4. Using your knowledge of the Stevenson’s career management model identify and briefly describe one activity that should be included in an organization’s career management program. Identify which element of the model the activity you identified fits within.

4. Using your knowledge of the Stevenson’s career management model identify and briefly describe one activity that should be included in an organization’s career management program. Identify which element of the model the activity you identified fits within.

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. Read the article on Lean Production at Jaguar (when it used to be part of Ford) which is provided at the link: http://businesscasestudies.co.uk/jaguar/lean-production/introduction.html#axzz2SrprdGnx Once you read this case study answer the following questions: (a) A generic pharmaceutical company wanted to implement Lean Manufacturing in their manufacturing process. They hired a project manager X from the automotive industry who had extensive experience implementing lean. Extract some lessons learned and best practices from the Jaguar case study that pharmaceutical company could implement at their plant once the new project manager in charge of lean came onboard. Explain each point in detail. Also, state any additional steps that project manager X could take to implement lean at pharmaceutical company. [10 points].

. Read the article on Lean Production at Jaguar (when it used to be part of Ford) which is provided at the link: http://businesscasestudies.co.uk/jaguar/lean-production/introduction.html#axzz2SrprdGnx Once you read this case study answer the following questions: (a) A generic pharmaceutical company wanted to implement Lean Manufacturing in their manufacturing process. They hired a project manager X from the automotive industry who had extensive experience implementing lean. Extract some lessons learned and best practices from the Jaguar case study that pharmaceutical company could implement at their plant once the new project manager in charge of lean came onboard. Explain each point in detail. Also, state any additional steps that project manager X could take to implement lean at pharmaceutical company. [10 points].

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Perception checking – 1000 words Apply the perception checking process to at least 3 different individuals Write a paper including each of the following in some way: (They need not be in this order) A brief description or outline of the basic steps in the perception checking process A detailed description of your experience in at least 1 of the applications of the process A brief mention of the other applications A summary of how it worked for you–what you learned and how you think it might apply in your life As with all writing assignments in this class, Write using the active voice wherever possible Develop a good structure with opening and closing statements and supporting material Pay attention to spelling, grammar, sentence and paragraph structure Write in the most interesting way you can

Perception checking – 1000 words Apply the perception checking process to at least 3 different individuals Write a paper including each of the following in some way: (They need not be in this order) A brief description or outline of the basic steps in the perception checking process A detailed description of your experience in at least 1 of the applications of the process A brief mention of the other applications A summary of how it worked for you–what you learned and how you think it might apply in your life As with all writing assignments in this class, Write using the active voice wherever possible Develop a good structure with opening and closing statements and supporting material Pay attention to spelling, grammar, sentence and paragraph structure Write in the most interesting way you can

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ePortfolio Reflection Questions: Final Entry Please add answers to the following questions in your “ePortfolio Part 2” Google document. 1. What skills do you feel you acquired throughout the process of building your power plant that you would feel comfortable adding to a resume (remember back to your checklist if you need help)? 2. What type of a team member do you feel you became during the building process; for example: equal member, leader, machinist, reporter? Why do you feel you had to take on this role? 3. How well did your team follow their team contract written at the beginning of the semester? 4. Based on the complexity and efficiency of renewable energy you learned after this semester, what are your feelings towards pursuing a career in the energy field? Would you prefer to work with renewable energy, or other types of established energies? 5. Looking back over your build process, what do you feel you would have done differently if given a second chance? 6. Explain several pitfalls you encountered during the build process where you had to change your project from the proposal? 7. Do you feel you had all the necessary knowledge prior to beginning the energy project to build a powerful plant? If not, what other information could have been provided earlier to help? 8. Out of all the labs and the project, which activity do you feel you learned the most that will help you with your student success at ASU? Why? 9. Overall, explain your experience with FSE 100; for example, was it positive, negative, helpful in deciding your major, frustrating, too easy, too hard? 10. Provide a picture of you and your team working together.

ePortfolio Reflection Questions: Final Entry Please add answers to the following questions in your “ePortfolio Part 2” Google document. 1. What skills do you feel you acquired throughout the process of building your power plant that you would feel comfortable adding to a resume (remember back to your checklist if you need help)? 2. What type of a team member do you feel you became during the building process; for example: equal member, leader, machinist, reporter? Why do you feel you had to take on this role? 3. How well did your team follow their team contract written at the beginning of the semester? 4. Based on the complexity and efficiency of renewable energy you learned after this semester, what are your feelings towards pursuing a career in the energy field? Would you prefer to work with renewable energy, or other types of established energies? 5. Looking back over your build process, what do you feel you would have done differently if given a second chance? 6. Explain several pitfalls you encountered during the build process where you had to change your project from the proposal? 7. Do you feel you had all the necessary knowledge prior to beginning the energy project to build a powerful plant? If not, what other information could have been provided earlier to help? 8. Out of all the labs and the project, which activity do you feel you learned the most that will help you with your student success at ASU? Why? 9. Overall, explain your experience with FSE 100; for example, was it positive, negative, helpful in deciding your major, frustrating, too easy, too hard? 10. Provide a picture of you and your team working together.

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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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1 ACTIVITY PURPOSE The purpose of this activity is to give you practice preparing a four-week work schedule. PROCESS Follow the steps listed below to prepare a schedule. 1. Read the Information Sheet: Scheduling Employees. 2. The pay week for this medical record service runs Sunday – Saturday. The pay period is two pay weeks. Each full-time employee cannot work more than 40 hours per pay week, or 80 hours per pay period. Each part-time employee works 20 hours per pay week – 40 hours per pay period. 3. The first Friday of the four – week period is a holiday. 4. The medical record service has 24 hour coverage, seven days a week. All full-time employees work a five day pay week, eight hours per day, with rotating weekend coverage. Part-time employees work four hours Monday – Friday, except for their rotation weekend. On those days they work an eight hour shift. Remember to adjust their time accordingly. 5. The Assistant Director and all supervisors, except the Tumor Registry Supervisor, should be scheduled for rotating weekend coverage. 2 6. All employees, except the Tumor Registry employees, should be scheduled on a rotating basis for weekend coverage. 7. For weekend and holiday coverage, there needs to be at least two clerks and one transcriptionist on days and evenings, one clerk and one transcriptionist at night. 8. The Department Director has scheduled a two – week vacation for the first two full weeks of the four – week schedule. 9. Employees who work holidays must take the holiday time within the pay period in which the holiday occurs. 10.Use the following marks on the schedule: X – work eight hours V – vacation H – holiday D – day off 4 – hours for part-time employees 3 PERSONNEL OF HUFFMAN MEMORIAL MEDICAL RECORD DEPARTMENT DAYS (7:00 A.M. – 3:30 P.M.) Director Diane Lucas Assistant Director JoAnn DeWitt Coding 1 Supervisor – Nina Long 3 Coding/PAS Clerks – Cheryl Newman Pam Rogers Janet Bennett Transcription 1 Supervisor – 6 Transcribers – Jessica DuBois Eileen Andrews Iris Williams Diane Henderson Vivian Thomas Lois Fisher Emma Daily Filing/Retrieval 1 Supervisor – 4 Clerks – 1 Part-time Clerk – Bill James Darlene Cook Janice Stivers Larry Patterson Don Williamson Susan Evanston Tumor Registry 1 Supervisor – 1 Clerk – 1 Part-time Clerk – Mabel Smith Pauline Erskine Suzanne Chapman EVENING (3:00 P.M. – 11:00 P.M.) Transcription 1 Part-time – Beth Richman Filing/Retrieval 1 Supervisor – 2 Clerks – 1 Part-time Clerk – Daniel Johnson Harry Skinner Matthew Scott Anne Madison NIGHTS (11:00 P.M. – 7:00 A.M.) Transcription 3 Transcribers – Louise Wilson Jane Matters Nancy Lipman Filing/Retrieval 2 Clerks – Lily Jamison Helen Benson 4 INFORMATION SHEET SCHEDULING EMPLOYEES In addition to the planning, organizing and controlling of a medical record service, managers must accurately plan the work pattern for employees. This plan must insure that all duties are adequately covered, all shifts have sufficient numbers of people to perform duties, and employees are given appropriate days off. Scheduling encompasses both short term and long term plans. Short term scheduling involves planning work on a daily and/or weekly basis. Long term scheduling generally covers a four – to six – week time period, as well as yearly planning for holidays. In larger health care facilities with the medical record service providing 24 hour service, seven days a week, advanced planning is a requisite to a smooth operation. In smaller facilities with shorter hours of service, the schedule is less complex. The number of employees needed for weekend work for those facilities open on weekends is totally dependent upon the weekend workload. A volume of seventy (70) to ninety (90) discharges per day generally requires two (2) medical record clerks to process those discharges, as well as to perform the other daily responsibilities of the medical record service. It is also advisable to schedule a supervisor during the weekend in the event that any problems arise which a clerk might not be able to handle (i.e. medico-legal questions, irate patients or physicians). If you work in a department that has an active work 5 measurement program, valuable scheduling information can be obtained from the data reported. In planning for holidays, it is important to remember to: 1. obtain employee preferences for which holidays they might choose to work; 2. keep track of who has worked which holidays; 3. if a holiday occurs on a Friday or a Monday and the employee must work on the holiday, try to give them a Friday or Monday off to compensate. It is important for you to be fair in terms of assigning employees weekend work and scheduling Holidays. Everyone should share the responsibility equally. If you have all supervisors work one weekend per month, then that schedule should be followed. If you have clerks working every other weekend, then that pattern should be followed consistently. When preparing a schedule it is best to put in all the “givens” first. For example, if you have vacations scheduled for the four weeks you’re preparing, then those should be marked in first. Also included in this category would be employees who do not work weekends (i.e. personnel in the Tumor Registry). Once all work times have been scheduled, you must be certain that an employee receives two (2) days off for every seven (7) days. If an employee works more than forty (40) hours in one (1) week, the facility must pat time-an-a-half for all hours over forty. Some facilities are experimenting with a variety of scheduling techniques: flex time and the four-day work week. Both techniques have been 6 heavily debated. The final questions regarding these nontraditional alternatives end up being: 1. Are your employees willing to try it? 2. Are you ready to handle the extra planning these alternatives may warrant? 3. Do you have the necessary resources, including equipment, to accommodate a nontraditional scheduling alternative? 4. Will administrator of the facility support your proposal? Once you have established answers to those questions you are ready to embark on a new technique of scheduling. Scheduling employees can be one of the most challenging tasks that a manager faces. Whether you elect to try one of the nontraditional alternatives or use the five-day work week, the manager must: 1. be fair; 2. apply all guidelines to every employee consistently 3. utilize all available data to arrive at appropriate numbers for weekend and holiday staffing requirements; and 4. maximize the utilization of equipment and resources.

1 ACTIVITY PURPOSE The purpose of this activity is to give you practice preparing a four-week work schedule. PROCESS Follow the steps listed below to prepare a schedule. 1. Read the Information Sheet: Scheduling Employees. 2. The pay week for this medical record service runs Sunday – Saturday. The pay period is two pay weeks. Each full-time employee cannot work more than 40 hours per pay week, or 80 hours per pay period. Each part-time employee works 20 hours per pay week – 40 hours per pay period. 3. The first Friday of the four – week period is a holiday. 4. The medical record service has 24 hour coverage, seven days a week. All full-time employees work a five day pay week, eight hours per day, with rotating weekend coverage. Part-time employees work four hours Monday – Friday, except for their rotation weekend. On those days they work an eight hour shift. Remember to adjust their time accordingly. 5. The Assistant Director and all supervisors, except the Tumor Registry Supervisor, should be scheduled for rotating weekend coverage. 2 6. All employees, except the Tumor Registry employees, should be scheduled on a rotating basis for weekend coverage. 7. For weekend and holiday coverage, there needs to be at least two clerks and one transcriptionist on days and evenings, one clerk and one transcriptionist at night. 8. The Department Director has scheduled a two – week vacation for the first two full weeks of the four – week schedule. 9. Employees who work holidays must take the holiday time within the pay period in which the holiday occurs. 10.Use the following marks on the schedule: X – work eight hours V – vacation H – holiday D – day off 4 – hours for part-time employees 3 PERSONNEL OF HUFFMAN MEMORIAL MEDICAL RECORD DEPARTMENT DAYS (7:00 A.M. – 3:30 P.M.) Director Diane Lucas Assistant Director JoAnn DeWitt Coding 1 Supervisor – Nina Long 3 Coding/PAS Clerks – Cheryl Newman Pam Rogers Janet Bennett Transcription 1 Supervisor – 6 Transcribers – Jessica DuBois Eileen Andrews Iris Williams Diane Henderson Vivian Thomas Lois Fisher Emma Daily Filing/Retrieval 1 Supervisor – 4 Clerks – 1 Part-time Clerk – Bill James Darlene Cook Janice Stivers Larry Patterson Don Williamson Susan Evanston Tumor Registry 1 Supervisor – 1 Clerk – 1 Part-time Clerk – Mabel Smith Pauline Erskine Suzanne Chapman EVENING (3:00 P.M. – 11:00 P.M.) Transcription 1 Part-time – Beth Richman Filing/Retrieval 1 Supervisor – 2 Clerks – 1 Part-time Clerk – Daniel Johnson Harry Skinner Matthew Scott Anne Madison NIGHTS (11:00 P.M. – 7:00 A.M.) Transcription 3 Transcribers – Louise Wilson Jane Matters Nancy Lipman Filing/Retrieval 2 Clerks – Lily Jamison Helen Benson 4 INFORMATION SHEET SCHEDULING EMPLOYEES In addition to the planning, organizing and controlling of a medical record service, managers must accurately plan the work pattern for employees. This plan must insure that all duties are adequately covered, all shifts have sufficient numbers of people to perform duties, and employees are given appropriate days off. Scheduling encompasses both short term and long term plans. Short term scheduling involves planning work on a daily and/or weekly basis. Long term scheduling generally covers a four – to six – week time period, as well as yearly planning for holidays. In larger health care facilities with the medical record service providing 24 hour service, seven days a week, advanced planning is a requisite to a smooth operation. In smaller facilities with shorter hours of service, the schedule is less complex. The number of employees needed for weekend work for those facilities open on weekends is totally dependent upon the weekend workload. A volume of seventy (70) to ninety (90) discharges per day generally requires two (2) medical record clerks to process those discharges, as well as to perform the other daily responsibilities of the medical record service. It is also advisable to schedule a supervisor during the weekend in the event that any problems arise which a clerk might not be able to handle (i.e. medico-legal questions, irate patients or physicians). If you work in a department that has an active work 5 measurement program, valuable scheduling information can be obtained from the data reported. In planning for holidays, it is important to remember to: 1. obtain employee preferences for which holidays they might choose to work; 2. keep track of who has worked which holidays; 3. if a holiday occurs on a Friday or a Monday and the employee must work on the holiday, try to give them a Friday or Monday off to compensate. It is important for you to be fair in terms of assigning employees weekend work and scheduling Holidays. Everyone should share the responsibility equally. If you have all supervisors work one weekend per month, then that schedule should be followed. If you have clerks working every other weekend, then that pattern should be followed consistently. When preparing a schedule it is best to put in all the “givens” first. For example, if you have vacations scheduled for the four weeks you’re preparing, then those should be marked in first. Also included in this category would be employees who do not work weekends (i.e. personnel in the Tumor Registry). Once all work times have been scheduled, you must be certain that an employee receives two (2) days off for every seven (7) days. If an employee works more than forty (40) hours in one (1) week, the facility must pat time-an-a-half for all hours over forty. Some facilities are experimenting with a variety of scheduling techniques: flex time and the four-day work week. Both techniques have been 6 heavily debated. The final questions regarding these nontraditional alternatives end up being: 1. Are your employees willing to try it? 2. Are you ready to handle the extra planning these alternatives may warrant? 3. Do you have the necessary resources, including equipment, to accommodate a nontraditional scheduling alternative? 4. Will administrator of the facility support your proposal? Once you have established answers to those questions you are ready to embark on a new technique of scheduling. Scheduling employees can be one of the most challenging tasks that a manager faces. Whether you elect to try one of the nontraditional alternatives or use the five-day work week, the manager must: 1. be fair; 2. apply all guidelines to every employee consistently 3. utilize all available data to arrive at appropriate numbers for weekend and holiday staffing requirements; and 4. maximize the utilization of equipment and resources.

Chapter 6 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, March 14, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy PSS 6.1 Equilibrium Problems Learning Goal: To practice Problem-Solving Strategy 6.1 for equilibrium problems. A pair of students are lifting a heavy trunk on move-in day. Using two ropes tied to a small ring at the center of the top of the trunk, they pull the trunk straight up at a constant velocity . Each rope makes an angle with respect to the vertical. The gravitational force acting on the trunk has magnitude . Find the tension in each rope. PROBLEM-SOLVING STRATEGY 6.1 Equilibrium problems MODEL: Make simplifying assumptions. VISUALIZE: Establish a coordinate system, define symbols, and identify what the problem is asking you to find. This is the process of translating words into symbols. Identify all forces acting on the object, and show them on a free-body diagram. These elements form the pictorial representation of the problem. SOLVE: The mathematical representation is based on Newton’s first law: . The vector sum of the forces is found directly from the free-body diagram. v  FG T F  = = net i F  i 0

Chapter 6 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, March 14, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy PSS 6.1 Equilibrium Problems Learning Goal: To practice Problem-Solving Strategy 6.1 for equilibrium problems. A pair of students are lifting a heavy trunk on move-in day. Using two ropes tied to a small ring at the center of the top of the trunk, they pull the trunk straight up at a constant velocity . Each rope makes an angle with respect to the vertical. The gravitational force acting on the trunk has magnitude . Find the tension in each rope. PROBLEM-SOLVING STRATEGY 6.1 Equilibrium problems MODEL: Make simplifying assumptions. VISUALIZE: Establish a coordinate system, define symbols, and identify what the problem is asking you to find. This is the process of translating words into symbols. Identify all forces acting on the object, and show them on a free-body diagram. These elements form the pictorial representation of the problem. SOLVE: The mathematical representation is based on Newton’s first law: . The vector sum of the forces is found directly from the free-body diagram. v  FG T F  = = net i F  i 0

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Question 12 (1 point) Research finds that happiness with one’s relationship is related to having a partner who is Question 12 options: masculine or androgynous. feminine or androgynous. masculine if a male, feminine if a female. masculine if you are masculine, feminine if you are feminine. Question 13 (1 point) In the original learned helplessness model, people were said to experience learned helplessness when they Question 13 options: encounter obstacles they cannot overcome. encounter aversive events. generalize their inability to control one aversive event to a situation they might be able to control. give up trying after they realize they can’t do anything about an aversive situation. Question 14 (1 point) Researchers investigating the observational learning of gender role behaviors find that boys imitate male models instead of female models Question 14 options: as soon as they develop an identity as a male. after they noticed that a certain behavior is performed more by one gender than the other. more often than girls imitate female models. but that the opposite is not found for girls. Question 15 (1 point) The androgyny model of gender-type divides people into how many different groups? Question 15 options: two four six eight ________________________________________ . ________________________________________ Question 1 (1 point) The cognitive approach has been criticized in which of the following ways? Question 1 options: It does not fit well with current trends in psychology. The research has given it little support. It is too specific and needs more abstraction. It is not needed to explain individual differences in behavior. Question 2 (1 point) All of the following techniques are methods used by Kelly in psychotherapy except one. Which one? Question 2 options: asking people about their personal constructs asking people to describe their ideal self asking people to define their personal constructs forcing people to attend to their process of construing the world Question 3 (1 point) One study the self-schema presented students with 40 questions for which they pressed Yes or No. The researchers found that participants were more likely to remember the information when WA.the words had the ability to generate emotions. Question 3 options: participants were asked about a rhyme. a self-referent question was difficult to answer. the question was processed about the participants themselves. Question 4 (1 point) Which of the following was advocated by George Kelly? Question 4 options: People are largely controlled by the environmental stimuli they encounter. People are motivated to make sense out of all the stimuli that impinge on them. People are happier when they accept that life is full of unexpected turns and surprises. Most of what determines our behavior is not readily accessible to consciousness. Question 5 (1 point) Participants in one study were divided into those with and without a well developed “independence” schema. Later participants were asked about their own level of independence. Compared to aschematics, participants with a strong independence schema Question 5 options: took longer to answer because they had more information to process. took longer to answer because it was more important to them to give a correct answer. took less time to answer. took the same amount of time to answer, but were more confident of their answers.

Question 12 (1 point) Research finds that happiness with one’s relationship is related to having a partner who is Question 12 options: masculine or androgynous. feminine or androgynous. masculine if a male, feminine if a female. masculine if you are masculine, feminine if you are feminine. Question 13 (1 point) In the original learned helplessness model, people were said to experience learned helplessness when they Question 13 options: encounter obstacles they cannot overcome. encounter aversive events. generalize their inability to control one aversive event to a situation they might be able to control. give up trying after they realize they can’t do anything about an aversive situation. Question 14 (1 point) Researchers investigating the observational learning of gender role behaviors find that boys imitate male models instead of female models Question 14 options: as soon as they develop an identity as a male. after they noticed that a certain behavior is performed more by one gender than the other. more often than girls imitate female models. but that the opposite is not found for girls. Question 15 (1 point) The androgyny model of gender-type divides people into how many different groups? Question 15 options: two four six eight ________________________________________ . ________________________________________ Question 1 (1 point) The cognitive approach has been criticized in which of the following ways? Question 1 options: It does not fit well with current trends in psychology. The research has given it little support. It is too specific and needs more abstraction. It is not needed to explain individual differences in behavior. Question 2 (1 point) All of the following techniques are methods used by Kelly in psychotherapy except one. Which one? Question 2 options: asking people about their personal constructs asking people to describe their ideal self asking people to define their personal constructs forcing people to attend to their process of construing the world Question 3 (1 point) One study the self-schema presented students with 40 questions for which they pressed Yes or No. The researchers found that participants were more likely to remember the information when WA.the words had the ability to generate emotions. Question 3 options: participants were asked about a rhyme. a self-referent question was difficult to answer. the question was processed about the participants themselves. Question 4 (1 point) Which of the following was advocated by George Kelly? Question 4 options: People are largely controlled by the environmental stimuli they encounter. People are motivated to make sense out of all the stimuli that impinge on them. People are happier when they accept that life is full of unexpected turns and surprises. Most of what determines our behavior is not readily accessible to consciousness. Question 5 (1 point) Participants in one study were divided into those with and without a well developed “independence” schema. Later participants were asked about their own level of independence. Compared to aschematics, participants with a strong independence schema Question 5 options: took longer to answer because they had more information to process. took longer to answer because it was more important to them to give a correct answer. took less time to answer. took the same amount of time to answer, but were more confident of their answers.

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Your body is composed of a dazzling array of different cell types. Each cell type develops its own unique properties. How does this happen? ANSWER Each cell type is provided with its own specialized set of genes during cell division. All cells (with very few exceptions) contain the same set of genes, but the process of gene expression determines which genes are active in each cell. The zygote contains one of each of the different cell types. These ancestor cells then divide to produce the diversity of cell types in the adult. none of the above

Your body is composed of a dazzling array of different cell types. Each cell type develops its own unique properties. How does this happen? ANSWER Each cell type is provided with its own specialized set of genes during cell division. All cells (with very few exceptions) contain the same set of genes, but the process of gene expression determines which genes are active in each cell. The zygote contains one of each of the different cell types. These ancestor cells then divide to produce the diversity of cell types in the adult. none of the above

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Sample to sample: A researcher suspected that students who study with music playing in the background would not retain information as well as students who study under quiet conditions. To test her hypothesis, she randomly assigned 18 participants to either a music or quiet study condition and had them study the same information for the same amount of time. She then administered a 10 item test on the material to all participants. The test scores were interval/ratio data and normally distributed. Assume alpha=.05. Their scores were as follows: Music group: 6, 5, 6, 5, 6, 6, 7, 8, 5 Quiet group: 10, 9, 8, 7, 9, 6, 8, 6, 9 – – Describe what type of decision maker you are. Talk about a time you had to make a decision that affected others and what was the process in which you reached that decision. Be specific. Write your reaction to a club meeting that you have attended. Discuss how you felt about being at the meeting, how the meeting was run, what leadership characteristics did the officers exhibit, etc.? Was the meeting effective? Solving the water scarcity problem to achieve long-term water availability lake chad

Sample to sample: A researcher suspected that students who study with music playing in the background would not retain information as well as students who study under quiet conditions. To test her hypothesis, she randomly assigned 18 participants to either a music or quiet study condition and had them study the same information for the same amount of time. She then administered a 10 item test on the material to all participants. The test scores were interval/ratio data and normally distributed. Assume alpha=.05. Their scores were as follows: Music group: 6, 5, 6, 5, 6, 6, 7, 8, 5 Quiet group: 10, 9, 8, 7, 9, 6, 8, 6, 9 – – Describe what type of decision maker you are. Talk about a time you had to make a decision that affected others and what was the process in which you reached that decision. Be specific. Write your reaction to a club meeting that you have attended. Discuss how you felt about being at the meeting, how the meeting was run, what leadership characteristics did the officers exhibit, etc.? Was the meeting effective? Solving the water scarcity problem to achieve long-term water availability lake chad

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