. â€Å"Who?† The controller paused a moment-and then gave them a name. The three men exchanged startled looks. It was a name they knew well. No wonder the controller sounded reluctant! Delta-One thought. For an operation conceived as a â€Å"zero-casualty† venture, the body count and target profile was climbing fast. He felt his sinews tighten as the controller prepared to inform them exactly how and where they would eliminate this new individual. â€Å"The stakes have increased considerably,† the controller said. â€Å"Listen closely. I will give you these instructions only once.† 89 High above northern Maine, a G4 jet continued speeding toward Washington. Onboard, Michael Tolland and Corky Marlinson looked on as Rachel Sexton began to explain her theory for why there might be increased hydrogen ions in the fusion crust of the meteorite. â€Å"NASA has a private test facility called Plum Brook Station,† Rachel explained, hardly able to believe she was going to talk about this. Sharing classified information out of protocol was not something she had ever done, but considering the circumstances, Tolland and Corky had a right to know this. â€Å"Plum Brook is essentially a test chamber for NASA's most radical new engine systems. Two years ago I wrote a gist about a new design NASA was testing there-something called an expander cycle engine.† Corky eyed her suspiciously. â€Å"Expander cycle engines are still in the theoretical stage. On paper. Nobody's actually testing. That's decades away.† Rachel shook her head. â€Å"Sorry, Corky. NASA has prototypes. They're testing.† â€Å"What?† Corky looked skeptical. â€Å"ECE's run on liquid oxygen-hydrogen, which freezes in space, making the engine worthless to NASA. They said they were not even going to try to build an ECE until they overcame the freezing fuel problem.† â€Å"They overcame it. They got rid of the oxygen and turned the fuel into a ‘slush-hydrogen' mixture, which is some kind of cryogenic fuel consisting of pure hydrogen in a semifrozen state. It's very powerful and very clean burning. It's also a contender for the propulsion system if NASA runs missions to Mars.† Corky looked amazed. â€Å"This can't be true.† â€Å"It better be true,† Rachel said. â€Å"I wrote a brief about it for the President. My boss was up in arms because NASA wanted to publicly announce slush-hydrogen as a big success, and Pickering wanted the White House to force NASA to keep slush-hydrogen classified.† â€Å"Why?† â€Å"Not important,† Rachel said, having no intention of sharing more secrets than she had to. The truth was that Pickering's desire to classify slush-hydrogen's success was to fight a growing national security concern few knew existed-the alarming expansion of China's space technology. The Chinese were currently developing a deadly â€Å"for-hire† launch platform, which they intended to rent out to high bidders, most of whom would be U.S. enemies. The implications for U.S. security were devastating. Fortunately, the NRO knew China was pursuing a doomed propulsion-fuel model for their launch platform, and Pickering saw no reason to tip them off about NASA's more promising slush-hydrogen propellant. â€Å"So,† Tolland said, looking uneasy, â€Å"you're saying NASA has a clean-burning propulsion system that runs on pure hydrogen?† Rachel nodded. â€Å"I don't have figures, but the exhaust temperatures of these engines are apparently several times hotter than anything ever before developed. They're requiring NASA to develop all kinds of new nozzle materials.† She paused. â€Å"A large rock, placed behind one of these slush-hydrogen engines, would be scalded by a hydrogen-rich blast of exhaust fire coming out at an unprecedented temperature. You'd get quite a fusion crust.† â€Å"Come on now!† Corky said. â€Å"Are we back to the fake meteorite scenario?† Tolland seemed suddenly intrigued. â€Å"Actually, that's quite an idea. The setup would be more or less like leaving a boulder on the launchpad under the space shuttle during liftoff.† â€Å"God save me,† Corky muttered. â€Å"I'm airborne with idiots.† â€Å"Corky,† Tolland said. â€Å"Hypothetically speaking, a rock placed in an exhaust field would exhibit similar burn features to one that fell through the atmosphere, wouldn't it? You'd have the same directional striations and backflow of the melting material.† Corky grunted. â€Å"I suppose.† â€Å"And Rachel's clean-burning hydrogen fuel would leave no chemical residue. Only hydrogen. Increased levels of hydrogen ions in the fusion pocking.† Corky rolled his eyes. â€Å"Look, if one of these ECE engines actually exists, and runs on slush-hydrogen, I suppose what you're talking about is possible. But it's extremely far-fetched.† â€Å"Why?† Tolland asked. â€Å"The process seems fairly simple.† Rachel nodded. â€Å"All you need is a 190-million-year-old fossilized rock. Blast it in a slush-hydrogen-engine exhaust fire, and bury it in the ice. Instant meteorite.† â€Å"To a tourist, maybe,† Corky said, â€Å"but not to a NASA scientist! You still haven't explained the chondrules!† Rachel tried to recall Corky's explanation of how chondrules formed. â€Å"You said chondrules are caused by rapid heating and cooling events in space, right?† Corky sighed. â€Å"Chondrules form when a rock, chilled in space, suddenly becomes superheated to a partial-melt stage-somewhere near 1550 Celsius. Then the rock must cool again, extremely rapidly, hardening the liquid pockets into chondrules.† Tolland studied his friend. â€Å"And this process can't happen on earth?† â€Å"Impossible,† Corky said. â€Å"This planet does not have the temperature variance to cause that kind of rapid shift. You're talking here about nuclear heat and the absolute zero of space. Those extremes simply don't exist on earth.† Rachel considered it. â€Å"At least not naturally.†

Industrial Economic Research Paper

Qustion1 Identify and explain the market structure in which the company is operating Pos Malaysia Market structure * Monopoly firm Introduction (Pos Malaysia) Pos Malaysia Berhad is Malaysia’s premier physical communications provider. Pos Malaysia also has a widespread network of 701 post offices all over the country, in addition to its network of mini post offices, mobile post offices, postal agents and stamp agents, making it one of the most extensive retail networks in Malaysia.Pos Malaysia’s Strategic Business Units that aim to provide quality, reliable, timely and innovative solutions to its customers, are made up of PosMel (mail and postal services), PosLaju (courier and express mail services), and PosNiaga (retail business services). Pos Malaysia also acts as a counter collection and payment agency for a range of financial transactions, such as bill payments, remittance, insurance and unit trusts. Pos Malaysia consists of 3 Main Core Business Units: Pos Mel ,Pos Laju and Pos Niaga. Poslaju or EMS service caters to all segments of the business community and the general public.There are 37 Poslaju Centres nationwide offer all types of courier services. Besides Mail and Express servicer. Poslaju or EMS service caters to all segments of the business community and the general public. Type of courier services Inbound Logistics * Customs Clearance, Import permit documentation, Transportation, Warehousing, Distribution channel/break bulk, Proof of delivery, Track and trace. Outbound Logistics * Customs clearance ,Export documentation ,Transportations ,Warehousing ,Distribution channel/break bulk ,Proof of delivery ,Track and trace Monopoly market structure (Pos Malaysia)Government protection Pos Malaysia Berhad is a Malaysian postal service company that was privatized in 1992 from a government department into a business corporation. Government also protects and helps pos Malaysia if that firm has shortage cost and losses. was attributed to the pos Malaysia is the first company established to provide these services and the company has long operated, known by society and high cost in the provision of post Malaysia. Society loyalty The society in Malaysia has known about brand of pos Malaysia and the society also has familiar to uses pos Malaysia as services of mail.The public will be more confident in such a service as Pos Malaysia is an agency under the ministry and the government is indirectly involved in ensuring the security of the items kept here. Maximize profit A monopoly market exists when there is huge number of buyers but small or very limited number of sellers in the market. Monopoly is the only supplier of a product for which there is no close substitute. In monopoly market, the firm has get a maximize profit, if the manager has have good skill and knowledge to manages that company.For example, pos Malaysia have a good manages, and that means this company can get a height profit. In monopoly market, pos Malaysia can set its own price and the prices chosen affects the quantity it sells. Pos Malaysia is the only licensed mail services provider in Malaysia and is the leader in the Malaysia Courier Services. Pos Malaysia posted a net profit of RM 61 million for the nine months ended September 2004 – an increase of more than 40 per cent from the corresponding period in the previous year.It is projected to earn a net profit of close to RM100 million this year based on existing postal rates. Power of set prices In monopoly market, pos Malaysia can put the price of the service with a high rate to the profit of the community to obtain greater. This can be carried out in the market as pos Malaysia is the only domestic postal mail offered in Malaysia Advantages in monopoly Stability of prices * In a monopoly market the prices are most of the times stable. This happens because there is only one firm involved in the market that sets the prices if and when it feels like.In other types of market struc tures prices are not stable and tend to be elastic as a result of the competition that exists but this isn’t the case in a monopoly market as there is little or no competition at all. Source of revenue for the government * The government gets revenue in form of taxation from monopoly firms. Massive profits * Due to the absence of competitors which leads to high number of sales monopoly firms tend to receive super profits from their operations.The massive profits realized may be used in such things as launching other products, carrying out research and development among many other things that may be beneficial to the firm. Question 2 Comment if there are barriers to entry Definition Barriers to entry are designed to block potential entrants from entering a market profitably. They seek to protect the monopoly power of existing (incumbent) firms in an industry and therefore maintain supernormal (monopoly) profits in the long run.Barriers to entry have the effect of making a mark et less contestable. Defined an entry barrier as â€Å"A cost of producing (at some or every rate of output) which must be borne by a firm which seeks to enter an industry but is not borne by firms already in the industry. Barriers to entry in( pos Malaysia). In pos Malaysia, there are barriers to entry. Among them are: Advertising and marketing * Developing consumer loyalty by establishing branded products can make successful entry into the market by new firms much more expensive. Cost Advantages Lower Costs; through experience of Being in the market for missing time, allows the existing postal company Malaysia’s to cut price and win price wars if another firm enter the market. Absolute cost advantages * Allows an incumbent firm to earn excess profits without feat of new firm entering the market. for example in the market, pos Malaysia price of the service is able to offer a cheaper service player medals RM7 per unit, but other companies likes DHL and FedEx only able to off er prices as low as RM 12 mail service. so its pos Malaysia cans set PRICES at rm10.Which is are more chipper, than the more customer use pos Malaysia services and also get a highest profit. Government Restrictions * Government is the source of barriers to entry that are created by patents and copyrights. But these are not the only barriers to entry enabled by government. Government is, after all, the entity that establishes the rules of the game. Governments frequently erect barriers to entry by legally limiting the number of participants in a market. Legal restrictions for public utilities are usually designed to make the most effective use of natural monopoly markets that can create serious inefficiency problems.Other legal restrictions, such as licenses or charters, are generally intended to pursue other goals, but create barriers to entry nonetheless. For example, pos mel only provided by pos Malaysia. Although there are big rivals like FedEx and DHL outside, but pos Malaysia o ffer cheaper prices. First mover advantages * The first firm to enter incurs lower marketing costs because it faces no rivals. Later firm face higher marketing costs because they must compete against the first firm. If the presence of the incumbent raises the marketing costs of the second firm to enter, then the first firm has permanent advantages and can maintain high prices

A Project-Based Learning

A project-based learning approach is extended in which knowledge acquired in water resources engineering lessons is utilized to devise a storm-water management scheme. The goal of the project is to accentuate the significance of assessing design skills attained in the coursework. The students are expected to apply an understanding of material they learned from their lessons in water resources engineering and environmental engineering; which led them to develop a solution for storm-water management scheme. Also, the project aims to introduce students to the power of internet resources and computer technology and quickly carry out the many iterative analyses often required at the detailed stages of design. Considering the importance of project-based design work in enabling proficiency attainment and understanding fundamental natural resources along with engineering concepts are discussed with an approach proposed for facilitating the assimilation of design teaching within water resources engineering course. Approach presented seeks to exploit student enthusiasm for engineering project work in order to enhance an understanding for water resources engineering. The design project considers a â€Å"real† problem, i.e. storm-water management system. It is argued that reality plays an important role in maintaining student commitment, which is essential for effective learning. This paper provides an overview of how design teaching can provide an integrating theme within a water resource-engineering course. The emphasis of the current approach on student-centered active learning rather than the traditional passive learning methods is also discussed. Finally an assessment is made of the project-based approach to design teaching and its ability to develop an understanding of engineering principles, to develop skills in various software packages, and to maintain student enthusiasm using active learning techniques. Design teaching is seen as important, both in itself and as an integrated theme running throughout environmental degree courses. One of the prime objectives is to demonstrate the requirement for integrating the material covered in traditional environmental engineering courses within a design context. In this way, the importance relevance and application of water resources and environmental engineering courses can be emphasized. In addition to this, it is recognized that project-based work is important in developing student enthusiasm for engineering and can therefore provide a mechanism for maintaining the required levels of interest throughout the course. Design projects are very often carried out with the students working in groups, which can be applied to develop teamwork and effective communication. One of the major advantages of project-based design work over traditional, formal lectures is that it is student-centered, requiring active learning rather than the passive acquisition of information through lectures. Although the amount of material that is possible to cover within a single design project is demanding in terms of both student and faculty time, it is argued that project-based work may be a more effective method for acquiring knowledge and developing understanding. The importance of reality in effective design teaching has been highlighted by other authors who argue that the production of the artifact or system designed is an essential part of the educational process. Project-based design teaching often provides the opportunity assessing an existing design through an audit or for producing a new prototype, which would not normally be possible within a conventional lecture coarse. Project-based teaching, therefore, offers the additional advantage to students of dealing with real problems and it is arguably more tangible than other teaching techniques. Although formal lectures provide an important means for acquiring knowledge, it is suggested that students often have more difficulty in understanding the material and seeing the relevance in course material when it is delivered in this way alone. The educational objective of project-based design teaching within water resources and environmental engineering degree courses are not always fully appreciated. Therefore, it is the aim of this paper to discuss a range of objectives and show how they may be achieved within the context of a particular stormwater management design project. A shelter belt system along with a stormwater transfer management system was analyzed using EPANET2 and EPANET2 at SWMM5 design software packages. The shelter belt technology is a proven technology being used in Germany and the Netherlands for controlling stormwater. It was combined with the most-advanced Japanese water transfer technology. A group of students worked on the software packages to simulate the experience while another group of students worked on stormwater management using rainwater gardens and calculated various parameters. Students were encouraged to search for the information on the internet and other sources. Required information and guidance were provided by the instructor. The projects aim to demonstrate the importance of integrating water resources and environmental engineering in the design process as well as to develop team work and communication skills. In addition, it is student-centered, requiring active learning. The project-based development, which enables the advantages discussed above to be achieved, is recommended as one that could readily be adopted within environmental and water resources engineering courses. In the following sections, an outline of the project specifications is first given. The educational objectives are then presented in detail and the educational value of project based design teaching is discussed. However, before discussing the detailed aspects of the design projects, it is helpful to consider the present projects in the context of an overall design model (a range of design models is discussed). The design process may be considered to comprise the following well-established phases: project specifications, common conceptualization, manifestation, and detail. This process pertains largely to original designs, but aspects of the overall process are also relevant to variant design into which category the current design projects in general fall. In variant design, an existing design solution is adopted and modified. Therefore, the present design projects identify a case study in variant design. The generation of design solutions requires some consideration of the original design process discussed above. But the majority of the project is concerned with the detailed design phase.Specification of design projects: The following projects were conceived based on the interest of various groups of students:Using shelter by technology for effective stormwater management.  Use of rainwater garden for stormwater management.Designing stormwater management for rural areas.Applying SWMM5 for real life data from Toledo, New Orleans, and Flint.The students were required to choose their topic in the beginning of the semester and were expected to carry out a litereature review, which was part of their final report.In addition, students were allowed to explore all the internet resources and EPA software, such as SWMM5. Objectives: The ultimate aim for the students is to establish a strategy for dealing with stormwater due to hurricanes (e.g. Katrina, Harvey).The aim is achieved by ensuring the following specific objectives are met: ? To use rainfall data.? To estimate runoff based on the current features for a particular site.? To explore possible solution for the problem.? To employ SWMM for modeling purposes.? To calculate various parameters manually.? To use EPMNET2 for finding the water transfer.The design projects are structured in this way to ensure that particular educational objectives are achieved, and these are discussed for each of the above items in a later section. Methods: The design project is carried out over a period of 12 weeks with a total of 10 hours allocated for the project. Students were encouraged to utilize Blackboard for communicating with the instructor and among themselves. During the first session, students came up with their interested project topic selection. If for any reason students were unable to come up with a topic, the instructor helped them by suggesting alternative topics. Students were given specifications and guidelines on a weekly basis depending on the progress they made on their projects. Students using the software were given a step-by-step procedure for utilizing the software package. Some exercises were also prepared for the students, which were directly related to the project. The first session concludes with a discussion of the project specification between the project supervisor and the students enabling any initial problems to be overcome.At the beginning of the second session, it is expected that students will generate a conceptual diagram along with data and tables, which can be utilized towards laying out the flow of the project. Students utilizing the software were expected to learn the software. In the second session, students are expected to identify all the necessary specifications and to comment on their effect on the success of their projects. This is carried out by means of discussions during the second session with the project supervisor. By the start of the third and final sessions, students are required to present their findings in the class and critique by other groups. In the fourth session, they were required to write the final report, whichreceived comments by the project supervisor. Assessment/feedback: The work of the students is assessed by a group project report that shows details of all the hand calculations and details of the proposed design. A project report rubric was provided by the project supervisor to the students in the beginning of the semester when students came up with the project topics. Their final presentation was also assessed according to a presentation rubric, which was also posted in the same manner. Assessment is carried out in particular to identify the following: ? The ability to generate a simple model for a complex stormwater problem to enable realistic operating conditions to be calculated.? The ability to employ environmental and water resources engineering concepts.? The ability to interpret the results obtained.? The ability to produce a well-structured technical report in which arguments are put forward cogently and design decisions are justified.Feedback to the students takes place throughout the course of the project through discussions with the project supervisors and detailed comments relating directly to the students' reports. Educational objectives:Use of design, knowledge, and making simplified assumptions.Manual calculations.Discussion/conclusions: The design projects discussed in this paper had been run for six months, with some modifications as feedback became available. It is argued that the projects are successful in demonstrating the importance of environmental and water resources engineering within a design context. Furthermore, it provides an integrated approach combining computer software, environmental and water engineering, and design for the consideration of a real design problem. In this way, it is suggested that it is possible to maintain the students' interest and enthusiasm for environmental and water resource engineering through the use of project work. At the same time, this develops students' understanding of the required engineering and design principle. In addition, it develops students' skills in the use of computer software. Environmental and water resources engineering degree courses have been discussed in terms of the need for knowledge acquisition, the acquisition of skills, and the development of understanding. The projects described in this paper requiresknowledge acquisition, the accumulation of actual information, and the developing understanding of computer skills. The approach presented is effective for the development of understanding because it is student-centered, requiring active learning. It requires the students to express their understanding of concepts and discuss them, and to get rapid feedback during the discussion. The process of carrying out design projects in this way is closer. Therefore, to a tutorial approach to teaching and learning than to a lecturing approach and therefore has many advantages. The disadvantage of the project-based approach largely relates to instructor and student time requirements. In addition, it is argued that within given design projects, only a limited domain of environmental and water resources engineering can be considered. The project based approach to student learning, therefore, needs to be run in parallel with more traditional methods but cannot replace them. The projects discussed in this paper are highly suitable. It is argued for inclusion within conventional, environmental, and water resources engineering courses. This would then fulfill the purposes of both reinforcing the understanding of environmental and water resources engineering principles in a way that maintains the students' interest and enables the environment and water resources engineering courses to be run in an integrated way with the design teaching. The importance of design as an integrating theme running throughout environmental and water resources degree courses has not been established. There is growing concern among industrialists and employers of graduate environmental and water resources engineers of the way in which computer software packages and applying knowledge to real world problems are used. These design projects discussed in this paper address this issue directly and it is suggested that a more questioning attitude among students in the use of software packages achieved with a more integrated approach to engineering and design teaching. The importance of reality in teaching engineering design has been discussed by several authors since it is found that much greater impact and lasting effect on memory may be achieved if these students can see the necessity for what they are doing for the real world. The present design projects considered a stormwater management problem and the students applied their knowledge obtained through several sources.

Science Cass

For visually impaired students, a Science class could pose as a threat for them because of the different chemicals and many scientific apparatus that can physically harm them. Their functioning senses particularly their sense of touch might be impaired if scientific equipment are not properly positioned or arranged. I think the recommendations mentioned including the rearrangement of desks and maintaining a clutter-free class room were simple but doable. The first-hand experience of the teacher with a blind person gave the teacher an idea of how to make his or her class and the lay out of the room more sympathetic and sensitive to the special needs of visually impaired students.Response No. 2I think space is one of the major factors to consider when designing a classroom that would also accommodate visually impaired students. Having enough room would increase the mobility of visually impaired students and reduce the risks of being bumped into by other students or knocking off things. The suggestion of visually impaired students assisting their fellow students with assignments and interacting through board games are excellent opportunities to hone their social skills. However, these recommendations might not yield positive outcomes because there is always the possibility that other students might take advantage of their disabilities.Response No. 3To effectively draft plans according to the needs of visually impaired students, the nature and severity of their disability should be learned and considered.   The power of knowledge can make a huge difference. By simply knowing the gravity of the visually impaired students’ blindness, a teacher can be able to determine the necessary actions needed to be done to address their needs in a classroom environment.The needs of a severely blind person are different from the needs of a moderately blind person. By considering this, the resources of the school and the efforts of the teacher can be maximize that can yiel d productive results. More so, not only do visually impaired students benefits from this kind of set up but also normal students. The use of auditory-based resources and the adoption of descriptive-based teaching style can enhance a normal student’s creativity while a visually impaired student can have a productive experience in this kind of setting.Response No. 4I think technology have changed the way most people live in the modern age. One of the benefits of technology is its capability to be use as a device for teaching, in which had facilitated easy learning for many students. More so, the availability of advanced gadgets such as the computer program that can transform text into speech and computer had helped visually impaired students to cope up with class discussions and with the class course. Because of science and technology, students with disabilities specifically visually impaired can go through with their studies just like any other normal student. As a result, stu dents with visual impairments will reduce the chances developing low self-esteem or even have the feeling of being alienated.Response No. 5In order for students with disabilities to feel that they are part of a class, the teacher must get to know these students personally in order to determine their personality and expectations. By having a bond, teachers and visually impaired students can easily formulate together plans on how to make the class environment suitable for the students with disabilities and also the teacher can generate new methods or styles of teaching to fit the needs of these students. It is important to note the wants and needs of these special students because sometimes people tend to think that they know better but they do not that