How can you verify Eulers formula for this net of a cube Solu.pdf

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How can you verify Euler\'s formula for this net of a cube? Solution According to Euler\'s formula For any polyhedron that doesn\'t intersect itself, the Number of Faces + the Number of Vertices (corner points) - the Number of Edges = 2 This can be written: F + V E = 2 Faces + Vertices - Edges = 2 This cube has 6 faces, 8 vertices, and 12 edges. Euler\'s formula: 6 + 8 - 12 = 2 14 - 12 = 2 2 = 2 LHS = RHS Hence the euler\'s formula is verified for the given case..

How can you verify Euler's formula for this net of a cube?
Solution
According to Euler's formula For any polyhedron that doesn't intersect itself, the
Number of Faces + the Number of Vertices (corner points) - the Number of Edges = 2
This can be written: F + V E = 2
Faces + Vertices - Edges = 2
This cube has 6 faces, 8 vertices, and 12 edges.
Euler's formula: 6 + 8 - 12 = 2 14 - 12 = 2 2 = 2
LHS = RHS Hence the euler's formula is verified for the given case.

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Alan Homes serves on the board of directors of Flynn Company. The president of Flynn told him that in three weeks the corporation would announce a 25% increase in dividends. Alan called his neighbor to tell him to buy some stock. The neighbor told his friend about the stock, and that friend told him that Alan was acting unethically. The neighbor called Alan back, and Alan told him that no one would know the difference, that in business this happens all the time, and that he shouldn\'t be left out. Do you think Alan\'s behavior is appropriate? Write down your recommendation to Allen\'s neighbor. Solution My recommendation to Allen\'s neighbor is not to buy the stock and reasons for this are given below:- 1- If a company 25% increase in dividend that does not gaurantee of company\'s growth in terms of funds and share value. 2- The dividend paid to customers can not be utilized for growth of the business. 3- After paying high dividends Flynn has minimum money to growth the funds. 4- Investors will have to pay the tax on 25% dividend value received because dividends are taxable article. 5- Dividends are not gauranteed income forever although it can be stopped any time by Flynn company. 6- Dividends always have a broad effect on equity rates if any time dividends are cancelled then share price will increase at a higher rate and investors will definately loose his/her shares due to minimum dividend pay out. 7- Only focusing on high dividend paying comapnies like Flynn will cut the maximum chances of additional new investment in market in terms of profit gaining. Conclusion:- In my opinion Allen\'s behavior is not appropriate because of not thinking/Analysing about profitability,overall debt management, liquidity ratios, asset management, cash flow( in last 5 years) and long term investment plans of Flynn Company. All these things mentioned above are very important for any investor to gain long term benefits from Dividends..

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Two genes (A and B) are located 10cM apart on the X chromosome. A woman is homozygous for recessive mutant alleles for both genes. She has children with a wild-type man who is homozygous for both genes. What proportion of their children are expected to show wild-type phenotype for both genes? 100% 95% 0% 5% 50% Solution D.5% Homozygous dominant = p2 = 0.25 Homozygous dominant = q2 = 0.25 children 2pq = 0.5 Now the homozygous make up 2/3 of the surviving population, so the recessive allele makes up 1/3 of the total alleles in the population. 2pq = 0.5 or 5%.

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q2.4) Listed are elements of the financial statements discussed in this chapter. Match each element with the descriptions (use each as many times as necessary) (Click the icon to view the elements.) Debts of the company Economic resources with future benefit Elements V Inflows of assets from delivering or producing goods or services | Things of value a company owns VThe residual interest in the assets of an entity that remains after deducting its liabilities | The difference between what the company has and what the company owes V The owners\' interest in the company | outflows or using up of assets from delivering or producing goods and services 3 4 a. Assets b. Liabilities c. Shareholders\' equity d. Revenues e. Expenses Costs that have no future value PrintDone 10. The amount the company owes | Sales Solution Debts of a company Liabilities Economic resources with future value Assets inflows of asset from delivering products or services Revenue Things of value a company owns Assets A residential interest in the assets of the entity that remains after deducting its liabilities Shareholders equity The difference between what company has and what company owes Shareholders equity The owners interest in the company Shareholders equity Outflows or using up of assets from delivering or producing goods and services Expenses Costs that have no future value Expenses The amount the company owes Liabilities Sales Revenues Debts of a company Liabilities Economic resources with future value Assets inflows of asset from delivering products or services Revenue Things of value a company owns Assets A residential interest in the assets of the entity that remains after deducting its liabilities Shareholders equity The difference between what company has and what company owes Shareholders equity The owners interest in the company Shareholders equity Outflows or using up of assets from delivering or producing goods and services Expenses Costs that have no future value Expenses The amount the company owes Liabilities Sales Revenues.

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Programming code in C ***************** must be C ***** loops requesting information about patients and inserting the information into a linked list: call a function responsible for allocating the memory for the new item, requesting the following information for each patient: first name, last name, and patientid (an integer), and putting the information into the new item the function mentioned in part a should return a pointer to the new item call a function to insert the new item into the linked list new patients should be added so that the list is in alphabetical order by the last name leave the loop when the patient id is set to 0 displays the patient information in alphabetical order by the last name once all data has been provided. The first and last name and patient id for each patient should be displayed After the data has been input and displayed, enter another loop that asks for a patient’s last name and then displays the information for that patient: Write a function to search for the patient in the linked list and return a pointer to the item if it is found. If it is not found return null If the patient is found, display the patient’s full name and id number. If the patient is not found, display a message saying the patient was not found. Leave the loop if the person enters a zero for the person’s last name. Solution #include #include #include //------------------------------------------------- struct node { int pid; char fname[10]; char sname[10]; struct node *next; }; //------------------------------------------------------------ struct node *start=NULL; struct node *create(struct node *); struct node *display(struct node*); struct node *sort(struct node*); struct node *create(struct node *start) { struct node *new_node ,*ptr; int num; char ch; do { new_node=(struct node *)malloc(sizeof(struct node)); printf(\"Enter Patient ID: \"); scanf(\"%d\",&new_node->pid); printf(\"Enter Patient First name: \"); scanf(\"%s\",&new_node->fname); printf(\"Enter Patient Second name: \"); scanf(\"%s\",&new_node->sname); new_node->next=NULL; if(start==NULL) { new_node->next=NULL; start=new_node; } else { ptr=start; while(ptr->next!=NULL) ptr=ptr->next; ptr->next=new_node; new_node->next=NULL; } printf(\"\ Do you want to create another : \"); ch=getche(); }while(ch!=\'n\'); return start; } //------------------------------------------------------------------ struct node* display(struct node* start) { struct node *new_node; printf(\"\ The Linked List : \"); new_node=start; while(new_node!=NULL){ printf(\"\ %d\",new_node->pid); printf(\"\\t%s\", new_node->fname); printf(\"\\t%s\",new_node->sname); new_node=new_node->next; } return start; } struct node* sort(struct node* start){ struct node *ptr1,*ptr2; char temp[10]; int i; while(ptr1->next!=NULL){ ptr2=ptr1->next; while(ptr2!=NULL){ if(ptr1->sname[0]>ptr2->sname[0]){ for (i=0;i<2;i++) temp[i]=ptr1->sname[i]; for (i=0;i<2;i++) ptr1->sname[i]=ptr2->sname[i]; for (i=0;i<2;i++) ptr2->sname[i]=temp[i]; }.

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Imagine that one of the segments in Drosophila is T2, which will form the wing, and that two of the cells in that segment will become the wing disk, and form the entire wing during pupation. Which two cells must this be? Describe them in terms of their gene expression: are they cells that express \"engrailed + hedgehog only\", \"patched only\", or \"patched + wingless only\"? Solution Answer: The effects of a total lack of engrailed function in the wing has revealed three different requirements for engrailed during wing development. 1. It has a late role in patterning the wing margin, which includes cells within the anterior compartment. 2. it is involved in the cell-cell interactions that maintain the expression of the decapentaplegic gene along the antero-posterior compartment boundary. Decapentaplegic, in turn, controls growth through a mechanism that depends on the activity of the gene hedgehog, and the maintenance of the compartment boundary depends on these cell-cell interactions. 3. Finally, there is a global requirement for engrailed in the control of growth through a hedgehog-independent mechanism. Thus, they appears to be cells which express engrailed and hedgehog only..

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Explain principle of single nanoparticle devices using carbon nanoelectronics examples. Solution Answer : Nanomaterials describe, in principle, materials of which a single unit is sized (in at least one dimension) between 1 and 1000nanometres (109 meter) but is usually 1—100 nm (the usual definition of nanoscale). Nanomaterials research takes a materials science-based approach to nanotechnology, leveraging advances in materials metrologyand synthesis which have been developed in support of microfabrication research. Materials with structure at the nanoscale often have unique optical, electronic, or mechanical properties. Nanotechnology is the engineering of functional systems at the molecular scale. This covers both current work and concepts that are more advanced. In its original sense, nanotechnology refers to the projected ability to construct items from the bottom up, using techniques and tools being developed today to make complete, high performance products. One nanometer (nm) is one billionth, or 109, of a meter. By comparison, typical carbon-carbon bond lengths, or the spacing between these atoms in a molecule, are in the range0.12–0.15 nm, and a DNA double-helix has a diameter around 2 nm. On the other hand, the smallest cellular life-forms, the bacteria of the genus Mycoplasma, are around 200 nm in length. By convention, nanotechnology is taken as the scale range 1 to 100 nm following the definition used by the National Nanotechnology Initiative in the US. The lower limit is set by the size of atoms (hydrogen has the smallest atoms, which are approximately a quarter of a nm diameter) since nanotechnology must build its devices from atoms and molecules. The upper limit is more or less arbitrary but is around the size that phenomena not observed in larger structures start to become apparent and can be made use of in the nano device.[16] These new phenomena make nanotechnology distinct from devices which are merely miniaturised versions of an equivalent macroscopicdevice; such devices are on a larger scale and come under the description of microtechnology. Nanoelectronics refer to the use of nanotechnology in electronic components. The term covers a diverse set of devices and materials, with the common characteristic that they are so small that inter-atomic interactions and quantum mechanical properties need to be studied extensively. Some of these candidates include: hybrid molecular/semiconductor electronics, one- dimensionalnanotubes/nanowires, or advanced molecular electronics. Recent silicon CMOS technology generations, such as the 22 nanometernode, are already within this regime. Nanoelectronics are sometimes considered as disruptive technology because present candidates are significantly different from traditional transistors..

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Describe the structure of CFTR. You must provide a written description for full credit. A picture on its own is not enough. A picture with a description is acceptable. (5 points) What is the function of CFTR? (details are important) (5 points) Why is the mucus thicker than normal in CF patients? A good answer will include a description of how osmosis is affected by CF. (5 points) The most common mutation causing CF is a deletion of F508. What are the cellular consequences of the F508 deletion? (5 points) What are the organismal consequences of the F508 deletion? i.e. how does this mutation affect a human being? (5 points) How would you use gene therapy to treat CF? What problems might the plasma membrane cause for successful gene therapy? (5 points) Solution Describe the structure of CFTR CFTR protein : CFTR : Mutation F508 is a class II CFTR mutation.[ The CFTR protein is to a great extent communicated in cells of the pancreas, intestinal and respiratory epithelia, and every exocrine organ. At the point when appropriately collapsed, it is moved to the cell layer, where it turns into a transmembrane protein in charge of opening channels which discharge chloride particles out of cells; it likewise at the same time hinders the take-up of sodium particles by another channel protein. Both of these capacities help to keep up a particle angle that causes osmosis to coax water out of the cells. The F508 transformation prompts to the misfolding of CFTR and its inevitable debasement in the ER. In life forms with two supplements of the transformation, the protein is totally truant from the cell film, and these basic particle transport capacities are not performed.

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Convert 8-but two\'s complement hex number 7C to decimal. Solution Hexadecimal representation of 2\'s complement (7C)16 = (0111 1100 )2 its 2\'s complement = 1000 0011 +1 = 1000 0100 it is a negative number as it is in 2\'s complement form ,sign bit(leftmost) is 1 negative numbers can be represented by 2\'s complement calculate its value 1000 0100 1\'s complement = 0111 1011 +1 2\'s complement = 0111 1100 =(124)10 adding sign number = (-124 )10.

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Creative Ideas to teach graphing linear equations I need some help in teaching my students how to graph linear equations. My students all have dyscalcula and it is very difficult for them to catch on to working through the equations. Any suggestions? Solution Hello! Maybe you can try by applying synthetic geometry, being known the fact that people with dyscalculia disability could manage easily science and geometry issues.This kind of geometry( unlike the analytical one, which constructs geometric objects with the artifice of coordinate system) has to do more with euclidian geometry, which implies logic rather than formulae..

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Please help! Both answers must be in long paragraph form1. Explain.pdf

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Let I, J be ideals in a ring R. Prove that I J is also an ideal of R.pdf

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Imagine that one of the segments in Drosophila is T2, which will for.pdf

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If the Social Security retirement system was a private retirement sy.pdf

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Identify the following reaction Glucose + Fructose rightarrow Sucros.pdf

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identify the developmental genes that influence macroevolutionSo.pdf

identify the developmental genes that influence macroevolutionSo.pdf

identify the developmental genes that influence macroevolutionSo.pdf

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home study science biology questions and answers 1.cogniti.pdf

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graph one cycle of the given function. state the period , amplitude,.pdf

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Creative Ideas to teach graphing linear equationsI need some help .pdf

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Photos from our Spring Gala 2024. Thank you for making our 2024 Spring Gala unforgettable! Whether you attended or supported us with a donation, we extend our heartfelt thanks for celebrating School-Community Partnerships alongside ExpandED Schools. Special appreciation to our honorees, Rachel Skaistis and Cravath, Swaine, & Moore LLP, for their unwavering support in advancing educational equity. Your contributions have profoundly impacted countless young New Yorkers, and we’re proud to have you as part of our community. Our gratitude also extends to our Board of Directors, sponsors, city partners, community-based organizations, and the inspiring young people who joined us. Your support fuels our mission, and we’re endlessly thankful for your dedication. While we celebrate our gala’s success, our work continues. As you view the evening’s highlights, consider how you can further empower young New Yorkers and educators with your donation, no matter the size. Donate today: https://www.expandedschools.org/support-our-work/donate/

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Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.

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1. How can you verify Euler's formula for this net of a cube? Solution According to Euler's formula For any polyhedron that doesn't intersect itself, the Number of Faces + the Number of Vertices (corner points) - the Number of Edges = 2 This can be written: F + V E = 2 Faces + Vertices - Edges = 2 This cube has 6 faces, 8 vertices, and 12 edges. Euler's formula: 6 + 8 - 12 = 2 14 - 12 = 2 2 = 2 LHS = RHS Hence the euler's formula is verified for the given case.