Part 1: Calibrate a MODFLOW model for steady-state conditions using the river package to model the East River. Use the MODFLOW-NWT version of MODFLOW to help with model convergence. There are 6 monitoring wells close by (MW-1 through MW-6) that should be used as calibration targets (see below). Use the hydraulic conductivity of the sand aquifer and the conductance of the river bed sediments as the two adjustable parameters. Use a vertical anisotropy of 10:1. The recharge is constant at 8 inches per year, evapotranspiration is constant at 0.010 ft/d with an extinction depth of 6 ft. The model grid should have enough vertical discretization to account for the location of well screens. You can neglect the effect of the three residential drinking water wells because their extraction rate is only 200 gal/d per well. From Part 1, provide the following:

  • Map of the model grid and a summary of all pertinent model information.
  • Contour maps of steady-state heads (using linear contours) in plan view for Layer 1 and whatever is your lowermost layer. Use 0.5 ft contour intervals.
  • Contour maps of heads in profile. Use the “Front View” sowing heads in the row that contains MUN-1. Use 0.5 ft contour intervals and z-exaggeration/magnification of 20.
  • As part of your calibration, report the values for K and riverbed conductivity and the final RMSE and nRMSE. Perform a sensitivity analysis for K and the riverbed conductivity. Prepare tables of nRMSE and plots to summarize the results of the analysis.

Questions to answer: Which parameter is the model most sensitive? Which process is most responsible for water leaving the model? The river or evapotranspiration?

Part 2: Model the spill of brine using MT3D using constant concentrations cells for chloride equal to 10,000 mg/L. The spill location is provided on Figure 1. The approximate width and length of the spill is 200 ft by 200 ft.

When setting up your MT3D model ….

  • Use the “3rd order TVD ultimate” package to solve the advection part of the transport equation explicitly.
  • Use the GCG solver package to solve the dispersion and source/sink part of the transport equation implicitly. Use the default GCG solver options.

To model the brine, use an effective porosity of 0.15 and longitudinal dispersivity equal to 10 ft. Assume the transverse horizontal and transverse vertical dispersivities are one-tenth and one-hundredth of the longitudinal dispersivity. Note: in GMS “effective porosity” is entered in the Basic Transport Package and is just called “porosity”.


Run the model for 18,250 d (approximately 50 years). Use 1 stress period with 50 time steps, one for each year. Set the Output Control to save concentrations every 365 d. After running MT3D, set contours to Color Fill, use 100 mg/L as the minimum contour, use red for the max concentration, blue for the min concentration and use 8 to 10 contours.

From Part 2, provide the following:

  • Contour maps of brine in plan view at various times.

Questions to answer: Where does the plume go? Does the plume move vertically? Are the residential wells impacted? Explain.

Part 3: Re-run MODFLOW and MT3D with the municipal well (MUN-1) extracting water for the following three cases.

Case MUN-1 Q (ft3/d)
1 5,000
2 10,000
3 15,000

Hint: if your cells go dry in the top layer (as indicated by red triangles or missing cells), you may need to lower the elevation of the top-most layer and rerun the model.

From Part 3, provide the following:

  • Contour maps of steady-state heads (using linear contours) in plan view for Layer 1 and whatever is your lowermost layer. Use 0.5 ft contour intervals.
  • Contour maps of heads in profile. Use the “Front View” sowing heads in the row that contains MUN-1. Use 0.5 ft contour intervals and z-exaggeration/magnification of 20.
  • Contour maps of brine in plan view at various times.

Questions to answer: What effect does the pumping well have on heads and flow direction in the aquifer?

What effect does the pumping well have on the plume? On the concentration of the residential wells over time? What is the impact to the water quality of MUN-1? Is the result what you would expect?


Part 4: Model the effect of removing 90% of the source area after 50 years. We will do this by changing the flow model to transient and adding a second stress period for another 50 years.

Stress Period 1: 0 to 18,250 d (50 time steps), constant concentration of 10,000 mg/L, MUN-1 pumping at 15,000 ft3/d

Stress Period 2: 18,250 to 36,500 d (50 time steps), constant concentration of 1,000 mg/L, MUN-1 not-pumping.


  • Make sure to map the head solution from Part c) as the initial/starting heads.
  • Make sure to specify specific yield = 0.1 and specific storage = 1×10-6 /ft in all grid cells
  • Make sure the second stress period does NOT use ICBUND to specify the chloride constant concentration cells (use the source-sink mixing package). Set the Output Control to save concentrations every 365 d.

From Part 4, provide the following:

  • Contour maps of brine in plan view at various times.

Questions to answer: Do the residential wells “clean up”? If so, how long will it take? What is the response in the residential wells if there is 100% removal of the source area?

Present your findings in a modeling report to the town of Hill Valley.

 Compare/Contrast Film.

I have this assignment due and I will provide all the information and if you can finish it earlier I will appreciate it and if there is anything let me know. Below I put couple videos and you have to choice two of them and talk about it and must be 250 words not more than.

Documentary films of varying lengths are being used in place of a textbook. Before beginning your submission, it is expected that all of the films that pertain to this assignment be viewed, and these have all been labeled as Compare/Contrast Film.

Comparing & Contrasting:

1. Use 2 separate documentary films. Choose 1 artwork from each film.

2. Make sure the 2 artworks are completely different mediums. Some examples: paint, graphite/pencil, charcoal, clay/ceramic, marble, bronze, glass, wood, etc.

3. Make sure the 2 artworks are not of the same type, meaning you cannot discuss 2 paintings despite one being acrylic and another oil, or 2 sculptures despite one being bronze and the other marble, etc. The idea is to discuss 2 artworks that obviously seem different at first glance.

4. Discuss how the 2 artworks are different both visually, thematically, and in their mediums/use of materials.

5. Discuss what makes the 2 artworks similar.



1. Insert a new script

2. Make simple calculations

a. 1+5

b. 8+9

3. Run both calculation and insert the screenshot of them below here


1. Create 3 variables

a. X=1,2,3,4,5,6

b. Y=7,8,9,10,11,12

c. Z=4,5,3,4,5,6

d. Take a screenshot of the R-studio and post the screenshot here


1. Add X+Y

2. Take a screenshot of RStudio and post it underneath here


1. Remove Variable Z

2. Take a screenshot of RStudio and Post it here


1. Find the Mode of variable X

2. Find the Mean of Variable X

3. Find the Median of Variable X

4. Take a screenshot of the RStudio and past it underneath here


1. Create a matrix named F and 6 data values, 2 columns and 3 rows.

2. Run the Matrix and paste the screenshot underneath here


1. Create a normally distributed data of 25 values with a mean of 25, and a standard dev. Of 4

2. Run the data and paste the screenshot below here.


1. Make sure that packages of Forecast and Tseries are installed

2. Take a screenshot of R studio and post it underneath here.

DHA:715 technology systems that support risk management

Research at least 2 technology systems that support risk management. To prepare for the discussion, compare and contrast each of the technology systems.

Write a 250- to 300-word response to the following:

  • What are the potential benefits and challenges of using the technology systems?
  • Based on your research, which system would you recommend purchasing for your organization?
  • Include your own experience as well as two citations that align with or contradict your comments as sourced from peer-reviewed academic journals, industry publications, books, and/or other sources. Cite your sources using APA formatting. If you found contradicting information to what your experience tells you, explain why you agree or disagree with the research.

driverless cars casualty

the question is ” Review the (4) articles posted on Blackboard Auto AutosShould driverless cars kill their own passengers, and Can we create an ethical robot. All 4 articles are related.

Autonomous driving vehicles raise tricky ethical issues. If killing one or another person is unavoidable, should both persons be rated identically, or should children be favored over adults? Women over men? People in suits over people in jeans? Asians over Hispanics? People in the car’s address book over all others? The car itself over every non-human? How would you think through the ethical issues raised in these articles about autonomous driving autos?


When assessing an event or situation in terms of how much stress it might cause one to experience primary appraisal involves deciding whether there is the potential for harm, loss or other undesirable consequences. Secondary appraisal involves …

Group of answer choices

Flag question: Question 2Question 21 pts

How might someone with a growth mindset mitigate the stress of a certain event or situation?

Group of answer choices

Flag question: Question 3Question 31 pts

Which of the following was not listed as likely contributing to increased perceptions of stress over the last 35 years?

Group of answer choices

Flag question: Question 4Question 41 pts

Change often equals stress. The Social Readjustment Rating Scale (SRRS) developed in 1967 consists of 43 life events requiring some degree of readjustment. Rated by how extreme readjustment would likely be the highest levels of stress would be for which event?

Group of answer choices

Flag question: Question 5Question 51 pts

People respond to stress differently, some more adaptively than others. The incidence of heart disease over the lifespan is far greater for those who react to stress …

Group of answer choices

Flag question: Question 6Question 61 pts

Both Miguelito and Hyacinth are experiencing stress, but for different reasons. Miguelito because he is not doing well in physics class and he is concerned about his grades. Hyacinth because her cat recently died and she misses her a great deal. Which of them has a better chance of alleviating their stress sooner?

Group of answer choices

Flag question: Question 7Question 71 pts

During the height of the Covid-19 pandemic restaurants and other small businesses were faced with many challenges. After making modifications and following guidelines some were allowed to reopen, only to be shut down again as infection rates and the guidelines changed. For some this happened multiple times. Many owners and employees experienced a great deal of stress because …

Group of answer choices

Flag question: Question 8Question 81 pts

Statistically, which of the following demographic characteristics was not associated with a higher incidence of eating disorders.

Group of answer choices

Flag question: Question 9Question 91 pts

Which of the following has the highest mortality rate of any psychiatric disorder?

Group of answer choices

Flag question: Question 10Question 101 pts

The recent pandemic has brought to light a number of things in regard to what the average person knows about their health. Which of the following was not one of them?

Group of answer choices

triangulation theory

Sunrise Farm is a family owned business; an organic Yorkshire farm shop and visitor
attraction south of York just off the A19 between York and Selby, and close by to
National cycle network route 65 which runs from Middlesborough to Hornsea. They
are an organic `pick-your-own’ fruit farm who also raise pigs and chickens, with a small
corn maze visitor attraction in the summer which includes a free ice cream for visitors.
The farm shop has an attached organic cafe.
The Graham family have farmed in the area for many years and have helped the
local community in differing ways e.g. donations, employment etc. George Graham
inherited the organic farm in the 1980s. It is a mixed farm, growing crops, vegetables,
and fruit, and with some animals (it is not a dairy farm). About 20 years ago the family
recognised the need for the family farm to diversify into other projects, as the farming
industry had become more competitive. There was adequate land for expansion.
Initially the family developed an organic farm shop, selling organic, local produce
including fruit & vegetables and meat products. A few years ago George was advised
of a new farmers campaign to help farmers market luxury produce, and he spoke with
a local butcher about developing a partnership to sell luxury cured meats. He
subsequently entered into a small partnership with the butcher and a local restaurant
to produce Yorkshire cured hams and sausages. These products are manufactured
from Sunrise Farm ingredients on the butcher’s premises and some are sold in both
the farm and butcher’s shop, while others go to supply local restaurants.
Jane Graham, George’s partner, took over responsibility for the farm shop and enjoyed
meeting the locals who visited and took advantage of her fresh organic produce. She
quickly realised that some customers travelled considerable distances for the produce
and would welcome refreshments … and Jane decided to open a café, allowing the
customer not only a retail visit but a relaxing refreshment visit! It financially added to
the cash flow of the business and proved to be successful with the community. Jane
hired staff from the local schools & Further Education College, often employing
students who struggled in school for various reasons. Jane’s staff enjoy working in the
café and this is reflected in many loyal customers who enjoy the ambience of the
organic café.
George and Jane have two children who now work in the family business. Billy, their
son, has a degree in horticulture, and three years ago developed a corn maze in one
of the fields. It has proved to be a big success with families and the local customers.
In addition to the maze Billy built an extra car park and toilet block. In fact, in 2019 it
was given a business award by the local paper & York Tourist Board for the ‘Newcomer
to the Tourist Industry’. However, it is a seasonal attraction only open in summer due
to the North Yorkshire weather! Billy has also developed the strawberry & fruit crop
and during the late spring and summer season welcomes visitors to ‘pick your own’
fruit. Jane also makes jams & chutneys for the shop with this fruit … Sunrise Jam &
Sarah, the daughter, who has completed a MSc in Global Marketing at York University,
has been travelling overseas for a year, in countries where she visited many theme
parks. She calls herself ‘an expert in roller coasters.’ She has good ideas for the
development of Sunrise Farm from a farm, a farm shop and a tourist maze. George
has also been thinking about how to expand the family business and is instead looking
into the potential for expanding their production of luxury Yorkshire foods. The family
are mindful of the success of the organisation and the limit of financial investment
which is available currently.
In reviewing the company, the family are working with the accountants to identify key
issues with the financial side of the business e.g. which parts of the business are
profitable, costs & overheads, profit & losses, wages etc. Initial feedback on these
issues has been that, like many seasonal businesses, the farm itself is often loss
making in the winter but this is currently made up for by festive sales of Sunrise Farm
produce in the shop and regular trade at the café. Investment in more food production
would involve construction of another building and additional variable costs to bring in
outside ingredients which the farm does not produce (e.g. spices, organic casings etc).
There is a need for a careful balance between staff costs and income at this time of
year. To consider the potential for diversifying the farm into a major tourism attraction
versus an expansion of food production, Sarah has taken on the role of understanding
their current customers; e.g. foot traffic, number of visitors, times of day visiting.
The family as a whole recognise the importance of the business, not only to their
customers but also the residents in the local community and potential tourists to the
area. Either development plan could support creating new jobs and revitalise the family
business for the next generation. Sarah has been given the task of researching the
viability of her development proposal. She keeps herself up to date with tourist
information (e.g. VisitBritain), local Government statistics and remembers the
academic work conducted for her post graduate degree.

Diversity In teaching

Post #1- Elka

The USA is also known as “the Melting Pot.”People immigrating to the US come from so many cultural differences. There are many ways to look at this. In my opinion, a positive way to regard this is that we can learn so much from each other. And that together, we can become stronger. Nurses need to be educated about diversity because we treat patients from all different cultures. So by learning in multicultural, multi-generational classrooms, we can gain so much and use this knowledge when caring for the diverse population we treat.

So when it comes to teaching, I will ask students to share and give personal examples of the differences we all experience. When we talk about all that, what usually happens is that we realize that, as humans, we all aspire to the same things. And in that realization, we become strong.

I like the idea of non-judgmental role-play in the classroom. The classroom should be a safe place where students can freely share. When I was in nursing school, I lived in an area without diversity. In a class of 30 people, other than maybe three, all were from the same culture and race. Those three people rarely spoke up or shared. When you live in a multicultural city, classrooms will be colorful and exciting, where students feel more comfortable sharing and learning from each other.

In addition, as nurses, we already have the common goal of giving our patients the best care they deserve. That includes learning, respecting, and accommodating their cultural differences. If we can teach our nursing students to treat each other that way in the classroom, they can take that knowledge and treat their patients in kind.

Post#2- Erika

According to Penner (2018), the students’ gender, culture, generation, and race can be incorporated into the nurse educator’s teaching methods in order to enhance students’ capabilities by implementing a structured course design; clear expectations should be communicated, the learning goals and expected outcomes should be clearly stated, as well as a lot of opportunities for the students to practice. By providing a structured classroom and environment, it can encourage feelings of inclusion and belonging for the students – for example, for first-generation college students, people of color, and women; a sense of community can be fostered (Penner, 2018). In addition, promoting access and equity across the classroom creates a sense of community for the students; for example, the syllabus can include diversity statements. By increasing positive and inclusive feelings in the classrooms, it can decrease “stereotypes” that students may have. With inclusive teaching, educators are more mindful of the class environment that they create for students of varying gender, culture, race, and generation (Penner, 2018).

Furthermore, older students with multiple responsibilities may need resources like tutoring, remediation, day care, and part-time study availabilities, as well as a different learning technique (Billings & Halstead, 2015). Those with multiple responsibilities may feel that online classes can be more convenient. In addition, incorporating multiple ways of teaching strategies (such as teacher-centered lecture). An interactive web-based media can be used across generations to acknowledge the generation’s learning needs and preferences (Billings & Halstead, 2015). The educators can gain from a generational diversity of students, and obtain insight from the learners; educators can prepare for a diverse class by measuring the adequacy of the resources and support services, flexibility of the nursing program, and assessing the demographics in the class (Billings & Halstead, 2015).

advancements in medicine

Ms. Jones brings 6-week-old Sam to the clinic because of a bright red rash in the diaper area that has gotten worse since she started putting over-the-counter antibiotic cream on it 3 days ago. Sam is diagnosed with diaper Candida or a yeast infection. Clotrimazole (Lotrimin) topical TID for 14 days to the diaper area has been prescribed.

  1. Briefly describe the therapeutic actions of Clotrimazole (Lotrimin).
  2. Describe antifungal drugs uses and side effects.
  3. Develop a teaching plan for Ms. Jones including age-appropriate considerations for Sam.


During 2021, equipment originally purchased for $75,000 (80% depreciated), was sold for a $10,000 gain. Also, Land
was sold at a loss of $15,000.
During 2021, $25,000 in cash dividends was declared.
For any entries that you make, adjust the DTA/DTL accounts accordingly, assuming a 25% tax rate. Also, the your tax
accountants have determined that it is more likely than not that 50% of your DTA will not be realized.
The company accrued the following two lawsuits, for a total of $60,000.
1  The company is suing a competitor for patent infringement, and the company lawyers think that it is probably
that the company will be paid $40,000.
2  The company is being sued by an individual for medical costs due to an accident caused by a driver. The

company lawyers think that it is probably that the company will pay $100,000 at the conclusion of the lawsuit.

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