Examining Your Community’s(Reno, Nevada, USA) Source of Energy 

**RENO, NEVADA**

It is easy to criticize society for not using renewable resources, but in reality, how difficult would this transition be? What processes and procedures would be involved? How would such a transition be made?

The purpose of this assignment is for you to consider what type of energy your neighborhood is currently powered by and what it would really take to convert this source to a renewable one. How much would it take to switch your community to a renewable resource and what would this mean for the environment?

For the assignment, complete the following:

• Identify three primary types of energy that powers your home as well as all of the homes in your community. You may find this information on your community Web site or the Web sites of the local power companies. For example, your community may use electricity and solar panels.
• Explain how the sources of energy you identified impact the environment. Consider the following:
  • Does the use of these types of energy resource have a negative impact on the environment in your area?
  • Does your community have nuclear waste to dispose of?
  • Has your community always used these three power sources? If so, how do you feel this has impacted the environment over time?
  • How much of an impact have these sources of energy had on local air and water quality?
• Considering the current source(s) of power available, determine how much energy your house uses each month. You can find this information on your monthly energy bill.

  Calculate your annual usage for a year. Using this value, estimate the energy consumption for your community. The US Census Bureau is one resource you can use to estimate the number of households in your community.

  You can use the following formulae for this calculation:

   

  (monthly energy usage) × (12 months per year) = (household energy usage per year); (yearly energy estimate for your house) × (estimated number of houses in your community) = (estimated yearly energy use for your community)

  The following is an example of the above calculation:

  52.8 kilowatt hours (kwh) per month × 12 months = 633.6 kwh; 633.6 kwh × 200 houses in your community = 126,720 kwh

• Recommend a realistic, renewable resource to power your community, using your calculated power needs. Consider the following sources: hydropower, solar power, wind turbines, and geothermal energy.
  • Which source would be the best for your community?
  • Justify your choice based on the kind of resources that are available, how much power these alternative sources can produce, and your estimated energy demands for the community.
• Having recommended an alternative power source, conclude by addressing the following:
• How realistic is this alternative power source for your community?
• How will people in your community respond to energy conversion? Will they support it or be against it? Give reasons.
• How expensive would it be to convert to the alternative power source you recommended? How would this new source impact the environment?
• What organisms would benefit most from this conversion?
• THE COMMUNITY WILL BE RENO, NEVADA  

Support your statements with appropriate examples and approximately 4–6 credible resources.

Write an 8–10-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M5_A1.doc.

By Monday, July 3, 2017, deliver your assignment to the M5: Assignment 1 Dropbox.

Grading Criteria and Rubric

Download the rubric and carefully read it to understand the expectations.

 
In Chapter 1 of the text, our author talks about “putting it all into perspective.” After reading chapters 1 and 2 and reviewing the video Young Kids, Hard Time (this video is recommended, but not required), select one of the juveniles from your reading, the movie, or you may speak from personal experience and a particular juvenile in mind. Address the three questions in the following quote from the video:

https://www.youtube.com/watch?v=g3lw6PMjj40

“In a world that demands justice when the unthinkable becomes reality, there are no easy answers when that reality involves minors. The United States has the highest incarceration rate in the world and remains the only nation that, in rare circumstances, will sentence its juveniles to life without parole. Is it a solution? Does it work? Do we care?”

Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7 and continue to support your arguments with examples from the required material(s) and/or other scholarly resources. Review your classmate’s opinions in light of your understanding of the juvenile justice system.  In your response posts, support one of the positions below:

1. Depending on the serious nature of the crime, juveniles should be tried in an adult court and be subject to adult punishments.
2. Juveniles should not be punished with sentencing in adult prisons.
3. Juveniles deserve a second chance. They should not be tried as adults or serve time in adult prisons.
4. Sentencing juveniles to adult prisons is like saying society has given up and there is no treatment that can affect their adult potential. It is the responsibility of society to treat juveniles and that treatment should be administered in juvenile facilities.

Assignment 3: Cultural Activity Report
Due Week 10 and worth 100 points

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience.   Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays. 

1. Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 
2. Write a two to three (2-3) page report (500-750 words) that describes your experience.

• • Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
  • Provide specific information and a description of at least two (2) pieces.
  • Provide a summary of the event and describe your overall reaction after attending the event.
  • Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. 

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area. 

Visiting a Museum 

• It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
• If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
• Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums. 
• Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
• Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
• The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
• If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?  

Attending a Performance

• Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement. 
• Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid’s dance recital, your international friend’s wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc. 

• Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
• Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
• Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
• Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off. 
• Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin. 
• Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.  

Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.  

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for reference)
• Include a cover page containing the tile of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
• Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
• Use technology and information resources to research issues in the study of world cultures.
• Write clearly and concisely about world cultures using proper writing mechanics

1 . Revenue increases when

• A. producer surplus increases
• B. producer surplus decreases
• C. consumer surplus increases
• D. consumer surplus decreases

2 . An increase in the price of an inelastic good

• A. decreases revenues
• B. decreases the percentage change in quantity less than the percentage change in price
• C. increases revenues
• D. increases the percentage change in quantity more than the percentage change in price

3 . Price elasticity of Demand increases when

• A. the number of complementary goods decreases
• B. the number of substitute goods decreases
• C. people become more price sensitive over time
• D. people become less price sensitive over time

4 . The purpose of a market in a market system is to

• A. allow government to control what is sold
• B. set constraints between buyers and sellers
• C. bring buyers and sellers into contact
• D. allow an organization to set prices in relation to their products

5 . By specializing in the production of one good, a company is able to benefit from economies of scale which increases its revenue. Which of the following is an attribute of specialization?

• A. Reducing costs by creating a surplus
• B. Saving time by allowing a worker to focus on one task
• C. Encouraging workers to learn new skills
• D. Encouraging workers to learn a number of different skills

6 . The market system promotes progress by

• A. creating incentive to continue to do things in the same way
• B. restricting the amount of capital directed to specific goods
• C. slowly adjusting to changes in the prices of resources
• D. providing incentive for technological advances

7 . Productive efficiency is achieved when

• A. the most valued combination of resources is used
• B. the best technology is used
• C. when production occurs at a fair cost per unit
• D. fewer resources are left for production of other goods

8 . The market is said to be in equilibrium when

• A. there is potential for a shortage but not a surplus
• B. there is potential for a surplus but not a shortage
• C. neither a shortage nor a surplus exists
• D. the quantity sold equals the quantity purchased

9 . The market will move to a higher equilibrium price if

• A. the decrease in supply is equal to the decrease in demand
• B. the increase in supply is greater than the increase in demand
• C. the decrease in demand is greater than the decrease in supply
• D. the increase in demand is greater than the increase in supply

10 . The intersection of supply and demand will be at a lower equilibrium price but a higher equilibrium quantity if

• A. supply is constant and demand increases
• B. supply is constant and demand decreases
• C. demand is constant and supply decreases
• D. demand is constant and supply increases

11 . When a price ceiling occurs

• A. the market price will be lower than the equilibrium price
• B. the market price will be higher than the equilibrium price
• C. the supply will exceed the demand
• D. buyers will not be willing to pay more than the ceiling price

12 . Because the goals of firms, entrepreneurs, and workers have different incentives, which of the following principles applies?

• A. Self-interest
• B. Invisible hand
• C. Moral hazard
• D. Free enterprise

1. Daniela y yo vamos a las montañas.
2. Ellas no quieren ir al museo.
3. La señorita Ríos trabaja en una agencia de viajes.
4. Usted tiene que ir al banco (bank).
5. El señor García es profesor.

 

Completar

Fill in the blanks with the correct present tense form of the verbs in parentheses. Include the indirect object pronoun.

1. A Ernesto y a Alejandro [removed] el golf. (fascinar)
2. A la señora Robles [removed] las ruinas de Machu Picchu. (interesar)
3. A ustedes [removed] cantar y bailar. (aburrir)
4. A mí [removed] la educación. (importar)
5. A nosotros [removed] ducharnos con agua fría. (molestar)

 

Oraciones

Write sentences using the information provided. Use the preterite or the present tense as indicated and make any necessary changes.

1. (a ti) / molestar / despertarse / temprano (presente)
   [removed]
2. (a José) / quedar / bien / zapatos / anaranjado (pretérito)
   [removed]
3. ¿(a ustedes) / encantar / sus vacaciones / playa? (pretérito)
   [removed]
4. (a Carlos y a mí) / aburrir / clases de sociología (presente)
   [removed]

 

En el cine

Complete the paragraph with the appropriate word(s).

1. Ayer mis amigos Esteban, Ana, Olivia y yo fuimos al cine a ver la nueva película de Javier Bardem. A mí me (1) [removed] la película porque Javier es uno de mis actores favoritos. Pero a (2) [removed] le (3) [removed]; él empezó a dormirse al final. A Ana y (4) [removed] Olivia les molestaron las escenas (scenes) violentas. Si tengo que criticar algo de la película, digo que le faltaron más escenas con Javier, pero entiendo que (5) [removed] director le importó más el argumento (plot). Y a (6) [removed], ¿te interesan las películas extranjeras?