Explain what can you do to help mitigate climate change/damage?

 
Climate Change research
The Climate Change Module is loaded full of government research reports, peer reviewed studies, magazine articles, and videos.   Take some time to review the information.  Read the articles that are of interest to you.  I know you’re likely busy, but this information WILL affect all your lives.  Learn the issues so you can be the one’s who make change.  This week’s assignment is really designed to get you thinking about climate change and what it really means to you on a personal level.  Answer the questions below.  

How will you be affected by climate change in your lifetime? Do not answer in a short, non-specific way.  Give clear examples.  You are likely already suffering in some way.  For example, all you Sriracha lovers, there’s a shortage of peppers again this year.  Yes, this is a very soft example, but I provide it to get you thinking.  If you’ve already been affected seriously by fire, floods, hurricanes, etc…discuss that.  If your food systems have been affected or your family’s by tainted soil or waters, discuss that.  Things are happening globally everyday if you choose to follow the news.  For example, within the last few months alone Hurricane Lee hit Canada, Idalia hit Florida and other east coast states, Hurricane Hillary hit California, Libya had a massive loss of life from nearly a years worth of rain in one day as two dams broke, Lahaina, Hawaii was destroyed by fire, and these are just a few.  A recent CNN article, “Ten countries and territories saw severe flooding in just 12 days.  Is this the future of climate change?”, brings the issues to light.  It takes 3 minutes to read, and provides a good overview of the massive issues we’re seeing globally. https://www.cnn.com/2023/09/16/world/global-rain-flooding-climate-crisis-intl-hnk/index.html
What can you do to help mitigate climate change/damage? For example, how much water do you use?  How much do you drive when alternative means could occur such as public transportation, bicycles, or scooters, etc… Do you support companies that are fair trade, use less plastic, make a climate pledge to produce less CO2, or are net negative producers, etc…? 
If not, indicate why? If you haven’t made any changes, what would inspire you to make a change?
Are you upset with the older generation for allowing things to progress to this point?  
Read the article,”Lots of Americans are in the global 1%. A tenth of their income could transform the world”.  (https://www.vox.com/future-perfect/2023/9/15/23874111/charity-philanthropy-americans-global-richLinks to an external site.). Tell me what you think about the article?  If you eventually end up in the 1%, would you be willing to donate as long as you know the money is being used properly to improve the world?  
Who is your local government official to contact about climate issues? For example, who are Colorado’s senators?  If you were to write a government official, what topic would you present to them? 
Have you ever written a government official to inspire change through policy? If not, would you consider it? This is often the only way to make real change.  If you’re not writing, they’re not hearing what the public wants.  
Lastly, I know that climate anxiety is becoming a very big issue for many.  If you’re struggling with this, please let me know and I’m happy to chat with you and refer you to proper care.  We are here for you.  
Cite/Reference in AMA format! 

In this experiment, you will make measurements to demonstrate the conservation of mechanical energy and its transformation between kinetic energy and potential energy. The mechanical energy can, however, be transformed between its kinetic and potential forms, so, any change in the kinetic energy will cause a corresponding change in the potential energy, and vice versa.

Conservation of Mechanical Energy

Name: ID#:

Objectives:

1- To verify the conservation of mechanical energy by determining the relationship between kinetic energy and potential energy
2- To study the difference between conservative and nonconservative forces

Apparatus:

https://phet.colorado.edu/sims/html/energy-skate-park-basics/1.1.0/energy-skate-park-basics_en.html

Theory:

Energy, in physics, is the ability to do work. It may exist in different forms like potential, kinetic, thermal, electrical, chemical, nuclear, or other various forms. In the International System of Units (SI), energy is measured in joules.
Mechanical energy (E) is the sum of the potential energy (U) and kinetic energy (K) in a system. The principle of the conservation of mechanical energy states that the total mechanical energy in a system remains constant as long as the only forces acting are conservative forces.
A good way to think of conservative forces is to consider the path of the object; if the work done by this force on an object is independent of the path taken by the object, the force is a conservative force, such as the force of gravity, on the other hand, if the work done by the force on an object is depends on the path taken the force is said to be non-conservative force, like the kinetic friction force.

In this experiment, you will make measurements to demonstrate the conservation of mechanical energy and its transformation between kinetic energy and potential energy.
The mechanical energy can, however, be transformed between its kinetic and potential forms, so, any change in the kinetic energy will cause a corresponding change in the potential energy, and vice versa.
If the initial velocity of the object is zero, then the kinetic energy at any given time is:

Where v is the instantaneous velocity and m is the mass of the object
While the gravitational potential energy of an object at a height y is given by:

Where the potential energy is chosen to be zero at height y=0.
If the mechanical energy is conserved (in the absence of friction), therefore we can say that the sum of the K and U anywhere during the motion must be equal to the sum of the K and the U anywhere else in the motion.

Procedure:

This simulation (

https://phet.colorado.edu/sims/html/energy-skate-park-basics/1.1.0/energy-skate-park-basics_en.html
) shows how kinetic and potential energy are related, in a scenario similar to the roller coaster as shown in Figure 1. Observe the changes in K and U by clicking on the bar graph boxes. Also we will try two differently shaped skate parks. Drag the skater to the track to start the animation. The bar graphs show how K and U are transformed back and forth.

Part (1): Conservative and nonconservative forces
1- Open the following link:

https://phet.colorado.edu/sims/html/energy-skate-park-basics/1.1.0/energy-skate-park-basics_en.html

2- Go to Google Chrome and select (Energy Skate Park: Basics) then click on the “
Intro” graph box.

3- Click on (Quarter skateboard ramp) ( )
4- Show (Bar Graph), (Grid), (Speed), and select the smallest mass (consider msmall=50 kg).

5- Drag the skater to the top of the track and start the animation (Figure 2a).
6- To take an accurate data, click on (Slow Motion) then Pause and play step by step.

7- Record the maximum height at the top of the ramp and the speed of the skater at the bottom of the ramp and then record the results in data table 1a in your lab report.

(Note: the spedometer scaled by 1m/s with a maximum reading of 20 m/s)

8- Drag the skater upward to the same vertical height (6 m) as shown in Figure 2b and release it from rest “free fall” then record the final speed before it hits the ground.
9- Calculate the potential energy and kinetic energy for both cases; ramp and free fall, then compare the results and write down your conclusion.

10- Change the mass of the skater to large mass (consider mlarge=100 kg) and repeat the previous steps then record the results in data table 1b.
(a) (b)

Figure 2

Table 1a

mass of skater m = 50 kg, g = 9.80 m/s2

Type of Motion

Maximum Height

(m)

Potential Energy

(J)

Final speed

(m/s)

Kinetic Energy

(J)

(Skateboard Ramp)

(Free Fall)

Table 1b

mass of skater m = 100 kg, g = 9.80 m/s2

Type of Motion

Maximum Height

(m)

Potential Energy

(J)

Final speed

(m/s)

Kinetic Energy

(J)

(Skateboard Ramp)

(Free Fall)

i- Does the work done by gravity depend on the path taken? Explain

ii– Is gravitational force conservative or non-conservative? Why?
………………………………………………………………………………………………

iii– Does the speed of the skater depends on its mass?
………………………………………………………………………………………………

Part (2): Conservation of Mechanical Energy
In this part we will build a system similar to the real system in the lab that we use to verify the conservation of mechanical energy principle as illustrated in figure 3.

1- Open (

https://phet.colorado.edu/sims/html/energy-skate-park-basics/1.1.0/energy-skate-park-basics_en.html

)

2- Go to Google Chrome and select (Energy Skate Park: Basics)

3- Double Click on (Playground) 4- Show (Grid), (Speed), (None friction) and select the smallest mass (msmall=50 kg).

5- Use the (Playground) to build the same track as shown in Figure 4.
6- Drag the skater to the top of the track at point A and start the animation (Note:
vA=0).
7- Measure the height of the point A from the ground (yA), the height of B (yB), the speed of the skater at B (
vB) and its speed at C (
vC) then record the results in data table 2 in your lab report.

8- To take an accurate data for the speed, click on (Slow Motion) then Pause and play step by step.
9- Calculate the potential energy, kinetic energy and mechanical energy of the skater at points A, B and C, then compare the results and write down your conclusion.

Table 2

mass of skater: m = 50 kg, g = 9.80 m/s2

Point

Height (y)

(m)

Speed (v)

(m/s)

Potential Energy (Ug)

(J)

Kinetic Energy (K)

(J)

Mechanical Energy (E)

(J)

A

B

C

i- Calculate the ratio of the mechanical energy at B and mechanical energy at A (EB/EA) and (EC/EB). What do these ratios tell you about the conservation of energy? 
………………………………………………………………………………………………

ii– Is the mechanical energy conserved between A and B? Explain
………………………………………………………………………………………………

iii– Is the mechanical energy conserved between B and C? Explain
………………………………………………………………………………………………

Questions:

1- Define the energy and name three of its forms.
………………………………………………………………………………………………

2- What is the difference between conservative and non-conservative force? Give an example of each force.
………………………………………………………………………………………………

3- Write down the principle of conservation of mechanical energy.

4– A single frictionless roller-coaster car of mass
m = 750 kg tops the first hill with speed
v= 15 m/s at height
h = 40 m as shown

i– Find the speed of the car at B and C

ii- If mass
m were doubled, would the speed at B increase, decrease, or remain the same?

5- Conclusions:
Thanks to
M. Mansour,
Department of Applied Physics and Astronomy, University of Sharjah

Figure 1

Figure 3

Figure 4

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Summarize the key points of your reflection and the impact of the nursing topic on your personal and professional growth.

Introduction:

Begin with a clear and concise introduction that introduces the nursing topic you will be reflecting upon.
Provide a brief overview of why this topic is important in the field of nursing.

Personal Experience:

Share a specific personal experience related to the nursing topic. This could be a patient interaction, a clinical situation, a learning moment, or any relevant experience.
Describe the context, setting, and people involved in the experience.

Reflection:

Reflect on the personal experience and explore your thoughts, feelings, and reactions at the time.
Consider the impact of the experience on your understanding of the nursing topic and its relevance to your nursing practice.

Learning and Insights:

Discuss the insights and lessons you gained from the experience. How did it influence your perspective on the nursing topic?
Reflect on any new knowledge or skills you acquired, or any changes in your attitude towards the topic.

Application to Practice:

Explain how the insights gained from this reflective experience can be applied to your future nursing practice.
Discuss how this experience might influence your interactions with patients, colleagues, or your approach to nursing care.

Conclusion:

Summarize the key points of your reflection and the impact of the nursing topic on your personal and professional growth.
Conclude with a statement about the ongoing relevance of this reflective experience in your nursing journey.

Formatting and Guidelines:

Keep the article concise and focused, with a maximum word count of 500 words.
Use clear and concise language. Avoid jargon or overly technical terms that might not be familiar to all readers.
Proofread for grammar and spelling errors before submitting.

Submission:

Submit your reflective article according to the guidelines provided by your instructor.
Ensure you meet any formatting or submission requirements specified.

Identify at least three steps that you can take to be a better ally to people in oppressed groups. Based on what you read this week, why do you anticipate that each of these be effective?

WEEK8.1BEHS.docx

Discussion 8: Allyship and Activism
 
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We finish the course this week with an examination of what we all can do to help support the rights of all people, particularly those who may be disadvantaged because of the diversity group to which they belong. The resources this week focus on activism and allyship, which are differing but interrelated ways of supporting others.
Please respond to the following bullet points, using 
at least two of this week’s resources to back up your ideas:

· Identify at least three steps that you can take to be a better ally to people in oppressed groups. Based on what you read this week, why do you anticipate that each of these be effective?
· Several of the resources focus on activism and what still needs to be done to ensure equity for diverse populations. Choose one of the examples given. What are some concrete improvements for this group that have been made through activism? What are some improvements that still need to be made?

As a leader, we need to be effective in instilling a change mindset in the culture of the organization. Identifying, promoting, and managing change should be an intrinsic attitude of every member of the organization. This assignment asks you to establish the contextual framework for identifying a need for and formulating a business case for change within your organization. This assignment requests designing a business case for change, which is the first stage of formulating a change management proposal

Instructions:
As a leader, we need to be effective in instilling a change mindset in the culture of the organization. Identifying, promoting, and managing change should be an intrinsic attitude of every member of the organization. This assignment asks you to establish the contextual framework for identifying a need for and formulating a business case for change within your organization. This assignment requests designing a business case for change, which is the first stage of formulating a change management proposal (i.e., Assignment 3). 
Content and Structure of the assignment:• Introduction (i.e., the introductory section explaining the topic, purpose, and content of the paper).
• Setting for the Change Project. Introduce the target business/organization. You may focus on your actual or a previous work setting, using a fictitious name. Discuss its essential characteristics (i.e., the field of operation, size, vision, change culture and patterns, and other information relevant to your, business case for change). You may also create a fictitious business/organization designing the characteristics listed previously.
• The case for Change. Discuss the business case for change, you may use the issue/problem discussed on assignment one, or a new one based on the team’s discussions. Should demonstrate the needs for change (i.e., relevance, magnitude, effects on the business/organization performance) supporting the information with evidence from the literature. This section should conclude with the vision of the change project (i.e., visualize the transformation expected with the change project).
• Change Model. Select the model for change, which best suits your project bearing in mind all the previous information (i.e., characteristics of the business/organization, the nature and vision of your case for change). Should introduce the model, with brief background information (i.e., who coined/developed it, and its characteristics). You should further explain why the selected model suits your change project. Classic change models are uploaded on the CANVAS module related to this
assignment.
• Change Resistors. Being consistent with the business/organization change culture and pattern; the nature and vision of the change project, you should identify potential resistors (i.e., who could feel affected by the change), demanding the change management team’s attention. Should then discuss your plan for addressing resistance (i.e., minimizing their opposition, or gaining their support) to your change project.
• Conclusion. (i.e., conclusive section) summarizing the information discussed within the paper.
Page Requirement: 8-10 pages
Students may present their papers in the first person. Students are to use the attached template for the assignment.

Explain the concept of material requirements planning (MRP) and link this concept to inventory holding costs. Explain how each inventory holding cost is affected by MRP and how this analysis can mitigate supply chain risk.

QualityManagementinLean.docx

In a Word document, answer the questions below in APA paper format (double space, 12 pt font, title page, references, and headers).  These questions require extensive research. You may use graphics and charts to assist in explaining the answer.  
Each question
MUST be a full page
, and double Spaced.

1. Explain the make-to-stock process. Link this concept to an understanding of customer lead time and inventory investment. Use a specific example to support your answer to this question.
2. Relative to the platform service business model and service failsafe, explain how the concepts can be utilized to provide proper service while mitigating any potential risks to performance. Use a specific example to support your answer to this question.
3. Explain the concept of material requirements planning (MRP) and link this concept to inventory holding costs. Explain how each inventory holding cost is affected by MRP and how this analysis can mitigate supply chain risk.
4. When selecting location areas, what are six areas that require consideration. In your answer, define these areas. Then, how do these areas affect the effective operation of the total supply chain management process?
 

What are the pros and cons for Internal Recruitment as a resource for recruitment.

 For each of the following advertising resources for recruitment answer the following questions. Advertising Resources: 

Internal Recruitment
Print Advertising (Local media, National publications)
Social Media (LinkedIn, Twitter, Facebook, Instagram, etc.)
Job Fairs
Professional Conferences
Internet Sources (monster, indeed, careerbuilder, etc.)
Universities & Colleges
Search Firm

Answer the following questions for each resource:

What are the pros and cons for Internal Recruitment as a resource for recruitment.
As the recruitment officer, what do you need to do to prepare for each resource? (ie. For a job fair you would need a table presentation, information pieces – what are those?, swag)
Do you feel you would yield the needed results from this resource? Would this resource provide an ROI?
In the current industry that you work which of these resources are most often used or seems to be the most beneficial?

The paper should be at least 1.5 – 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to human resource management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used. 

Log weather factors for 10 days starting in the week of Unit 6 from the Weather Channel web site. The completed PP charts with definitions, observations, conclusions and comments should be submitted as directed. Choose a city in a different part of the world for comparison with your home city.  The purpose of the experiment is for the students to:  1. compare the weather patterns of their home city in IL to a city in another part of the world and  2. make conclusions about the similarities or differences they observe.

Log weather factors for 10 days starting in the week of Unit 6 from the Weather Channel web site. The completed PP charts with definitions, observations, conclusions and comments should be submitted as directed.
Choose a city in a different part of the world for comparison with your home city. 
The purpose of the experiment is for the students to: 
1. compare the weather patterns of their home city in IL to a city in another part of the world and 
2. make conclusions about the similarities or differences they observe.
?
Use the 10-day forecast of the weather factors in the city chosen and your home city on the Weather Channel website. The weather factors to be logged are: temperature (high and low or average temp of day and night), air pressure, precipitation, humidity and/or relative humidity, clouds, sunrise and sunset times, winds, uv index and any other relevant information that affects the weather pattern of the citieschosen. Make charts/ graphs on each of the weather factorsusing the Excel program.  The graphs should have titles, labels with proper units of measurement for the variables. Color code the two graphs of the same weather factor of the two cities for comparison on the same sheet.
Include the definitions of the weather factors and their related variables (ex. wind-chill factor, heat index etc.), the units, and the instruments used to measure them in the PowerPoint.  The pattern of weather change observed and its rationale should be clearly explained in the conclusion. In the PowerPoint slides, comparison of the weather pattern of the two cities should be clearly explained. Use information from class notes, textbook readings and web search for correct information about the cities, their climate regions and their weather patterns. Watch for sudden changes in weather during the 10 days you are observing and explain that also in your conclusion comparing it with the forecast that you logged. This must be treated as an inquiry lab. Connect the observations to the big picture such as climate conditions and seasons. The Weather log assignment must be submitted on Elearn with all the required items as a PowerPoint Presentation in Unit 8. 
In case this lab is done as a Learning Team Project (your professor will let you know at the start of the class if you will be working in teams, which will be a possibility only if the class size is large), you must provide
A statement describing the work contract among the team members and each member’s contribution to the project, signed by each group member.
Please use Excel charts for the data and graphs. The log created from the weather channel for your project should also be included as your lab data. 

Computer science follow the instructions to complete the assignment

10/15/23, 10:14 PM Excel 2021 In Practice – Ch 4 Independent Project 4-4 – SIMnet

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Excel 2021 In Practice – Ch 4 Independent
Project 4-4

COURSE NAME Fine BCIS 1305 6003 Fall 2023 | Fine BCIS 1305 6003 Fall 2023

Independent Project 4-4
Eller Systems has received contract data in a text file. You transform and import, sort, and filter the data. You also create a
PivotTable, prepare a worksheet with subtotals, and format related data as an Excel table.

[Student Learning Outcomes 4.1, 4.3, 4.5, 4.6, 4.8]

File Needed: Eller-04.xlsx (Available from the Start File link.) and EllerText-04.txt (Available from the Resources link.)

Completed Project File Name: [your name]-Eller-04.xlsx

Skills Covered in This Project
Format data in an Excel table.

Sort data in an Excel table.

Import a text file.

Transform data in Power Query.

Sort data by multiple columns.

Add a calculated field in a table.

Create a PivotTable.

Format fields in a PivotTable.

Use the Subtotal command.

Steps to complete This Project
Mark the steps as checked when you complete them.

1. Open the Eller-04 start file. If the workbook opens in Protected View, click the Enable Editing button so you can modify
it. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your
instructor, and save it.

2. Click the Billable Hours sheet tab and select cell A4.

3. Click the Format as Table button [Home tab, Styles group], use Light Gray, Table Style Medium 11.

4. Select cell C6 and type the formula =C5+1 to add one to the date in the previous cell.

5. AutoFill the formula to copy it to row 51.

6. Type .5 Add On in cell E4 and press Enter.

7. Build a formula in cell E5 to add .5 to cell D5 and press Enter to copy the formula. Format results to display two decimal
places and apply All Borders.

8. Copy dates as values.

a. Select cell C5. Cell C5 is a reference to the TODAY function in cell F2.

b. Sort the column by date in newest to oldest order. Because the dates are calculated, the formulas are wrong. The
date that was originally in cell C5 sorted to row 51 and now has a relative reference to cell F48. (Figure 4-113).

Start Date:08/28/202312:00 AMUS/Central Due Date:10/15/202311:59 PMUS/Central End Date:10/15/202311:59 PMUS/Central

Print Info

Student Name: Mohiuddin, Syed

Student
ID:

[email protected]

Username: [email protected]

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Figure 4-113 Errors result when
calculated dates are sorted

Figure 4-114 Dates are copied and pasted as values

c. Click the Undo button [Undo group, Home tab] and select cell C5.
The formulas are restored.

d. Select cells C5:C51. You can copy and paste to replace the
formulas with the actual dates.

e. Press Ctrl+C to copy the range to the Clipboard.

f. Select cell C5 and click the arrow with the Paste button [Home tab,
Clipboard group].

g. Choose Values (Figure 4-114).

h. Press Esc to remove the moving border and click cell C5. Formulas
are replaced with the date. Your dates will be different from figures in
this text.

9. Sort the table by date in newest to oldest order. Then sort by
product/service in ascending order.

10. Use Power Query to transform data.

a. Select the Contracts sheet tab and select cell A4.

b. Use the From Text/CSV command to preview the
EllerText-04.txt file downloaded from the Resources link in
the Import Data window.

c. Click Transform Data in the preview window to open
Power Query.

d. Click the Address column label, press Ctrl, and click the
Phone Number label.

e. Click the Remove Columns button [Home tab, Manage
Columns group].

f. Select and remove these columns: Zip, ID, and First
Contact (Figure 4-115).

Figure 4-115 Columns removed in Power Query

g. Scroll the window as needed to see rows 28:43. There are 16 blank rows incorporated in the data. The null text
string in the Hours to Date column is a clue.

h. Click the arrow with the Remove Rows button [Home tab, Reduce Rows group] and choose Remove Bottom
Rows.

i. Type 16 in the Number of rows box and click OK. There are now 27 rows.

j. Click the arrow with the Close & Load button [Home tab, Close group] and load the data to cell A4 in the existing
worksheet.

11. Place a fomula in a table.

a. Select cell F4, type Fees as the header, and press Enter.

b. Select cell F5 and build a formula to multiply the value in cell E5 by 225.

c. Format the values in column F as Currency with zero decimal places.

d. Close the Queries & Connections pane.

12. Sort the data by Fees and then by City, both in ascending order.

10/15/23, 10:14 PM Excel 2021 In Practice – Ch 4 Independent Project 4-4 – SIMnet

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Figure 4-116 Completed PivotTable

13. Change the font size for cells A1:A2 to 20 pt. and set the font style to bold.

14. Select cells A1:F2 and center them across the selection.

15. Copy the Billable Hours sheet to the end and name the copy Data.

16. Create a PivotTable.

a. Select cell A5 and click the Table Name box [Table Design tab, Properties group].

b. Name the table tblHours.

c. Click the Summarize with PivotTable button [Table Design tab, Tools group]. The range is identified as tblHours.

d. Verify that New Worksheet is selected and click OK.

e. Name the sheet PivotTable.

17. Manage fields in a PivotTable.

a. Show the Product/Service and Billable fields in the PivotTable.

b. Drag the Billable field from the Choose fields to add to report area below the Sum of Billable field in the Values
area so that it appears twice in the report layout and the pane.

c. Select cell C4 and open the Value Field Settings dialog box.

d. Type Average Hours as the Custom Name, choose Average as the calculation, and set the Number Format to
Number with two decimal places.

e. Open the Value Field Settings dialog box for cell B4 and set its Custom Name to Total Hours and the number
format to Number with two decimal places.

f. Apply Dark Gray, Pivot Style Dark 11 with banded rows and columns.

18. Select the Data sheet tab and copy cells A1:A2 to cell A1 on the PivotTable sheet. Left align cells A1:A2 on the
PivotTable sheet (Figure 4-116).

19. Create subtotals.

a. Copy the Data sheet to the end
and name the copy Subtotals.

b. Select cell A5 and convert the
table to a range. You cannot use
the Subtotal command in a table.

c. Select cells A5:E51 and apply
No Fill [Home tab, Font group].

d. Select cells A4:E4 and change
the font color to Black, Text 1.

e. Use the Subtotal command to
show a SUM for billable and add
on amounts for each
product/service.

f. Apply All Borders to cells
A56:E57.

g. Display only the product/service and grand totals.

20. Save and close the workbook (Figure 4-117).

Figure 4-117 Excel 4-4 completed

21. Upload and save your project file.

22. Submit file for grading.

Think about the ways in which a politician, celebrity, educator, or professional speaker prepares for their public speaking performance

Think about the ways in which a politician, celebrity, educator, or professional speaker prepares for their public speaking performance. Which one of the strategies listed below do you believe will best help you prepare to deliver your upcoming speeches in an online environment? Thoroughly explain how your chosen strategy will benefit you as you prepare to deliver your recorded online speech.

Ask your family and friends to listen and provide constructive criticism.
Consider (analyze) your audience.
Time your speech and be certain it meets the assignment’s guidelines.