. What behaviors indicate psychological distress? Name 5 and explain.

. What behaviors indicate psychological distress? Name 5 and explain.

The term ‘distress’ is commonly used in nursing literature to … Read More...
Quiz Page 1 of 2 Note: It is recommended that you save your response as you complete each question. ________________________________________ Question 1 (1 point) Which of the following can cause cervicitis? Question 1 options: Candida Sexually transmitted infections Irritation from a contraceptive All of these choices are correct Question 2 (1 point) There is every indication that cervical cancer may take _____ or more years to develop. Question 2 options: 5 15 2 10 Question 3 (1 point) Cervical cancer is found almost exclusively in women who have been Question 3 options: sexually active underweight celibate overweight Question 4 (1 point) The best predictor for survival of ovarian cancer is Question 4 options: the sexual history of the patient how far the tumor has spread the amount of diagnostic measures taken the attitude (positive or negative) of the patient Question 5 (1 point) The current recommendation for most women, after becoming sexually active or starting at age 21, is to have a Pap smear done Question 5 options: once every 3 years once every year once every 5 years once every 6 months Page 1 of 2 ________________________________________ Quiz Page 2 of 2 Note: It is recommended that you save your response as you complete each question. Question 6 (1 point) Which of the following is not a fibroid classification? Question 6 options: Submucous Subserous Extramural Intramural Question 7 (1 point) Statistics indicate that _____ of breast cancers are diagnosed when women are between 45 and 64 years of age. Question 7 options: 47% 14% 22% 35% Question 8 (1 point) Ovarian cancers are classified according to their: Question 8 options: Cellular origin Symptoms Genetic predispositions All of these choices are correct Question 9 (1 point) The primary initial symptom of endometrial cancer is Question 9 options: odiferous vaginal discharge abnormal and painless vaginal bleeding painful, often incapacitating, cramps involuntary uterine contractions Question 10 (1 point) Ovarian cancers are considered the worst of gynecological malignancies because Question 10 options: they sometimes develop slowly they are often symptomless until it is too late too little is known about this disease both A and B are correct choices Page 2 of 2 Quiz 8 Quiz Page 2 of 2 Note: It is recommended that you save your response as you complete each question. Question 6 (1 point) The best predictor for survival of ovarian cancer is Question 6 options: the sexual history of the patient how far the tumor has spread the attitude (positive or negative) of the patient the amount of diagnostic measures taken Question 7 (1 point) Ovarian cancers are classified according to their: Question 7 options: Genetic predispositions Symptoms Cellular origin All of these choices are correct Question 8 (1 point) The primary initial symptom of endometrial cancer is Question 8 options: involuntary uterine contractions painful, often incapacitating, cramps abnormal and painless vaginal bleeding odiferous vaginal discharge Question 9 (1 point) Cervical cancer is found almost exclusively in women who have been Question 9 options: sexually active underweight celibate overweight Question 10 (1 point) Several screening techniques for early detection of ovarian cancer have been developed. As of yet _____ have proven effective. Question 10 options: 50% All None 25% Page 2 of 2 ________________________________________ Quiz Page 1 of 2 Note: It is recommended that you save your response as you complete each question. ________________________________________ Question 1 (1 point) The unsubstantiated idea that the uterus was damaged by sports and emotions remained common into the: Question 1 options: 1890s 1950s 1920s 1970s Question 2 (1 point) Which of the following can cause cervicitis? Question 2 options: Candida Sexually transmitted infections Irritation from a contraceptive All of these choices are correct Question 3 (1 point) There is every indication that cervical cancer may take _____ or more years to develop. Question 3 options: 10 5 2 15 Question 4 (1 point) Which of the following is not a fibroid classification? Question 4 options: Intramural Subserous Extramural Submucous Question 5 (1 point) Ovarian cancers are considered the worst of gynecological malignancies because Question 5 options: they sometimes develop slowly they are often symptomless until it is too late too little is known about this disease both A and B are correct choices Page 1 of 2 ________________________________________

Quiz Page 1 of 2 Note: It is recommended that you save your response as you complete each question. ________________________________________ Question 1 (1 point) Which of the following can cause cervicitis? Question 1 options: Candida Sexually transmitted infections Irritation from a contraceptive All of these choices are correct Question 2 (1 point) There is every indication that cervical cancer may take _____ or more years to develop. Question 2 options: 5 15 2 10 Question 3 (1 point) Cervical cancer is found almost exclusively in women who have been Question 3 options: sexually active underweight celibate overweight Question 4 (1 point) The best predictor for survival of ovarian cancer is Question 4 options: the sexual history of the patient how far the tumor has spread the amount of diagnostic measures taken the attitude (positive or negative) of the patient Question 5 (1 point) The current recommendation for most women, after becoming sexually active or starting at age 21, is to have a Pap smear done Question 5 options: once every 3 years once every year once every 5 years once every 6 months Page 1 of 2 ________________________________________ Quiz Page 2 of 2 Note: It is recommended that you save your response as you complete each question. Question 6 (1 point) Which of the following is not a fibroid classification? Question 6 options: Submucous Subserous Extramural Intramural Question 7 (1 point) Statistics indicate that _____ of breast cancers are diagnosed when women are between 45 and 64 years of age. Question 7 options: 47% 14% 22% 35% Question 8 (1 point) Ovarian cancers are classified according to their: Question 8 options: Cellular origin Symptoms Genetic predispositions All of these choices are correct Question 9 (1 point) The primary initial symptom of endometrial cancer is Question 9 options: odiferous vaginal discharge abnormal and painless vaginal bleeding painful, often incapacitating, cramps involuntary uterine contractions Question 10 (1 point) Ovarian cancers are considered the worst of gynecological malignancies because Question 10 options: they sometimes develop slowly they are often symptomless until it is too late too little is known about this disease both A and B are correct choices Page 2 of 2 Quiz 8 Quiz Page 2 of 2 Note: It is recommended that you save your response as you complete each question. Question 6 (1 point) The best predictor for survival of ovarian cancer is Question 6 options: the sexual history of the patient how far the tumor has spread the attitude (positive or negative) of the patient the amount of diagnostic measures taken Question 7 (1 point) Ovarian cancers are classified according to their: Question 7 options: Genetic predispositions Symptoms Cellular origin All of these choices are correct Question 8 (1 point) The primary initial symptom of endometrial cancer is Question 8 options: involuntary uterine contractions painful, often incapacitating, cramps abnormal and painless vaginal bleeding odiferous vaginal discharge Question 9 (1 point) Cervical cancer is found almost exclusively in women who have been Question 9 options: sexually active underweight celibate overweight Question 10 (1 point) Several screening techniques for early detection of ovarian cancer have been developed. As of yet _____ have proven effective. Question 10 options: 50% All None 25% Page 2 of 2 ________________________________________ Quiz Page 1 of 2 Note: It is recommended that you save your response as you complete each question. ________________________________________ Question 1 (1 point) The unsubstantiated idea that the uterus was damaged by sports and emotions remained common into the: Question 1 options: 1890s 1950s 1920s 1970s Question 2 (1 point) Which of the following can cause cervicitis? Question 2 options: Candida Sexually transmitted infections Irritation from a contraceptive All of these choices are correct Question 3 (1 point) There is every indication that cervical cancer may take _____ or more years to develop. Question 3 options: 10 5 2 15 Question 4 (1 point) Which of the following is not a fibroid classification? Question 4 options: Intramural Subserous Extramural Submucous Question 5 (1 point) Ovarian cancers are considered the worst of gynecological malignancies because Question 5 options: they sometimes develop slowly they are often symptomless until it is too late too little is known about this disease both A and B are correct choices Page 1 of 2 ________________________________________

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Page 1 of 2 Name ________________________ ENGR350-01 Learning Exercise 7: Problem 1 [3 points]: For the circuit below, we want to solve for Vc(t). Assume that for t < 0, switch S1 has been closed long enough for Vc(t) to reach a constant value. The switch S1 opens at t=0. Note that the steady state model for a capacitor is an open circuit (since ?????=?). 1a) Find Vc just before t=0 and also for t. 1b) Find τ for t>0 (after the switch opens). 1c) Find Vc(t) mathematically and graph it for the first 50 milliseconds after the switch opens. Make the graph big enough to clearly show the natural response and steady state response. Page 2 of 2 Problem 2 [7 points]: For the circuit below, we want to calculate iL(t). For t<0, you can assume the voltage source has been at +5V for a long time prior to t=0. At t=0, the voltage source drops to -5V and stays. Note that the steady state model for an inductor is a wire (since ?????=?). 2a) Find the value of iL(t) just prior to t=0. 2b) Find the value of iL(t) for t. 2c) Find the time constant τ. 2d) Write the mathematical expression describing iL(t) for t>0. 2e) Based on 2d, find VL(t) for t>0. 2f) Use nodal analysis to find the differential equation governing iL(t) for this circuit, with circuit values (such as R1, R2, L, V1) in addition to iL(t) and ?????. 2g) In this circuit, R2 is actually modeling the resistive loss within a non-ideal inductor. Calculate the point in time when the power dissipated in R2 is minimum. Hint: first think about the point in time that (iL)2 is minimum, since P=i2R for a resistor. +5 Volts -5 Volts V1

Page 1 of 2 Name ________________________ ENGR350-01 Learning Exercise 7: Problem 1 [3 points]: For the circuit below, we want to solve for Vc(t). Assume that for t < 0, switch S1 has been closed long enough for Vc(t) to reach a constant value. The switch S1 opens at t=0. Note that the steady state model for a capacitor is an open circuit (since ?????=?). 1a) Find Vc just before t=0 and also for t. 1b) Find τ for t>0 (after the switch opens). 1c) Find Vc(t) mathematically and graph it for the first 50 milliseconds after the switch opens. Make the graph big enough to clearly show the natural response and steady state response. Page 2 of 2 Problem 2 [7 points]: For the circuit below, we want to calculate iL(t). For t<0, you can assume the voltage source has been at +5V for a long time prior to t=0. At t=0, the voltage source drops to -5V and stays. Note that the steady state model for an inductor is a wire (since ?????=?). 2a) Find the value of iL(t) just prior to t=0. 2b) Find the value of iL(t) for t. 2c) Find the time constant τ. 2d) Write the mathematical expression describing iL(t) for t>0. 2e) Based on 2d, find VL(t) for t>0. 2f) Use nodal analysis to find the differential equation governing iL(t) for this circuit, with circuit values (such as R1, R2, L, V1) in addition to iL(t) and ?????. 2g) In this circuit, R2 is actually modeling the resistive loss within a non-ideal inductor. Calculate the point in time when the power dissipated in R2 is minimum. Hint: first think about the point in time that (iL)2 is minimum, since P=i2R for a resistor. +5 Volts -5 Volts V1

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Prepare a five page (minimum) paper along with a cover page, a summary (as noted below) and reference page, on a Landmark Supreme Court Case that dealt with Aboriginal rights in Canada within the past 25 years (e.g. choose from those covered in Oct. 22rd class or another one if you find one that was not addressed but fits the criteria of a Supreme Court case that dealt with Aboriginal rights in Canada within the past 25 years). You can complete the assignment as a written paper (1.5 space/12 point font Times New Roman x 4 pages) or you can use points. In either method, provide a detailed response to each of the questions listed below. In addition to the paper that you will submit for grading, prepare a one page summary/cover page that you will present in class on November 12th and share with the other ANIS3006 students (handout, there are 18 students registered in the course). Frame your paper within the context of the following quotes: “Even when we win we lose.” (Chief Dean Sayers, Batchewana First Nation, commenting on Anishinabe experience in Canadian courts). “For the master’s tools will never dismantle the master’s house. They may allow us to temporarily beat him at his own game, but they will never enable us to bring about genuine change. Racism and homophobia are real conditions of all our lives in this place and time. I urge each one of us here to reach down into that deep place of knowledge inside herself [himself] and touch that terror and loathing of any difference that lives here. See whose face it wears. Then the personal as the political can begin to illuminate all our choices.” (Audre Lorde, feminist) In your paper, answer this broader question: How has the case you’ve selected served to advance Anishinabe rights in Canada? Describe what was gained and consider at what cost (“Even when we win, we lose.”) Address the following, and add anything that you find significant about the case, its process, its outcome and subsequent impact: • What was the basis of the court case? • What happened (e.g. Anishinabe people charged, by who, what charge)? • Who took the issue to court (who was the claimant, against who)? • What was the basis of the claim (be specific)? How was the issue framed/presented? • Who supported the court case (locally, regionally, nationally)? How did they support it? What was the impact of their support (e.g. political, financial, public awareness, protests, etc.)? • How long did it take from initiating the claim to decision (specific dates, chronology)? • What happened? What was the lower court’s decision? How did the case move through to the Supreme Court? What was the final Supreme Court decisions? • What did the Supreme Court’s decision mean in terms of Aboriginal rights in Canada? (What was gained, what was lost)? • Anything else of note relating to the case, its process or outcome. • Answer if and how the Supreme Court decision formed the basis for changes in Canadian government policies or practice concerning Aboriginal Peoples in Canada. In other words, what has the outcome of the Supreme Court decision been to date?

Prepare a five page (minimum) paper along with a cover page, a summary (as noted below) and reference page, on a Landmark Supreme Court Case that dealt with Aboriginal rights in Canada within the past 25 years (e.g. choose from those covered in Oct. 22rd class or another one if you find one that was not addressed but fits the criteria of a Supreme Court case that dealt with Aboriginal rights in Canada within the past 25 years). You can complete the assignment as a written paper (1.5 space/12 point font Times New Roman x 4 pages) or you can use points. In either method, provide a detailed response to each of the questions listed below. In addition to the paper that you will submit for grading, prepare a one page summary/cover page that you will present in class on November 12th and share with the other ANIS3006 students (handout, there are 18 students registered in the course). Frame your paper within the context of the following quotes: “Even when we win we lose.” (Chief Dean Sayers, Batchewana First Nation, commenting on Anishinabe experience in Canadian courts). “For the master’s tools will never dismantle the master’s house. They may allow us to temporarily beat him at his own game, but they will never enable us to bring about genuine change. Racism and homophobia are real conditions of all our lives in this place and time. I urge each one of us here to reach down into that deep place of knowledge inside herself [himself] and touch that terror and loathing of any difference that lives here. See whose face it wears. Then the personal as the political can begin to illuminate all our choices.” (Audre Lorde, feminist) In your paper, answer this broader question: How has the case you’ve selected served to advance Anishinabe rights in Canada? Describe what was gained and consider at what cost (“Even when we win, we lose.”) Address the following, and add anything that you find significant about the case, its process, its outcome and subsequent impact: • What was the basis of the court case? • What happened (e.g. Anishinabe people charged, by who, what charge)? • Who took the issue to court (who was the claimant, against who)? • What was the basis of the claim (be specific)? How was the issue framed/presented? • Who supported the court case (locally, regionally, nationally)? How did they support it? What was the impact of their support (e.g. political, financial, public awareness, protests, etc.)? • How long did it take from initiating the claim to decision (specific dates, chronology)? • What happened? What was the lower court’s decision? How did the case move through to the Supreme Court? What was the final Supreme Court decisions? • What did the Supreme Court’s decision mean in terms of Aboriginal rights in Canada? (What was gained, what was lost)? • Anything else of note relating to the case, its process or outcome. • Answer if and how the Supreme Court decision formed the basis for changes in Canadian government policies or practice concerning Aboriginal Peoples in Canada. In other words, what has the outcome of the Supreme Court decision been to date?

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The Montgomery’s glands enlarge or regress in response to hormonal changes and are part of the Question 2 options: pectoralis minor areola nipple pectoralis major

The Montgomery’s glands enlarge or regress in response to hormonal changes and are part of the Question 2 options: pectoralis minor areola nipple pectoralis major

The Montgomery’s glands enlarge or regress in response to hormonal … Read More...
PHET ElectroMagnetism Key to this Document Instructions are in black. Experimental questions that you need to solve through experimentation with an online animation are in green highlighted. Important instructions are in red highlighted. Items that need a response from you are in yellow highlighted. Please put your answers to this activity in RED. Part I- Comparing Permanent Magnets and Electromagnets: 1. Select the simulation “Magnets and Electromagnets.” It is at this link: http://phet.colorado.edu/new/simulations/sims.php?sim=Magnets_and_Electromagnets 2. Move the compass slowly along a semicircular path above the bar magnet until you’ve put it on the opposite side of the bar magnet. Describe what happens to the compass needle. 3. Move the compass along a semicircular path below the bar magnet until you’ve put it on the opposite side of the bar magnet. Describe what happens to the compass needle. 4. What do you suppose the compass needles drawn all over the screen tell you? 5. Use page 10 in your book to look up what it looks like when scientists use a drawing to represent a magnetic field. Describe the field around a bar magnet here. 6. Put the compass to the left or right of the magnet. Click “flip polarity” and notice what happens to the compass. Using the compass needle as your observation tool, describe the effect that flipping the poles of the magnet has on the magnetic field. 7. Click on the electromagnet tab along the top of the simulation window. Place the compass on the left side of the coil so that the compass center lies along the axis of the coil. <--like this 8. Move the compass along a semicircular path above the coil until you’ve put it on the opposite side of the coil. Then do the same below the coil. Notice what happens to the compass needle. Compare this answer to the answer you got to Number 2 and 3. 9. Compare the shape of the magnetic field of a bar magnet to the magnetic field of an electromagnet. 10. Use the voltage slider to change the direction of the current and investigate the shape of the magnetic field the coil using the compass after you’ve let the compass stabilize. Summarize, the effect that the direction of current has on the shape of the magnetic field around an electrified coil of wires. 11. What happens to the current in the coil when you set the voltage of the battery to zero? 12. What happens to the magnetic field around the coil when you set the voltage of the battery to zero? Part II – Investigating relationships- No Answers are written on this document after this point. All three data tables, graphs and conclusion statements go on the Google Spreadsheet that you can download from Ms. Pogge’s website. Experimental Question #1: How does distance affect the strength of the magnetic field around an electromagnet? 1. Using the Electromagnet simulation, click on “Show Field Meter.” 2. Set the battery voltage to 10V where the positive is on the right of the battery (slide the switch all the way to the right). 3. Magnetic field strength (symbol B on the top line of the meter) is measured in gauss (G). You’ll only need to record the value on the top line of the Field Meter. 4. Position zero will be right on top of the coil. Negative number positions will be to the left and positive number positions to the right of the coil. 5. Move the field meter one compass needle to the right and record the value of B at position 1. 6. This data table below will be used to help you fill in the first spreadsheet you downloaded from Ms. Pogge’s website. You will end up with 3 data tables, 3 graphs and 3 conclusion statements in your document, one for each mini-experiment you are doing. a. NOTE: Be sure to take all of your values along the horizontal axis of the coil. You’ll know you’re on the axis because the B-y measurement of the magnetic field is zero along the axis. Compass position (no units) Magnetic Field Strength ( )<--Fill in units! -5 (5 needles to the left of coil) Don’t fill in the table here...do it on the Google Spreadsheet you downloaded -4 -3 -2 -1 0 (middle of coil) 1 2 3 4 5 (5 needles to right of coil) 7. In your Google Spreadsheet: Graph the compass position on the horizontal (x) axis and magnetic field magnitude on the vertical (y) axis. 8. Make sure to label the axes and title the graph. Share this spreadsheet with your teacher. 9. Analyze your graph to discover how the two variables are related, and report the relationship between magnetic field strength and position using 1-3 complete sentences. Experimental Question #2: How does the number of coils affect the strength of the magnetic field around an electromagnet? Design an experiment to test how field strength varies with the number of coils. Enter your data, graph your results and write your conclusion statement on the Google Spreadsheet. Experimental Question #3: How does the amount of current affect the strength of the magnetic field around an electromagnet? Design an experiment to test how field strength varies with the Current. (Recall that voltage is directly proportional to current….Ohm’s Law.) Enter your data, graph your results and write your conclusion statement on the Google Spreadsheet.

PHET ElectroMagnetism Key to this Document Instructions are in black. Experimental questions that you need to solve through experimentation with an online animation are in green highlighted. Important instructions are in red highlighted. Items that need a response from you are in yellow highlighted. Please put your answers to this activity in RED. Part I- Comparing Permanent Magnets and Electromagnets: 1. Select the simulation “Magnets and Electromagnets.” It is at this link: http://phet.colorado.edu/new/simulations/sims.php?sim=Magnets_and_Electromagnets 2. Move the compass slowly along a semicircular path above the bar magnet until you’ve put it on the opposite side of the bar magnet. Describe what happens to the compass needle. 3. Move the compass along a semicircular path below the bar magnet until you’ve put it on the opposite side of the bar magnet. Describe what happens to the compass needle. 4. What do you suppose the compass needles drawn all over the screen tell you? 5. Use page 10 in your book to look up what it looks like when scientists use a drawing to represent a magnetic field. Describe the field around a bar magnet here. 6. Put the compass to the left or right of the magnet. Click “flip polarity” and notice what happens to the compass. Using the compass needle as your observation tool, describe the effect that flipping the poles of the magnet has on the magnetic field. 7. Click on the electromagnet tab along the top of the simulation window. Place the compass on the left side of the coil so that the compass center lies along the axis of the coil. <--like this 8. Move the compass along a semicircular path above the coil until you’ve put it on the opposite side of the coil. Then do the same below the coil. Notice what happens to the compass needle. Compare this answer to the answer you got to Number 2 and 3. 9. Compare the shape of the magnetic field of a bar magnet to the magnetic field of an electromagnet. 10. Use the voltage slider to change the direction of the current and investigate the shape of the magnetic field the coil using the compass after you’ve let the compass stabilize. Summarize, the effect that the direction of current has on the shape of the magnetic field around an electrified coil of wires. 11. What happens to the current in the coil when you set the voltage of the battery to zero? 12. What happens to the magnetic field around the coil when you set the voltage of the battery to zero? Part II – Investigating relationships- No Answers are written on this document after this point. All three data tables, graphs and conclusion statements go on the Google Spreadsheet that you can download from Ms. Pogge’s website. Experimental Question #1: How does distance affect the strength of the magnetic field around an electromagnet? 1. Using the Electromagnet simulation, click on “Show Field Meter.” 2. Set the battery voltage to 10V where the positive is on the right of the battery (slide the switch all the way to the right). 3. Magnetic field strength (symbol B on the top line of the meter) is measured in gauss (G). You’ll only need to record the value on the top line of the Field Meter. 4. Position zero will be right on top of the coil. Negative number positions will be to the left and positive number positions to the right of the coil. 5. Move the field meter one compass needle to the right and record the value of B at position 1. 6. This data table below will be used to help you fill in the first spreadsheet you downloaded from Ms. Pogge’s website. You will end up with 3 data tables, 3 graphs and 3 conclusion statements in your document, one for each mini-experiment you are doing. a. NOTE: Be sure to take all of your values along the horizontal axis of the coil. You’ll know you’re on the axis because the B-y measurement of the magnetic field is zero along the axis. Compass position (no units) Magnetic Field Strength ( )<--Fill in units! -5 (5 needles to the left of coil) Don’t fill in the table here...do it on the Google Spreadsheet you downloaded -4 -3 -2 -1 0 (middle of coil) 1 2 3 4 5 (5 needles to right of coil) 7. In your Google Spreadsheet: Graph the compass position on the horizontal (x) axis and magnetic field magnitude on the vertical (y) axis. 8. Make sure to label the axes and title the graph. Share this spreadsheet with your teacher. 9. Analyze your graph to discover how the two variables are related, and report the relationship between magnetic field strength and position using 1-3 complete sentences. Experimental Question #2: How does the number of coils affect the strength of the magnetic field around an electromagnet? Design an experiment to test how field strength varies with the number of coils. Enter your data, graph your results and write your conclusion statement on the Google Spreadsheet. Experimental Question #3: How does the amount of current affect the strength of the magnetic field around an electromagnet? Design an experiment to test how field strength varies with the Current. (Recall that voltage is directly proportional to current….Ohm’s Law.) Enter your data, graph your results and write your conclusion statement on the Google Spreadsheet.

Our readings on statistics this week emphasize the normal distribution and Z-score for determining probabilities in our process and design data, and many of the probabilities we’ll be interested in will be describable in that fashion. The variable control charts that we’ll work on in the next few weeks are based on the validity of the normal distribution as a model for our process data. In this week’s lecture, we discuss three other probability distributions that are used to describe other data samples in this class: hypergeometric, binomial, and Poisson. Each serves a purpose in quality analysis that supplements the more commonly used normal distribution. Think about these three alternate probability distributions in the context of the abridged Red Bead experiment that we performed in our first class of the semester. Describe one or more ways that you might use any of these distributions to explore the experiment, or to explain its results. (Such usage need not be particularly economically valuable to be appropriate in this discussion.) Response Guideline Post your initial response of 1-3 paragraphs (about 150-250 words) early in the week, and then reply to at least two initial responses of your peers, particularly focusing on responses that might differ from your own. Also respond appropriately to anyone who posts questions or comments against your own postings. If you use outside materials to develop your posts, make sure you cite your sources and provide references. Your alternate sources, when used, should be academic or scholarly sources and not web pages or blogs. You don’t need to provide a reference for our text when you use it since we all know that source, but please indicate page numbers when referring to portions of the text. Remember that the initial posting cycle is required of all learners who do not attend the live lecture class (regardless of the class section in which you are enrolled), and is optional for those learners who do attend the live class. The response posting cycle is required for all learners in this class.

Our readings on statistics this week emphasize the normal distribution and Z-score for determining probabilities in our process and design data, and many of the probabilities we’ll be interested in will be describable in that fashion. The variable control charts that we’ll work on in the next few weeks are based on the validity of the normal distribution as a model for our process data. In this week’s lecture, we discuss three other probability distributions that are used to describe other data samples in this class: hypergeometric, binomial, and Poisson. Each serves a purpose in quality analysis that supplements the more commonly used normal distribution. Think about these three alternate probability distributions in the context of the abridged Red Bead experiment that we performed in our first class of the semester. Describe one or more ways that you might use any of these distributions to explore the experiment, or to explain its results. (Such usage need not be particularly economically valuable to be appropriate in this discussion.) Response Guideline Post your initial response of 1-3 paragraphs (about 150-250 words) early in the week, and then reply to at least two initial responses of your peers, particularly focusing on responses that might differ from your own. Also respond appropriately to anyone who posts questions or comments against your own postings. If you use outside materials to develop your posts, make sure you cite your sources and provide references. Your alternate sources, when used, should be academic or scholarly sources and not web pages or blogs. You don’t need to provide a reference for our text when you use it since we all know that source, but please indicate page numbers when referring to portions of the text. Remember that the initial posting cycle is required of all learners who do not attend the live lecture class (regardless of the class section in which you are enrolled), and is optional for those learners who do attend the live class. The response posting cycle is required for all learners in this class.

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9. Identify and discuss the trade-offs associated with operating a supply chain that handles both forward and reverse movements as compared with separate supply chains for these movements.

9. Identify and discuss the trade-offs associated with operating a supply chain that handles both forward and reverse movements as compared with separate supply chains for these movements.

By strategic plan, forward supply chains normally struggle to be … Read More...