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, Hist 110A key terms definitions, Key Terms Bodhisattva Dharma Romanization Senate Bantu Shi’a Manor Umma Equal-field system Chapter Overview or Section Focus Questions – One paragraph answers Ch. 6. How did the geographical location and trade relations of the Kushan Empire affect its cultural traditions? Ch. 7. How did the Roman Empire bring administrative and cultural unity to the vast territory it ruled? Ch. 8. Why did the ancient cultures of Africa, the Americas, and the Pacific often show similar developments in spite of their isolation from one another? Ch. 8. What do their material remains tell us about Pacific Islanders’ society and culture? Ch. 9. Why did Christianity and Islam achieve their initial success in towns and cities rather than in the rural countryside? Ch. 10. What patterns of political and cultural borrowing characterized the emerging states in East and Southeast Asia? Making Connections Questions – Two paragraph answers Ch. 6. How did the cultural innovations in India and China compare with those in Greece of the first millennium B.C.E.? Ch. 7. How did the world empires of the centuries from 500 B.C.E. to 500 C.E. facilitate the spread of new ideas and religions? Compare, for example, the Han and Roman empires. Ch. 8. Consider the agricultural techniques and resources of the inhabitants of Africa, the Americas, and the Pacific. What do the similarities and differences reveal about the development of their cultures? Ch. 9. In what ways did the spiritual authority of the Islamic ulama differ from that exercised by the Christian popes and bishops? Ch. 10. Do you think that the invasions of Germanic people into the Roman Empire had more lasting consequences than the invasions in China by steppe nomad peoples? Why or why not? ...

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Ch. 6. How did the cultural innovations in India and China
compare with those in Greece of the first millennium B.C.E.?
Ch. 7. How did the world empires of the centuries from 500
B.C.E. to 500 C.E. facilitate the spread of new ideas and
religions? Compare, for example, the Han and Roman empires.
Ch. 8. Consider the agricultural techniques and resources of the
inhabitants of Africa, the Americas, and the Pacific. What do
the similarities and differences reveal about the development of
their cultures?
Ch. 9. In what ways did the spiritual authority of the Islamic
ulama differ from that exercised by the Christian popes and
bishops?
Ch. 10. Do you think that the invasions of Germanic people
into the Roman Empire had more lasting consequences than the
invasions in China by steppe nomad peoples? Why or why not?

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2. Please explain how the Aryan invaders in India tried to assimilate the Harappan population that they had conquered. Please explain why these methods later promoted the political stability and social stability of India, as well as allowing growth in the number people who were Hindus. 3. Please define the Mandate of Heaven political philosophy in the Ancient and Medieval Chinese Empire. 4. Please evaluate the argument that the Chou (also spelled Zhou) Dynasty in China was unsuccessful, despite its political, social, and technological innovations. 5. Please explain the most significant contribution of the Ancient Israelite Civilization to World History. In your answer, please do not discuss the Modern Era, and please be respectful of religious diversity. 6. Please explain why the city of Athens was intellectually innovative during the Ancient Classical Greek Civilization, and please briefly describe several specific Athenian innovations. 7. Please describe the origin of Buddhism, and please explain why Buddhism was not assimilated into Hinduism. 8. Please compare and contrast Confucianism, Taoism (also spelled Daoism), and Legalism. Please explain why an Ancient or Medieval Chinese person could be both a Confucianist and a Taoist at the same time. 9. Please evaluate the argument that Alexander the Great was lucky rather than smart. 10. Please explain why the Ancient Roman Republic was transformed into an empire. 11. Please explain why the Western Roman Empire was unsuccessful, despite the reform efforts by Emperors Diocletian, Constantine, and Theodosius. 12. Please explain why there was political, religious, and social unrest in Ancient Palestine during the first century CE, and please explain how these situations affected Jesus. In your answer, please be respectful of religious diversity, and please do not discuss Modern or Medieval activities. 13. Please explain how and why the popularity of Christianity increased in the Ancient Roman Empire. In your answer, please be respectful of religious diversity. 14. Please explain the achievements of the Qin Dynasty in China, and please explain why the Han Dynasty was more successful than the Quin Dynasty. 15. Please explain the political and cultural changes that occurred when the French King Charlemagne transformed the European Dark Ages into the Carolingian Renaissance. EXTRA CREDIT QUESTIONS: 16. Please explain how the transformation from the Romanesque to Gothic cathedral styles is representative of the changes in the military history of Europe. 17. Please explain why the Scholastic Movement was innovative. In your answer, please define Scholasticism, and please be respectful of religious diversity. .

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Here are some history questions, need to answer in 3-4 sentences. Regardless of the time difference, I need them in 2 hrs. Connection and Separation in the Ancient World What were the main routes of trade in the Afro-Eurasian world? What was carried on those routes? (Hint: think beyond just material goods.) How did the expansion of long-distance trade change the places that were connected by trade routes? How were the societies of sub-Saharan Africa connected to other areas of Afro-Eurasia? How did those connections affect the African societies? Why was the Atlantic not a major conduit for trade in the period we have examined? How were the societies that developed in the ancient Americas similar to and different from those in Afro-Eurasia? What explains the similarities and differences? What kinds of continuities do we see in the various cultures that rose and declined in Central and South America during this period? The Empires of Han China and Ancient Rome How did the Han dynasty compare to the Qin — did they emphasize continuity with the Qin or discontinuity? How did the Han dynasty try to establish and maintain their authority in China? What were the challenges that they faced, and how did they try to overcome them? Why did the Han dynasty fall? How does their end compare to the ends of other dynasties/empires we’ve seen? How does the Roman empire compare to the Han (in terms of origins, politics, culture, growth, decline, etc.)? How did Rome shift from being a republic to being an empire, and what were the consequences of this shift (on Rome/Romans and on the conquered areas)? Was Rome an empire before it had an emperor? Is that possible? What is the best way to explain the declines of the Roman and Han empires? What similarities and differences do you see between the Roman and Han empires? What causes the similarities? The differences? Universal Religions and the Middle Ages What do historians mean by “universal religions” and what are some examples? What makes them “universal”? How do Christianity and Islam compare to the systems of ideas (religious or philosophical) that we have considered? How did the different contexts where (and when) Christianity and Islam first emerged affect the development of each? How did the beliefs of Islam and Christianity shape their respective societies? What accounts for the fracturing (religious, political) of the Islamic world in the medieval period? How did the Christian and Islamic worlds compare in the middle ages? How did members of each of these two religions coexist in the middle ages? What accounts for periods of peaceful coexistence and violent conflict? In what ways did Christianity begin to recover in the later middle ages, and why? With what consequences? How do we explain the origins of the Crusades? What do we know and not know about the events of that period? What kinds of sources are available to us and how should we read them? .

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Discuss the new ideas that emerged from the Great Schools of the Axial Age. Compare and contrast the ideas of China’s sages with the ideas emerging in the same period in India and Greece. Why do we tend to divide the new philosophies between “natural philosophy” and “moral” or “political” philosophy? Give an example of each. Why do we tend to call the teachings of Chinese and Greek scholars “philosophy” whereas we tend to think of the teachings emerging in India as “religious”? (Hint: To answer this question, you will have to read the Armesto chapter posted on the website AS WELL AS the textbook chapters.) 650-900 words – 50% of your grade. Section II: Answer one of the questions below in 650 -900 words: 1. From 3500-2000 BCE, as civilizations developed in the river basins of Mesopotamia, Egypt, South Asia and East Asia, more intensive cultivation brought agricultural surpluses that ushered in a wide range of impacts. Explain with examples from at least two of the river-basin civilziations how food surpluses led to the rise of complex societies and states. (To answer this question, you must define “complex society” and discuss the types of states developed in the societies you are discussing.) 2. The second millennium BCE witnessed large-scale migrations of nomadic peoples who brought with them their domesticated horses and their chariot technology. These people are referred to by scholars as Indo-Europeans, largely on the basis of their languages (see Current Trends in World History: How Languages Spread). Contrast the impact of migrations into Southwest Asia(Anatolia and Mesopotamia), Egypt, South Asia, and East Asia. To what extent did conflict play a role in the impact of Indo-European language speakers on the formation of territorial states? 3. From the mid-second through the mid-first millennium BCE, “second-generation” societies developed in Easter Zhou China, the Ganges plain of South Asia, and the Mediterranean, while parts of South America, Mesoamerica, and sub-Saharan Africa birthed their first complex societies. What are the differences between the second-generation societies of Afro-Eurasia and the first complex societies elsewhere, and what might account for these very different, yet contemporary developments across the globe? .

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The 6th century BCE is a crucial period in human history marked by significant developments in social, economic, and political realms. This century laid the groundwork for profound transformations and set the stage for the emergence of new philosophies, empires, and cultural shifts. Here is an exploration of the importance of the 6th century BCE in the context of social, economic, and political changes: Social Transformations: Religious and Philosophical Movements: The 6th century BCE witnessed the emergence of influential religious and philosophical figures. Siddhartha Gautama, who later became known as Buddha, attained enlightenment around 563 BCE, leading to the foundation of Buddhism. Additionally, Mahavira, the founder of Jainism, lived during this period. These spiritual movements had a profound impact on social values, emphasizing ethics, morality, and the quest for spiritual enlightenment. Cultural Exchange: Increased interactions between different cultures and civilizations contributed to a cultural exchange. This was particularly notable in regions like the eastern Mediterranean, where ideas and practices from the ancient Near East and Greece intersected. It laid the groundwork for the cultural flourishing that characterized subsequent centuries. Urbanization: Many societies experienced urbanization and the growth of cities. This shift from rural to urban living had implications for social structures, as it led to increased specialization of labor, the rise of merchant classes, and the development of complex social hierarchies.

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1 of 6 LAB 5: IMAGE FILTERING ECE180: Introduction to Signal Processing OVERVIEW You have recently learned about the convolution sum that serves as the basis of the FIR filter difference equation. The filter coefficient sequence {𝑏𝑘} – equivalent to the filter’s impulse response ℎ[𝑛] – may be viewed as a one-dimensional moving window that slides over the input signal 𝑥[𝑛] to compute the output signal 𝑦[𝑛] at each time step. Extending the moving window concept to a 2-D array that slides over an image pixel array provides a useful and popular way to filter an image. In this lab project you will implement two types of moving-window image filters, one based on convolution and the other based on the median value of the pixel grayscale values spanned by the window. You will also gain experience with the built-in image convolution filter imfilter. OUTLINE 1. Develop and test a 33 median filter 2. Develop and test a 33 convolution filter 3. Evaluate the median and convolution filters to reduce noise while preserving edges 4. Study the behavior of various 33 convolution filter kernels for smoothing, edge detection, and sharpening 5. Learn how to use imfilter to convolution-filter color images, and study the various mechanisms offered by imfilter to deal with boundary effects PREPARATION – TO BE COMPLETED BEFORE LAB Study these tutorial videos: 1. Nested “for” loops -- http://youtu.be/q2xfz8mOuSI?t=1m8s (review this part) 2. Functions -- http://youtu.be/0zTmMIh6I8A (review as needed) Ensure that you have added the ECE180 DFS folders to your MATLAB path, especially the “images” and “matlab” subfolders. Follow along with the tutorial video http://youtu.be/MEqUd0dJNBA, if necessary. LAB ACTIVITIES 1. Develop and test a 33 median filter function: 1.1. Implement the following algorithm as the function med3x3: TIP: First implement and debug the algorithm as a script and then convert it to a function as a final step. Use any of the smaller grayscale images from the ECE180 “images” folder as you develop the function, or use the test image X described in the Step 1.2. (a) Create the function template and save it to an .m file with the same name as the function, (b) Accept a grayscale image x as the function input, http://youtu.be/q2xfz8mOuSI?t=1m8s http://youtu.be/0zTmMIh6I8A http://youtu.be/MEqUd0dJNBA 2 of 6 (c) Copy x to the output image y and then initialize y(:) to zero; this technique creates y as the same size and data type as x, (d) Determine the number of image rows and columns (see size), (e) Loop over all pixels in image x (subject to boundary limits):  Extract a 33 neighborhood (subarray) about the current pixel,  Flatten the 2-D array to a 1-D array,  Sort the 1-D array values (see sort),  Assign the middle value of the sorted array to the current output pixel, and (f) Return the median-filtered image y. 1.2. Enter load lab_5_verify to load the

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1 Objectives Genetically transform bacteria with foreign DNA and induce expression of genes encoded on DNA to produce novel Isolate chromosomal DNA from Introduction In this portion of the lab, you will perform a procedure known as genetic transformation. that a gene is a piece of DNA that provides the instructions for making (codes for) a protein. This gives an organism a particular trait. Genetic transformation literally means change caused by genes, involves the insertion of a gene into an organism in order to change the organism’s trait. transformation is used in many areas of biotechnology. In agriculture, genes coding for traits such as pest, or spoilage resistance can be genetically transformed into plants. In bioremediation, bacteria can genetically transformed with genes enabling them to digest oil spills. In medicine, diseases caused defective genes are beginning to be treated by gene therapy; that is, by genetically transforming a person’s cells with healthy copies of the defective gene that causes the You will use a procedure to transform bacteria with a gene that codes for Green Fluorescent (GFP). The real-life source of this gene is the bioluminescent jellyfish Aequorea victoria. Fluorescent Protein causes the jellyfish to fluoresce and glow in the dark. LAB TOPIC 10: Nucleic Acids and Genetic Transformation Following the procedure, the bacteria express their newly acquired jellyfish gene and produce the fluorescent which causes them to glow a brilliant green color under ultraviolet In this activity, you will learn about the process of moving genes from one organism to another with aid of a plasmid. In nature, bacteria can transfer plasmids back and forth allowing them to share beneficial genes. This natural mechanism allows bacteria to adapt to new environments. The occurrence of bacterial resistance to is due to the transmission of Genetic transformation involves insertion of some new DNA into the E. cells. In addition to one large bacteria often contain one or more circular pieces of DNA called Plasmid DNA usually contains genes for than one trait. Scientists can use a called genetic engineering to insert coding for new traits into a plasmid. In case, the pGLO plasmid carries the GFP that codes for the green fluorescent protein and a gene (bla) that codes for a protein that gives the resistance to an antibiotic. The genetically engineered plasmid can then be used to genetically bacteria to give them this new Figure 10.1 Bacterial cell undergoing genetic transformation with the pGLO plasmid Exercise 10.1 Bacterial Transformation 2 Pre-lab exercises: Since scientific laboratory investigations are designed to get information about a question, our first might be to formulate some questions for this Can we genetically transform an organism? Which organism is 1. To genetically tra ...

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1 of 8 Student name: ……………. Student ID: ……………. The Effect of Social Media on the English Language 2 of 8 Table Of Content: Abstract 3 Introduction 3 Literature review 3 Significance of Research 4 Research Question 4 Methodology 4 Ethical Considerations 4 Limitations of the study 4 Expected results 5 Conclusion 5 References 6 Appendix 7 3 of 8 Abstract: Giving the popularity of social networking sites lately, it has made an effect on the English language either in a positive way by adding new words to the dictionary a negative way by misus- ing the grammar and using incorrect abbreviated words like turning “you’re” to “your’. In this research proposal I would like to investigate what the effect of using social networks has on the Eng- lish language and see if it was more positive than negative and vice versa. I will be making a survey page to collect data on the way people use these sites. Furthermore, we will see if people know the importance of using proper English and try to make social networking sites improve our way of using the English language. Introduction: Technology has changed rapidly in the past five years, we became more reliant on our smart phones and it completely changed the way we communicate with each other in our everyday life, it made it easier for us to interact with people across the world with a single touch through social networking sites, such as Twitter, Facebook and YouTube. Technology is clearly having some impact on the English language and the words we use. Recently we saw how some Internet words have made it to the Oxford dictionary this proves the impact it made, for example the word “Tweet” which means according to the dictionary: “a posting made on the social networking service Twitter”. However, some people think that it is okay to misuse Grammar or word spelling on social networking sites, for instance, using “your” instead of “You’re”. So do these sites make a positive or a negative impact on the English language? Literature review: A research titled “5 Ways That Social Media Benefits Writing the English language” written by Mallary Jean Tenore in 2013 mentioned some ways that social media benefits writing and language, such as how it increases the awareness of mistakes, when people make grammatical or spelling mistakes people will point them out via these websites therefore we become more aware of our spelling and grammar thus improving our language. She also talked about how it creates new words and meaning, such as “googled”, “tweeted”, “Friended”. She said that it also spotlight short writings meaning it valued short storytelling with Vine videos where you have just six seconds to give a message and in twitter you only have 140 characters to use which forces you to make every word count. 4 of 8 Another research called Social networkin ...

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1 MATH 106 QUIZ 4 Due: by 11:59 PM, Sunday, September 22, 2013, (take-home part) via the Assignment Folder NAME: _______________________________ I have completed this assignment myself, working independently and not consulting anyone except the instructor. INSTRUCTIONS  The take-home part of Quiz 4 is worth 75 points. There are 10 problems (5 pages), some with multiple parts. This quiz is open book and open notes. This means that you may refer to your textbook, notes, and online classroom materials, but you must work independently and may not consult anyone (and confirm this with your submission). You may take as much time as you wish, provided you turn in your quiz no later than Sunday, September 22, 2013.  Show work/explanation where indicated. Answers without any work may earn little, if any, credit. You may type or write your work in your copy of the quiz, or if you prefer, create a document containing your work. Scanned work is acceptable also. In your document, be sure to include your name and the assertion of independence of work.  General quiz tips and instructions for submitting work are posted in the Quizzes conference.  If you have any questions, please contact me via Private Message in WebTycho. 1. (4 pts) Determine how many six-character codes can be formed if the first, second, third, and fourth characters are letters, the fifth character is a nonzero digit, the sixth character is an odd digit, and repetition of letters and digits are allowed. (A digit is 0, 1, 2, .., or 9.) Show your work . 1. ______ A. 720 B. 175,760 C. 790,920 D. 20,563,920 2. (4 pts) Suppose that a multiple choice exam has seven questions and each question has five choices. In how many ways can the exam be completed? Show your work. 2. ______ A. 35 B. 4,096 C. 16,807 D. 78,125 2 3. (4 pts) Given the feasible region shown to the right, find the values of x and y that minimize the objective function 8x + 7y. Show your Work. 3. _______ A. There is no minimum. B. (x, y) = (6, 0) C. (x, y) = (3, 2) D. (x, y) = (1, 4) E. (x, y) = (0, 7) 4. (4 pts) Six customers in a grocery store are lining up at the check-out. In how many different orders can the customers line up? Show your work. 4. _______ A. 6 B. 36 C. 720 D. 46,656 5. (4 pts) A restaurant’s menu has six appetizers, four entrees, and five beverages. To order dinner, a customer must choose one entrée and one beverage, and may choose one appetizer. (That is, a dinner must include one entrée and one beverage, but not necessarily an appetizer. An appetizer is optional.) How many different dinners can be ordered? Show your work. ...

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1 MN6003 Levis Strauss Case: Adapted from: “Does Levi Strauss still fit America?” by Caroline Fairchild October 6, 2014, Fortune Magazine and “Levi Strauss - The Boss and the yogi” Jul 12th 2014 from the Economist It used to be the only name in denim. Today the 161-year-old family owned company is just one name among hundreds. Can anyone bring the blue jeans pioneer back to its old glory? Enter Chip Bergh—a former P&G brand whiz who once made razorblades cool. Chip Bergh is not an “apparel guy,” he says, while walking through Levi’s Stadium in Santa Clara, California, the new home of the San Francisco 49ers. Levi’s 20-year, $220 million investment in the naming rights for the 49ers stadium is part of a larger push to tap into the nostalgia Bergh believes everyone has for the brand. Despite the setting, Bergh isn’t really a “sports guy” either. He is much more of a company man. “I still bleed Procter & Gamble blue,” he says about his former employer. A crowd full of fans wearing your clothing is the fantasy of anyone heading an apparel company. But at Levi—the largest jeans company in the world and the undisputed founder of the category—the fantasy has been far from reality for a long time. The creator of the 501 has struggled to keep its brand relevant for what Bergh calls Levi’s “Lost Generation.” For 120 years the term “Levi’s” was synonymous with “blue jeans.” Then came the turn of the 21st century, when a fashion explosion in denim suddenly gave shoppers a range of high-end choices—including brands like 7 For All Mankind (founded in 2000) and True Religion (2002), whose labels sounded more like cults than pants. At the same time, lower-end rivals that had been kicking around for a while (Lee and Wrangler) began nibbling away at market share and consumers defected to cheaper jeans, sold by “fast-fashion” retailers like Zara and H&M. Levi got lost in the middle. With $7.1 billion in 1996 sales, the company used to be bigger than Nike. By 2003, Levi’s revenues had bell-bottomed out to $4.2 billion. Over the next decade, sales rose only barely as the company failed to translate affection for the brand into actual purchases. Levi’s design team was late to key trends, like colored denim for women and more tailored jeans for men. Once in the top quintile of the Fortune 500, Levi dropped off the list in 2012. That kind of decline would be a challenge for any new CEO, yet Bergh, a 57-year-old vegan and former U.S. Army captain, is bringing a discipline to the company that had been missing for nearly 20 years. He has taken an axe to the company’s inflated cost structure and is convinced that he can make Levi grow again. While still relying heavily on the classic pieces of clothing that are the seam of the denim giant’s business (think the button-fly jean, the white pocket tee, the trucker jacket), Bergh is now investing i ...

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1 NAME__________________ EXAM 1 Directions: Answer the following questions on the attached sheets of paper. Please adhere to the following guidelines to reduce any suspicions of cheating: 1. KEEP YOUR EYES ON YOUR OWN EXAM AT ALL TIMES. 2. KEEP YOUR ANSWERS COVERED AT ALL TIMES. 3. Do not communicate with any other student during the exam. 4. Do not use any unauthorized prepared material during the exam. 5. Only acceptable calculators may be used on the exams. 6. Do not leave the room at any time before handing in your exam. 7. SHOW ALL OF YOUR WORK (answers may not be accepted without work shown) EQUATIONS if xxx  t x v x    dt dx v x  t v a x x    dt dv a x x  tavv xxx  0 2 00 2 1 tatvxx xx  )(2 0 2 0 2 xxavv xxx  tvvxx xx )( 2 1 00  tavv   0 2 00 2 1 tatvrr   g v h 2 sin 0 22 0   g v R 0 2 0 2sin   jAiAA yx ˆˆ   22 yx AAA             x y A A 1 tan cosABBA   sinABBA   r v a c 2  dt vd a t   raaa rt ˆ ˆ    v r T 2  amF   nf kk  nf ss  Earth: mR E 6 1038.6  , kgm E 24 1097.5  2 1. A stone is thrown straight up with a speed of 25.0 m/s from the top of a building 55.0 m tall. a. How far above the ground will the stone go? b. How long until the stone hits the ground? c. What is the speed of the stone just before it hits the ground? d. If a ball is thrown downward from the top of the same building with a speed of 25.0 m/s, will its speed just before hitting the ground be greater than, less than, or equal to the speed of the stone just before it hits the ground? Explain. (Hint: What is the speed of the stone when it returns to the height it was thrown?) 3 2. A ball is thrown from the top of a building of height 40m at an angle of 20˚ above the horizontal and with an initial speed of 15m/s. Use the assumptions of projectile motion to answer the following questions. a. How high above the ground will the ball travel? b. What speed will the ball have at the maximum height? c. What is the direction of the velocity of the ball at the maximum height? d. How far has the ball traveled horizontally when it hits the ground? e. What will be the speed of the ball when it hits the ground? 4 3. Consider the frictionless system below. The pulley is massless and frictionless, and the string is massless. The mass of each block is ma = 2.0 kg, mb = 1.0 kg, mc = 2.0 kg, and md = 1.0 kg. a. What is the acceleration of the system? b. What is the tension in the string between block a and block b? c. What is the tension in the string between block b and block c? d. What is the tension in the string between block c and block d? e. If the system is initially at rest, how long will it take block d to fall 3.0 m? 5 4. Two equal mass ...

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1 Name: Chem 9, Section: Lab Partner: Experiment Date: Synthetic Polymers and Plastics Part A: Physical Characteristics Find or choose one type of each of the following plastic polymers, and report the following characteristics: Plastic number Short Name (HDPE, LDPE, etc) Clear (yes or no) Opaque (yes or no) Flexibility (can be bent?) Durability (hard or soft) Breakability (can be cracked?) Recyclable (yes or no) 1 2 3 4 5 6 7 Part B: Density Tests Report for plastic samples in each liquid: sinks rapidly, sinks slowly, floats on top, floats below surface Plastic number 1:1 ethanol/water density = 0.94 g/cm 3 Water density = 1.0 g/cm 3 10% NaCl solution density = 1.08 g/cm 3 1 2 3 4 5 6 Relative Plastic Densities: Less than 0.94 g/cm 3 Less than 1.0 g/cm 3 Less than 1.08 g/cm 3 More than 1.08 g/cm 3 Ranking of densities: (lowest) _______ _______ _______ _______ _______ _______ (highest) 2 Part C: Polymer Bouncy Balls Polymer Ball composition Approximate height bounced Physical characteristics Ball #1: Ball #2 Ball #3 Questions 1. Which of the Big Six plastics was the most flexible? 2. Which of the Big Six plastics would be the best material for each of the following examples? Use short names to identify each plastic (e.g. HDPE). a replacement for a glass window ? a take-out container for food? a flexible, expandable bag for carrying items? a lightweight bottle cap? 3. An unknown plastic floats in a 10% NaCl solution but sinks in water. What is the range of possible density values this plastic may have? Suggest the composition of this plastic. 3 4. Why is it important to dislodge any adhering bubbles in the density tests? 5. PET plastic (number 1) is the most valuable waste plastic at the present time. Suggest a way to separate it commercially from other waste plastics. 6. Sometimes plastic containers are made from two polymers and not just one. What would happen to the water density test if HDPE and PVC were mixed? 7. Why are plastic recyclers very concerned about identifying the different polymers and not mixing them together? 8. The figure below depicts polymerization of polystyrene (PS). Circle the original monomers and determine how many monomers are present. 4 9. Polyvinylchloride (PVC) is composed of the vinyl chloride monomer. The monomer structure and general reaction are shown at right. Draw a polyvinyl chloride polymer composed of five monomers arrange ...

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1 page apa sources:2 Third Party Logistics Briefly describe the basic types of third party logistics (3PL) organizations. • Identify some of the best practices that leading companies using 3PLs have embraced. • What value-added considerations would you take into account when considering the use of a 3PL? • Which 3PL would provide the most suitable service to your organization? (Forwarder and Warehousing are the ones my company use.) • What 3PLs does your organization currently use? (My company uses a freight forwarder) What other 3PLs could you recommend to your management? Domestic Transportation. WAVfiles/behave.wav WAVfiles/cat_meow_x.wav WAVfiles/cow3.wav WAVfiles/goat2.wav WAVfiles/gold.wav WAVfiles/imamog.wav WAVfiles/reach.wav WAVfiles/README.txt Title Artist ===== ====== behave Austin Powers cat_meow_x Kitty cow3 Miss Cow goat2 Goaty gold Snowman imamog Mog reach Woody rudolph Rudolph theme Archie and Edith warning_alien Robot wizoz5 Munchkins WAVfiles/rudolph.wav WAVfiles/theme.wav WAVfiles/warning_alien.wav WAVfiles/wizoz5.wav ...

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1 Page apa sources:2 Review the Food Environment Atlas maps for variables that seem to affect your selected state the most. Select a state and variables you consider relevant to represent the food environment in you chosen state. 1) Include at least two food categories from the following list: ? ACCESS ? STORES ? RESTAURANTS ? ASSISTANCE ? INSECURITY ? PRICES_TAXES ? LOCAL  2) Include at least two health variables in each of the selected food categories.  Find the name and descriptions of variables in the Food Environment Atlas Resources: Excel Data and Documentation Download. Write a 200- to 300-word plan that includes ? your selected state (Texas); ? selected food categories and health variables; and ? reasons for selection. Are your variables expressed in numbers or percentages? Optional: Discuss choices in discussion with classmates and instructor. Write a summary of your discussion to include with this assignment. ...

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1 Lab 3: Newton’s Second Law of Motion Introduction Newton’s Second law of motion can be summarized by the following equation: Σ F = m a (1) where Σ F represents a net force acting on an object, m is the mass of the object moving under the influence of Σ F, and a is the acceleration of that object. The bold letters in the equation represent vector quantities. In this lab you will try to validate this law by applying Eq. 1 to the almost frictionless motion of a car moving along a horizontal aluminum track when a constant force T (tension in the string) acts upon it. This motion (to be exact the velocity of the moving object) will be recorded automatically by a motion sensor. The experimental set up for a car moving away from the motion sensor is depicted below. If we consider the frictionless motion of the cart in the positive x-direction chosen in the diagram, then Newton’s Second Law can be written for each of the objects as follows: T Ma (2) and – gT F ma  (3) From this system of equations we can get the acceleration of the system: 2 gF a m M   (4) Because the motion of the car is not frictionless, to get better results it is necessary to include the force of kinetic friction fk experienced by the moving car in the analysis. When the cart is moving away from the motion detector (positive x-direction in the diagram) Newton’s Second Law is written as follows for each of the moving objects m and M: 1 1– kT f Ma (5) and 1 1– gT F ma  (6) Since it is quite difficult to assess quantitatively the magnitude of kinetic friction involved in our experiment we will solve the problem by putting the object in two different situations in which the friction acts in opposite directions respectively while the tension in the string remains the same. When the cart M is forced to move towards the motion detector (negative x-direction in the diagram), the corresponding Newton’s Second Law equations will change as follows: 2 2kT f Ma   (7) and 2 2gT F ma  (8) Note that in equations 5, 6, 7, and 8 the direction of acceleration represented by vector a has been chosen in the same direction as the direction of motion. We are able to eliminate the force of kinetic friction on the final result, by calculating the mean acceleration from these two runs:  1 2 2 ave slope slope a   (9) Combing the equations (5) – (8) we derive the equation to calculate the value of gravitational acceleration:  avea M mg m   (10) 3 Equipment Horizontal dynamics track with smart pulley and safety stopper on one end; collision cart with reflector connected to a variable mass hanging over the pulley; motion detector connected to the Science Workshop interface recording the velocity of the moving cart. Procedure: a) Weigh the cart (M) and the small mass (m) hanger. b) Open the experiment file “New ...

1 Lab 3 Newton’s Second Law of Motion Introducti.docx

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1 Marks: 2 A person can be prosecuted for both an attempt and the completed crime. Choose one answer. a. False b. True Question 2 Marks: 2 According to Hicks v. U.S.,150 U.S. 442 (1893)one can be held criminally liable by “merely speaking words of encouragement.” Choose one answer. a. True b. False Question 3 Marks: 2 According to MPC §1.07, conspirators in a completed crime may be punished for the conspiracy, as well as the completed crime. Choose one answer. a. True b. False Question 4 Marks: 2 According to your reading, in some states it is a more serious offense to break into a car and steal a tape player than it is to steal the entire car. Choose one answer. a. false b. true Question 5 Marks: 2 According to your reading, the charge of forgery includes each of the following elements except Choose one answer. a. the false making or altering b. of a legally significant instrument c. with intent to defraud d. a court of law or financial institution Question 6 Marks: 2 According to your reading, the legal term of art most often employed to distinguish murder from manslaughter is Choose one answer. a. causation b. vicarious liability c. burden of proof d. malice aforethought Question 7 Marks: 2 According to your reading, the Model Penal Code considers the solicitor to be as dangerous as the perpetrator of the completed crime. Choose one answer. a. false b. true Question 8 Marks: 2 According to your reading, the problems with corporate criminal liability include Choose one answer. a. Determining who to charge b. determining punishment c. the wording of criminal statutes d. all of the above Question 9 Marks: 2 Although they are similar, embezzlement differs from larceny in which of the following ways? Choose one answer. a. embezzlement requires asportation b. the claim of right defense is generally not applicable to larceny c. embezzlement does not require intent d. none of the above Question 10 Marks: 2 An aider and abettor or accessory before the fact must Choose one answer. a. be a principal of the crime b. discourage the commission of the crime c. solicit the commission of the crime d. aid or encourage the commission of a crime 11 Marks: 2 An effective abandonment defense to aiding and abetting, or to accessory before the fact, will Choose one answer. a. vary with aid b. depend on the type of solicitation made c. all of the above d. none of the above Question 12 Marks: 2 Assault and battery are Choose one answer. a. civil torts, not crimes b. handled the same in all jurisdictions c. handled the same in civil and criminal proceedings d. handled differently from jurisdiction to jurisdiction Question 13 Marks: 2 At Common Law, which of the following elements is not accurate regarding the crime of Burglary? Choose one answer. a. Trespassory breaking and entering b. Of the dwelling of anoth ...

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1 List of Acceptable Primary Resources for the Week 3 and Week 5 Assignments These are the primary resources that you can cite when explaining a moral theory in order to fulfill the relevant portion of the resources requirement. Readings included in the “Required Readings” list are indicated with a *. Utilitarianism: *Mill, J. S. Utilitarianism, in the original version in the textbook, or in the version by Jonathan Bennett retrieved from www.earlymoderntexts.com. Haines, W. (n.d.). Consequentialism. Internet Encyclopedia of Philosophy. Retrieved from http://www.iep.utm.edu/conseque/ Singer, P. (2003). Voluntary euthanasia: A utilitarian perspective. Bioethics, 17(5/6), 526-541. Retrieved from the EBSCOhost database. Deontology: * Kant, I. (2008). Groundwork for the metaphysic of morals. In J. Bennett (Ed. & Trans.), Early Modern Philosophy. Retrieved from http://www.earlymoderntexts.com/pdfs/kant1785.pdf (Original work published in 1785). Virtue Ethics: * Aristotle. (350 B.C.E.). Nicomachean ethics (W. D. Ross, Trans.). Retrieved from http://classics.mit.edu/Aristotle/nicomachaen.html Annas, J. (2006). Virtue ethics. In D. Copp (Ed.), The Oxford Handbook of Ethical Theory (pp. 515– 36). Oxford: Oxford University Press. Retrieved from https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism- handbook.pdf Hursthouse, R. (2012). Virtue ethics. In E. Zalta (Ed.), The Stanford Encyclopedia of Philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-virtue/ MacIntyre, A. (1984). After virtue. Notre Dame, IN: University of Notre Dame Press. Chapters 14-15 are included in the Chapter 6 readings of the textbook. Feminist/Care Ethics: *Held, V. Feminist transformations of moral theory. Included in the Chapter 6 readings of the textbook. *Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press. Retrieved from https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20 a%20Different%20Voice.pdf http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg http://www.earlymoderntexts.com/ http://www.iep.utm.edu/conseque/ https://www.sesync.org/sites/default/files/resources/case_studies/10-kenyaecotourism-handbook.pdf http://plato.stanford.edu/entries/ethics-virtue/ https://lms.manhattan.edu/pluginfile.php/26517/mod_resource/content/1/Gilligan%20In%20a%20Different%20Voice.pdf 2 * Noddings, N. (2010). Maternal factor: Two paths to morality. Berkeley, CA: University of California Press. Retrieved from the ebrary database. http://insite.bridgepoint.local/dept/ops/pni/Navigator Images/Ashford Logo New.jpg ...

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TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

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, Hist 110Akey terms definitions, Key TermsBodhisattva.docx

1. , Hist 110A key terms definitions, Key Terms Bodhisattva Dharma Romanization Senate Bantu Shi’a Manor Umma Equal-field system Chapter Overview or Section Focus Questions – One paragraph answers Ch. 6. How did the geographical location and trade relations of the Kushan Empire affect its cultural traditions? Ch. 7. How did the Roman Empire bring administrative and cultural unity to the vast territory it ruled? Ch. 8. Why did the ancient cultures of Africa, the Americas, and the Pacific often show similar developments in spite of their isolation from one another? Ch. 8. What do their material remains tell us about Pacific Islanders’ society and culture? Ch. 9. Why did Christianity and Islam achieve their initial success in towns and cities rather than in the rural countryside? Ch. 10. What patterns of political and cultural borrowing characterized the emerging states in East and Southeast Asia? Making Connections Questions – Two paragraph answers

2. Ch. 6. How did the cultural innovations in India and China compare with those in Greece of the first millennium B.C.E.? Ch. 7. How did the world empires of the centuries from 500 B.C.E. to 500 C.E. facilitate the spread of new ideas and religions? Compare, for example, the Han and Roman empires. Ch. 8. Consider the agricultural techniques and resources of the inhabitants of Africa, the Americas, and the Pacific. What do the similarities and differences reveal about the development of their cultures? Ch. 9. In what ways did the spiritual authority of the Islamic ulama differ from that exercised by the Christian popes and bishops? Ch. 10. Do you think that the invasions of Germanic people into the Roman Empire had more lasting consequences than the invasions in China by steppe nomad peoples? Why or why not?

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