How does water move across a largely hydrophobic plasma membrane.pdf

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HOMEWORK #8 1. Eli receives $200 in cash for his birthday and deposits the money into his checking account at River Town Bank. a. How does this deposit initially change the T-account of River Town Bank? How does it affect the money supply? b. If the bank maintains a reserve ratio of 15%, how will River Town respond to the new deposit? c. If every time River Town makes a loan, the loan results in a new checkable deposit in a different bank equal to the amount of the loan, by how much could the money supply in the economy expand in total? 2. The Fed has just purchased $100 million in Treasury bills from commercial banks. a. How will this affect the T- accounts for the commercial banks? b. If the public holds a fixed amount of currency (so that all loans create an equal amount of deposits in the banking system), the minimum reserve ratio is 5%, and banks hold no excess reserves, by how much will deposits in the commercial banks change? c. By how much will the money supply change? Describe the final changes to the T- account for commercial banks when the money supply changes by this amount Solution Answer: (a) For River Town bank, this deposit will increase checking deposits (liabilities) by $200 and increase reserves (assets) by $200. Unless this new deposit is lent out as credit, there will be no increase in money supply. (b) Out of $200 deposit, River Town bank will set aside $30 (= $200 x 15%) as required reserves. Balance amount, $170 (= $(200 - 30)) will be excess reserves. The bank may choose to keep $170 as its (excess) reserves, or to lend it out as excess reserves. (c) Total monetary expansion = Initial new deposit / Required reserve ratio = $200 / 0.15 = $1,333.33.

How does water move across a largely hydrophobic plasma membrane?
Solution
The plasma membrane of the cells is semi permeable. The phospholipid arrangement allow only
small uncharged molecules to pass into the cell along the concentration gradient. Now the
membrane being hydrophobic wont allow water to pass in without any assistance. These
membranes have special proteins or channels called as aquaporins which allow the movement of
water into the cel.

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The average temperatures for Annapolis, MD are: 44, 48, 57, 68, 77, 86, 90, 88, 81, 69, 59, and 48 A. create a box-and-whisper plot for the data. B. What is the median temperature? C. 75% of the temperatures are below what value? How do you know? D. 75% of the temperatures are above what value? How do you know? E. What conclusions can you draw about the temperature in Maryland? Solution Ascending order for given data is, 44 48 48 57 59 68 69 77 81 86 88 90 hence median is 68.5 75 percent temperatures are below 81 75 percent temperatures are above 57 In maryland temperature sustains either at highest or lowest range of temperature not around median range.

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Temperature is an example of a variable that uses a.the ratio scale b.the interval scale c.the ordinal scale d.either the ratio or the ordinal scale Temperature is an example of a variable that uses a.the ratio scale b.the interval scale c.the ordinal scale d.either the ratio or the ordinal scale Temperature is an example of a variable that uses a.the ratio scale b.the interval scale c.the ordinal scale d.either the ratio or the ordinal scale Solution Temperature is an example of a variable that uses the interval scale. Beacuse, interval scales are numerical scales in which intervals have the same interpretation throughout. As an example, we can take the Fahrenheit scale of temperature..

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Suppose that lines l1, l2, l3 are lines in an affine plane. Suppose that lines l1, l2 are parallel. Prove that if l1, l3 intersect then l2, l3 intersect. Solution Here we have the rule that when two parallel lines are intersected by a transversal, then the exteriior corresponding angles, thus formed are equal to each other. Now it is given that l1 and l2 are parallel lines and l3 intersects l1, that means l3 is transversal here, so that the exterior angles thus forming on line l1 and l3 will be equal to each other. Now as both exterior angles are forming at two different intersecting points of parallel lines l1 and l2, when intersected by line l3, that proved that being parallel lines, line l3 intersects both lines l1 and l2. Proved.

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At a glass manufacturing facility, crystal stemware is carefully inspected for correct dimensions, quality, and production trends. After lengthy studies, the factory is known to produce 15% defectives. Most of these pieces are discovered through inspection and are reworked or discarded. Suppose two pieces are randomly selected for inspection. Fill in the blank. (Give your answer to four decimal places.) Suppose at least one of the pieces has a flaw. The probability that both are defective is... Solution PROBABILITY OF DEFECTIVE = 0.15 PROBABILITY NON DEFECTIVE =1-0.15 = 0.85 PROBABILITY BOTH DEFECTIVE = 2C2*(0.15)^2*(0.85)^0 = 0.0225.

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Question 1. List and describe three rules of natural justice, provide an example of a situation where each of the three selected rules may be breached or contravened ( you may make up examples, draw from your own experience, or use examples from the textbook.) Solution The principles of natural justice is fairness and guarantee a fair decision is reached by an objective decision maker. Maintaining fairness protects the rights of individuals and increase public confidence in the process. The principles of natural justice were evolve from the Romans who admit that few legal principles were \"natural\" or self-evident and did not need a statutory basis. These two primary legal safeguards carrry out all decisions by judges or government officials when they take quasi-judicial or judicial decisions. The 3 common law rules are referred to in alliance to natural justice or procedural fairness. The Hearing Rule A person must be allowed an adequate opportunity to present their case where certain interests and rights may be adversely altered by a decision-maker. To ensure that these rights are valued, the authority which is assigned for deciding give both the opportunity to prepare and present evidence and to chase to arguments presenting by the opposite side. When oversee an investigation in relation to a complaint it is important that the person being accuse against is advised of the affirmations in as much detail as possible and given the opportunity to reply to the affirmations. The Bias Rule This rule states that no one concern to be judge in his or her case. This is the requirement that the deciding authority must be unbiased when according the hearing or making the judgment. Additionally, investigators and decision-makers must act without bias in all channels connected with the making of a decision. A decision-maker must be impartial and must make a decision based on a balanced and considered assessment of the information and evidence before him or her without fondness over another party. Investigators should ensure that there is no battle of interest which would make it inappropriate for them to conduct the investigation . The Evidence Rule This rule is that an administrative decision must be based upon analytical proof or evidence material. Investigators and decision makers should not base their decisions on mere belief or gut feelings . Rather, an investigator or decision maker should be able to clearly point to the evidence on which the inference or decision is based. Evidence (arguments, allegations, documents, photos, etc..) conferred by one party must be expose to the other party, who may then subject it to analysis. For example - the idea of fair hearing particularly varies significantly in different contexts such as whether it is a sophisticated full fledged hearing or a blunt and minimal one ; hearing prior to the decision or post decisional hearing. Case : Tanjong jaga vs minister of labour (1987) - Tanjong jaga contend that it was a .

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PROBLEM I. A nightclub manager realizes that demand for drinks is more elastic among students and tries to determine the optimal pricing schedule. Specifically, he estimates that the demand functions are given by g.-30-6P1 for students and = 24-4p for non-students. Assume that drinks cost the nightclub S2 each. Q1. If the market cannot be segmented, what is the uniform monopoly price? (a) $3.10 (b) $3.30 (c) S3.50 (d) S3.70 (e) S4.20 Q2. If the nightclub can charge according to whether or not the customer is a student but is limited to linear pricing, what price (per drink) should be set for students? (a) $3.10 (b) S3.25 (c) $3.40 (d) S3.50 (e) $3.80 Q3. Under the same conditions of Q2, what price (per drink) should be set for non-students? (a) s3.80 (b) $4.00 (c) S4.30 (d) $4.60 (e) $5.20 Solution (Q1) (d) Without segmentation, p1 = p2 = p q1 = 30 - 6p q2 = 24 - 4p Market demand: q = q1 + q2 = 30 - 6p + 24 - 4p q = 54 - 10p 10p = 54 - q p = 5.4 - 0.1q Profit is maximized when Marginal revenue (MR) equals Marginal cost (MC). Total revenue (TR) = p x q = 5.4q - 0.1q2 MR = dTR/dq = 5.4 - 0.2q Equating with MC, 5.4 - 0.2q = 2 0.2q = 3.4 q = 17 p = 5. - (0.1 x 17) = 5.4 - 1.7 = $3.7 (Q2) (d) With segmentation, profit is maximized when MR1 = MC and MR2 = MC For students, q1 = 30 - 6p1 6p1 = 30 - q1 p1 = (30 - q1) / 6 TR1 = p1 x q1 = (30q1 - q12) / 6 MR1 = dTR1/dq1 = (30 - 2q1) / 6 Equating with MC, (30 - 2q1) / 6 = 2 30 - 2q1 = 12 2q1 = 18 q1 = 9 p1 = (30 - 9) / 6 = 21 / 6 = $3.5 (Q3) (b) For non-students, q2 = 24 - 4p2 4p2 = 24 - q2 p2 = 6 - 0.25q2 TR2 = p2 x q2 = 6q2 - 0.25q22 MR2 = dTR2/dq2 = 6 - 0.5q2 Equating with MC, 6 - 0.5q2 = 2 0.5q2 = 4 q2 = 8 p2 = 6 - (0.25 x 8) = 6 - 2 = $4.

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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

Beyond the EU: DORA and NIS 2 Directive's Global Impact

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

Making and Justifying Mathematical Decisions.pdf

Making and Justifying Mathematical Decisions.pdf

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