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2. To what extent do cultures undergo changes? Expound upon your statement with an example. Your response should be at least 200 words in length. Solution Transformation of culture, or cultural change, is the dynamic process whereby the living cultures of the world are changing and adapting to external or internal forces. This process is occurring within Western culture as well as non-Western and indigenous cultures and cultures of the world. Forces which contribute to the cultural change described in this article include: colonization, globalization, advances in communication, transport and infrastructure improvements, and military expansion. \"Western\" or European culture began to undergo rapid change starting with the arrival of Columbus in the New World, and continuing with the Industrial Revolution. The Modern Period, from 1914–1945, is characterized as a highly transformative era, with World War I serving as the watershed moment initiating and forever marking the Modern period.[2] In literature, the work of the High Modernists ruled this period. Notable High Modernists include: T.S. Eliot, Ernest Hemingway, Gertrude Stein, Ezra Pound, and James Joyce. The High Modernists were predominantly American expatriates living abroad after the war and strongly marked by the war experience. A great deal of literature was written attempting to convey the World War I experience. Among these is Ezra Pound\'s poem, \"Hugh Selwyn Mauberley\", published in 1920. The poem points out the perceived pointlessness of World War I, but also the loss of faith in the British Empire and Western ideals. Another example of literature during this time is the anti-war poem \"Dulce et Decorum Est.\", written by Wilfred Owen. This poem contests the deep-seated tradition of noblesse oblige, and questions the idea of dying for one\'s country. The 1960s were a tumultuous time in Western culture, especially in Europe due to the severe restructuring necessary following the Post–World War II economic expansion and in the United States due to its controversial participation in both the Cold War and South East Asian political affairs with the Vietnam War, where the US role was perceived from a number of directions as prolonging the residual effects of decades of colonial patronization in the Asian region by economically well to do European powers. This period was marked by a number of nascent social changes including a heightened sensitivity to the futility of war which sparked hundreds of protest marches and popular uprisings on a world-wide scale, rising tides of awareness concerning the need to change overwhelmingly negative race-relations in the USA, experimental drug use, the growth of television, a new genre in popular music, and a general shift away from social normatives of previous generations. Out of this era stemmed some of today\'s most powerful forces, such as the internet. The internet was created in large part by people cooperating, taking chances, and experime.
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![2. To what extent do cultures undergo changes? Expound upon your statement with an example.
Your response should be at least 200 words in length.
Solution
Transformation of culture, or cultural change, is the dynamic process whereby the living cultures
of the world are changing and adapting to external or internal forces. This process is occurring
within Western culture as well as non-Western and indigenous cultures and cultures of the world.
Forces which contribute to the cultural change described in this article include: colonization,
globalization, advances in communication, transport and infrastructure improvements, and
military expansion.
"Western" or European culture began to undergo rapid change starting with the arrival of
Columbus in the New World, and continuing with the Industrial Revolution. The Modern Period,
from 1914–1945, is characterized as a highly transformative era, with World War I serving as the
watershed moment initiating and forever marking the Modern period.[2] In literature, the work
of the High Modernists ruled this period. Notable High Modernists include: T.S. Eliot, Ernest
Hemingway, Gertrude Stein, Ezra Pound, and James Joyce. The High Modernists were
predominantly American expatriates living abroad after the war and strongly marked by the war
experience. A great deal of literature was written attempting to convey the World War I
experience. Among these is Ezra Pound's poem, "Hugh Selwyn Mauberley", published in
1920. The poem points out the perceived pointlessness of World War I, but also the loss of faith
in the British Empire and Western ideals. Another example of literature during this time is the
anti-war poem "Dulce et Decorum Est.", written by Wilfred Owen. This poem contests the
deep-seated tradition of noblesse oblige, and questions the idea of dying for one's country.
The 1960s were a tumultuous time in Western culture, especially in Europe due to the severe
restructuring necessary following the Post–World War II economic expansion and in the United
States due to its controversial participation in both the Cold War and South East Asian political
affairs with the Vietnam War, where the US role was perceived from a number of directions as
prolonging the residual effects of decades of colonial patronization in the Asian region by
economically well to do European powers. This period was marked by a number of nascent
social changes including a heightened sensitivity to the futility of war which sparked hundreds of
protest marches and popular uprisings on a world-wide scale, rising tides of awareness
concerning the need to change overwhelmingly negative race-relations in the USA, experimental
drug use, the growth of television, a new genre in popular music, and a general shift away from](https://image.slidesharecdn.com/2-230703110132-bc125be0/85/2-To-what-extent-do-cultures-undergo-changes-Expound-upon-your-sta-pdf-1-320.jpg)
![social normatives of previous generations. Out of this era stemmed some of today's most
powerful forces, such as the internet. The internet was created in large part by people
cooperating, taking chances, and experimenting outside of corporate settings. Many of the
individuals who were drawn to the technology in its infancy were activists and progressives.[3]
Some scholars and social theorists recognize that we are undergoing another cultural change
brought about by the New Industrial Revolution. This Revolution is changing the way that
products are made and disposed of,[4] how buildings are constructed, and our relationship to the
natural world and its capital.[5] See also: segregation laws, conscientious objection, May 1968.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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HY 1020, Western Civilization II 1 UNIT VII STUDY GUIDE .docx
HY 1020, Western Civilization II 1
UNIT VII STUDY GUIDE
The West in the Contemporary Era:
New Encounters and Transformations
Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify the economic and political developments in the 1970s and
1980s that led to the fall of the Soviet Union.
2. Describe how the fall of the Communist superpower impacted
international structures, boundaries, and agreements developed during
the postwar era.
3. Describe the causes, outbreak, and outcomes of the notable revolutions
from 1989-1991 and identify their significance to Western culture and
politics.
4. List landmark events directly related to the Cold War era.
5. Define key political and economic terms related specifically to the late
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postmodern era.
7. Describe catalysts for the rise in violence in Europe and the Middle East
at the end of the 20th century how it related to Western culture, and
eventual outcomes.
8. Discuss how conflicts in the 21st century are more open to cultural
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conflicts discussed in the 16th-20th centuries.
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At the end of the 1960s, the threat of nuclear war receded with the onset of
détente, but that did not mean stability, as economic crisis heightened political
and social polarization. The renewal of the Cold War at the end of the 1970s
created further instability. The economic crisis of the 1970s challenged postwar
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answers, either in socialism, as in Spain, Portugal, and Greece, or in the New
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The détente policies of the early 1970s were reversed later that decade, and
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Chapter 29:
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Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify the economic and political developments in the 1970s and
1980s that led to the fall of the Soviet Union.
2. Describe how the fall of the Communist superpower impacted
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3. Describe the causes, outbreak, and outcomes of the notable revolutions
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At the end of the 1960s, the threat of nuclear war receded with the onset of
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created further instability. The economic crisis of the 1970s challenged postwar
social democratic assumptions and discontented voters looked for radically new
answers, either in socialism, as in Spain, Portugal, and Greece, or in the New
Conservatism. New Conservatives did not emphasize social improvement but
instead promoted policies intended to create less governmental control and
more opportunity for individual achievement, which would privatize state-owned
businesses and dismantle the welfare state. They argued that the economic
crisis was due to the increase in spending on social services.
The détente policies of the early 1970s were reversed later that decade, and
Cold War tensions returned. Détente’s triumph came in 1975 when the United
States, Canada, and European nations signed the Helsinki Accords, recognizing
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Chapter 29:
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Contemporary Era: New
Encounters and
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930, 932-935, 937-942,
943-949, 951-952, 964
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UNIT VII STUDY GUIDE
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Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify the economic and political developments in the 1970s and
1980s that led to the fall of the Soviet Union.
2. Describe how the fall of the Communist superpower impacted
international structures, boundaries, and agreements developed during
the postwar era.
3. Describe the causes, outbreak, and outcomes of the notable revolutions
from 1989-1991 and identify their significance to Western culture and
politics.
4. List landmark events directly related to the Cold War era.
5. Define key political and economic terms related specifically to the late
20th century.
6. Describe the role technology played on the evolution from the modern to
postmodern era.
7. Describe catalysts for the rise in violence in Europe and the Middle East
at the end of the 20th century how it related to Western culture, and
eventual outcomes.
8. Discuss how conflicts in the 21st century are more open to cultural
elements, from religion to social media, and compare to the political
conflicts discussed in the 16th-20th centuries.
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At the end of the 1960s, the threat of nuclear war receded with the onset of
détente, but that did not mean stability, as economic crisis heightened political
and social polarization. The renewal of the Cold War at the end of the 1970s
created further instability. The economic crisis of the 1970s challenged postwar
social democratic assumptions and discontented voters looked for radically new
answers, either in socialism, as in Spain, Portugal, and Greece, or in the New
Conservatism. New Conservatives did not emphasize social improvement but
instead promoted policies intended to create less governmental control and
more opportunity for individual achievement, which would privatize state-owned
businesses and dismantle the welfare state. They argued that the economic
crisis was due to the increase in spending on social services.
The détente policies of the early 1970s were reversed later that decade, and
Cold War tensions returned. Détente’s triumph came in 1975 when the United
States, Canada, and European nations signed the Helsinki Accords, recognizing
the existing borders and promising to safeguard human rights. On that wave of
U.S. influence, soon Soviet and Eastern European dissidents were publicizing
human rights abuses in their nations. The New Conservatives further increased
the Cold War tensions by reviving anti-communist rhetoric, accelerating the arms
build-up, and deciding to deploy nuclear weapons in Europeans countries; a
move that engendered widespread protest.
Reading
Assignment
Chapter 29:
The West in the
Contemporary Era: New
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930, 932-935, 937-942,
943-949, 951-952, 964
Supplemental
Reading
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HY 1020, Western Civilization II 1
UNIT VII STUDY GUIDE
The West in the Contemporary Era:
New Encounters and Transformations
Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify the economic and political developments in the 1970s and
1980s that led to the fall of the Soviet Union.
2. Describe how the fall of the Communist superpower impacted
international structures, boundaries, and agreements developed during
the postwar era.
3. Describe the causes, outbreak, and outcomes of the notable revolutions
from 1989-1991 and identify their significance to Western culture and
politics.
4. List landmark events directly related to the Cold War era.
5. Define key political and economic terms related specifically to the late
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6. Describe the role technology played on the evolution from the modern to
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7. Describe catalysts for the rise in violence in Europe and the Middle East
at the end of the 20th century how it related to Western culture, and
eventual outcomes.
8. Discuss how conflicts in the 21st century are more open to cultural
elements, from religion to social media, and compare to the political
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At the end of the 1960s, the threat of nuclear war receded with the onset of
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and social polarization. The renewal of the Cold War at the end of the 1970s
created further instability. The economic crisis of the 1970s challenged postwar
social democratic assumptions and discontented voters looked for radically new
answers, either in socialism, as in Spain, Portugal, and Greece, or in the New
Conservatism. New Conservatives did not emphasize social improvement but
instead promoted policies intended to create less governmental control and
more opportunity for individual achievement, which would privatize state-owned
businesses and dismantle the welfare state. They argued that the economic
crisis was due to the increase in spending on social services.
The détente policies of the early 1970s were reversed later that decade, and
Cold War tensions returned. Détente’s triumph came in 1975 when the United
States, Canada, and European nations signed the Helsinki Accords, recognizing
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Chapter 29:
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The Atlantic Monthly | January 2002
THE HARD QUESTIONS
What Went Wrong?
By all standards of the modern world—economic development, literacy, scientific
achievement—Muslim civilization, once a mighty enterprise, has fallen low. Many in the
Middle East blame a variety of outside forces. But underlying much of the Muslim world's
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B Y B E R N A R D L E W I S
. . . . .
n the course of the twentieth century it became abundantly clear that things had gone
badly wrong in the Middle East—and, indeed, in all the lands of Islam. Compared
with Christendom, its rival for more than a millennium, the world of Islam had
become poor, weak, and ignorant. The primacy and therefore the dominance of the
West was clear for all to see, invading every aspect of the Muslim's public and even—
more painfully—his private life.
Muslim modernizers—by reform or revolution—concentrated their efforts in three
main areas: military, economic, and political. The results achieved were, to say the
least, disappointing. The quest for victory by updated armies brought a series of
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countries impoverished and corrupt economies in recurring need of external aid, in
others an unhealthy dependence on a single resource—oil. And even this was
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doomed, sooner or later, to be exhausted, or, more probably, superseded, as the
international community grows weary of a fuel that pollutes the land, the sea, and the
air wherever it is used or transported, and that puts the world economy at the mercy of
a clique of capricious autocrats. Worst of all are the political results: the long quest for
freedom has left a string of shabby tyrannies, ranging from traditional autocracies to
dictatorships that are modern only in their apparatus of repression and indoctrination.
Many remedies were tried—weapons and factories, schools and parliaments—but
none achieved the desired result. Here and there they brought some alleviation and, to
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There was worse to come. It was bad enough for Muslims to feel poor and weak after
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But the twentieth century, particularly the second half, brought further humiliation—
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of other Asian economic powers brought only reproach. The proud hei ...
K fakhruddinova assignment 6 part 2
Ethnic conflicts, economic volatility, and declining empires led to war in the early 20th century. Radical ideologies promoted ethnic cleansing, while Social Darwinism was applied to justify racism between ethnic groups. Industrialization created economic instability and workers' movements. Competing imperialist nations formed militaristic alliances, inflaming nationalism. This volatile environment, combined with racism used to justify genocide and war, caused World War I and II, making the first half of the 20th century the deadliest in human history.
ferneeamericancivilwar.pdf
This article analyzes how the American Civil War advanced Enlightenment ideals and transformed moral perceptions of slavery. It discusses how the war was a social revolution that fundamentally changed longstanding institutions and decided core ethical issues. The war grew out of conflicts between Northern and Southern civil societies that embraced different visions of modernization, with the South defending the institution of slavery and its economic advantages. Religion played a major role in how people understood the war and justified violence. The outcome advanced Enlightenment values of equality and natural rights by ending slavery, though it had taken unprecedented bloodshed to resolve the contradictions between these ideals and the racist practices of the slave system.
4.1 The New ImperialismThe industrialization of the last quart.docx
4.1 The New Imperialism
The industrialization of the last quarter of the 19th century coincided with an era of expansion during which European nations and Japan extended and consolidated their empires. Known as the new imperialism, and lasting into the first decades of the 20th century, it was a time marked by the relentless pursuit of overseas territories. Established nations used new technologies to make their empires more valuable through territorial conquest and the exploitation of natural resources. Despite many Americans’ objections that imperialism was incompatible with the nation’s values, the United States also established an empire in this era by annexing Hawaii, establishing a permanent presence in Cuba, and taking control of the Philippines, Guam, and Puerto Rico.
World Grab for Colonies
Americans watched as one European nation after another expanded its empire. Portugal and Spain had amassed large empires as early as the 15th and 16th centuries, but by the mid-19th century Great Britain was the dominant colonial power. The possessor of the world’s largest navy, Britain also had a long history of colonization, beginning with Ireland and America in the 16th century. After losing its 13 American colonies, Britain turned toward colonizing parts of Asia, particularly India, and in the late 19th century its empire expanded across the African continent as well. In what became known as the “scramble for Africa” other European nations—including Belgium, France, Germany, Italy, Netherlands, and Portugal—joined the British in carving up the continent between 1881 and 1914
The French also expanded into Southeast Asia, gaining control of nations such as Vietnam, Cambodia, and Laos. The Russians pushed out from their existing borders to extend their influence in the Middle East and Far East. Even the Japanese, who had historically shied away from relations with the outside world, began to aggressively pursue the extension of their borders. Beginning by conquering nearby islands such as Okinawa and the Kurils, by 1894 Japan waged war against China for control of Korea and Taiwan.
The imperial thrust of European and Asian nations reflected patterns and rivalries established centuries before, such as the many historical conflicts between France and Great Britain. But there was a novel and urgent dimension to the new imperialism as well, including a turn toward modernity and especially industrialization. Economic growth and industrial production created dual demands for raw materials and new markets for manufactured goods and agricultural products. Capitalists invested surplus funds in developing nations and expected their business interests to be protected there in return. Technology and capital thus contributed to bigger and more effective navies, which in turn required colonial outposts to serve as fueling stations and bases of operation.
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This document discusses the differences between American and European ideas of civilization. It argues that while America embraced the idea of "Western Civilization" to prepare for its role as a world power, America and Europe have fundamentally different concepts of nature, freedom, order, and cities. America's exceptionalism stems more from its identity as a settler society rather than as part of the Western/European tradition. The document examines how settler societies like America have resisted some aspects of European "Faustian" culture and managed to avoid extremes by balancing freedom and order.
briefly write about the Aridity of Subtropics Causes, locations, etc.pdf
briefly write about the Aridity of Subtropics Causes, locations, etc.
Solution
The Aridity of Subtropics: the differential air temperature at some specific latitudes makes
warmer weather than & some cold air currents may also trigger aridity & advection fog whereas
some warm air currents may trigger more air temperature
The main cause of aridity is due to the formation of desert weather through \"water deficiency\"
& dry climate. These causes are going to form sub-topical desert (BWh) and steppe (BSh) as
semi-arid locations in both tropical & temperate regions. The other causes are elevated
temperatures with cloudless sky and locations are Chile\'s Atacama Desert or Middle-Latitude
Desert.
Ocean conveyor, El Nino Southern Oscillation (ENSO): This effcet further increases the oceanic
atmospheric pressure in Pacific and finally warmer winds associated with much warmer water
leading global climate change..
Compare and contrast the Mann-Whitney (aka Wilcoxon Rank Sum) Test w.pdf
Compare and contrast the Mann-Whitney (aka Wilcoxon Rank Sum) Test with the Median test.
Discuss their similarities/differences.
Solution
the Mann-Whitney and the equivalent Wilcoxon test (hereafter called the Mann-Whitney-
Wilcoxon test) are rank sum tests and not median tests. Basically, the Mann-Whitney-Wilcoxon
test ranks all of the observations from both groups and then sums the ranks from one of the
groups which is compared with the expected rank sum. It is possible, although not very common,
for groups to have different rank sums and yet have equal or nearly equal medians..
Determine whether the following statements about the accumulated eang.pdf
Determine whether the following statements about the accumulated eangstax are true or false a.
Before the IRS can impose the accumulated earnings tax, it need only show that tax avoidance
was one of b. Long-term capital gains are included in the accumulated earnings tax base Select
the appropriate answer below the motives for the corporation\'s unreasonable accumulation of
earnings Select true/false Each corporate member of a controlled group can claim a separate
$150,000 or $250,000 accumulated earnings credit. A dividends-paid deduction can be claimed
for both cash and property distributions (other than nontaxableC- stock dividends) made by a
corporation. This deduction reduces both regular taxable income and accumulated taxable
income c. d. e. The accumulated earnings tax liability cannot be eliminated by paying a
deficiency dividend f. f Interest and penalties on the accumulated earnings tax deficiency accrue
only from the date the IRS or the courts determine that the tax is owed The accumulated earnings
tax is self-reported on Form 1120-AET that is filed along with the corporate tax return g. Choose
from any drop-down list and then continue to the next question
Solution
A. True - It is necessary for IRS to prove that the earnings has been accumulated by corporations
for evading tax after analysing and audting the tax return of corporation properly.
B. false - net capital gain after deducting related federal income taxes is a considered as a
negative adjustment done to get accumulated taxable income
C. false - A single AEC statutory exemption must be allocated among the members of a
controlled group.
D. False - there is no reduction in taxabl income due to dividiend paid deduction
E. True - There is not relation between payment of dificiency dividend and AET liability
F. false - interst and penalties on the AET come into effect from the date or day the return is due.
G false - AET is not self-assessed by filing a tax return..
Discuss the changing demographics of Entrepreneurs and give an examp.pdf
Discuss the changing demographics of Entrepreneurs and give an example each.
Solution
Entrepreneurs :
Defination : Entrepreneur is a person to starts up new business or locally sets up a new company
with a new product and enters into the market. Entrepreneurs are individuals that notice a need in
the market and take the opportunity to make profits satisfying that needs.Intiating a process that
can give profits and optimum usage of resources to make new goods ot products and render
sesrvices.
Charatersticts of Entrepreneurs :
Attributes of a entrepreneurs
Types of Entrepreneurs :
Seven Sources of Entrepreneurship :
Changes in Demographics of Entreprenuers:.
Data StructuresPlease I need help completing this c++ program..pdf
Data Structures
Please I need help completing this c++ program. it was giving to complete it with no other
discriptions.
#include
using namespace std;
template
struct node
{
datatype info;
node *left, *right;
};
template
class tree
{
public:
tree();
~tree();
bool isempty();
void inserttree(datatype data);
void print();
private:
node *root;
};
template
tree::tree()
{
root = NULL;
}
template
void tree ::inserttree(datatype data)
{
node *temp;
temp = new node ;
temp->left = NULL;
temp->right = NULL;
temp->info = data;
if (root == NULL)
root = temp;
else
before = NULL;
after = root;
while (after != NULL)
{
b = a;
root
...;
else
}
if(temp->info< before->info)
before->left = temp;
else
before->right = temp;
//before = after;
//if (temp->info < after->info)
//after = after->left;
//else
//after = after->right;
//if(temp->info< before->info)
//before->left = temp;
//else
//before->right = temp;
}
template
void tree ::print(tree *temp)
{
if (temp != NULL)
{
print(temp->left);
cout << temp->info << endl;
print(temp->right);
}
p();
print(root);
}
int main()
{
tree t;
//put this in a loop
t.inserttree(90);
t.inserttree(80);
t.inserttree(108);
t.p();
}
Solution
// HEADER FILE FOR BINARY TREE//
// Define a structure to be used as the tree node
struct TreeNode
{
int Key;
float fValue;
int iValue;
char cArray[7];
TreeNode *left;
TreeNode *right;
};
class Code202_Tree
{
private:
TreeNode *root;
public:
Code202_Tree();
~Code202_Tree();
bool isEmpty();
TreeNode *SearchTree(int Key);
bool Insert(TreeNode *newNode);
bool Insert(int Key, float f, int i, char *cA);
bool Delete(int Key);
void PrintOne(TreeNode *T);
void PrintTree();
private:
void ClearTree(TreeNode *T);
TreeNode *DupNode(TreeNode * T);
void PrintAll(TreeNode *T);
};
#endif
//IMPLEMENTATION .CPP FILE FOR BINARY TREE//
#include
#include
#include \"Code202_Tree.h\"
using namespace std;
//--------------------------------------------
// Function: Code202_Tree()
// Purpose: Class constructor.
//--------------------------------------------
Code202_Tree::Code202_Tree()
{
root = NULL;
return;
}
//--------------------------------------------
// Function: Code202_Tree()
// Purpose: Class destructor.
//--------------------------------------------
Code202_Tree::~Code202_Tree()
{
ClearTree(root);
return;
}
//--------------------------------------------
// Function: ClearTree()
// Purpose: Perform a recursive traversal of
// a tree destroying all nodes.
//--------------------------------------------
void Code202_Tree::ClearTree(TreeNode *T)
{
if(T==NULL) return; // Nothing to clear
if(T->left != NULL) ClearTree(T->left); // Clear left sub-tree
if(T->right != NULL) ClearTree(T->right); // Clear right sub-tree
delete T; // Destroy this node
return;
}
//--------------------------------------------
// Function: isEmpty()
// Purpose: Return TRUE if tree is empty.
//--------------------------------------------
bool Code202_Tree::isEmpty()
{
return(root==NULL);
}
//--------------------------------------------
// Function.
Create Student Project Database with insert, select, update, and del.pdf
Create Student Project Database with insert, select, update, and delete.
Part I
- Create Student Table (Student) 10 Students
STUDENT NO TEXT (3) PRIMARYKEY
STUDENT_NAME TEXT (10)
STUDENT_DOB DATE
STUDENT_DOJ DATE
- Create Project Table (Project) 3 projects, Name, C++/Java/VB
PRJ_NO TEXT (3) PRIMARY KEY
PRJ_NAME TEXT (15)
PRJ_PLATFORM TEXT (10)
- Create Student Project Table (StudentProject) Student#, Project#, Role(programmer, manager,
or analyst)
STUDENT_NO TEXT (3)
PRJ_NO TEXT (3)
DESIGNATION TEXT (10)
PRIMARYKEY (STUDENT_NO,PRJ_NO,DESIGNATION)
FOREIGN KEY(STUDENT_NO)
FOREIGN KEY(PRJ_NO)
Solution
CREATE TABLE Student
(
STUDENT_NO CHAR(3) NOT NULL PRIMARY KEY,
STUDENT_NAME CHAR(10),
STUDENT_DOB DATE,
STUDENT_DOJ DATE
)
CREATE TABLE Project
(
PRJ_NO CHAR(3) NOT NULL PRIMARY KEY,
PRJ_NAME CHAR(15),
PRJ_PLATFORM CHAR(10)
)
CREATE TABLE StudentProject
(
STUDENT_NO CHAR(3) REFERENCES Student,
PRJ_NO CHAR(3) REFERENCES Project,
DESIGNATION CHAR(10),
PRIMARY KEY(STUDENT_NO,PRJ_NO,DESIGNATION)
)
INSERT INTO Student VALUES (\'AB0\',\"Paul\",\'1992-05-12\',\'2016-02-12\');
INSERT INTO Student VALUES (\'AB1\',\"Sam\",\'1992-06-11\',\'2016-03-11\');
INSERT INTO Student VALUES (\'AB2\',\"Raul\",\'1992-03-11\',\'2016-04-05\');
INSERT INTO Student VALUES (\'AB3\',\"John\",\'1992-07-09\',\'2016-05-12\');
INSERT INTO Student VALUES (\'AB4\',\"Mike\",\'1992-02-06\',\'2016-06-02\');
INSERT INTO Student VALUES (\'AB5\',\"Ram\",\'1992-01-03\',\'2016-07-06\');
INSERT INTO Student VALUES (\'AB6\',\"Jin\",\'1992-05-12\',\'2016-08-03\');
INSERT INTO Student VALUES (\'AB7\',\"Frodo\",\'1992-08-02\',\'2016-09-12\');
INSERT INTO Student VALUES (\'AB8\',\"Bill\",\'1992-09-01\',\'2016-11-04\');
INSERT INTO Student VALUES (\'AB9\',\"Tom\",\'1992-06-12\',\'2016-12-12\');
SELECT * FROM Student;
UPDATE Student
SET STUDENT_DOB=\'1992-03-04\',STUDENT_DOJ=\'1991-03-04\'
WHERE STUDENT_NO=\'AB5\';
INSERT INTO Project VALUES (\'XY0\',\"C++\",\"Coding\");
INSERT INTO Project VALUES (\'XY1\',\"JAVA\",\"Theory\");
INSERT INTO Project VALUES (\'XY2\',\"VB\",\"Design\");
DELETE FROM Project WHERE PRJ_PLATFORM=\"Design\"; //It Deletes row number 3
from Project table
SELECT * FROM Project;
INSERT INTO StudentProject VALUES (\'AB0\',XY0,\"Programmer\");
INSERT INTO StudentProject VALUES (\'AB1\',XY1,\"Manager\");
INSERT INTO StudentProject VALUES (\'AB2\',XY2,\"Analyst\");
INSERT INTO StudentProject VALUES (\'AB3\',XY0,\"Programmer\");
INSERT INTO StudentProject VALUES (\'AB4\',XY1,\"Manager\");
INSERT INTO StudentProject VALUES (\'AB5\',XY2,\"Analyst\");
INSERT INTO StudentProject VALUES (\'AB6\',XY0,\"Programmer\");
INSERT INTO StudentProject VALUES (\'AB7\',XY1,\"Manager\");
INSERT INTO StudentProject VALUES (\'AB8\',XY2,\"Analyst\");
INSERT INTO StudentProject VALUES (\'AB9\',XY0,\"Programmer\");
SELECT * FROM StudentProject;.
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B. false - net capital gain after deducting related federal income taxes is a considered as a
negative adjustment done to get accumulated taxable income
C. false - A single AEC statutory exemption must be allocated among the members of a
controlled group.
D. False - there is no reduction in taxabl income due to dividiend paid deduction
E. True - There is not relation between payment of dificiency dividend and AET liability
F. false - interst and penalties on the AET come into effect from the date or day the return is due.
G false - AET is not self-assessed by filing a tax return..
Discuss the changing demographics of Entrepreneurs and give an examp.pdf
Discuss the changing demographics of Entrepreneurs and give an example each.
Solution
Entrepreneurs :
Defination : Entrepreneur is a person to starts up new business or locally sets up a new company
with a new product and enters into the market. Entrepreneurs are individuals that notice a need in
the market and take the opportunity to make profits satisfying that needs.Intiating a process that
can give profits and optimum usage of resources to make new goods ot products and render
sesrvices.
Charatersticts of Entrepreneurs :
Attributes of a entrepreneurs
Types of Entrepreneurs :
Seven Sources of Entrepreneurship :
Changes in Demographics of Entreprenuers:.
Data StructuresPlease I need help completing this c++ program..pdf
Data Structures
Please I need help completing this c++ program. it was giving to complete it with no other
discriptions.
#include
using namespace std;
template
struct node
{
datatype info;
node *left, *right;
};
template
class tree
{
public:
tree();
~tree();
bool isempty();
void inserttree(datatype data);
void print();
private:
node *root;
};
template
tree::tree()
{
root = NULL;
}
template
void tree ::inserttree(datatype data)
{
node *temp;
temp = new node ;
temp->left = NULL;
temp->right = NULL;
temp->info = data;
if (root == NULL)
root = temp;
else
before = NULL;
after = root;
while (after != NULL)
{
b = a;
root
...;
else
}
if(temp->info< before->info)
before->left = temp;
else
before->right = temp;
//before = after;
//if (temp->info < after->info)
//after = after->left;
//else
//after = after->right;
//if(temp->info< before->info)
//before->left = temp;
//else
//before->right = temp;
}
template
void tree ::print(tree *temp)
{
if (temp != NULL)
{
print(temp->left);
cout << temp->info << endl;
print(temp->right);
}
p();
print(root);
}
int main()
{
tree t;
//put this in a loop
t.inserttree(90);
t.inserttree(80);
t.inserttree(108);
t.p();
}
Solution
// HEADER FILE FOR BINARY TREE//
// Define a structure to be used as the tree node
struct TreeNode
{
int Key;
float fValue;
int iValue;
char cArray[7];
TreeNode *left;
TreeNode *right;
};
class Code202_Tree
{
private:
TreeNode *root;
public:
Code202_Tree();
~Code202_Tree();
bool isEmpty();
TreeNode *SearchTree(int Key);
bool Insert(TreeNode *newNode);
bool Insert(int Key, float f, int i, char *cA);
bool Delete(int Key);
void PrintOne(TreeNode *T);
void PrintTree();
private:
void ClearTree(TreeNode *T);
TreeNode *DupNode(TreeNode * T);
void PrintAll(TreeNode *T);
};
#endif
//IMPLEMENTATION .CPP FILE FOR BINARY TREE//
#include
#include
#include \"Code202_Tree.h\"
using namespace std;
//--------------------------------------------
// Function: Code202_Tree()
// Purpose: Class constructor.
//--------------------------------------------
Code202_Tree::Code202_Tree()
{
root = NULL;
return;
}
//--------------------------------------------
// Function: Code202_Tree()
// Purpose: Class destructor.
//--------------------------------------------
Code202_Tree::~Code202_Tree()
{
ClearTree(root);
return;
}
//--------------------------------------------
// Function: ClearTree()
// Purpose: Perform a recursive traversal of
// a tree destroying all nodes.
//--------------------------------------------
void Code202_Tree::ClearTree(TreeNode *T)
{
if(T==NULL) return; // Nothing to clear
if(T->left != NULL) ClearTree(T->left); // Clear left sub-tree
if(T->right != NULL) ClearTree(T->right); // Clear right sub-tree
delete T; // Destroy this node
return;
}
//--------------------------------------------
// Function: isEmpty()
// Purpose: Return TRUE if tree is empty.
//--------------------------------------------
bool Code202_Tree::isEmpty()
{
return(root==NULL);
}
//--------------------------------------------
// Function.
Create Student Project Database with insert, select, update, and del.pdf
Create Student Project Database with insert, select, update, and delete.
Part I
- Create Student Table (Student) 10 Students
STUDENT NO TEXT (3) PRIMARYKEY
STUDENT_NAME TEXT (10)
STUDENT_DOB DATE
STUDENT_DOJ DATE
- Create Project Table (Project) 3 projects, Name, C++/Java/VB
PRJ_NO TEXT (3) PRIMARY KEY
PRJ_NAME TEXT (15)
PRJ_PLATFORM TEXT (10)
- Create Student Project Table (StudentProject) Student#, Project#, Role(programmer, manager,
or analyst)
STUDENT_NO TEXT (3)
PRJ_NO TEXT (3)
DESIGNATION TEXT (10)
PRIMARYKEY (STUDENT_NO,PRJ_NO,DESIGNATION)
FOREIGN KEY(STUDENT_NO)
FOREIGN KEY(PRJ_NO)
Solution
CREATE TABLE Student
(
STUDENT_NO CHAR(3) NOT NULL PRIMARY KEY,
STUDENT_NAME CHAR(10),
STUDENT_DOB DATE,
STUDENT_DOJ DATE
)
CREATE TABLE Project
(
PRJ_NO CHAR(3) NOT NULL PRIMARY KEY,
PRJ_NAME CHAR(15),
PRJ_PLATFORM CHAR(10)
)
CREATE TABLE StudentProject
(
STUDENT_NO CHAR(3) REFERENCES Student,
PRJ_NO CHAR(3) REFERENCES Project,
DESIGNATION CHAR(10),
PRIMARY KEY(STUDENT_NO,PRJ_NO,DESIGNATION)
)
INSERT INTO Student VALUES (\'AB0\',\"Paul\",\'1992-05-12\',\'2016-02-12\');
INSERT INTO Student VALUES (\'AB1\',\"Sam\",\'1992-06-11\',\'2016-03-11\');
INSERT INTO Student VALUES (\'AB2\',\"Raul\",\'1992-03-11\',\'2016-04-05\');
INSERT INTO Student VALUES (\'AB3\',\"John\",\'1992-07-09\',\'2016-05-12\');
INSERT INTO Student VALUES (\'AB4\',\"Mike\",\'1992-02-06\',\'2016-06-02\');
INSERT INTO Student VALUES (\'AB5\',\"Ram\",\'1992-01-03\',\'2016-07-06\');
INSERT INTO Student VALUES (\'AB6\',\"Jin\",\'1992-05-12\',\'2016-08-03\');
INSERT INTO Student VALUES (\'AB7\',\"Frodo\",\'1992-08-02\',\'2016-09-12\');
INSERT INTO Student VALUES (\'AB8\',\"Bill\",\'1992-09-01\',\'2016-11-04\');
INSERT INTO Student VALUES (\'AB9\',\"Tom\",\'1992-06-12\',\'2016-12-12\');
SELECT * FROM Student;
UPDATE Student
SET STUDENT_DOB=\'1992-03-04\',STUDENT_DOJ=\'1991-03-04\'
WHERE STUDENT_NO=\'AB5\';
INSERT INTO Project VALUES (\'XY0\',\"C++\",\"Coding\");
INSERT INTO Project VALUES (\'XY1\',\"JAVA\",\"Theory\");
INSERT INTO Project VALUES (\'XY2\',\"VB\",\"Design\");
DELETE FROM Project WHERE PRJ_PLATFORM=\"Design\"; //It Deletes row number 3
from Project table
SELECT * FROM Project;
INSERT INTO StudentProject VALUES (\'AB0\',XY0,\"Programmer\");
INSERT INTO StudentProject VALUES (\'AB1\',XY1,\"Manager\");
INSERT INTO StudentProject VALUES (\'AB2\',XY2,\"Analyst\");
INSERT INTO StudentProject VALUES (\'AB3\',XY0,\"Programmer\");
INSERT INTO StudentProject VALUES (\'AB4\',XY1,\"Manager\");
INSERT INTO StudentProject VALUES (\'AB5\',XY2,\"Analyst\");
INSERT INTO StudentProject VALUES (\'AB6\',XY0,\"Programmer\");
INSERT INTO StudentProject VALUES (\'AB7\',XY1,\"Manager\");
INSERT INTO StudentProject VALUES (\'AB8\',XY2,\"Analyst\");
INSERT INTO StudentProject VALUES (\'AB9\',XY0,\"Programmer\");
SELECT * FROM StudentProject;.
Before 1980, most cell control and management software was written b.pdf
Before 1980, most cell control and management software was written by the user using the C
programming language. True False
Solution
False
The C programming language was devised in the early 1970s as a system implementation
language for the nascent Unix operating system. Derived from the typeless language BCPL, it
evolved a type structure; created on a tiny machine as a tool to improve a meager programming
environment, it has become one of the dominant languages of today
C came into being in the years 1969-1973, in parallel with the early development of the Unix
operating system; the most creative period occurred during 1972. Another spate of changes
peaked between 1977 and 1979, when portability of the Unix system was being demonstrated. In
the middle of this second period, the first widely available description of the language appeared:
The C Programming Language,often called the `white book\' or `K&R\' [Kernighan 78]. Finally,
in the middle 1980s, the language was officially standardized by the ANSI X3J11 committee,
which made further changes. Until the early 1980s, although compilers existed for a variety of
machine architectures and operating systems, the language was almost exclusively associated
with Unix; more recently, its use has spread much more widely, and today it is among the
languages most commonly used throughout the computer industry.
The late 1960s were a turbulent era for computer systems research at Bell Telephone
Laboratories [Ritchie 78] [Ritchie 84]. The company was pulling out of the Multics project
[Organick 75], which had started as a joint venture of MIT, General Electric, and Bell Labs; by
1969, Bell Labs management, and even the researchers, came to believe that the promises of
Multics could be fulfilled only too late and too expensively. Even before the GE-645 Multics
machine was removed from the premises, an informal group, led primarily by Ken Thompson,
had begun investigating alternatives..
at age 51 can you take early distributions from traditional IRA for .pdf
at age 51 can you take early distributions from traditional IRA for family members educational
expenses
Solution
The changes made by Congress in the Taxpayer Relief Act of 1997 now allow a premature IRA
withdrawal to be taken without penalty if used to pay qualified higher education expenses of the
taxpayer or the taxpayer\'s spouse, child, or grandchild. However, the withdrawls are subject to
regular income taxes ..
What is a view What is it used for Give examples when a view can b.pdf
What is a view? What is it used for? Give examples when a view can be used for your project.
Solution
View is way of portraying information in a database by arranging data items in certain order by
highlighting certain items. Often thought of as Virtual table, doesn\'t store data itself but pulls out
from one or more tables.
Views are used according to purpose so that we query on selective data not whole of it. Using
views saves us lot of querying resources.
For example, people query telephone directory to search for Street Address associated with
Phone Number. We can create View which stores 2 columns namely Phone number and Street
Address ignoring all other fields..
^^^Q3. I am trying to implement double linked list but I was faile.pdf
^^^
Q3. I am trying to implement double linked list but I was failed to write the code so anyone gives
the main
Code in the main function
THANK YOU FOR ADVANCE
#include
#include
#include
struct node
{
int info;
struct node *lptr,*rptr;
};
typedef struct node DL;
DL *delete( ) , *insert ( );
void display();
DL *delete(DL *start,int x)
{
DL *left,*right,*curr;
curr = start;
if( start == NULL)
{
printf(\"\ Doubly Linked List is Empty\");
return(start);
}
while( (curr != NULL) && (curr->info != x) )
curr = curr->rptr;
if(curr == NULL)
{
printf(\"%d does not Exist ... Invalid Deletion! \ \",x);
return(start);
}
left = curr->lptr;
right = curr->rptr;
if(left == NULL)
{
start = right;
right->lptr = NULL;
}
else
{
left->rptr = right;
if(right != NULL)
right->lptr = left;
}
printf(\"\ The item %d is Deleted\ \",curr->info);
free(curr);
return(start);
}
void display(DL *start)
{
DL *last,*temp = start;
if( (temp != NULL) )
{
printf(\"\ The Elements of Doubly Linked List from Left to Right \");
printf(\"\ ROOT-> \");
while(temp != NULL )
{
printf(\"%d -> \",temp->info);
last = temp;
temp = temp->rptr;
}
printf(\"NULL\");
printf(\"\ The Elements of Doubly Linked List from Left to Right\");
printf(\"\ ROOT-> \");
while(last != NULL )
{
printf(\"%d -> \",last->info);
last = last->lptr;
}
printf(\"ROOT\ \ \");
}
else
printf(\"\ Empty List\ \");
}
DL *insert(DL *start,int x)
{
DL *new,*left,*temp;
new=(DL *) malloc(sizeof(DL));
new->info = x;
new->lptr = NULL;
new->rptr = NULL;
if( start == NULL)
start = new;
else
{
temp = start;
while(temp->rptr != NULL)
temp = temp->rptr;
temp->rptr = new;
new->lptr = temp;
}
return(start);
}
Main()
{
------------------Write the code here------------------------
}
Solution
main function for the given program.
main()
{
DL *root = NULL;
int item;
char c;
clrscr();
do
{
printf(\"Insert/Display/Remove/Quit <> I/D/R/Q \");
printf(\"\ Enter Choice : \");
fflush(stdin);
c = getchar();
switch(c)
{
case \'i\':
case \'I\': printf(\"Enter The Element you want to be Inserted : \");
scanf(\"%d\",&item);
root=insert(root,item);
break;
case \'d\':
case \'D\': display(root);
break;
case \'r\':
case \'R\':
printf(\"Enter the Item which you want to Remove :\");
scanf(\"%d\",&item);
root = delete(root,item);
break;
case \'Q\':
case \'q\': return;
}
} while(1);
}.
What is the evolutionary basis for sexual reproductionSolution.pdf
What is the evolutionary basis for sexual reproduction?
Solution
There are both asexual and sexual reproduction in nearly all groups of animals and plants, in
neither kingdom sex developed as a more rapid means.
When sexual reproduction first originated is still a question. But it is believed that sex originated
in green algae. There are certain species like Ulothrix have different size of spores are
produced. These spores comes in pair and become one and gives valuable new forms. In some
groups of unicellular plants ,the Peridinea, the Conjugatae and the Diatomeae- there is no asexual
reproduction. These are good example of the actual gametic origin.
The whole process of evolution is understand by these lines that first there was a visible
morphological differentiation of gametes, the one becoming a large inactive cell stored with food
, the other becoming small and mobile. Then came the evolution of various sex organs, and
finally the alternation of generation.
There are 3 main categories of sexual life cycles: diploid-dominant, demonstrated by most
animals; haploid - dominant, demonstrated by all fungi and some algae; and the alternation of
generations , demonstrated by plants and some algae.
The Red Queen Hyothesis-
First proposed by Leigh Van Valen in 1973.
According to this hypothesis are species co-evolved with other organisms like predators evolve
with their prey and parasites evolve with their hosts. Each tiny advantages gained by favorable
variations gives a secies an edge over close competitors, predators, parasites, or even prey.
Species that cannot keep up become extinct.
August Weismann proposed an explanation for the evolution of sex, where the advantages of sex
is the creation of variation among siblings.
A similar hypothesis proposed by Charles Darwin in his book Origin of species..
Why is it that the Grams stain is not appropriate for acid fast ba.pdf
Why is it that the Gram\'s stain is not appropriate for acid fast bacterium?
Solution
During staining in microbiology, microbes are coloured or dyed so that their structure can be
viewed against a lighter background. There are different staining techniques such as direct(Dye
binds to the cell surface and all the microbes are stained alike),differential(based on their specific
cell surface different microbes get stained differently) special (usually a particular organelle is
targeted)and negative staining(back ground is stained instead of microbes) Gram stain is a
differential stain where the bacteria with a thick peptidoglycan layer around the cells are stained
with violet colour and those with an additional lipopolysaccharide layer will be stained pink. To
understand this lets take a look at Gram staining procedure. First of all bacterial culture is
smeared onto a glass slide and is heat fixed so that during the washes in the procedure the
bacteria stay fixed onto the slide. Primary stain crystal violet is added onto the slide and the dye
seperates into ions which penetrate or enter the cell membranes of both Gram positive and
negative cells. Next iodine is added onto the slide which forms huge complexes with crystal
violet. Then a dye remover usually called as decolouriser such as alchohol or acetone is used to
remove the stain. In Gram negative bacteria the outer most membrane is lost during the treatment
with alchohol whereas in the case of gram positive bacteria the dye is trapped inside the cell
membrane. A secondary stain saffronin is used and which gives pink colour to Gram negative
bacteria. Now coming to acid-fast bacteria, they have a compound called mycolic acid in their
cell walls and are resistant to decolourisation after the acid treatment and alchohol and hence
would not lose colour and appear violet. As we can see these organism can be easily confused
with Gram positive bacteria which also do not lose stain not because they are resistant to acids
but they have the crystal violet dye trapped in their cell membrane..
Why does this version of the swap function fail to work Is there a f.pdf
Why does this version of the swap function fail to work? Is there a fix? (Choose 2) oid swap (int
& lhs, int & rhs) Select one or more: It fails because the programmer forgot to make the
parameters call-by-reference. Of course it works ! Just look at it It clearly swaps the two
parameters! It fails OK, and we can fix it we can just reverse the order of the lines. To fix this,
we must save the the value in a local variable before making the first assignment indicated, then
instead of the second Iine, as int local = lhs; Ihs = rhs; rhs = local; It fails because the first line
destroys the old value of ihs without saving it. Then both variables have the old value of rhs in
them.
Solution
Choice d, and e are valid options.
To swap the elements, we need to first copy the value of first variable to temporary variable, then
copy the second variable to first variable, finally copy the value in temporary variable to second
variable.
So,
int local = lhs;
lhs = rhs;
rhs = local;
is the perfect way to swap two values.
The last option is the actual problem with the given code.
When we do lhs = rhs, the old value of lhs is destroyed, and now, both lhs and rhs are holding
the same value, that is the value in rhs. And then, the second operation rhs = lhs, is of no use, as
both of them are holding the same value.
Therefore, options d, and e are correct..
Which of the following is NOT a reason why heat is a bad method to ov.pdf
Which of the following is NOT a reason why heat is a bad method to overcome activation
energy? A. Heat is not specific enough compared to enzymes B. Too much heat would denature
enzymes C. Heat would allow for many enzymes to be activated, not just the ones that are
needed D. Heat does not hold enough energy to overcome most activation energies
Solution
temperature is one the influence factor for enzyme acitvity. In the body of the biochemical
reaction takes place
for energy production. enzymes plays vital role by mediating the reactions. temperature influnece
enzyme acticity. most the enzymes in general active between optimum temperature( 40-45c). in
conditions where body temperature above 50 degree celcius enzymes gets denaturation which
leads to derangment in the tertiary structure. in the become inactive at higher temperature (above
70c) answer B too much heat would denature the enzymes.
What are the trends in browsersSolution1.chrome Google chrom.pdf
What are the trends in browsers?
Solution
1.chrome :Google chrome is a freeware web browser evolved by Google.a Webkit layout is used
upto 27th version with the pecularity of IOS is declared. it is initially liberated in the form of
beta version for the windows in the year 2008 september 2nd.
2.Firefox:Mozilla firefox is shortly called as firefox .it is an open source and also lavish in
nature.moreover it was advanced for windows,linux and osx.firefox is periperal in nature.in
firefox a Gecko layout engine is seen to provide web pages that applies present and predicted
web attainments.
3.Opera:It is evolved by a opera software.the trendy version is obtainable for windows,linux and
osx.Blink layout engine is seen in this opera web browser.versions of opera is obtained for
widgets operating the IOS,Bada and blackberry.
4.Safari:Safari browser is evolved by Apple inc.containing the os x and IOS operarting
systems.initially in the form of public beta in the year 2003 january 7 .it flatters as a Apple,s
default browser starting with MAC OS X v 10.3 \"panther\".the congential browser of IOS is
additionally called as safari.However it had a discrete Graphical user interface and utilizes a
discrete webkit edition..
The probability of a persons being left-handed is .12. In the 1992.pdf
The probability of a person\'s being left-handed is .12. In the 1992 U.S. presidential election
all three major candidates were left-handed. What\'s the probability of selecting three
unrelated people who are all left-handed?
Solution
Unrelated people have independent left-handedness.
Thus,
P(all three left handed) = 0.12*0.12*0.12 = 0.001728 [answer].
The mass of a radioactive substance follows a continuous exponential.pdf
The mass of a radioactive substance follows a continuous exponential decay model, with a decay
rate parameter of 5.1% per day. Find the half-life of this substance (that is, the time it takes for
one-half the original amount in a given sample of this substance to decay).
Solution
Half life = log2/ decay constant = 0.693/ decay constant
Decay constant 5.1% = 0.051
So, Half life =0.693 /0.051 = 13.58 days.
The groin is also known as the _____ region. crural inguinal perin.pdf
The groin is also known as the _____ region. crural inguinal perineum popliteal The upper
midportion of the abdomen is called the _____ region. hypochondriac iliac hypogastric
epigastric The thoracic cavity lies where In relationship to the abdominopelvic cavity? dorsal
(posterior) ventral (anterior) superior inferior The urinary bladder is in the _____ region.
inguinal epigastric umbilical hypogastric All of the following are found in the thoracic cavity
EXCEPT the lungs. pleurae. meninges. heart. Which of the following organs is retroperitoneal
in location? stomach liver heart kidney
Solution
1.b) Groin is also calles as inguinal region which is between the abdomen and the thigh.
2.d)epigastric region-It is the upper central region of the abdomen.It is located between the costal
margins and the subcostal plane.
3.c)superior
4.d)hypogastric region-It is a region of the abdomen located below the umbilical region.
5.c)meninges
Thoracic cavity contains trachea,bronchi,lungs,oesophagus,heart and great blood vessels,thymus
gland,lymph nodes,and nerves. It also contains two smaller cavities-pleural cavities surround
each lung and pericardial cavity covers the heart.
6.d)kidney
Retroperitoneal organs include- the kidneys,adrenal glands,ureters,urinary bladder,part of the
oesophagus,rectum,ovaries,uterus,aorta and caudal vena cava..
short answer List and describe two advances during the Industrial Re.pdf
short answer List and describe two advances during the Industrial Revolution that changed how
businesses delivered goods and services during the 18th and 19th centuries. What management
tactics did John D. Rockefeller employ to gain control of the country\'s oil industry? Give an
example of Theory X management style. Give an example of Theory Y management style.
What prompted new challenges for management? What does a country develop during an
industrial revolution?
Solution
19. innovative technology, rapid growth
20. concentrative tactics
21. people are not interested to work- autocratic management style is fit
22. people are interested and self motivated. consultative model
23. high competiton
24. its production and output will increase, and it generates employment..
SheilaSalmonella agar is _ because _ breaks down amino acids that co.pdf
Sheila/Salmonella agar is _ because _ breaks down amino acids that contain _, such as _ and_.
This releases _ which reacts with _ to produce a _ color.
Solution
Shigella / salmonella agar is differential media because bacteria beaks down amino acids that
contains sulfurgroup such as methionine and cystiene.This releases H2S which reacts with
indicator ferric ammonium sulfate to produce a black colour.
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- 1. 2. To what extent do cultures undergo changes? Expound upon your statement with an example. Your response should be at least 200 words in length. Solution Transformation of culture, or cultural change, is the dynamic process whereby the living cultures of the world are changing and adapting to external or internal forces. This process is occurring within Western culture as well as non-Western and indigenous cultures and cultures of the world. Forces which contribute to the cultural change described in this article include: colonization, globalization, advances in communication, transport and infrastructure improvements, and military expansion. "Western" or European culture began to undergo rapid change starting with the arrival of Columbus in the New World, and continuing with the Industrial Revolution. The Modern Period, from 1914–1945, is characterized as a highly transformative era, with World War I serving as the watershed moment initiating and forever marking the Modern period.[2] In literature, the work of the High Modernists ruled this period. Notable High Modernists include: T.S. Eliot, Ernest Hemingway, Gertrude Stein, Ezra Pound, and James Joyce. The High Modernists were predominantly American expatriates living abroad after the war and strongly marked by the war experience. A great deal of literature was written attempting to convey the World War I experience. Among these is Ezra Pound's poem, "Hugh Selwyn Mauberley", published in 1920. The poem points out the perceived pointlessness of World War I, but also the loss of faith in the British Empire and Western ideals. Another example of literature during this time is the anti-war poem "Dulce et Decorum Est.", written by Wilfred Owen. This poem contests the deep-seated tradition of noblesse oblige, and questions the idea of dying for one's country. The 1960s were a tumultuous time in Western culture, especially in Europe due to the severe restructuring necessary following the Post–World War II economic expansion and in the United States due to its controversial participation in both the Cold War and South East Asian political affairs with the Vietnam War, where the US role was perceived from a number of directions as prolonging the residual effects of decades of colonial patronization in the Asian region by economically well to do European powers. This period was marked by a number of nascent social changes including a heightened sensitivity to the futility of war which sparked hundreds of protest marches and popular uprisings on a world-wide scale, rising tides of awareness concerning the need to change overwhelmingly negative race-relations in the USA, experimental drug use, the growth of television, a new genre in popular music, and a general shift away from
- 2. social normatives of previous generations. Out of this era stemmed some of today's most powerful forces, such as the internet. The internet was created in large part by people cooperating, taking chances, and experimenting outside of corporate settings. Many of the individuals who were drawn to the technology in its infancy were activists and progressives.[3] Some scholars and social theorists recognize that we are undergoing another cultural change brought about by the New Industrial Revolution. This Revolution is changing the way that products are made and disposed of,[4] how buildings are constructed, and our relationship to the natural world and its capital.[5] See also: segregation laws, conscientious objection, May 1968.