Develop a any small project plan that include the following: 1. Name of your proposed project – a business related project 2. Description of the project 3. Goals and objectives 4. Scope statement that includes requirements/deliverable, constraints and assumptions 5. Work breakdown Structure (25 items) 6. Duration of each of the tasks 7. Draw a network diagram 8. Determine the project duration 9. Identify resources, hourly rate and assigned task 10. Identify total cost 11. Identify three to five risks on the project and develop a risk response plan for each one. 12. Develop a quality standard.

Develop a any small project plan that include the following: 1. Name of your proposed project – a business related project 2. Description of the project 3. Goals and objectives 4. Scope statement that includes requirements/deliverable, constraints and assumptions 5. Work breakdown Structure (25 items) 6. Duration of each of the tasks 7. Draw a network diagram 8. Determine the project duration 9. Identify resources, hourly rate and assigned task 10. Identify total cost 11. Identify three to five risks on the project and develop a risk response plan for each one. 12. Develop a quality standard.

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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.

Write your response, or reaction, to the ideas in the article,”The Deadly Noodle,” pp. 180 (Refer to page # 26 This thing must be including in the response 1- The name of the author and title of the source 2- A summary of the article 3- A statement of the idea or ideas you will respond to

Write your response, or reaction, to the ideas in the article,”The Deadly Noodle,” pp. 180 (Refer to page # 26 This thing must be including in the response 1- The name of the author and title of the source 2- A summary of the article 3- A statement of the idea or ideas you will respond to

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In Chapter 3 it is mentioned “…the software can dynamically assert truth statements in the form of queries against previously unknown schema types.” Locate this text in the chapter and answer the following questions: a) What do the authors refer to with the above statement? b) How would one form SQL queries on the fly (i.e., without “hard-coding” them) on previously unknown schemas?

In Chapter 3 it is mentioned “…the software can dynamically assert truth statements in the form of queries against previously unknown schema types.” Locate this text in the chapter and answer the following questions: a) What do the authors refer to with the above statement? b) How would one form SQL queries on the fly (i.e., without “hard-coding” them) on previously unknown schemas?

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Race and Ethnic Relations in the United States Sociology 215, Section 003 Assignment 4 (Points: 25) 1. How the people of mixed race or multiracial descends were historically defined in America? Please describe the four different types of identities that presently characterize the biracial Americans with examples. (Use specific references from the textbook chapter 5 to answer this question) (6 points) 2. “Whereas African Americans had been exploited for their labor, Native Americans were exploited for their land.” Explain this statement with at least 3 specific reference to the legislative policies and how did those impact Native Americans. (Use specific references from the textbook Chapter 6 to answer this question)? (6 points) 3. Discuss the evolution of federal policies on immigration from Mexico over the course of the twentieth century. What were the major policies? When and why did they change? (Use specific references from the textbook Chapter 7 to answer this question) (6 points) 4. How accurate do you think is the portrait of “model minority” for the Asian American groups in the US? Please describe the contact situations with the Chinese and Japanese Americans in the US. How did it affect the development of their relations with the larger society? (Use specific references from the textbook Chapter 8 to answer this question) (7 points)

Race and Ethnic Relations in the United States Sociology 215, Section 003 Assignment 4 (Points: 25) 1. How the people of mixed race or multiracial descends were historically defined in America? Please describe the four different types of identities that presently characterize the biracial Americans with examples. (Use specific references from the textbook chapter 5 to answer this question) (6 points) 2. “Whereas African Americans had been exploited for their labor, Native Americans were exploited for their land.” Explain this statement with at least 3 specific reference to the legislative policies and how did those impact Native Americans. (Use specific references from the textbook Chapter 6 to answer this question)? (6 points) 3. Discuss the evolution of federal policies on immigration from Mexico over the course of the twentieth century. What were the major policies? When and why did they change? (Use specific references from the textbook Chapter 7 to answer this question) (6 points) 4. How accurate do you think is the portrait of “model minority” for the Asian American groups in the US? Please describe the contact situations with the Chinese and Japanese Americans in the US. How did it affect the development of their relations with the larger society? (Use specific references from the textbook Chapter 8 to answer this question) (7 points)

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Important Instructions for submitting this, and all subsequent projects: • Name your project .m file as follows: proj4fml.m where the “4” refers to the project number and fml are your first, middle, and last initials. • Inside the project.m file, you MUST have a comment section at the beginning with the following information: A short description of the project, your name, and Bengal ID number, and a listing of all the relevant variables (those that the user sees when using the project), and their meaning. • You will upload the proj4fml.m file to the provided link, on or before the due date and time. NOTE: The upload link will become inactive after the expiration of this due date and time, and you will NOT receive ANY credit for late submissions. Project 4 Instructions: Your program should allow the user to run it as many times as wished. Use an appropriate loop. Your program should implement the following tasks: 1) Display to the user the purpose of this program 2) In this program you will be converting temperature entered by the user in degree Fahrenheit to a) Degree Celsius b) Degree Kelvin c) Rankine or d) Réaumur 3) The formulae for conversion is as follows; Fahrenheit to Celsius C = (F – 32) / 1.8 Fahrenheit to Kelvin K = (F + 459.67) / 1.8 Fahrenheit to Rankine Ra = F + 459.67 Fahrenheit to Réaumur Re = (F – 32) / 2.25 4) You will create a main file which will call any one of the 4 functions. The name of the function files that you will create are as follows; F2C, F2K, F2Ra and F2Re where the actual calculation of the selected conversion will be computed. 5) Each of the function files will have temperature in Fahrenheit as the input argument and the corresponding conversion as its output argument. 6) The program is to run as many times as the user wishes. 7) At the end of the program display an output statement which has the user input (temperature) and the corresponding conversion.

Important Instructions for submitting this, and all subsequent projects: • Name your project .m file as follows: proj4fml.m where the “4” refers to the project number and fml are your first, middle, and last initials. • Inside the project.m file, you MUST have a comment section at the beginning with the following information: A short description of the project, your name, and Bengal ID number, and a listing of all the relevant variables (those that the user sees when using the project), and their meaning. • You will upload the proj4fml.m file to the provided link, on or before the due date and time. NOTE: The upload link will become inactive after the expiration of this due date and time, and you will NOT receive ANY credit for late submissions. Project 4 Instructions: Your program should allow the user to run it as many times as wished. Use an appropriate loop. Your program should implement the following tasks: 1) Display to the user the purpose of this program 2) In this program you will be converting temperature entered by the user in degree Fahrenheit to a) Degree Celsius b) Degree Kelvin c) Rankine or d) Réaumur 3) The formulae for conversion is as follows; Fahrenheit to Celsius C = (F – 32) / 1.8 Fahrenheit to Kelvin K = (F + 459.67) / 1.8 Fahrenheit to Rankine Ra = F + 459.67 Fahrenheit to Réaumur Re = (F – 32) / 2.25 4) You will create a main file which will call any one of the 4 functions. The name of the function files that you will create are as follows; F2C, F2K, F2Ra and F2Re where the actual calculation of the selected conversion will be computed. 5) Each of the function files will have temperature in Fahrenheit as the input argument and the corresponding conversion as its output argument. 6) The program is to run as many times as the user wishes. 7) At the end of the program display an output statement which has the user input (temperature) and the corresponding conversion.

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5 years hence the age of father will be one more than three times the age of son. write linear equation in two variables to represent this statement

5 years hence the age of father will be one more than three times the age of son. write linear equation in two variables to represent this statement

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Which of the following is a correct statement about mRNA? mRNA is transcribed from DNA in the cytoplasm. Segments of mRNA that code for protein are removed before translation. mRNA moves from the nucleus to the cytoplasm following RNA processing. mRNA includes a cap that consists of extra adenine nucleotides. mRNA binds directly to amino acids during translation

Which of the following is a correct statement about mRNA? mRNA is transcribed from DNA in the cytoplasm. Segments of mRNA that code for protein are removed before translation. mRNA moves from the nucleus to the cytoplasm following RNA processing. mRNA includes a cap that consists of extra adenine nucleotides. mRNA binds directly to amino acids during translation

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