here is the video https://www.youtube.com/watch?v=760lwYmpXbc In his Prison Experiment, Professor Philip Zimbardo wanted to test the behavior of good people when they are put into evil places. In the short amount of time that his experiment ran, hid findings were shocking. The students who played the role of the guards became sadistic, and the students that who played the role of the prisoners became extremely stressed. McLaren explained to us that since the beginning of time, all humans have had an appetite for violence. McLaren also explains that in a world where violence is also a means of entertainment, it only adds to our appetite for violence. Think about how the information that McLaren shares and how it relates to the Stanford Prison Experiment. McLaren shares with us that name calling is the beginning stage of dehumanizing, and when one succeeds in name calling, we decide to extend our powers and become violent and uncaring. McLaren also uses many examples of the world’s history, specifically regarding religion and war. McLaren explains that the mentality of everyone that goes into war believes that their enemy deserves everything that they get. Compare McLaren’s findings with The Stanford Prison Experiment. Zimbardo concluded that his students (the good people) were defeated by the prison (the evil place). Can you think of a story or a situation where the good person overcame the evil place? Can one’s attitude and/or morality be so strong that it can allow you to overcome anything? The manner in which, the guard “John Wayne”, treated the prisoners was very controversial. Years later he admitted himself that he does regret his behavior, but could it be possible that he wasn’t acting? Is it true what prisoner 416 said? Can someone contribute to a role so much that it starts to show who you really are as a person? If we were put in the shoes of “John Wayne” would we have behaved the same? Are ethics totally thrown out the window when given that position of power?

here is the video https://www.youtube.com/watch?v=760lwYmpXbc In his Prison Experiment, Professor Philip Zimbardo wanted to test the behavior of good people when they are put into evil places. In the short amount of time that his experiment ran, hid findings were shocking. The students who played the role of the guards became sadistic, and the students that who played the role of the prisoners became extremely stressed. McLaren explained to us that since the beginning of time, all humans have had an appetite for violence. McLaren also explains that in a world where violence is also a means of entertainment, it only adds to our appetite for violence. Think about how the information that McLaren shares and how it relates to the Stanford Prison Experiment. McLaren shares with us that name calling is the beginning stage of dehumanizing, and when one succeeds in name calling, we decide to extend our powers and become violent and uncaring. McLaren also uses many examples of the world’s history, specifically regarding religion and war. McLaren explains that the mentality of everyone that goes into war believes that their enemy deserves everything that they get. Compare McLaren’s findings with The Stanford Prison Experiment. Zimbardo concluded that his students (the good people) were defeated by the prison (the evil place). Can you think of a story or a situation where the good person overcame the evil place? Can one’s attitude and/or morality be so strong that it can allow you to overcome anything? The manner in which, the guard “John Wayne”, treated the prisoners was very controversial. Years later he admitted himself that he does regret his behavior, but could it be possible that he wasn’t acting? Is it true what prisoner 416 said? Can someone contribute to a role so much that it starts to show who you really are as a person? If we were put in the shoes of “John Wayne” would we have behaved the same? Are ethics totally thrown out the window when given that position of power?

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PHY-102: Energy and Circular Motion Exercises Complete the following exercises. 1. A rifle with a longer barrel can fire bullets with a larger velocity than a rifle with a shorter barrel. a. Explain this using the impulse-momentum theorem. b. Explain this using the work-energy theorem 2. Use physics terms to explain the benefits of crumple zones in modern cars. 3. When a gun is fired at the shooting range, the gun recoils (moves backward). Explain this using the law of conservation of momentum. 4. Rank the following in terms of increasing inertia: A. A 10,000 kg train car at rest B. A 100 kg person running at 5 m/s C. A 1200 kg car going 15 m/s D. A 15 kg meteor going at a speed of 1000 m/s 5. Rank the following in terms of increasing momentum: A. A 10,000 kg train car at rest B. A 100 kg person running at 5 m/s C. A 1200 kg car going 15 m/s D. A 15 kg meteor going at a speed of 1000 m/s 6. Rank the following in terms of increasing kinetic energy: A. A 1200 kg car going 15 m/s B. A 10,000 kg train car at rest C. A 15 kg meteor going at a speed of 1000 m/s D. A 100 kg person running at 5 m/s 7. Ben (55 kg) is standing on very slippery ice when Junior (25 kg) bumps into him. Junior was moving at a speed of 8 m/s before the collision and Ben and Junior embrace after the collision. Find the speed of Ben and Junior as they move across the ice after the collision. Give the answer in m/s. Describe the work you did to get the answer. 8. Identical marbles are released from the same height on each of the following four frictionless ramps. Compare the speed of the marbles at the end of each ramp. Explain your reasoning. 9. A force of only 150 N can lift a 600 N sack of flour to a height of 0.50 m when using a lever as shown in the diagram below. a. Find the work done on the sack of flour (in J). b. Find the distance you must push with the 150 N force on the left side (in m). c. Briefly explain the benefit of using a lever to lift a heavy object. 10. Rank the following in terms of increasing power. A. Doing 100 J of work in 10 seconds. B. Doing 100 J of work in 5 seconds. C. Doing 200 J of work in 5 seconds. D. Doing 400 J of work in 30 seconds. 11. A student lifts a 25 kg mass a vertical distance of 1.6 m in a time of 2.0 seconds. a. Find the force needed to lift the mass (in N). b. Find the work done by the student (in J). c. Find the power exerted by the student (in W). 12. A satellite is put into an orbit at a distance from the center of the Earth equal to twice the distance from the center of the Earth to the surface. If the satellite had a weight at the surface of 4000 N, what is the force of gravity (weight) of the satellite when it is in its orbit? Give your answer in newtons, N. 13. Consider a satellite in a circular orbit around the Earth. a. Why is it important to give a satellite a horizontal speed when placing it in orbit? b. What will happen if the horizontal speed is too small? c. What will happen if the horizontal speed is too large? 14. If you drop an object from a distance of 1 meter above the ground, where would it fall to the ground in the shortest time: Atop Mt. Everest or in New York? 15. Why do the astronauts aboard the space station appear to be weightless? 16. Why do the passengers on a high-flying airplane not appear weightless, similar to the astronauts on the space station? 17. A ranger needs to capture a monkey hanging on a tree branch. The ranger aims his dart gun directly at the monkey and fires the tranquilizer dart. However, the monkey lets go of the branch at exactly the same time as the ranger fires the dart. Will the monkey get hit or will it avoid the dart? The remaining questions are multiple-choice questions: 18. Compared to its weight on Earth, a 5 kg object on the moon will weigh A. the same amount. B. less. C. more. 19. Compared to its mass on Earth, a 5 kg object on the moon will have A. the same mass. B. less mass. C. more mass. 20. The reason padded dashboards are used in cars is that they A. look nice and feel good. B. decrease the impulse in a collision. C. increase the force of impact in a collision. D. decrease the momentum of a collision. E. increase the time of impact in a collision. 21. Suppose you are standing on a frozen lake where there is no friction between your feet and the ice. What can you do to get off the lake? A. Bend over touching the ice in front of you and then bring you feet to your hands. B. Walk very slowly on tiptoe. C. Get on your hands and knees and crawl off the ice. D. Throw something in the direction opposite to the way you want to go. 22. A car travels in a circle with constant speed. Which of the following is true? A. The net force on the car is zero because the car is not accelerating. B. The net force on the car is directed forward, in the direction of travel. C. The net force on the car is directed inward, toward the center of the curve. D. The net force on the car is directed outward, away from the center of the curve. 23. A job is done slowly, and an identical job is done quickly. Which of the following is true? a. They require the same amount of force, but different amounts of work. b. They require the same amount of work, but different amounts of power. c. They require the same amounts of power, but different amounts of work. d. They require the same amounts of work, but different amounts of energy. 24. How many joules of work are done on a box when a force of 60 N pushes it 5 m in 3 seconds? a. 300 J b. 12 J c. 100 J d. 36 J e. 4 J 25. A 1 kg cart moving with a speed of 3 m/s collides with a 2 kg cart at rest. If the carts stick together after the collision, with what speed will they move after the collision? a. 3 m/s b. 1.5 m/s c. 1 m/s d. 2 m/s

PHY-102: Energy and Circular Motion Exercises Complete the following exercises. 1. A rifle with a longer barrel can fire bullets with a larger velocity than a rifle with a shorter barrel. a. Explain this using the impulse-momentum theorem. b. Explain this using the work-energy theorem 2. Use physics terms to explain the benefits of crumple zones in modern cars. 3. When a gun is fired at the shooting range, the gun recoils (moves backward). Explain this using the law of conservation of momentum. 4. Rank the following in terms of increasing inertia: A. A 10,000 kg train car at rest B. A 100 kg person running at 5 m/s C. A 1200 kg car going 15 m/s D. A 15 kg meteor going at a speed of 1000 m/s 5. Rank the following in terms of increasing momentum: A. A 10,000 kg train car at rest B. A 100 kg person running at 5 m/s C. A 1200 kg car going 15 m/s D. A 15 kg meteor going at a speed of 1000 m/s 6. Rank the following in terms of increasing kinetic energy: A. A 1200 kg car going 15 m/s B. A 10,000 kg train car at rest C. A 15 kg meteor going at a speed of 1000 m/s D. A 100 kg person running at 5 m/s 7. Ben (55 kg) is standing on very slippery ice when Junior (25 kg) bumps into him. Junior was moving at a speed of 8 m/s before the collision and Ben and Junior embrace after the collision. Find the speed of Ben and Junior as they move across the ice after the collision. Give the answer in m/s. Describe the work you did to get the answer. 8. Identical marbles are released from the same height on each of the following four frictionless ramps. Compare the speed of the marbles at the end of each ramp. Explain your reasoning. 9. A force of only 150 N can lift a 600 N sack of flour to a height of 0.50 m when using a lever as shown in the diagram below. a. Find the work done on the sack of flour (in J). b. Find the distance you must push with the 150 N force on the left side (in m). c. Briefly explain the benefit of using a lever to lift a heavy object. 10. Rank the following in terms of increasing power. A. Doing 100 J of work in 10 seconds. B. Doing 100 J of work in 5 seconds. C. Doing 200 J of work in 5 seconds. D. Doing 400 J of work in 30 seconds. 11. A student lifts a 25 kg mass a vertical distance of 1.6 m in a time of 2.0 seconds. a. Find the force needed to lift the mass (in N). b. Find the work done by the student (in J). c. Find the power exerted by the student (in W). 12. A satellite is put into an orbit at a distance from the center of the Earth equal to twice the distance from the center of the Earth to the surface. If the satellite had a weight at the surface of 4000 N, what is the force of gravity (weight) of the satellite when it is in its orbit? Give your answer in newtons, N. 13. Consider a satellite in a circular orbit around the Earth. a. Why is it important to give a satellite a horizontal speed when placing it in orbit? b. What will happen if the horizontal speed is too small? c. What will happen if the horizontal speed is too large? 14. If you drop an object from a distance of 1 meter above the ground, where would it fall to the ground in the shortest time: Atop Mt. Everest or in New York? 15. Why do the astronauts aboard the space station appear to be weightless? 16. Why do the passengers on a high-flying airplane not appear weightless, similar to the astronauts on the space station? 17. A ranger needs to capture a monkey hanging on a tree branch. The ranger aims his dart gun directly at the monkey and fires the tranquilizer dart. However, the monkey lets go of the branch at exactly the same time as the ranger fires the dart. Will the monkey get hit or will it avoid the dart? The remaining questions are multiple-choice questions: 18. Compared to its weight on Earth, a 5 kg object on the moon will weigh A. the same amount. B. less. C. more. 19. Compared to its mass on Earth, a 5 kg object on the moon will have A. the same mass. B. less mass. C. more mass. 20. The reason padded dashboards are used in cars is that they A. look nice and feel good. B. decrease the impulse in a collision. C. increase the force of impact in a collision. D. decrease the momentum of a collision. E. increase the time of impact in a collision. 21. Suppose you are standing on a frozen lake where there is no friction between your feet and the ice. What can you do to get off the lake? A. Bend over touching the ice in front of you and then bring you feet to your hands. B. Walk very slowly on tiptoe. C. Get on your hands and knees and crawl off the ice. D. Throw something in the direction opposite to the way you want to go. 22. A car travels in a circle with constant speed. Which of the following is true? A. The net force on the car is zero because the car is not accelerating. B. The net force on the car is directed forward, in the direction of travel. C. The net force on the car is directed inward, toward the center of the curve. D. The net force on the car is directed outward, away from the center of the curve. 23. A job is done slowly, and an identical job is done quickly. Which of the following is true? a. They require the same amount of force, but different amounts of work. b. They require the same amount of work, but different amounts of power. c. They require the same amounts of power, but different amounts of work. d. They require the same amounts of work, but different amounts of energy. 24. How many joules of work are done on a box when a force of 60 N pushes it 5 m in 3 seconds? a. 300 J b. 12 J c. 100 J d. 36 J e. 4 J 25. A 1 kg cart moving with a speed of 3 m/s collides with a 2 kg cart at rest. If the carts stick together after the collision, with what speed will they move after the collision? a. 3 m/s b. 1.5 m/s c. 1 m/s d. 2 m/s

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Please write clearly, show all work in an organized fashion, and circle answers. 1) Using the data shown in Figures 6.14 (at 25oC) and 6.21, combine both curves onto one plot, being careful to correctly plot the modulus, yield strength, tensile (ultimate) strength, and ductility. Discuss how the modulus, yield strength, and ductility compare for pure iron (figure 6.14) vs. the alloy steel. 2) The equation for the effect of grain size on yield strength is given by: y = I +kD-0.5 where y is the yield stress, I is the intrinsic resistance of the lattice to dislocation motion, k is the “blocking parameter” which measures the effectiveness of grain boundaries in blocking dislocation motion, and D is the grain diameter. Use this equation to determine the change in yield strength of a typical steel when the grain size is increased from 10micron to 50 micron (1 micron = 10-6 m), due to grain growth. . I = 150 MN/m2 and k = 0.70 MN/m1.5 . 3) Using the data shown in Callister Figure 7.19, draw an approximate stress-strain curve for the 1040 steel at 0% cold work and at 30% cold work, clearly indicating the yield strength, ductility, and tensile strength of the steel before and after cold-working (Young’s modulus of steel E = 250 MPa). 4) A fatigue test is carried out on a steel having an ultimate strength of 289 MPa. The number of cycles required to break the specimen at different stresses are given below: Stress Amplitude Fatigue Life (MPa) (cycles) 223 4.5 x 104 209 2.4 x 105 192 8.0 x 105 178 1.5 x 106 175 2.7 x 106 168 7.8 x 106 168 >1.0 x 107 (did not break) 165 >2.6 x 107 162 >2.2 x 107 a) Plot the data on linear-log scale, preferably with a computerized figure-plotting program. b) Determine the average fatigue strength at 106 cycles (hint: use curve-fitting software to fit the line). c) What is the ratio of the fatigue strength at 106 cycles to the ultimate strength? e) If you plan to use this material for 108 cycles, what is the maximum fatigue strength you would recommend (assuming 20% fluctuations in stress amplitude). Callister Homework Problems: 7.22, 8.4, 8.12 (see next page)

Please write clearly, show all work in an organized fashion, and circle answers. 1) Using the data shown in Figures 6.14 (at 25oC) and 6.21, combine both curves onto one plot, being careful to correctly plot the modulus, yield strength, tensile (ultimate) strength, and ductility. Discuss how the modulus, yield strength, and ductility compare for pure iron (figure 6.14) vs. the alloy steel. 2) The equation for the effect of grain size on yield strength is given by: y = I +kD-0.5 where y is the yield stress, I is the intrinsic resistance of the lattice to dislocation motion, k is the “blocking parameter” which measures the effectiveness of grain boundaries in blocking dislocation motion, and D is the grain diameter. Use this equation to determine the change in yield strength of a typical steel when the grain size is increased from 10micron to 50 micron (1 micron = 10-6 m), due to grain growth. . I = 150 MN/m2 and k = 0.70 MN/m1.5 . 3) Using the data shown in Callister Figure 7.19, draw an approximate stress-strain curve for the 1040 steel at 0% cold work and at 30% cold work, clearly indicating the yield strength, ductility, and tensile strength of the steel before and after cold-working (Young’s modulus of steel E = 250 MPa). 4) A fatigue test is carried out on a steel having an ultimate strength of 289 MPa. The number of cycles required to break the specimen at different stresses are given below: Stress Amplitude Fatigue Life (MPa) (cycles) 223 4.5 x 104 209 2.4 x 105 192 8.0 x 105 178 1.5 x 106 175 2.7 x 106 168 7.8 x 106 168 >1.0 x 107 (did not break) 165 >2.6 x 107 162 >2.2 x 107 a) Plot the data on linear-log scale, preferably with a computerized figure-plotting program. b) Determine the average fatigue strength at 106 cycles (hint: use curve-fitting software to fit the line). c) What is the ratio of the fatigue strength at 106 cycles to the ultimate strength? e) If you plan to use this material for 108 cycles, what is the maximum fatigue strength you would recommend (assuming 20% fluctuations in stress amplitude). Callister Homework Problems: 7.22, 8.4, 8.12 (see next page)

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http://www.econlib.org/library/Smith/smWN1.html#B.I,%20Ch.1,%20Of%20the%20Division%20of%20Labor What does Smith mean by division of labor, and how does it affect production? A. He means that each person does their own work to benefit themselves by creating goods. This creates well-crafted goods. B. He argues that in order to become more efficient, we need to put everyone in the same workhouses and eliminate division. C. He says that the division of labor provides farmers with the opportunity to become involved in manufacturing. D. He means that each person makes one small part of a good very quickly, but this is bad for the quality of production overall. E. He means that by having each individual specialize in one thing, they can work together to create products more efficiently and effectively. Which of the following is NOT an example of the circumstances by which the division of labor improves efficiency? A. A doll-making company stops allowing each employee to make one whole doll each and instead appoints each employee to create one part of the doll. B. A family of rug makers buys a loom to speed up their production. C. A mechanic opens a new shop to be nearer to the market. D. A factory changes the responsibilities of its employees so that one group handles heavy boxes and the other group does precision sewing. E. A baker who used to make a dozen cookies at a time buys a giant mixer and oven that enable him to make 20 dozen cookies at a time. Considering the global system of states, what do you think the allegory of the pins has to offer? A. It suggests that there could be a natural harmony of interests among states because they can divide labor among themselves to the benefit of everyone. B. It suggests that states can never be secure enough to cooperate because every state is equally capable of producing the same things. C. It suggests that a central authority is necessary to help states cooperate, in the same way that a manager oversees operations at a factory. D. The allegory of the pins is a great way to think about how wars come about, because states won’t cooperate with each other like pin-makers do. E. The allegory of the pins shows us that there is no natural harmony of interests between states. Smith sees the development of industry, technology, and the division of labor as A. generally positive but not progressive. The lives of many people may improve, but the world will generally stay the same. B. generally positive and progressive. The world is improving because of these changes, and it will continue to improve. C. generally negative. The creation of new technologies and the division of labor are harmful to all humans, both the wealthy and the poor. D. generally negative. The creation of the division of labor only benefits the wealthy at the expense of the poor. E. both positive and negative. Smith thinks that technology hurts us, while the division of labor helps society progress and develop. http://www.youtube.com/watch?v=RUwS1uAdUcI What point is Hans Rosling trying to make when he describes the global health pre-test? A. He is trying to show how the average person has no idea of the true state of global health. B. He is trying to illustrate how we tend to carry around outdated notions about the state of global health. C. He is trying to make us see that the less-developed countries are far worse off than we ever thought. D. He is trying to drive home the idea that global health has not improved over time despite foreign aid and improvements in medicine. E. He is trying to warn us about the rapid growth in world population. Rosling shows us that we tend to think about global health in terms of “we and them.” Who are the “we” and who are the “them”? A. “We” refers to academics, students, and scholars; “them” refers to the uneducated. B. “We” refers to the average person; “them” refers to politicians and global leaders. C. “We” refers to the wealthy; “them” refers to the poor. D. “We” refers to the Western world; “them” refers to the Third World. E. “We” refers to students; “them” refers to professors. In the life expectancy and fertility rate demonstration, what do the statistics reveal? A. Over time, developed countries produced small families and long lives, whereas developing countries produced large families and short lives. B. The world today looks much like it did in 1962 despite our attempts to help poorer countries develop. C. All countries in the world, even the poorer ones, are trending toward longer lives and smaller families. D. Developed countries are trending toward smaller families but shorter lives. E. All countries tend to make gains and losses in fertility and lifespan, but in the long run there is no significant change. What point does Rosling make about life expectancy in Vietnam as compared to the United States? To what does he attribute the change? A. He indicates that economic change preceded social change. B. He suggests that markets and free trade resulted in the increase in life expectancy. C. He says that the data indicates that the Vietnam War contributed to the decrease in life expectancy during that time, but that it recovered shortly thereafter. D. He says that social change in Asia preceded economic change, and life expectancy in Vietnam increased despite the war. E. He indicates that Vietnam was equal to the United States in life expectancy before the war. According to Rosling, how are regional statistics about child survival rates and GDP potentially misleading? A. Countries have an incentive to lie about the actual survival rates because they want foreign assistance. B. Statistics for the individual countries in a region are often vastly different. C. Regional statistics give us a strong sense of how we can understand development within one region, but it does not allow us to compare across regions. D. The data available over time and from countries within regions is often poorly collected and incomplete. E. Child survival rates cannot be compared regionally, since each culture has a different sense of how important children are. What is Rosling’s main point about statistical databases? A. The data is available but not readily accessible, so we need to create networks to solve that problem. B. The data that comes from these databases is often flawed and unreliable. C. It doesn’t matter whether we have access to these databases because the data can’t be used in an interesting way. D. Statistics can’t tell us very much, but we should do our best to make use of the information we do have. E. The information that could be true is too hard to sort out from what isn’t true because we don’t know how strong the data really is. http://www.marxists.org/archive/lenin/works/1916/imp-hsc/ch10.htm#v22zz99h-298-GUESS Click the link at left to read Chapter 10 of Imperialism, The Highest Stage of Capitalism, then answer the questions below. According to Lenin, what is the fundamental source of a monopoly? A. It is a natural effect of human behavior. B. It is the result of governments and police systems. C. Its source is rooted in democracy. D. It comes from the concentration of production at a high stage. E. It is what follows a socialist system. What are the principal types or manifestations of monopoly capitalism? A. Monopolistic capitalist associations like cartels, syndicates and trusts; and monopolies as a result of colonial policy. B. Monopolization of raw materials and monopolization of finance capital. C. Monopolization of governing structures and monopolies of oligarchies. D. Monopolist capitalist associations like cartels, syndicates and trusts; and monopolies as a result of colonial policy AND monopolization of raw materials and monopolization of finance capital. E. Monopolization of raw materials and monopolization of finance capital AND monopolization of governing structures and monopolies of oligarchies. What is the definition of a rentier state according to Lenin? A. A state that colonizes other states. B. A state whose bourgeoisie live off the export of capital. C. A poor state. D. A wealthy state. E. A colonized state. Overall Lenin’s analysis of the state of capitalism is concerned with: A. The interactions between states. B. The interactions within states. C. The ownership of industry and organizations. D. The interactions within states AND the ownership of industry and organizations. E. All of these options. http://view.vzaar.com/1194665/flashplayer Watch the video at left, and then answer the questions below. The Marshall Plan was developed by the United States after World War II. What was its purpose? A. to feed the hungry of Europe B. to stem the spread of communism C. to maintain an American military presence in Europe D. to feed the hungry of Europe AND to stem the spread of communism E. to stem the spread of communism AND to maintain an American military presence in Europe What kind of aid was sent at first? A. foods, fertilizers, and machines for agriculture B. books, paper, and radios for education C. clothing, medical supplies, and construction equipment D. mostly cash in the form of loans and grants E. people with business expertise to help develop the economy What kind of aid did the United States send to Greece to help its farmers? A. tractors B. mules C. seeds D. fertilizer E. all of these options What was one way that the United States influenced public opinion in Italy during the elections described in the video? A. The United States provided significant food aid to Italy so that the Italians would be inclined to vote against the Communists. B. The Italians had been impressed by the strength and loyalty of the American soldiers, and were inclined to listen to them during the elections. C. There was a large number of young Italians who followed American fashion and culture. D. Italian immigrants in the United States wrote letters to their families in Italy urging them not to vote for Communists. E. The Greeks showed the Italians how much the Americans had helped them, warning that supporting a Communist candidate would mean sacrificing American aid. How did Pope Pius XII undermine the strength of the Communist Party in Italy? A. He encouraged Italians to go out and vote. B. He warned that the Communist Party would legalize abortion. C. He excommunicated many members of the Communist Party. D. He made a speech in support of capitalism. E. He declared that Communists should not be baptized. http://www.youtube.com/watch?v=KVhWqwnZ1eM Use the video at left to answer the questions below. Hans Rosling shares how his students discuss “we” versus “them.” To whom are his students referring? A. the United States and Mexico B. Christians and Muslims C. Democrats and Republicans D. Europe and Asia E. none of these options According to Rosling, what factors contribute to a better quality of life for people in developing countries? A. family planning B. soap and water C. investment D. vaccinations E. all of these options Using his data, Rosling demonstrates a great shift in Mexico. What change does his data demonstrate? A. a decrease in drug usage B. a decrease in the number of jobs available C. an increase in average life expenctancy D. an increase in the rate of violent crime E. all of these options Instead of “developing” and “developed,” Rosling divides countries into four categories. Which of the following is NOT one of them? A. high-income countries B. middle-income countries C. low-income countries D. no-income countries E. collapsing countries Rosling discusses the increased life expectancy in both China and the United States. How are the situations different? A. The U.S. and China are on different continents. B. The life expectancy in China rose much higher than it did in the U.S. C. China first expanded its life expectancy and then grew economically, whereas the U.S. did the reverse. D. Average income and life expectancy steadily increased in the U.S., but they steadily decreased in China. E. all of these options Rosling shows a chart that demonstrates the regional income distribution of the world from 1970 to 2015. During that time, what has happened in South and East Asia? A. Money has flowed out of Asia to developing countries in Africa. B. The average income of citizens of South and East Asia has increased over the last 30 years. C. The average income of citizens of South and East Asia has decreased over the last 30 years. D. The average income of citizens of South and East Asia has surpassed that of Europe and North America. E. There has been no change. Click here to access GapMinder, the data visualizer that Hans Rosling uses. In 2010, which of the following countries had both a higher per-capita GDP and a higher life expectancy than the United States? A. France B. Japan C. Denmark D. Singapore E. Kuwait http://www.garretthardinsociety.org/articles/art_tragedy_of_the_commons.html http://www.youtube.com/watch?v=8a4S23uXIcM The Tragedy of the Commons What is the rough definition of the “commons” given in the article? A. any private property on which others trespass B. behavior that everyone considers to be normal C. a cow that lives in a herd D. government-administered benefits, like unemployment or Social Security E. a shared resource What does Hardin mean by describing pollution as a reverse tragedy of the commons? A. Rather than causing a problem, it resolves a problem. B. Pollution costs us money rather than making us money. C. We are putting something into the commons rather than removing something from it. D. It starts at the other end of the biological pyramid. E. Humans see less of it as time goes on. Hardin says “the air and waters surrounding us cannot readily be fenced, and so the tragedy of the commons as a cesspool must be prevented by different means.” What are those means? A. establishing more international treaties to protect the environment B. using laws or taxes to make the polluter pay for pollution C. punishing consumers for generating waste D. raising awareness about environmental issues E. developing greener products Pacific Garbage Dump According to the news report, what percent of the Gyre is made of plastic? A. 50 percent B. 60 percent C. 70 percent D. 80 percent E. 90 percent Where does the majority of the plastic in the Gyre come from? A. barges that dump trash in the ocean B. storm drains from land C. people throwing litter off boats into the ocean D. remnants from movie sets filmed at sea E. fishing boats processing their catch What does Charles Moore mean by the “throwaway concept”? A. the habitual use of disposable plastic packaging B. the mistaken view that marine ecosystems are infinitely renewable C. a general lack of interest in recycling D. the willingness to discard effective but small-scale environmental policies in deference to broader E. people throwing away their lives in pursuit of money In what way does the Great Pacific Gyre represent issues like global warming a tragedy of the commons? A. because all the plastic trash in it comes from the United States B. because it kills the albatross and makes it impossible for them to reproduce C. surbecause the countries rounding the Pacific Ocean are polluting the water in a way that affects the quality of the resource for all, but no one is specifically accountable for it D. because it causes marine life to compete for increasingly scarce nutrients in the ocean E. because nations in the region all collectively agreed to dump their trash in the Pacific http://www.npr.org/news/specials/climate/video/ http://ngm.nationalgeographic.com/climateconnections/climate-map http://www.npr.org/news/specials/climate/video/wildchronicles.html Use the links provided at left to answer the questions below. Global Warming: It’s All About Carbon How does carbon give us fuel? A. When you burn things that contain carbon the bonds break, giving off energy. B. Burning things creates carbon out of other elements as a result of combustion. C. Carbon is created after oxygen and hydrogen get released. D. Carbon bonds are created thereby giving off energy. E. Carbon is made into fuel by refining oil. National Geographic Climate Map What geographic areas have seen the most significant changes in temperature? A. The African continent. B. The Pacific Ocean. C. The Atlantic Ocean. D. The Arctic Ocean. E. The Indian Ocean. Why does it matter that rain fall steadily rather than in downpours? A. For those countries accustomed to steady rain fall, downpours are actually more efficient ways to catch water. B. Downpours in regions accustomed to steady fall makes them more prone to flooding and damage. C. In general, as long as regions get either steady fall or downpours most things will stay the same. D. Downpours are always more beneficial to crop growth than steady rain. E. Steady rain is always more beneficial to crop growth than downpours. Climate Change Threatens Kona Coffee What is unique about the climate in Hawaii, making it a good place to grow coffee? A. The elevation is high, the nights are cool and the days are humid. B. The elevation is low, the nights are warm and the days are dry. C. The elevation is high, the nights are warm and the days are dry. D. The elevation is low, the nights are cool and the days are dry. E. The elevation is high, the nights are warm and the days are humid. What specific temperature pattern have experts noted about the region where Kona coffee is grown in Hawaii? A. There has been no significant change but the bean production has dropped. B. The nights have warmed up, even though the days have cooled. C. There has been an increase in bean production with the change in climate. D. The nights have cooled even more so than before. E. There has been universally hot days all the way around.

http://www.econlib.org/library/Smith/smWN1.html#B.I,%20Ch.1,%20Of%20the%20Division%20of%20Labor What does Smith mean by division of labor, and how does it affect production? A. He means that each person does their own work to benefit themselves by creating goods. This creates well-crafted goods. B. He argues that in order to become more efficient, we need to put everyone in the same workhouses and eliminate division. C. He says that the division of labor provides farmers with the opportunity to become involved in manufacturing. D. He means that each person makes one small part of a good very quickly, but this is bad for the quality of production overall. E. He means that by having each individual specialize in one thing, they can work together to create products more efficiently and effectively. Which of the following is NOT an example of the circumstances by which the division of labor improves efficiency? A. A doll-making company stops allowing each employee to make one whole doll each and instead appoints each employee to create one part of the doll. B. A family of rug makers buys a loom to speed up their production. C. A mechanic opens a new shop to be nearer to the market. D. A factory changes the responsibilities of its employees so that one group handles heavy boxes and the other group does precision sewing. E. A baker who used to make a dozen cookies at a time buys a giant mixer and oven that enable him to make 20 dozen cookies at a time. Considering the global system of states, what do you think the allegory of the pins has to offer? A. It suggests that there could be a natural harmony of interests among states because they can divide labor among themselves to the benefit of everyone. B. It suggests that states can never be secure enough to cooperate because every state is equally capable of producing the same things. C. It suggests that a central authority is necessary to help states cooperate, in the same way that a manager oversees operations at a factory. D. The allegory of the pins is a great way to think about how wars come about, because states won’t cooperate with each other like pin-makers do. E. The allegory of the pins shows us that there is no natural harmony of interests between states. Smith sees the development of industry, technology, and the division of labor as A. generally positive but not progressive. The lives of many people may improve, but the world will generally stay the same. B. generally positive and progressive. The world is improving because of these changes, and it will continue to improve. C. generally negative. The creation of new technologies and the division of labor are harmful to all humans, both the wealthy and the poor. D. generally negative. The creation of the division of labor only benefits the wealthy at the expense of the poor. E. both positive and negative. Smith thinks that technology hurts us, while the division of labor helps society progress and develop. http://www.youtube.com/watch?v=RUwS1uAdUcI What point is Hans Rosling trying to make when he describes the global health pre-test? A. He is trying to show how the average person has no idea of the true state of global health. B. He is trying to illustrate how we tend to carry around outdated notions about the state of global health. C. He is trying to make us see that the less-developed countries are far worse off than we ever thought. D. He is trying to drive home the idea that global health has not improved over time despite foreign aid and improvements in medicine. E. He is trying to warn us about the rapid growth in world population. Rosling shows us that we tend to think about global health in terms of “we and them.” Who are the “we” and who are the “them”? A. “We” refers to academics, students, and scholars; “them” refers to the uneducated. B. “We” refers to the average person; “them” refers to politicians and global leaders. C. “We” refers to the wealthy; “them” refers to the poor. D. “We” refers to the Western world; “them” refers to the Third World. E. “We” refers to students; “them” refers to professors. In the life expectancy and fertility rate demonstration, what do the statistics reveal? A. Over time, developed countries produced small families and long lives, whereas developing countries produced large families and short lives. B. The world today looks much like it did in 1962 despite our attempts to help poorer countries develop. C. All countries in the world, even the poorer ones, are trending toward longer lives and smaller families. D. Developed countries are trending toward smaller families but shorter lives. E. All countries tend to make gains and losses in fertility and lifespan, but in the long run there is no significant change. What point does Rosling make about life expectancy in Vietnam as compared to the United States? To what does he attribute the change? A. He indicates that economic change preceded social change. B. He suggests that markets and free trade resulted in the increase in life expectancy. C. He says that the data indicates that the Vietnam War contributed to the decrease in life expectancy during that time, but that it recovered shortly thereafter. D. He says that social change in Asia preceded economic change, and life expectancy in Vietnam increased despite the war. E. He indicates that Vietnam was equal to the United States in life expectancy before the war. According to Rosling, how are regional statistics about child survival rates and GDP potentially misleading? A. Countries have an incentive to lie about the actual survival rates because they want foreign assistance. B. Statistics for the individual countries in a region are often vastly different. C. Regional statistics give us a strong sense of how we can understand development within one region, but it does not allow us to compare across regions. D. The data available over time and from countries within regions is often poorly collected and incomplete. E. Child survival rates cannot be compared regionally, since each culture has a different sense of how important children are. What is Rosling’s main point about statistical databases? A. The data is available but not readily accessible, so we need to create networks to solve that problem. B. The data that comes from these databases is often flawed and unreliable. C. It doesn’t matter whether we have access to these databases because the data can’t be used in an interesting way. D. Statistics can’t tell us very much, but we should do our best to make use of the information we do have. E. The information that could be true is too hard to sort out from what isn’t true because we don’t know how strong the data really is. http://www.marxists.org/archive/lenin/works/1916/imp-hsc/ch10.htm#v22zz99h-298-GUESS Click the link at left to read Chapter 10 of Imperialism, The Highest Stage of Capitalism, then answer the questions below. According to Lenin, what is the fundamental source of a monopoly? A. It is a natural effect of human behavior. B. It is the result of governments and police systems. C. Its source is rooted in democracy. D. It comes from the concentration of production at a high stage. E. It is what follows a socialist system. What are the principal types or manifestations of monopoly capitalism? A. Monopolistic capitalist associations like cartels, syndicates and trusts; and monopolies as a result of colonial policy. B. Monopolization of raw materials and monopolization of finance capital. C. Monopolization of governing structures and monopolies of oligarchies. D. Monopolist capitalist associations like cartels, syndicates and trusts; and monopolies as a result of colonial policy AND monopolization of raw materials and monopolization of finance capital. E. Monopolization of raw materials and monopolization of finance capital AND monopolization of governing structures and monopolies of oligarchies. What is the definition of a rentier state according to Lenin? A. A state that colonizes other states. B. A state whose bourgeoisie live off the export of capital. C. A poor state. D. A wealthy state. E. A colonized state. Overall Lenin’s analysis of the state of capitalism is concerned with: A. The interactions between states. B. The interactions within states. C. The ownership of industry and organizations. D. The interactions within states AND the ownership of industry and organizations. E. All of these options. http://view.vzaar.com/1194665/flashplayer Watch the video at left, and then answer the questions below. The Marshall Plan was developed by the United States after World War II. What was its purpose? A. to feed the hungry of Europe B. to stem the spread of communism C. to maintain an American military presence in Europe D. to feed the hungry of Europe AND to stem the spread of communism E. to stem the spread of communism AND to maintain an American military presence in Europe What kind of aid was sent at first? A. foods, fertilizers, and machines for agriculture B. books, paper, and radios for education C. clothing, medical supplies, and construction equipment D. mostly cash in the form of loans and grants E. people with business expertise to help develop the economy What kind of aid did the United States send to Greece to help its farmers? A. tractors B. mules C. seeds D. fertilizer E. all of these options What was one way that the United States influenced public opinion in Italy during the elections described in the video? A. The United States provided significant food aid to Italy so that the Italians would be inclined to vote against the Communists. B. The Italians had been impressed by the strength and loyalty of the American soldiers, and were inclined to listen to them during the elections. C. There was a large number of young Italians who followed American fashion and culture. D. Italian immigrants in the United States wrote letters to their families in Italy urging them not to vote for Communists. E. The Greeks showed the Italians how much the Americans had helped them, warning that supporting a Communist candidate would mean sacrificing American aid. How did Pope Pius XII undermine the strength of the Communist Party in Italy? A. He encouraged Italians to go out and vote. B. He warned that the Communist Party would legalize abortion. C. He excommunicated many members of the Communist Party. D. He made a speech in support of capitalism. E. He declared that Communists should not be baptized. http://www.youtube.com/watch?v=KVhWqwnZ1eM Use the video at left to answer the questions below. Hans Rosling shares how his students discuss “we” versus “them.” To whom are his students referring? A. the United States and Mexico B. Christians and Muslims C. Democrats and Republicans D. Europe and Asia E. none of these options According to Rosling, what factors contribute to a better quality of life for people in developing countries? A. family planning B. soap and water C. investment D. vaccinations E. all of these options Using his data, Rosling demonstrates a great shift in Mexico. What change does his data demonstrate? A. a decrease in drug usage B. a decrease in the number of jobs available C. an increase in average life expenctancy D. an increase in the rate of violent crime E. all of these options Instead of “developing” and “developed,” Rosling divides countries into four categories. Which of the following is NOT one of them? A. high-income countries B. middle-income countries C. low-income countries D. no-income countries E. collapsing countries Rosling discusses the increased life expectancy in both China and the United States. How are the situations different? A. The U.S. and China are on different continents. B. The life expectancy in China rose much higher than it did in the U.S. C. China first expanded its life expectancy and then grew economically, whereas the U.S. did the reverse. D. Average income and life expectancy steadily increased in the U.S., but they steadily decreased in China. E. all of these options Rosling shows a chart that demonstrates the regional income distribution of the world from 1970 to 2015. During that time, what has happened in South and East Asia? A. Money has flowed out of Asia to developing countries in Africa. B. The average income of citizens of South and East Asia has increased over the last 30 years. C. The average income of citizens of South and East Asia has decreased over the last 30 years. D. The average income of citizens of South and East Asia has surpassed that of Europe and North America. E. There has been no change. Click here to access GapMinder, the data visualizer that Hans Rosling uses. In 2010, which of the following countries had both a higher per-capita GDP and a higher life expectancy than the United States? A. France B. Japan C. Denmark D. Singapore E. Kuwait http://www.garretthardinsociety.org/articles/art_tragedy_of_the_commons.html http://www.youtube.com/watch?v=8a4S23uXIcM The Tragedy of the Commons What is the rough definition of the “commons” given in the article? A. any private property on which others trespass B. behavior that everyone considers to be normal C. a cow that lives in a herd D. government-administered benefits, like unemployment or Social Security E. a shared resource What does Hardin mean by describing pollution as a reverse tragedy of the commons? A. Rather than causing a problem, it resolves a problem. B. Pollution costs us money rather than making us money. C. We are putting something into the commons rather than removing something from it. D. It starts at the other end of the biological pyramid. E. Humans see less of it as time goes on. Hardin says “the air and waters surrounding us cannot readily be fenced, and so the tragedy of the commons as a cesspool must be prevented by different means.” What are those means? A. establishing more international treaties to protect the environment B. using laws or taxes to make the polluter pay for pollution C. punishing consumers for generating waste D. raising awareness about environmental issues E. developing greener products Pacific Garbage Dump According to the news report, what percent of the Gyre is made of plastic? A. 50 percent B. 60 percent C. 70 percent D. 80 percent E. 90 percent Where does the majority of the plastic in the Gyre come from? A. barges that dump trash in the ocean B. storm drains from land C. people throwing litter off boats into the ocean D. remnants from movie sets filmed at sea E. fishing boats processing their catch What does Charles Moore mean by the “throwaway concept”? A. the habitual use of disposable plastic packaging B. the mistaken view that marine ecosystems are infinitely renewable C. a general lack of interest in recycling D. the willingness to discard effective but small-scale environmental policies in deference to broader E. people throwing away their lives in pursuit of money In what way does the Great Pacific Gyre represent issues like global warming a tragedy of the commons? A. because all the plastic trash in it comes from the United States B. because it kills the albatross and makes it impossible for them to reproduce C. surbecause the countries rounding the Pacific Ocean are polluting the water in a way that affects the quality of the resource for all, but no one is specifically accountable for it D. because it causes marine life to compete for increasingly scarce nutrients in the ocean E. because nations in the region all collectively agreed to dump their trash in the Pacific http://www.npr.org/news/specials/climate/video/ http://ngm.nationalgeographic.com/climateconnections/climate-map http://www.npr.org/news/specials/climate/video/wildchronicles.html Use the links provided at left to answer the questions below. Global Warming: It’s All About Carbon How does carbon give us fuel? A. When you burn things that contain carbon the bonds break, giving off energy. B. Burning things creates carbon out of other elements as a result of combustion. C. Carbon is created after oxygen and hydrogen get released. D. Carbon bonds are created thereby giving off energy. E. Carbon is made into fuel by refining oil. National Geographic Climate Map What geographic areas have seen the most significant changes in temperature? A. The African continent. B. The Pacific Ocean. C. The Atlantic Ocean. D. The Arctic Ocean. E. The Indian Ocean. Why does it matter that rain fall steadily rather than in downpours? A. For those countries accustomed to steady rain fall, downpours are actually more efficient ways to catch water. B. Downpours in regions accustomed to steady fall makes them more prone to flooding and damage. C. In general, as long as regions get either steady fall or downpours most things will stay the same. D. Downpours are always more beneficial to crop growth than steady rain. E. Steady rain is always more beneficial to crop growth than downpours. Climate Change Threatens Kona Coffee What is unique about the climate in Hawaii, making it a good place to grow coffee? A. The elevation is high, the nights are cool and the days are humid. B. The elevation is low, the nights are warm and the days are dry. C. The elevation is high, the nights are warm and the days are dry. D. The elevation is low, the nights are cool and the days are dry. E. The elevation is high, the nights are warm and the days are humid. What specific temperature pattern have experts noted about the region where Kona coffee is grown in Hawaii? A. There has been no significant change but the bean production has dropped. B. The nights have warmed up, even though the days have cooled. C. There has been an increase in bean production with the change in climate. D. The nights have cooled even more so than before. E. There has been universally hot days all the way around.

http://www.econlib.org/library/Smith/smWN1.html#B.I,%20Ch.1,%20Of%20the%20Division%20of%20Labor What does Smith mean by division of labor, and … Read More...
INEN 415 Simulation Lab 6 Fall 2015 Due Date: November 24th, 2015 (Submit via Blackboard) Description A small pizza delivery outlet in a busy metro area opens only for the lunch and dinner hours; for lunch from 11AM to 4PM and for dinner from 6PM to 11PM. Orders for single pizzas (no other orders are accepted) arrive with an inter-arrival time that is exponentially distributed with a mean of 3.25 minutes. (Need to create a rate table, see lab 5) The inside operations are handled by an OrderTaker, two IronChef, and an OvenMeister named Cruz. The outlet has one oven with a capacity of five pizzas. Two drivers driving Mustangs handle the deliveries. Timmy takes orders (for order-taking assume a triangular distribution with parameters 1, 2, 3 minutes). The IronChefs make the pizza including adding of toppings (assume a triangular distribution with parameters 2, 2.5, 3 minutes). When the pizza is made (but not cooked), the IronChefs places it in a Load Area in front of the oven. Cruz picks up the pizza from the Load Area and places the pizza in the oven (assume a triangular distribution with parameters 10, 15, 20 seconds) (Cruz is a worker) The cook time in the oven requires 15 minutes (fixed), and does not require any supervision; a buzzer alerts Cruz whenever any pizza has completed its oven time. When the pizza has cooked in the oven, Cruz takes the pizzas out of the oven (assume a triangular distribution with parameters 10, 15, 20 seconds). He carries the pizza to the Box Area. Where Cruz boxes the pizza (assume a triangular distribution with parameters 30, 45, 60 seconds) and leaves it in an area for the delivery people, who can transport a maximum of 5 pizzas (Triangular 10,20,30). Note: Cruz moves between Load Area, Oven, and Box Area. Assume travel times are negligible. Drivers take the pizza to the sink. Run model for 16 hours to ensure all pizzas are made. Simulate operations for one day using two scenarios: 1. The data as given above. 2. Inter-arrival rate decreases to 3 minutes.   Deliverable(s) I. Objectives a. Clearly define the objective(s) of the project. II. System Description / Modeling Approach a. Describe the model (personnel, processes, etc.) III. Input Data Requirements a. Describe the data collected to be used in the model. IV. Simulation Model a. Simulation Model (Screen shot of SIMIO model) V. Results / Conclusions Compare the following statististics for the two scenarios in a table. 1. Number of pizzas delivered. 2. Utilization of the all three personnel types. 3. Time in System for an order. VI. Discussion a. Based on the data provided, will the system have issues? b. As the IE professional, suggest possible changes to the system and clearly explain why such changes may improve the process. Tutorials/Simbits 1. Workers using work schedule (Simbit) 2. Single Vehicle Usage (Simbit) 3. Check on YouTube, they have many videos that can help!

INEN 415 Simulation Lab 6 Fall 2015 Due Date: November 24th, 2015 (Submit via Blackboard) Description A small pizza delivery outlet in a busy metro area opens only for the lunch and dinner hours; for lunch from 11AM to 4PM and for dinner from 6PM to 11PM. Orders for single pizzas (no other orders are accepted) arrive with an inter-arrival time that is exponentially distributed with a mean of 3.25 minutes. (Need to create a rate table, see lab 5) The inside operations are handled by an OrderTaker, two IronChef, and an OvenMeister named Cruz. The outlet has one oven with a capacity of five pizzas. Two drivers driving Mustangs handle the deliveries. Timmy takes orders (for order-taking assume a triangular distribution with parameters 1, 2, 3 minutes). The IronChefs make the pizza including adding of toppings (assume a triangular distribution with parameters 2, 2.5, 3 minutes). When the pizza is made (but not cooked), the IronChefs places it in a Load Area in front of the oven. Cruz picks up the pizza from the Load Area and places the pizza in the oven (assume a triangular distribution with parameters 10, 15, 20 seconds) (Cruz is a worker) The cook time in the oven requires 15 minutes (fixed), and does not require any supervision; a buzzer alerts Cruz whenever any pizza has completed its oven time. When the pizza has cooked in the oven, Cruz takes the pizzas out of the oven (assume a triangular distribution with parameters 10, 15, 20 seconds). He carries the pizza to the Box Area. Where Cruz boxes the pizza (assume a triangular distribution with parameters 30, 45, 60 seconds) and leaves it in an area for the delivery people, who can transport a maximum of 5 pizzas (Triangular 10,20,30). Note: Cruz moves between Load Area, Oven, and Box Area. Assume travel times are negligible. Drivers take the pizza to the sink. Run model for 16 hours to ensure all pizzas are made. Simulate operations for one day using two scenarios: 1. The data as given above. 2. Inter-arrival rate decreases to 3 minutes.   Deliverable(s) I. Objectives a. Clearly define the objective(s) of the project. II. System Description / Modeling Approach a. Describe the model (personnel, processes, etc.) III. Input Data Requirements a. Describe the data collected to be used in the model. IV. Simulation Model a. Simulation Model (Screen shot of SIMIO model) V. Results / Conclusions Compare the following statististics for the two scenarios in a table. 1. Number of pizzas delivered. 2. Utilization of the all three personnel types. 3. Time in System for an order. VI. Discussion a. Based on the data provided, will the system have issues? b. As the IE professional, suggest possible changes to the system and clearly explain why such changes may improve the process. Tutorials/Simbits 1. Workers using work schedule (Simbit) 2. Single Vehicle Usage (Simbit) 3. Check on YouTube, they have many videos that can help!

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A total of 800 students responded to the MATH1530 class survey during the spring semester of 2015. The name of the data file is Sp15Math1530CSTPData.MTW. The Minitab worksheet is set up as follows: C1: ID (an identification number given to each student in the data file) C2: GENDER C3: AGE (yrs) C4: WEIGHT (lbs) C5: HEIGHT (in) C6: NUCLEAR SAFETY C7: TALK POLITICS C8: WASH HANDS C9: L E CAMERAS C10: CLOTHING ARTICLES C11: CLOTHING PURCHASE ($) C12: LOWEST GAS PRICE ($) C13: FITNESS C14: SEXUAL PREDATOR MATH-1530 CAPSTONE TECHNOLOGY PROJECT SPRING SEMESTER 2015 Problem 1: Identify Variable Type. Which of these questions from the class survey measured variables that are categorical and which are quantitative? Use your word processor to underline the best option (or you may highlight in yellow if you are using a color printer). a. AGE Categorical Quantitative Neither b. NUCLEAR SAFETY Categorical Quantitative Neither c. WASH HANDS Categorical Quantitative Neither d. CLOTHING PURCHASE Categorical Quantitative Neither e. FITNESS Categorical Quantitative Neither Problem 2: Sampling. In the survey data, the variable “AGE” is the current age reported by each student. a. Type the first 10 observations from the column representing the variable AGE into the table below, and use this as your sample data for part (a). Then calculate the mean age of these first 10 observations and report the value below. n 1 2 3 4 5 6 7 8 9 10 AGE (yrs) The mean age of the first 10 students is years. (Type the value into the space provided) Identify the type of sampling method you have just used: b. Next, select a random sample of size n = 10 (Go to Calc > Random Data > Sample from Columns). Type the number 10 in the “Number of rows to Sample” slot. Enter the variable “ID” and “AGE” into the “From columns” slot. Enter C17-C18 into the “Store samples in” slot. Record the data for your sample in the table below. n 1 2 3 4 5 6 7 8 9 10 ID AGE (yrs) Calculate and report the mean age for your random sample of 10 students. The sample mean age is years. Identify the type of sampling method you have just used: c. Let’s treat all the students who responded to the survey as a population for the purposes of this problem. Use Minitab to calculate the mean age for all 800 observations included in the data set and report this value below. The mean age of the population is years. d. Compare the population mean you found in Part (c) to the sample means you found in Parts (a) and (b). Which sample provided a closer estimate of the population mean age in this case?

A total of 800 students responded to the MATH1530 class survey during the spring semester of 2015. The name of the data file is Sp15Math1530CSTPData.MTW. The Minitab worksheet is set up as follows: C1: ID (an identification number given to each student in the data file) C2: GENDER C3: AGE (yrs) C4: WEIGHT (lbs) C5: HEIGHT (in) C6: NUCLEAR SAFETY C7: TALK POLITICS C8: WASH HANDS C9: L E CAMERAS C10: CLOTHING ARTICLES C11: CLOTHING PURCHASE ($) C12: LOWEST GAS PRICE ($) C13: FITNESS C14: SEXUAL PREDATOR MATH-1530 CAPSTONE TECHNOLOGY PROJECT SPRING SEMESTER 2015 Problem 1: Identify Variable Type. Which of these questions from the class survey measured variables that are categorical and which are quantitative? Use your word processor to underline the best option (or you may highlight in yellow if you are using a color printer). a. AGE Categorical Quantitative Neither b. NUCLEAR SAFETY Categorical Quantitative Neither c. WASH HANDS Categorical Quantitative Neither d. CLOTHING PURCHASE Categorical Quantitative Neither e. FITNESS Categorical Quantitative Neither Problem 2: Sampling. In the survey data, the variable “AGE” is the current age reported by each student. a. Type the first 10 observations from the column representing the variable AGE into the table below, and use this as your sample data for part (a). Then calculate the mean age of these first 10 observations and report the value below. n 1 2 3 4 5 6 7 8 9 10 AGE (yrs) The mean age of the first 10 students is years. (Type the value into the space provided) Identify the type of sampling method you have just used: b. Next, select a random sample of size n = 10 (Go to Calc > Random Data > Sample from Columns). Type the number 10 in the “Number of rows to Sample” slot. Enter the variable “ID” and “AGE” into the “From columns” slot. Enter C17-C18 into the “Store samples in” slot. Record the data for your sample in the table below. n 1 2 3 4 5 6 7 8 9 10 ID AGE (yrs) Calculate and report the mean age for your random sample of 10 students. The sample mean age is years. Identify the type of sampling method you have just used: c. Let’s treat all the students who responded to the survey as a population for the purposes of this problem. Use Minitab to calculate the mean age for all 800 observations included in the data set and report this value below. The mean age of the population is years. d. Compare the population mean you found in Part (c) to the sample means you found in Parts (a) and (b). Which sample provided a closer estimate of the population mean age in this case?

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use a spreadsheet to evaluate e-3.8 using terms of the inverse of the series for ex compare the result to your spreasheet’s result and explain what makes one more accurate than the other.

use a spreadsheet to evaluate e-3.8 using terms of the inverse of the series for ex compare the result to your spreasheet’s result and explain what makes one more accurate than the other.

See excel sheet 2: Method 1 results in values 0.022370771856167  … Read More...
art 1: Some of the more characteristic doctrines of the Enlightenment focused on the power and goodness of human rationality: 1) Reason is the most significant and positive capacity of the human; 2) reason enables one to break free from primitive, dogmatic, and superstitious beliefs holding one in the bonds of irrationality and ignorance; 3) in realizing the liberating potential of reason, one not only learns to think correctly, but to act correctly as well; 4) through philosophical and scientific progress, reason can lead humanity as a whole to a state of earthly perfection; 5) reason makes all humans equal and, therefore, deserving of equal liberty and treatment before the law; 6) beliefs of any sort should be accepted only on the basis of reason, and not on traditional or priestly authority; and 7) all human endeavors should seek to impart and develop knowledge, not feelings or character. (pbs.com) Benjamin Franklin, Thomas Paine, and Thomas Jefferson embodied the Age of Enlightenment. Use your choice of three of the seven doctrines to explain and prove these author’s philosophies. Make sure you draw on our readings to support your choices. Next, consider and discuss how these doctrines have been advanced, tested, and revised as the nation has grown and evolved. Part II: Briefly describe several, meaning more than two, of the conditions of the slave ship as experienced by Olaudah Equiano and related in his narrative. Compare his narrative to that of Phillis Wheatley’s experience. You must use selected quotes from each, but then interpret, in your own words, what the quotes mean and what their impact is on the reader.

art 1: Some of the more characteristic doctrines of the Enlightenment focused on the power and goodness of human rationality: 1) Reason is the most significant and positive capacity of the human; 2) reason enables one to break free from primitive, dogmatic, and superstitious beliefs holding one in the bonds of irrationality and ignorance; 3) in realizing the liberating potential of reason, one not only learns to think correctly, but to act correctly as well; 4) through philosophical and scientific progress, reason can lead humanity as a whole to a state of earthly perfection; 5) reason makes all humans equal and, therefore, deserving of equal liberty and treatment before the law; 6) beliefs of any sort should be accepted only on the basis of reason, and not on traditional or priestly authority; and 7) all human endeavors should seek to impart and develop knowledge, not feelings or character. (pbs.com) Benjamin Franklin, Thomas Paine, and Thomas Jefferson embodied the Age of Enlightenment. Use your choice of three of the seven doctrines to explain and prove these author’s philosophies. Make sure you draw on our readings to support your choices. Next, consider and discuss how these doctrines have been advanced, tested, and revised as the nation has grown and evolved. Part II: Briefly describe several, meaning more than two, of the conditions of the slave ship as experienced by Olaudah Equiano and related in his narrative. Compare his narrative to that of Phillis Wheatley’s experience. You must use selected quotes from each, but then interpret, in your own words, what the quotes mean and what their impact is on the reader.

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How does the size of China’s economy compare to that of the United States? A. The U.S. economy is almost twice the size of China’s. B. The U.S. economy is almost three times the size of China’s. C. China’s economy is almost twice the size of the United States’. D. China’s economy is almost three times the size of the United States’. E. They are about equal.

How does the size of China’s economy compare to that of the United States? A. The U.S. economy is almost twice the size of China’s. B. The U.S. economy is almost three times the size of China’s. C. China’s economy is almost twice the size of the United States’. D. China’s economy is almost three times the size of the United States’. E. They are about equal.

How does the size of China’s economy compare to that … Read More...