How does alpha, beta, gamma, positron emission or electron capture affect a nucleus?

Nuclear Chemistry

Objectives:

  • Identify the differences between chemical reactions and nuclear reactions.
  • Identify the concept of radioactive decay.
  • Identify the nuclear changes associated with alpha, beta or gamma decay.
  • Write the products of nuclear reactions involving alpha, beta or gamma emissions.
  • Explain the concept of half-lives and complete half-life calculations.

Not all atoms are stable. When atoms are born in a nuclear reactor, whether it be the heart of a star or a power plant, a portion of them are radioactive and are referred to as radioisotopes. Theseradioisotopes break down over time, releasing energy and transforming into more stable forms in processes known as radioactive decay. Depending upon the specific radioisotope, this process can be near instantaneous or take trillions of years.

 

In this lab, you will explore radioactive decay as you learn about various types of radioactivity and half-life.

 

Complete Table 1 below using the textbook, slides, and other course resources.

Table 1:

Type of radiation Give 1 example of each type.
Ionizing  
Non-ionizing  
electromagnetic  
particulate  

 

 

 

 

Exploration 1: How does alpha, beta, gamma, positron emission or electron capture affect a nucleus?

What is the effect of a novel method (a menu of needs methodology) in starting conversations and establishing the needs of customers when working remotely via video conferencing platforms?

Background

The theories of selling have evolved over the last decades from essentially a product push methodology to a needs-based solution approach and further into insight selling methodologies (Schultz & Doer, 2014). Solution selling refers to finding the needs of a potential customer be that needs that they currently understand they have or uncovering needs that were aren’t so apparent to them (implicit needs) that the salesperson’s product services or solutions can solve either now or potentially in the future (Cai et al. 2021). A great deal of time and effort has been spent on sales training is taken to help salespeople understand the value of using questioning techniques to explore these needs. Hardwick and Anderson (2019) argued that methodologies up to this point have been founded on asking open questions to explore general challenges and problems that the customer may have in the current situation that they are aware of and then providing benefits to these solutions.

The current pandemic has forced salespeople to work from home for the past 18 months whereas before they were used to more face-to-face conversations with their clients (Chaker et al., 2021). This is more pronounced when prospecting for business with new potential clients as many salespeople find this part of the sales process is extremely difficult. The inability to create a relationship early in the sales process is considered by many a deciding factor and the outcome of the sale. The physical proximity of face-to-face conversation is thought to help and be instrumental in the process of forming relationships with new clients (Hardwick & Anderson, 2019). Lack of physical intimacy in a remote virtual working environment does not help this process. Additionally, many physical cues from the body language of prospects (potential clients or customers) are missing in a virtual environment. As such many salespeople had to adapt their face-to-face conversations into using video conferencing to try and achieve the same level of sales performance.

An integral part of this process is exploring the needs of the client to provide solutions to their challenges, problems, or aspirations to improve their business. One of the main considerations according to Chaker et al. (2021, p. 130) is how the salesperson fields each question which is also perceived as the thought of as true of face-to-face conversations. The fall-back position of any salesperson is to ask the question to potential clients “Tell me what are your problems in your business” and this may cause a certain amount of reactance in the potential clients who may be thinking either “what problems do you mean” or indeed I’ve only just met I don’t want to tell you my problems.

This research is focused on using a relatively novel technique of video conferencing which will improve this first step in the sales process, eliciting needs from potential clients. The main aim of this study is to establish whether displaying the menu of needs (named “Our Typical Customer Priorities”) helps establish needs and solutions to those needs, faster, easier, and leads to more effective collaboration.

1.2 Problem Statement

The importance of understanding a client’s needs when trying to sell has long been recognized by the sales industry and studied in depth. The solution selling technique has been the bedrock of all sales techniques over many years (Cai et al. 2021). Hardwick and Anderson (2019) suggested that the most successful salespeople challenge their customers to view rather than just form relationships.

Although the authors experience in practice is that often sales teams do not like to “challenge their customers” it seems counterintuitive to maintaining relationships with them. In addition, Chaker et al. (2021) argued that typical sales conversations do not easily establish these needs. Furthermore, Lemken and Rowe (2020) noted that with the recent change to remote working for global sales teams and consequently conversations over video conferencing, platforms such as Microsoft Teams and Zoom have exasperated the problem of establishing these needs, which can frequently be traced to ineffective conversations. The available research has been centered on the needs of customers, what influences their choices, and strategies that can be adopted to enhance sales conversations. There is a need however to note that there is limited information on the ‘menu of needs’ methodology, which has not been explored at all.

As a result, there is a need for empirical research to develop a quick and effective way of sales teams to establish the needs of a customer when working with video conferencing platforms. Additionally, it is important to develop a selling technique that enhances credibility with the customer and establishes their needs to help both parties develop a suitable resolution of the customer’s problem. Ths study hopes to establish whether displaying the menu of needs (named “Our Typical Customer Priorities”) helps establish needs and solutions to those needs, faster, easier, and leads to more effective collaboration.

 

1.3 Aim and Objectives

The main aim of this research is to examine whether the ‘menu of needs’ approach is suitable in establishing conversations and the needs of clients when working remotely in video conferencing platforms. Further, the objectives of this research are:

  1. To examine the different sales techniques and their potential
  2. To examine various approaches of improving conversations between salespersons and clients
  3. To determine the impact of the menu of needs methodology in enhancing sales conversations

1.4 Research Question

This researcher attempts to address the following research question:

What is the effect of a novel method (a menu of needs methodology) in starting conversations and establishing the needs of customers when working remotely via video conferencing platforms?

Describe a wave using type, amplitude, period, frequency, and speed.

Description

Week 8 Student Learning Objectives

Describe a wave using type, amplitude, period, frequency, and speed. Define reflection, interference, and diffraction. Describe standing waves. Describe the Doppler Effect The Word document has text boxes and/or tables where you can enter data and text. Since the document is very large (because of all the images), you should reenter your results into the Data Sheet.

Compose, define, describe and organize elements of a narrative.

Week 1 Assignment: Narrative Outline and Worksheet

Attached Files:

Learning Objectives:

Compose, define, describe and organize elements of a narrative.

In preparation for your Narrative Essay (due Week Two), you will begin the writing process by exploring an idea (pre-writing), focusing the idea on a single event, creating an outline, and drafting the introduction paragraph. Recommended reading pages 83 -84 in Norton Field Guide to Writing with Readings.

Complete all three tasks
  1. Read pp. 331-339 and choose one of the following pre-writing activities: Free writing, Listing, Clustering, Cubing or Questioning. If you choose to handwrite your activity, take a photograph with your phone and attach it along with your submission.
  2. Create an Outline (Follow graphic below) The outline should contain one sentence for each step.
  3. Compose an introductory paragraph and highlight or underline the main idea.

Example Assignment: Example Narrative Outline and Planning Sheet Example Narrative Outline and Planning Sheet – Alternative Formats

Outline Graphic Guide

 

Writing on the following topic:
  • Share an experience where you faced a serious challenge.
    • How did you overcome that challenge?
    • What did it teach you?
    • In your conclusion, think about what others should learn based on your experience. (Avoid using “you”–see the Week 1 Blog.)
  • You may also choose one of the topics on pages 84 – 85 in the Norton Field Guide to Writing with Readings.
Background:

A narrative should share a larger lesson with the audience beyond simply retelling an event. A strong narrative focuses on a single event or conflict and builds from introduction to body to a resolution. Descriptive language brings the reader into the experience; consider carefully how you describe each scene. Show—don’t tell. Telling informs the reader by stating facts. “She was angry.” Show describes a scene. “She grabbed the wilted flowers and threw them in his face.” Telling repeats a list or series of actions, often without stopping to describe what happened. Showing shares concrete sensory details to capture the scene in which the event takes place.

To submit your assignment, click on the title Week 1 Assignment: Narrative Outline and Worksheet.

 

Briefly outline the format that the critical reflection will follow as per guidance in the discussion section below.
  1. Critical reflection (1000 words, approximate)

Introduction (100 words)

What? Outline what the critical reflection discusses.

How? Briefly outline the format that the critical reflection will follow as per guidance in the discussion section below.

Why? Briefly outline the evidence base and the importance of critical reflection in nursing practice.

Discussion

  1. Appraise your current level of your graduate skills and critically analyse how these can be applied to postgraduate study (Learning Outcome 1) (200 words)
  2. Critically examine and discuss different sources of evidence and discuss the importance of an evidence base for care. (Learning Outcome 2) (200 words)
Appraise your current level of your graduate skills and critically analyse how these can be applied to postgraduate study.

The evidence submitted needs to meet the following criteria.

Validity – Is it relevant?

Evidence must be directly related to the learning claimed of a particular learning outcome. If you claim that you have an ability or skill, your evidence is only valid if it illustrates that ability or skill.

Authenticity – Is it your work?

It must be clear that any evidence submitted originates from you or refers especially to you.

Currency – Is it up to date?

Evidence should be recent and dated if possible. Where you are claiming for prior learning, supplementary evidence may be necessary to show that you are still capable of achieving the same level of leaning. Evidence that is associated with learning undertaken, five years ago or earlier, should only be included if you are able to demonstrate that the learning has been updated or been in used recently.

Ethical aspects – Have you maintained confidentiality?

You should always seek not to disclose and protect any person or organisation names in your evidence by keeping them anonymous, unless you get written permission to use the names of individuals or organisations.

The evidence you select to use in your portfolio needs to be in line with GDPR regulations and must respect the confidentiality of others. Do not include names, data and images of people and organisations without their written permission or consent.

 

Module Aim

The aim of this module is to enable you to evidence via a portfolio evidencing graduate and transferable skills required for post-graduate study in nursing.

Module Learning Outcomes

On successful completion of this module you will be to be able to:

  1. Appraise your current level of your graduate skills and critically analyse how these can be applied to postgraduate study.
  2. Critically examine and discuss different sources of evidence and discuss the importance of an evidence base for care.
  3. Critically reflect upon the importance of resilience and self-management and demonstrate strategies that could be applied in the development of you as professional on this course.
  4. Through critical self-reflection demonstrate the ability to seek and positively to support and feedback aimed developing personal effectiveness as a future nurse.
  5. Identify future learning needs and construct a development plan to address these effectively.
After watching both guest speakers, please submit a response addressing the various options for anticoagulation therapy for patients diagnosed with atrial fibrillation.

Description

Arrhythmias

Please review the Grand Rounds video below. https://youtu.be/xwaM7PhKhs4 After watching both guest speakers, please submit a response addressing the various options for anticoagulation therapy for patients diagnosed with atrial fibrillation. Also, please discuss the criteria for anticoagulation therapy, and how one might choose which drug to use in one’s practice. Pls use two extra peer-reviewed journal articles within the last 5 years

explain how your website is validating the user input on the Order Status page, and how your website is calculating the cost of a jigsaw.

C O M P U T I N G  S C I E N C E  A N D  M A T H E M A T I C S  C S C U 9 F 2          A S S I G N M E N T

Kittens are adorable and sales of jigsaw puzzles soared during lockdown. Why not combine the two: sell jigsaw puzzles with kitten motifs online. For good measure, allow users to customise their jigsaws by printing a personalised message on the kitten motif. It’s a sound business plan; investors will be queuing round the block once you show them your website. Website Your task is to create (part of) a website for selling custom-made jigsaw puzzles with kitten motifs, using HTML, CSS and JavaScript. Pay attention to the assessment criteria – they tell you what you will receive credit for. Your website must have a homepage with links to pages to • design and customise your jigsaw puzzle, • check your order status, and • contact the company. The Contact page does not need to show any content (it can simply display an “Under Construction” notice) but it must at least allow to navigate back to the home page. The Order Status page must display a sign-in form asking for a customer’s username (their email address) and password. The website should validate the form to check that the username is in the format of an email address, and that the password is at least seven characters long. If validation does not succeed, the user should be alerted with a helpful error message. If validation does succeed, the website should simply display a “Welcome” alert. The Customise Jigsaw page should let users select a kitten image and a jigsaw grid. In addition, the page should let users type a message that will printed on to the jigsaw. The page should also calculate cost of the jigsaw. A screenshot of a sample Customise Jigsaw page is provided below as an illustration. Don’t feel constrained by this – your page design may differ. Selecting motif and jigsaw grid. Users should be able to choose from different kitten motifs. A selection of images is provided in different sizes and orientations; you may add your own images to that selection. (The website requires a fixed set of motifs; image upload functionality goes beyond frontend web design and is therefore not considered.) Users should also be able to pick how difficult the jigsaw is going to be by specifying how many rows and columns the jigsaw grid should have. A selection of jigsaw grids is provided in different sizes and orientations; you may also generate your own jigsaw grids using JavaScript. Writing a message. Users must be able to type their message (up to 3 lines of text) and choose the font size (from exactly three options: small, medium and large) and font colour (from at least three options). © University page 2 of 5 Viewing the jigsaw. User must be able to view the final jigsaw design, that is the kitten motif, their message printed on the image, and the jigsaw grid printed over the entire image. The text, font colour and font size of the message on the jigsaw should change when the user updates the text or changes the settings; change may happen immediately, or when the user clicks to update the display. You may also offer the user a way to move the message to a different position on the kitten image. Calculating the cost. Users must be informed how much the jigsaw will cost, which depends on the cost of printing the image and on the cost of cutting the jigsaw pieces. The web site should display the total cost and the cost breakdown either on the page, or it should pop up an alert with this information on request (e.g. when a Calculate button is clicked). See the screenshot below for an example. For the purpose of calculating the cost of printing the image, 1 square centimetre costs 1 pence. You should assume that the dimensions of the provided images (when printed) are 20cm x 20cm for the smaller square images, and 20cm x 30cm or 30cm x 20cm for the bigger ones in portrait or landscape orientation. If you use your own images, you must make sure to provide images in different sizes and orientations. For the purpose of cost calculation, you should assume the same print sizes as above. The cost of cutting the jigsaw pieces depends on how much cutting needs to be done after printing. Approximately, this corresponds to the number of rows and columns, and to their length. You should assume that cutting 1 centimetre costs 4 pence. Thus, if r is the number of rows, c the number of columns, w the width of the printed jigsaw (in centimetres) and h the height, the cost of cutting the jigsaw is 4 * ((r-1) * w + (c-1) * h) pence. © University page 3 of 5 Note that you do not need to design buttons and forms for actually ordering a jigsaw puzzle. Order functionality goes beyond frontend design and can’t be implemented solely in HTML, CSS and JavaScript. Therefore, this aspect of website design is omitted here. Report In addition to the website, you must write a short report describing your website. Your report should consist of a cover page stating the module code and your student number (but not your name). The report should be about two to three pages long, excluding the cover page. The body of the report should consist of two sections. 1. The first section should briefly describe your website and illustrate each page with a screenshot. 2. The second section should explain how your website is validating the user input on the Order Status page, and how your website is calculating the cost of a jigsaw. You should reproduce the relevant code of your website alongside these explanations.

how Occupational Therapy works on day-to-day lives of patients.

Personal statement

I became initially interested in occupational therapy when I was at a STEM conference in middle school and found it interesting when they discussed how they set goals to help patients get back to where they need to be or where they could get. They gave an example of a patient getting in an accident and then not being able to use their hand as much, which decreased their ability to brush their teeth. Then explained how to set goals of working the patient back to being able to hold a toothbrush. Looking back, I remember seeing the power that the occupational therapist was able to give back to the patient encouraging me explore the field by volunteering and leading the students with disabilities group in high school. Eventually impacting my decision on my college major being psychology with extracurriculars in the sciences. Where I learned the aspects of the human body and combined them with the mental/cognitive parts of the body. For example, when occupational therapy first developed into a field, it focused more on the people in society who had mental issues and were viewed as a danger. Which then expanded from different areas of science into the field it is now as it developed from psychology, nursing, Physical Therapy, and orthopedics within the medical field and applying it to how to give a patient care. So, learning about both areas solidified why I wanted to do OT. However, when I started taking anatomy and Physiology, it just clicked especially being in the professor’s class and learning from the way they taught, as the tailored one on one teaching to each student. It made everything make sense in that what I wanted to do was connected to what I was learning. (fix this wording!!!)

One of the reasons behind my motivation for service is partly because I had great educators in the past, and the teachers I had in middle school and high school that created my love for learning and science and taught me how to best learn. Their willingness to step aside and help break hard topics down enabled me to teach myself how to learn and do the best that I could do with the difficulty I did have in school. Because they took the time with me, it makes me want to do the same with my patients. Being able to relate to that, I know how hard it can be, and I like that same respect to be applied to them so the days that they are feeling down and not mentally wanting to be there. I want to make sure that I constantly strives to do what’s best for a patient while being a light, and motivator.

Another motivation for service comes from the characteristic of empathy is that step further of putting others before yourself by living out life with a serving attitude. Connecting with patients on that deeper level in a professional manner impacts the quality of a person’s care. When a professional cares about the patient and their job, it enables them to be adaptive and creative. This would hopefully transcribe into how the patient perceives treatment and is improving.

Faith is another driving factor in who I am and why I want to be an occupational therapist. Faith is the little things because part of Faith is realizing that we don’t always see what or why something is happening. In OT, that applies to patients and the improvements they may or may not see because they are “little improvements” that are occurring which are just as important. I feel like it’s your job as a provider to explain that and help them understand why they are where they are. Even though they might not be able to do something, they might have been able to once it is helping them adopt a way of thinking that accepts who they are and not their disability. For example, when doing hours at Swan Rehab Clinic, I observed a patient on two different occasions a month apart. Being able to see their progress a month later, and even though it was small to them, I could see a huge difference. Commenting on the little things they improved on got them more excited during the session. When they had not been able to, it led to moments of difficulty in finding motivation and believing that therapy was not making a difference.

The difference between occupational therapy and physical is essential to know and recognize how they are networked together to benefit patient care. While observing Physical therapy at Accel and from afar at Swan Rehab, one can see how the goals between the two therapies are also crucial for what is going on in the patient’s overall care. For example, at Accel, the school for students with disabilities, and observing a Physical therapist, I asked how the two correlated and what was different. She had said that the goals set by Occupational Therapy focused on aided in what the Physical therapist was working on. For example, patients could be working on delivering mail to rooms and having to participate in movements used in activities of daily living. Such as picking things up and grabbing those or a handle while walking up the stairs, as fine motor movement is focused on in Occupational Therapy, and the being able to bend down or move their arm, walk, and go upstairs as the Physical therapy gross movements. So, they are different in that they might be focusing on more minor movements, Occupational Therapy, and the more significant movement aspect of Physical therapy. It is the bigger picture of how they work together for patient care rather than what makes them different.

 

Concluding paragraph:

 

 

 

 

 

 

 

 

 

 

 

Things to add or change

To observe in different settings and see how Occupational Therapy works day-to-day lives of patients. As well as being able to view it in my experience as a physiotherapist tech at a chiropractic office. Where I was able to communicate and teach the patients what was happening while empathizing with them as someone who has the desire to give them back a little bit of that independence and freedom from the pain that dictates their life currently. (add if can but don’t force it)

Talk about the fact that you enjoy that OT gives patients their independence

grammatical sentence structure or like capitalization punctuation type things (too long of sentences run ons)

Need to adapt the paragraph on the differences between occupational therapy and physical therapy two where it sounds like I’ve learned it and not just explaining something that the reader at the college might already know same goes for the first paragraph when talking about what OT is saying it more in the sense of what I learned it was so changing the wording

(less telling more of what I learned (don’t want to say something they already know))

talking more on or emphasizing more directly the core competencies I have

my strengths, motivations, suitability for OT needed to be more clear

Motivation for a career in healthcare

A desire to give patients a level of independence back

Relevant personal strengths

Adaptable, dependable, ambitious, hardworking, respectful, empathetic, sociable, passionate, articulate, helpful

Core competencies

Conflict resolution, emotional intelligence, communication skills, problem solving, motivation, leadership, organizational ability, continuous learning culture

Need a concluding paragraph

Need to make my desire to pursue the career more clear and how I could contribute to the field

needs to be at or around 7500 characters

Making sure these are made clear:

  • Anatomy and physiology – class was a game changer, Professor Wireman’s approach was on another level, if students didn’t understand something he would adapt and re-phrase (we talked about how you will act as an educator to your future patients and how much educators and learning means to you)

What I mean about how I will take what I learned from past educators and apply it to my future job because that shows that shows my motivation of service like what is one of my reasons of motivation of service is partly due to the fact that I had great educators in the past teachers like professor wireman who’s going to read this and I’m going to be very awkward about it ’cause he’s literally going to be in my paper and personal statement

  • Empath and serving others
  • Visualize a path to serving patients
  • Chiro office and patient care experience
  • Caring deeply about people and offering quality care
  • Being there for patients every step of the way
  • Swan – observation, seeing the improvement and independence
  • Seeing the difference, a month makes to a patient’s progress
  • OT is seeing it’s all the little things that make up the big picture – What you LOVE
  • Going outside of the box and finding creative solutions to problems, adapting to patient needs and knowing that might look different from day-to-day/session-to-session