1 15325 Pre-work assignment Preparing your conflict scenario (four copies of your scenario must be brought to the workshop) Dear Participant, This letter introduces some pre-course work that is essential for you to complete before arriving at the workshop for the subject Negotiations and Conflict Management: 15325 – in which you are enrolled. The workshop will combine theory and practice in a manner intended to use the wisdom in the room to bring together our thinking about enacting the practices you will learn about. You will bring with you a scenario to work through during the workshop. This letter explains how to write that. 1 The situation (you can give it a title if that helps to frame it for you) Your first task is to identify a situation that is (or in your opinion is) unresolved and has potential to escalate into a matter causing stress, tension, delay or confusion. This may be something at work or in a context where you have the power to take action. You will use fictional names and disguise other facts to ensure confidentiality, but it is essential that this is a real situation – not a hypothetical or fictional one. 2 The Details To enable others to understand the context you will need to describe the following – A The people. Describe each person using the following items – Name – Use a fictional name for each person and do not include more than four others apart from yourself. You can use your own name if you wish or also disguise that as well. General facts about each person – gender, age range, role title, marital status (if relevant) work/life location (if other than yours) Personal characteristics – select at least 5 key words/phrases chosen from the list at the end of this letter Relationship to others in the scenario – boss, subordinate, peer, family member, relative etc. B The context. Type of business or other relevant information to provide a general setting for the moment you will use to describe the unresolved issue. C The event (moment in time). This can be at least partly imagined in that you will need to summarise a lot of information and it might be easier to do so if you write it as conversation even if that has not happened. 2 A sample example written in this way follows. This is a real scenario written by a person who will not be attending the workshop. It took 40 minutes to write. That involved 10 minutes to collect thoughts, select words and frame the setting and then 30 minutes to put it into the words you are reading. The advice is to allow yourself at least this amount of time and also to find a quiet space and time to write your scenario. Example Case Study Title – Where is that space? Setting – a Sydney residential street, in a smallish inner city suburb. There is a main road at one end of the street and a large schoolyard at the other end. At the corner of the street and the main road is a temporary church site whose owners are seeking to extend and develop the site. On the opposite corner is a second hand car yard with the imaginative title of “Junk your Jalopy” (JyJ). Aside from a block of six flats next to the home Eva has lived in for 12 years, all the other residences are single storey homes most built in the first two decades of the 20th century. Most residents have at least one car – often two. Umberto works at JyJ and may be a part owner. He doesn’t live nearby. On a recent occasion Eva, who is reasonably laid back but can be forgetful, was moved to anger by the presence, in the street outside her front door, of a very old and battered panel van that she knew did not belong to any of the residents. It has been there for nearly two weeks and meant that she was parking her car out of sight in a side lane, on land owned by the church. This is not official parking for the street and is often blocked off by the church. Walking to the corner one morning she saw Umberto taking photos of a motorbike and went to raise the issue of the van with him. He is not particularly interested in others’ concerns about the lack of parking and merely wants to make a success of the business. If that means parking extra cars in the street and annoying a few residents he’s opportunistic enough to do so without compunction. Although she is usually fearful of conflict Eva was determined to do something to try and put a stop to JYJ’s habit of parking cars illegally in the residential area. She opened the conversation by asking if Umberto knew anything about the van. He denied all knowledge of it and became quite aggressive (or at least it seemed that way to Eva) about the matter of cars in the street, denying that any were from JyJ, suggesting she talk to the owners of the spare parts yard facing the main road. As Eva tried to ask him to consider the needs and rights of residents, Umberto became ever more inflexible disregarding her issue and suggesting she leave his premises. Although she is quite creative, and has worked for 30 years in a variety of roles Eva is not always able to speak her mind easily, and his denials were not helping. He even began whinging about having to ‘cop the s—t’ for the spare parts yard but resisted the idea of marking his cars so residents could see those parked illegally were not his. 3 As she walked away Eva heard herself say “well if you do nothing about it, then you’ll have to continue copping the s—t, and I hope it hurts”, realising as she did so that she would not be any better off for her efforts. When she got home that night the van was gone – but a different one had arrived within four days. The issue is unresolved. Words to describe the people in your scenario accurate inquisitive empire building adaptable knowledgeable erratic analytical logical fearful of conflict broad in outlook loyal forgetful calm & confident observant frightened of failure caring opportunistic fussy challenging original impatient clever outgoing impulsive competitive outspoken indecisive conscientious perfectionist inflexible conscious of priorities persistent insular consultative persuasive laid back 4 co-operative practical manipulative creative professionally dedicated not interested in others diplomatic Marking Criteria for the Case Study How to get the maximum marks for the case study! For 10 marks – the case study – Accurately uses more than the required number of suggested words to describe the people in the scenario. That is the words used to describe the people are descriptive and placed appropriately to ensure a reader is able to create an informative word picture of each person. The sequence of events is presented in a manner that ensures the current situation, and possible consequences of any future actions, are easily understood by a reader not familiar with the context. Includes enough information to ensure that a stranger does not need to ask additional questions to affirm understanding of the situation as described in the case study. For 8 – 9 marks – the case study – Uses the set minimum number of words. The words are used correctly. The sequence is reasonably ordered, but readers find they need to ask one or two questions about the actual context, order of events. There is less that a sufficient amount of information to ensure that a stranger will quickly understand the nature of issues that remain unresolved. For 5 – 7 – the case study – Uses the set minimum number of words. Not all words are used appropriately in the context, but a stranger is able to gain an impression of the people. The sequence of events – as presented in the case study text – needs some re-ordering in response to questions from other readers to enable them to understand the issues. Strangers will need to seek additional information before they feel able to understand the issue and/or the context. For F = less than 5 – the case study – Uses fewer than the set minimum number of words. They do not add to the information about the people. 5 The sequence of events is unclear and does not represent the issue/s in a manner that can be understood by a stranger. A good deal of additional information is required before a stranger can understand the nature of the issues and context.

1 15325 Pre-work assignment Preparing your conflict scenario (four copies of your scenario must be brought to the workshop) Dear Participant, This letter introduces some pre-course work that is essential for you to complete before arriving at the workshop for the subject Negotiations and Conflict Management: 15325 – in which you are enrolled. The workshop will combine theory and practice in a manner intended to use the wisdom in the room to bring together our thinking about enacting the practices you will learn about. You will bring with you a scenario to work through during the workshop. This letter explains how to write that. 1 The situation (you can give it a title if that helps to frame it for you) Your first task is to identify a situation that is (or in your opinion is) unresolved and has potential to escalate into a matter causing stress, tension, delay or confusion. This may be something at work or in a context where you have the power to take action. You will use fictional names and disguise other facts to ensure confidentiality, but it is essential that this is a real situation – not a hypothetical or fictional one. 2 The Details To enable others to understand the context you will need to describe the following – A The people. Describe each person using the following items – Name – Use a fictional name for each person and do not include more than four others apart from yourself. You can use your own name if you wish or also disguise that as well. General facts about each person – gender, age range, role title, marital status (if relevant) work/life location (if other than yours) Personal characteristics – select at least 5 key words/phrases chosen from the list at the end of this letter Relationship to others in the scenario – boss, subordinate, peer, family member, relative etc. B The context. Type of business or other relevant information to provide a general setting for the moment you will use to describe the unresolved issue. C The event (moment in time). This can be at least partly imagined in that you will need to summarise a lot of information and it might be easier to do so if you write it as conversation even if that has not happened. 2 A sample example written in this way follows. This is a real scenario written by a person who will not be attending the workshop. It took 40 minutes to write. That involved 10 minutes to collect thoughts, select words and frame the setting and then 30 minutes to put it into the words you are reading. The advice is to allow yourself at least this amount of time and also to find a quiet space and time to write your scenario. Example Case Study Title – Where is that space? Setting – a Sydney residential street, in a smallish inner city suburb. There is a main road at one end of the street and a large schoolyard at the other end. At the corner of the street and the main road is a temporary church site whose owners are seeking to extend and develop the site. On the opposite corner is a second hand car yard with the imaginative title of “Junk your Jalopy” (JyJ). Aside from a block of six flats next to the home Eva has lived in for 12 years, all the other residences are single storey homes most built in the first two decades of the 20th century. Most residents have at least one car – often two. Umberto works at JyJ and may be a part owner. He doesn’t live nearby. On a recent occasion Eva, who is reasonably laid back but can be forgetful, was moved to anger by the presence, in the street outside her front door, of a very old and battered panel van that she knew did not belong to any of the residents. It has been there for nearly two weeks and meant that she was parking her car out of sight in a side lane, on land owned by the church. This is not official parking for the street and is often blocked off by the church. Walking to the corner one morning she saw Umberto taking photos of a motorbike and went to raise the issue of the van with him. He is not particularly interested in others’ concerns about the lack of parking and merely wants to make a success of the business. If that means parking extra cars in the street and annoying a few residents he’s opportunistic enough to do so without compunction. Although she is usually fearful of conflict Eva was determined to do something to try and put a stop to JYJ’s habit of parking cars illegally in the residential area. She opened the conversation by asking if Umberto knew anything about the van. He denied all knowledge of it and became quite aggressive (or at least it seemed that way to Eva) about the matter of cars in the street, denying that any were from JyJ, suggesting she talk to the owners of the spare parts yard facing the main road. As Eva tried to ask him to consider the needs and rights of residents, Umberto became ever more inflexible disregarding her issue and suggesting she leave his premises. Although she is quite creative, and has worked for 30 years in a variety of roles Eva is not always able to speak her mind easily, and his denials were not helping. He even began whinging about having to ‘cop the s—t’ for the spare parts yard but resisted the idea of marking his cars so residents could see those parked illegally were not his. 3 As she walked away Eva heard herself say “well if you do nothing about it, then you’ll have to continue copping the s—t, and I hope it hurts”, realising as she did so that she would not be any better off for her efforts. When she got home that night the van was gone – but a different one had arrived within four days. The issue is unresolved. Words to describe the people in your scenario accurate inquisitive empire building adaptable knowledgeable erratic analytical logical fearful of conflict broad in outlook loyal forgetful calm & confident observant frightened of failure caring opportunistic fussy challenging original impatient clever outgoing impulsive competitive outspoken indecisive conscientious perfectionist inflexible conscious of priorities persistent insular consultative persuasive laid back 4 co-operative practical manipulative creative professionally dedicated not interested in others diplomatic Marking Criteria for the Case Study How to get the maximum marks for the case study! For 10 marks – the case study – Accurately uses more than the required number of suggested words to describe the people in the scenario. That is the words used to describe the people are descriptive and placed appropriately to ensure a reader is able to create an informative word picture of each person. The sequence of events is presented in a manner that ensures the current situation, and possible consequences of any future actions, are easily understood by a reader not familiar with the context. Includes enough information to ensure that a stranger does not need to ask additional questions to affirm understanding of the situation as described in the case study. For 8 – 9 marks – the case study – Uses the set minimum number of words. The words are used correctly. The sequence is reasonably ordered, but readers find they need to ask one or two questions about the actual context, order of events. There is less that a sufficient amount of information to ensure that a stranger will quickly understand the nature of issues that remain unresolved. For 5 – 7 – the case study – Uses the set minimum number of words. Not all words are used appropriately in the context, but a stranger is able to gain an impression of the people. The sequence of events – as presented in the case study text – needs some re-ordering in response to questions from other readers to enable them to understand the issues. Strangers will need to seek additional information before they feel able to understand the issue and/or the context. For F = less than 5 – the case study – Uses fewer than the set minimum number of words. They do not add to the information about the people. 5 The sequence of events is unclear and does not represent the issue/s in a manner that can be understood by a stranger. A good deal of additional information is required before a stranger can understand the nature of the issues and context.

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Reflect critically on your learning against aims and objectives. Include a log & evaluation detailing the use of your time on development.

Reflect critically on your learning against aims and objectives. Include a log & evaluation detailing the use of your time on development.

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Which statement would address the e-commerce success factor of security and reliability? Answers: “I don’t want to browse through a slow website or buy from a site where paying takes too long.” “A company’s prices don’t have to be the lowest on the Web if they build a reputation for high quality, guaranteed satisfaction and top customer support while shopping and after the sale.” “I want to know about sales when I log on to a site and even get free shipping if I order a certain dollar value of goods.” “I want to receive the exact products I ordered in the timeframe promised.”

Which statement would address the e-commerce success factor of security and reliability? Answers: “I don’t want to browse through a slow website or buy from a site where paying takes too long.” “A company’s prices don’t have to be the lowest on the Web if they build a reputation for high quality, guaranteed satisfaction and top customer support while shopping and after the sale.” “I want to know about sales when I log on to a site and even get free shipping if I order a certain dollar value of goods.” “I want to receive the exact products I ordered in the timeframe promised.”

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A company produces bag, each of which could be sold for$150. It has a fixed monthly cost of $13,000 and a variable cost of $20 per bag produced. A. Determine the company monthly total cost function B. determine the company’s monthly revenue function C determine the company’s monthly total profit function D how many bag must the company produce to break even E how many bags must the company produce to generate $26,000 in profit? Compute A log 100 B log 1000 C log2 8 D log5. 25 E log 0.01 F log 1 G loga a

A company produces bag, each of which could be sold for$150. It has a fixed monthly cost of $13,000 and a variable cost of $20 per bag produced. A. Determine the company monthly total cost function B. determine the company’s monthly revenue function C determine the company’s monthly total profit function D how many bag must the company produce to break even E how many bags must the company produce to generate $26,000 in profit? Compute A log 100 B log 1000 C log2 8 D log5. 25 E log 0.01 F log 1 G loga a

CURR 5702 Guidelines for Writing Analysis Project 1. Find a piece of writing written by a learner with special needs or an English learner. In your write-up, describe the learner’s background in as much detail as you can (country/language of origin, age/grade, gender, length of time in U.S., educational background, level of proficiency, etc.) and the type of writing it is (journal entry, 5-paragraph essay assignment, free write, etc.). 2. Determine what aspects of language are present in the writing. a. Where is the learner strong? b. Where does he/she need help? c. What features do you notice? (this is a list to get you thinking…you do not need to address every one) i. lexical variety ii. syntactic complexity iii. control of grammatical features (nouns, verbs, preps, etc.) iv. linking features (conjunctions) v. structures that mark order (first, second, later, finally) vi. structures that reference prior elements (using the right pronouns to refer back to some person or thing already mentioned) vii. Others? 3. Consider how you might assess this writing and provide feedback to the learner. a. Will you use a rubric? b. What will you focus on? Here are some possibilities: i. Organization and content ii. Language 1. Sentence fluency 2. Grammar/spelling/word choice iii. All of the above c. How will you convey your feedback? i. In writing 1. Highlight errors 2. Choose a few of the most common errors to highlight/ have the learner correct them? (e.g. Error log) 3. Provide general feedback without marking the paper? ii. Have a conference with the learner and discuss some of the areas in need of revision d. What are the next steps in the process? 4. What are your recommendations for literacy instruction? a. Based on your analysis and connections, how might you address the needs of this learner as a teacher? This is where you can connect your project with your readings from the course (or other readings as appropriate). i. Are there strategies, activities, tools, technology, resources, etc., that would be beneficial for your learner? Describe them and be sure to cite your sources. ii. Directly link the recommendations with the observations that you made in their writing sample and with your readings. 5. Write up the writing analysis you have done. Be sure to include the writing sample as an appendix. If you reference a rubric or Error log, etc., please include that as well. You should incorporate at least 4 references into this project (you can start with the 2 course texts if you like). Be sure to cite your sources within your paper and include a list of references at the end in APA format. The evaluation rubric for this project can be found below. Rubric for Writing Analysis Performance Excellent Good Needs Improvement Unacceptable 5 points 3-4 points 1-2 points 0 points Introduction and Context Writer introduces learner and gives clear context of learner. Writer identifies learner, but does not give full context OR writer describes context, but learner information sketchy. Writer has very little information about learner and/or context. No context provided. Writing Sample Writer describes clearly writing sample. Writer is too general about how writing sample. Writer has provided very little information about sample. No information provided regarding sample or no sample provided. 13-15 points 9-12 points 4-8 points 0-3 points Identification of Writing Challenges Language challenges are clearly identified and samples given to support challenges (including transcript numbers). Clear connections made to relevant topics covered in course. Writer indicates some idea of language challenges. Some support given. Some connections made to relevant topics covered in course. Writer discusses language challenges in general; does not support in terms of transcription. Minimal effort to make connections to relevant topics covered in course. Very little or no discussion language challenges identified and little or no transcription support provided. No connections to course topics. Plan for Assessment and Feedback Clear plan for assessing writing and providing feedback to learner. General plan for assessment; feedback addressed, but more details needed. Plan for assessment not clear; feedback to learner addressed superficially. No plan for assessment or feedback. Recommendations for Instruction Recommendations for instruction are clear and well-supported. Recommendations present, but need more description and support. Recommendations are implied or only partially supported. No recommendations given. 5 points 3-4 points 1-2 points 0 points References Writer includes at least 4 credible sources. Writer includes 3 sources. Writer includes 1-2 resources. Sources not included. Writing Conventions Writing is clear. No grammatical, spelling, or punctuation errors. APA format is correct. A few grammatical, spelling, or punctuation errors. APA format is mostly correct. Some grammatical, spelling, or punctuation errors. Numerous issues with APA format. Many grammatical, spelling, or punctuation errors. APA format disregarded. Total ____ / 75 Comments:

CURR 5702 Guidelines for Writing Analysis Project 1. Find a piece of writing written by a learner with special needs or an English learner. In your write-up, describe the learner’s background in as much detail as you can (country/language of origin, age/grade, gender, length of time in U.S., educational background, level of proficiency, etc.) and the type of writing it is (journal entry, 5-paragraph essay assignment, free write, etc.). 2. Determine what aspects of language are present in the writing. a. Where is the learner strong? b. Where does he/she need help? c. What features do you notice? (this is a list to get you thinking…you do not need to address every one) i. lexical variety ii. syntactic complexity iii. control of grammatical features (nouns, verbs, preps, etc.) iv. linking features (conjunctions) v. structures that mark order (first, second, later, finally) vi. structures that reference prior elements (using the right pronouns to refer back to some person or thing already mentioned) vii. Others? 3. Consider how you might assess this writing and provide feedback to the learner. a. Will you use a rubric? b. What will you focus on? Here are some possibilities: i. Organization and content ii. Language 1. Sentence fluency 2. Grammar/spelling/word choice iii. All of the above c. How will you convey your feedback? i. In writing 1. Highlight errors 2. Choose a few of the most common errors to highlight/ have the learner correct them? (e.g. Error log) 3. Provide general feedback without marking the paper? ii. Have a conference with the learner and discuss some of the areas in need of revision d. What are the next steps in the process? 4. What are your recommendations for literacy instruction? a. Based on your analysis and connections, how might you address the needs of this learner as a teacher? This is where you can connect your project with your readings from the course (or other readings as appropriate). i. Are there strategies, activities, tools, technology, resources, etc., that would be beneficial for your learner? Describe them and be sure to cite your sources. ii. Directly link the recommendations with the observations that you made in their writing sample and with your readings. 5. Write up the writing analysis you have done. Be sure to include the writing sample as an appendix. If you reference a rubric or Error log, etc., please include that as well. You should incorporate at least 4 references into this project (you can start with the 2 course texts if you like). Be sure to cite your sources within your paper and include a list of references at the end in APA format. The evaluation rubric for this project can be found below. Rubric for Writing Analysis Performance Excellent Good Needs Improvement Unacceptable 5 points 3-4 points 1-2 points 0 points Introduction and Context Writer introduces learner and gives clear context of learner. Writer identifies learner, but does not give full context OR writer describes context, but learner information sketchy. Writer has very little information about learner and/or context. No context provided. Writing Sample Writer describes clearly writing sample. Writer is too general about how writing sample. Writer has provided very little information about sample. No information provided regarding sample or no sample provided. 13-15 points 9-12 points 4-8 points 0-3 points Identification of Writing Challenges Language challenges are clearly identified and samples given to support challenges (including transcript numbers). Clear connections made to relevant topics covered in course. Writer indicates some idea of language challenges. Some support given. Some connections made to relevant topics covered in course. Writer discusses language challenges in general; does not support in terms of transcription. Minimal effort to make connections to relevant topics covered in course. Very little or no discussion language challenges identified and little or no transcription support provided. No connections to course topics. Plan for Assessment and Feedback Clear plan for assessing writing and providing feedback to learner. General plan for assessment; feedback addressed, but more details needed. Plan for assessment not clear; feedback to learner addressed superficially. No plan for assessment or feedback. Recommendations for Instruction Recommendations for instruction are clear and well-supported. Recommendations present, but need more description and support. Recommendations are implied or only partially supported. No recommendations given. 5 points 3-4 points 1-2 points 0 points References Writer includes at least 4 credible sources. Writer includes 3 sources. Writer includes 1-2 resources. Sources not included. Writing Conventions Writing is clear. No grammatical, spelling, or punctuation errors. APA format is correct. A few grammatical, spelling, or punctuation errors. APA format is mostly correct. Some grammatical, spelling, or punctuation errors. Numerous issues with APA format. Many grammatical, spelling, or punctuation errors. APA format disregarded. Total ____ / 75 Comments:

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The Rocket Equation The Tsiolovsky Rocket Equation describes the velocity that results from pushing matter (exploding rocket fuel) in the opposite direction to the direction you want to travel. This assignment requires you to do basic calculation using the Tsiolovsky Rocket Equation : v[t] = eV Log M M – bR t  – g t The parameters used are : ◼ eV exhaust velocity (m/s) ◼ pL payload (kg) ◼ fL fuel load (kg) ◼ M is the mass of the rocket (pL+fL, kg) ◼ bR the burn rate of fuel (kg/s) ◼ g the force due to gravity ms2 The variables calculated are : h(t) the height of the rocket at time t (m) v(t) the velocity of the rocket at time t (m/s) m(t) the mass of the rocket at time t (kg) Questions Question 1 (1 mark) Write an expression corresponding to the Tsiolovsky rocket equation and use integrate to find a function to describe the height of the rocket during fuel burn. Question 2 (2 marks) The fuel burns at a constant rate. Find the time (t0), velocity (vmax), and height (h0) of the rocket when the fuel runs out (calculate the time when the fuel runs out, and substitute this into the height Printed by Wolfram Mathematica Student Edition and velocity equations). Question 3 (2 marks) The second phase is when the only accelaration acting on the rocket is from gravity. This phase starts from the height and velocity of the previous question, and the velocity is given by the projectile motion equation, v(t) = vmax – g (t – t0). Use Solve to find the time when this equation equals 0. This will be the highest point the rocket reaches before returning to earth. Question 4 (1 marks) Integerate the projectile motion equation and add h0 to find the maximum height the rocket reaches. Question 5 (1 marks) Use Solve over the projectile motion equation to find the time when the height is 0. 2 assignment4.nb Printed by Wolfram Mathematica Student Edition

The Rocket Equation The Tsiolovsky Rocket Equation describes the velocity that results from pushing matter (exploding rocket fuel) in the opposite direction to the direction you want to travel. This assignment requires you to do basic calculation using the Tsiolovsky Rocket Equation : v[t] = eV Log M M – bR t  – g t The parameters used are : ◼ eV exhaust velocity (m/s) ◼ pL payload (kg) ◼ fL fuel load (kg) ◼ M is the mass of the rocket (pL+fL, kg) ◼ bR the burn rate of fuel (kg/s) ◼ g the force due to gravity ms2 The variables calculated are : h(t) the height of the rocket at time t (m) v(t) the velocity of the rocket at time t (m/s) m(t) the mass of the rocket at time t (kg) Questions Question 1 (1 mark) Write an expression corresponding to the Tsiolovsky rocket equation and use integrate to find a function to describe the height of the rocket during fuel burn. Question 2 (2 marks) The fuel burns at a constant rate. Find the time (t0), velocity (vmax), and height (h0) of the rocket when the fuel runs out (calculate the time when the fuel runs out, and substitute this into the height Printed by Wolfram Mathematica Student Edition and velocity equations). Question 3 (2 marks) The second phase is when the only accelaration acting on the rocket is from gravity. This phase starts from the height and velocity of the previous question, and the velocity is given by the projectile motion equation, v(t) = vmax – g (t – t0). Use Solve to find the time when this equation equals 0. This will be the highest point the rocket reaches before returning to earth. Question 4 (1 marks) Integerate the projectile motion equation and add h0 to find the maximum height the rocket reaches. Question 5 (1 marks) Use Solve over the projectile motion equation to find the time when the height is 0. 2 assignment4.nb Printed by Wolfram Mathematica Student Edition

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11. Define mechanical work and provide both an equation and the proper units for this quantity. 12. If the gauge pressure of a tire is 5 atm, what is the total pressure inside the tire? (hint: not 5 atm!) 13. Express the number of seconds in 1 year in scientific notation using units of kilo- and Megaseconds. 14. Express the average diameter of a human hair (Google!) in feet and meters (again, Sci. Notation!). 15. Convert your answers from #14 above into deci-, centi-, milli-, and micrometers. 16. For what functions, y(x), is the relationship dy/dx = Δy/Δx always true? 17. Seperate log(xn/y) into simple log form with no exponents. 18. Differentiate the functions y(x) = 4×3 + 3×2 + 2x + 1, f(x) = ln (x3), and P(r) = 14 e2r + 3. 19. Differentiate the functions y(x) = 3 sin 2x, f(x) = –2 cos x2, and Pr(x) = A sin2 kx. 20. What is the inverse of frequency? What are SI units of frequency and inverse frequency?

11. Define mechanical work and provide both an equation and the proper units for this quantity. 12. If the gauge pressure of a tire is 5 atm, what is the total pressure inside the tire? (hint: not 5 atm!) 13. Express the number of seconds in 1 year in scientific notation using units of kilo- and Megaseconds. 14. Express the average diameter of a human hair (Google!) in feet and meters (again, Sci. Notation!). 15. Convert your answers from #14 above into deci-, centi-, milli-, and micrometers. 16. For what functions, y(x), is the relationship dy/dx = Δy/Δx always true? 17. Seperate log(xn/y) into simple log form with no exponents. 18. Differentiate the functions y(x) = 4×3 + 3×2 + 2x + 1, f(x) = ln (x3), and P(r) = 14 e2r + 3. 19. Differentiate the functions y(x) = 3 sin 2x, f(x) = –2 cos x2, and Pr(x) = A sin2 kx. 20. What is the inverse of frequency? What are SI units of frequency and inverse frequency?

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Consider the problem of implementing insertion sort using a doubly-linked list instead of array. Namely, each element a of the linked list has ?elds a.previous, a.next and a.value. You are giving a stating element s of the linked list (so that s.previous = nil, s.value = A[1], s.next.value = A[2], etc.) (a) Give a pseudocode implementation of this algorithm, and analyze its running time in the T(f(n)) notation. Explain how we do not have to “bump” elements in order to create room for the next inserted elements. Is this saving asymptotically signi?cant? (b) Can we speed up the time of the implementation to O(n log n) by utilizing binary search

Consider the problem of implementing insertion sort using a doubly-linked list instead of array. Namely, each element a of the linked list has ?elds a.previous, a.next and a.value. You are giving a stating element s of the linked list (so that s.previous = nil, s.value = A[1], s.next.value = A[2], etc.) (a) Give a pseudocode implementation of this algorithm, and analyze its running time in the T(f(n)) notation. Explain how we do not have to “bump” elements in order to create room for the next inserted elements. Is this saving asymptotically signi?cant? (b) Can we speed up the time of the implementation to O(n log n) by utilizing binary search

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