Chapter 4 Problems1. Which of these compounds is a strong elec.docx
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Chapter 4 Problems 1. Which of these compounds is a strong electrolyte? A. H2O B. O2 C. H2SO4 D. C6H12O6 (glucose) E. CH3COOH (acetic acid) 2. Which of these compounds is a nonelectrolyte? A. NaF B. HNO3 C. CH3COOH (acetic acid) D. NaOH E. C6H12O6 (glucose) 3. Based on the solubility rules, which one of these compounds should be insoluble in water? A. NaCl B. MgBr2 C. FeCl2 D. AgBr E. ZnCl2 4. Based on the solubility rules, which of these processes will occur when a solution containing about 0.1 g of Pb(NO3)2(aq) is mixed with a solution containing 0.1 g of KI(aq)/100 mL? A. KNO3 will precipitate; Pb2+ and I- are spectator ions. B. No precipitate will form. C. Pb(NO3)2 will precipitate; K+ and I- are spectator ions. D. PbI2 will precipitate; K+ and NO3- are spectator ions. E. Pb2+ and I- are spectator ions, and PbI2 will precipitate. 5. Give the oxidation # for the following atoms: a. N in NaNO3 _________ b. Mn in KMnO4 _________ c. Cl in ClO3- _________ 6. Which of these equations does not represent an oxidation-reduction reaction? A. 3Al + 6HCl ( 3H2 + AlCl3 B. 2H2O ( 2H2 + O2 C. 2NaCl + Pb(NO3)2 ( PbCl2 + 3NaNO3 D. 2NaI + Br2 ( 2NaBr + I2 E. Cu(NO3)2 + Zn ( Zn(NO3)2 + Cu 7. What element is oxidized in the chemical reaction NiO2 + Cd + 2H2O ( Ni(OH)2 + Cd(OH)2? A. Ni B. Cd C. O D. H E. This is not a redox reaction. 8. Which of these chemical equations describes a precipitation reaction? A. 2H2(g) + O2(g) ( 2H2O(l) B. CaBr2(aq) + H2SO4(aq) ( CaSO4(s) + 2HBr(g) C. 2KNO3(s) ( 2KNO2(s) + O2(g) D. 2KBr(aq) + Cl2(g) ( 2KCl(aq) + Br2(l) E. 2Al(s) + 3H2SO4(aq) ( Al2(SO4)3(aq) + 3H2(g) 9. The common constituent in all acid solutions is A. H2. B. H+. C. OH-. D. H2SO4. E. Cl-. 10. Which of these chemical equations describes an acid-base neutralization reaction? A. 2Al(s) + 3H2SO4(aq) ( Al2(SO4)3(aq) + 3H2(g) B. SO2(g) + H2O(l) ( H2SO3(g) C. LiOH(aq) + HNO3(aq) ( LiNO3(aq) + H2O(l) D. 2KBr(aq) + Cl2(g) ( 2KCl(aq) + Br2(l) E. CaBr2(aq) + H2SO4(aq) ( CaSO4(s) + 2HBr(g) 11. Which of these chemical equations describes a combustion reaction? A. 2C2H6(g) + 7O2(g) ( 4CO2(g) + 6H2O(l) B. LiOH(aq) + HNO3(aq) ( LiNO3(aq) + H2O(l) C. N2(g) + 3H2(g) ( 2NH3(g) D. 2Na(s) + 2H2O(l) ( 2NaOH(aq) + H2(g) E. 2Al(s) + 3H2SO4(aq) ( Al2(SO4)3(aq) + 3H2(g) 12. What is the molarity of a solution that contains 5.0 moles of solute in 2.00 liters of solution? 13. What mass of K2CO3 is needed to prepare 200. mL of a solution having a concentration of 0.150 M? 14. A 50.0 mL sample of 0.436 M NH4NO3 is diluted with water to a total volume of 250.0 mL. What is the ammonium nitrate concentration in the resulting solution? 15. During a titration the following data were collected. A 10. mL portion of an unknown monoprotic acid solution was titrated with 1.0 M NaOH; 40. mL of the base were required to neutralize the sample. What is the molarity of the acid solution? 16. 34.62 mL of.
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Chem 1010 Name__________________________________Unit 4-5 Tes.docx
Chem 1010 Name__________________________________
Unit 4-5 Test
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
1) When the following equation is balanced, the coefficient of Al is __________.
Al (s) + H2O (l) → Al(OH)3 (s) + H2 (g)
A) 4
B) 1
C) 3
D) 5
E) 2
2) When the following equation is balanced, the coefficient of NaOH is __________.
H3PO4 (aq) + NaOH (aq) → Na3PO4 (aq) + H2O (l)
A) 1
B) 4
C) 2
D) 0
E) 3
3) When the following equation is balanced, the coefficient of O2 is __________.
C2H4O (g) + O2 (g) → CO2 (g) + H2O (g)
A) 5
B) 3
C) 4
D) 2
E) 1
4) When the following equation is balanced, the coefficient of C3H8O3 is __________.
C3H8O3 (g) + O2 (g) → CO2 (g) + H2O (g)
A) 2
B) 5
C) 7
D) 1
E) 3
1
5) Write a balanced equation to show the reaction of aqueous aluminum acetate with aqueous ammonium
phosphate to form solid aluminum phosphate and aqueous ammonium acetate.
A) Al(C2H3O2)2(aq) + (NH4)2PO4(aq) → AlPO4(s) + 2 NH4C2H3O2(aq)
B) Al(CO2)3(aq) + (NH4)3PO3(aq) → AlPO3(s) + 3 NH4CO2(aq)
C) Al(C2H3O2)2(aq) + (NH3)2PO4(aq) → AlPO4(s) + 2 NH3C2H3O2(aq)
D) Al(C2H3O2)3(aq) + (NH4)3PO4(aq) → AlPO4(s) + 3 NH4C2H3O2(aq)
E) Al(CO3)2(aq) + (NH3)2PO4(aq) → AlPO4(s) + 2 NH3CO3(aq)
6) When the reaction shown is correctly balanced, the coefficients are:
C6H6 (l) + O2 (g) → CO2 (g) + H2O (g)
A) 1, 3.5, 6, 7
B) 2, 16.5, 12, 7
C) 2, 15, 12, 6
D) 1, 9.5, 6, 7
E) 1, 6, 6, 7
7) The balanced reaction between aqueous nitric acid and aqueous strontium hydroxide is ________.
A) 2HNO3 (aq) + Sr(OH)2 (aq) → 2H2O (l) + Sr(NO3)2 (aq)
B) 2HNO3 (aq) + Sr(OH)2 (aq) → Sr(NO3)2(aq) + 2H2 (g)
C) HNO3 (aq) + Sr(OH)2 (aq) → H2O (l) + Sr(NO3)2 (aq)
D) HNO3 (aq) + Sr(OH)2 (aq) → Sr(NO3)2 (aq) + H2 (g)
E) HNO3 (aq) + SrOH (aq) → H2O (l) + SrNO3 (aq)
8) What are the spectator ions in the reaction between Mg(OH)2 (aq) and HCl (aq)?
A) H+ and OH-
B) Mg2+ and H+
C) H+ and Cl-
D) OH- only
E) Mg2+ and Cl-
9) When aqueous solutions of AgNO3 and KI are mixed, AgI precipitates. The balanced net ionic equation is
________.
A) Ag+ (aq) + NO3- (aq) → AgNO3 (aq)
B) Ag+ (aq) + I- (aq) → AgI (s)
C) AgNO3 (aq) + KI (aq) → AgI (s) + KNO3 (aq)
D) AgNO3 (aq) + KI (aq) → AgI (aq) + KNO3 (s)
E) Ag+ (aq) + NO3- (aq) → AgNO3 (s)
10) A neutralization reaction between an acid and a metal hydroxide produces ________.
A) oxygen gas
B) sodium hydroxide
C) ammonia
D) water and a salt
E) hydrogen gas
2
11) When H2SO4 is neutralized by NaOH in aqueous solution, the net ionic equation is ________.
A) SO42- (aq) + 2Na+ (aq) → Na2SO4 (s)
B) 2H+ (aq) + 2NaOH (aq) → 2H2O (l) + 2Na+ (aq)
C) SO42- (aq) + 2Na+ (aq) → Na2SO4 (aq)
D) H2SO4 (aq) + 2OH- (aq) → 2H2O (l) + SO42- (aq)
E) H+ (aq) + OH- (aq) → H2O (l)
12) Which of the following is an oxidation-reduction reaction?
A) Pb(C2H3O2)2(aq) + 2 NaCl(.
CBSE CLASS 10 CHEMISTRY CHAPTER 1 CHEMICAL REACTIONS AND EQUATIONS PART 3 IN...
Easy and simple solutions with examples and equations for intext and back exercise questions of chapter 1 of chemistry for class 10 (NCERT).
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Chem 1010 Name__________________________________Unit 4-5 Tes.docx
Chem 1010 Name__________________________________
Unit 4-5 Test
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
1) When the following equation is balanced, the coefficient of Al is __________.
Al (s) + H2O (l) → Al(OH)3 (s) + H2 (g)
A) 4
B) 1
C) 3
D) 5
E) 2
2) When the following equation is balanced, the coefficient of NaOH is __________.
H3PO4 (aq) + NaOH (aq) → Na3PO4 (aq) + H2O (l)
A) 1
B) 4
C) 2
D) 0
E) 3
3) When the following equation is balanced, the coefficient of O2 is __________.
C2H4O (g) + O2 (g) → CO2 (g) + H2O (g)
A) 5
B) 3
C) 4
D) 2
E) 1
4) When the following equation is balanced, the coefficient of C3H8O3 is __________.
C3H8O3 (g) + O2 (g) → CO2 (g) + H2O (g)
A) 2
B) 5
C) 7
D) 1
E) 3
1
5) Write a balanced equation to show the reaction of aqueous aluminum acetate with aqueous ammonium
phosphate to form solid aluminum phosphate and aqueous ammonium acetate.
A) Al(C2H3O2)2(aq) + (NH4)2PO4(aq) → AlPO4(s) + 2 NH4C2H3O2(aq)
B) Al(CO2)3(aq) + (NH4)3PO3(aq) → AlPO3(s) + 3 NH4CO2(aq)
C) Al(C2H3O2)2(aq) + (NH3)2PO4(aq) → AlPO4(s) + 2 NH3C2H3O2(aq)
D) Al(C2H3O2)3(aq) + (NH4)3PO4(aq) → AlPO4(s) + 3 NH4C2H3O2(aq)
E) Al(CO3)2(aq) + (NH3)2PO4(aq) → AlPO4(s) + 2 NH3CO3(aq)
6) When the reaction shown is correctly balanced, the coefficients are:
C6H6 (l) + O2 (g) → CO2 (g) + H2O (g)
A) 1, 3.5, 6, 7
B) 2, 16.5, 12, 7
C) 2, 15, 12, 6
D) 1, 9.5, 6, 7
E) 1, 6, 6, 7
7) The balanced reaction between aqueous nitric acid and aqueous strontium hydroxide is ________.
A) 2HNO3 (aq) + Sr(OH)2 (aq) → 2H2O (l) + Sr(NO3)2 (aq)
B) 2HNO3 (aq) + Sr(OH)2 (aq) → Sr(NO3)2(aq) + 2H2 (g)
C) HNO3 (aq) + Sr(OH)2 (aq) → H2O (l) + Sr(NO3)2 (aq)
D) HNO3 (aq) + Sr(OH)2 (aq) → Sr(NO3)2 (aq) + H2 (g)
E) HNO3 (aq) + SrOH (aq) → H2O (l) + SrNO3 (aq)
8) What are the spectator ions in the reaction between Mg(OH)2 (aq) and HCl (aq)?
A) H+ and OH-
B) Mg2+ and H+
C) H+ and Cl-
D) OH- only
E) Mg2+ and Cl-
9) When aqueous solutions of AgNO3 and KI are mixed, AgI precipitates. The balanced net ionic equation is
________.
A) Ag+ (aq) + NO3- (aq) → AgNO3 (aq)
B) Ag+ (aq) + I- (aq) → AgI (s)
C) AgNO3 (aq) + KI (aq) → AgI (s) + KNO3 (aq)
D) AgNO3 (aq) + KI (aq) → AgI (aq) + KNO3 (s)
E) Ag+ (aq) + NO3- (aq) → AgNO3 (s)
10) A neutralization reaction between an acid and a metal hydroxide produces ________.
A) oxygen gas
B) sodium hydroxide
C) ammonia
D) water and a salt
E) hydrogen gas
2
11) When H2SO4 is neutralized by NaOH in aqueous solution, the net ionic equation is ________.
A) SO42- (aq) + 2Na+ (aq) → Na2SO4 (s)
B) 2H+ (aq) + 2NaOH (aq) → 2H2O (l) + 2Na+ (aq)
C) SO42- (aq) + 2Na+ (aq) → Na2SO4 (aq)
D) H2SO4 (aq) + 2OH- (aq) → 2H2O (l) + SO42- (aq)
E) H+ (aq) + OH- (aq) → H2O (l)
12) Which of the following is an oxidation-reduction reaction?
A) Pb(C2H3O2)2(aq) + 2 NaCl(.
CBSE CLASS 10 CHEMISTRY CHAPTER 1 CHEMICAL REACTIONS AND EQUATIONS PART 3 IN...
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SHS STEM General Chemistry MCT 4. Stoichiometry
https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Chemistry-1-and-2.pdf
General Chemistry
GenChem
STEM
Science, Technology, Engineering, and Mathematics
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
Quarter 1 – General Chemistry 1
Matter and Its Properties
Measurements
Atoms, Molecules and Ions
Stoichiometry
Percent Composition and Chemical Formulas
Chemical reactions and chemical equations
Mass Relationships in Chemical Reactions
Gases
Dalton’s Law of partial pressures
Gas stoichiometry
Kinetic molecular theory of gases
Quarter 2 – General Chemistry 1
Electronic Structure of Atoms
Electronic Structure and Periodicity
Chemical Bonding
Organic compounds
Quarter 3 – General Chemistry 2
Intermolecular Forces and Liquids and Solids
Physical Properties of Solutions
Thermochemistry
Chemical Kinetics
Quarter 4 – General Chemistry 2
Chemical Thermodynamics
Chemical Equilibrium
Acid-Base Equilibria and Salt Equilibria
Electrochemistry
Basics of Chemical Reactions
This tackles the basics and the easiest concept of Chemical reactions. This features only the four basic types of chemical reactions: synthesis, decomposition, metathesis, and ion - exchange reaction.
This is a basic concept because there is a pattern to be followed in each type of reaction.
More types of chemical reactions will be given on my next set of presentation entitled, "Everything You Want to Know About Chemical Reactions."
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chemical equation
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Chapter 8 Religion and the Restoration of Health in Afric.docx
Chapter 8
Religion and the Restoration of Health in Africa: A
Case Study of the Traditional Akan People of Ghana
Samuel Awuah-Nyamekye
Introduction
Sound health, no doubt, is the soul of every human society, for no
human society can thrive if her people are afflicted with ill-health.
For this reason, the Akan of Ghana prioritise matters that border
on sound health. But among the Akan as is the case in traditional
African societies, the line between their secular and religious
activities is indistinguishable (Parrinder, 1961; Mbiti, 1969; Opoku,
1978.) This makes the hold of religion on the Akan and, for that
matter,traditional Africans, very strong.
In the worldview of the traditional Akan2 of Ghana, apote or
apomuden (health or well-being) is not only understood as the
absence of diseases and afflictions or misfortunes but also, it
includes the presence of good relationship between humans and the
spirit beings on one hand and good interpersonal relationship on
the other, for the Akan one cannot claim there is good health or
well-being while the people in the community are at each other’s
throat. That is, a good mental framework is inclusive of health in
the Akan milieu (Opoku, 1978, Kwame Gyekye, 1996; Awuah-
Nyamekye, 211). This mind-set is very common among many
African cultures (Gwyneth,. 1994; Makinde 1988:6). This worldview
thus, gives direction to the Akan in all their activities including
health and its restoration. This also explains the reason why usually
the etiology of almost all diseases has supernatural underpinnings
(Field, 1961; Foster, 1976). It must, however, be emphasised that in
2 By traditional Akan people, I mean those Akan who generally still keep and
live to the customs and traditions of their forebears, particularly their indigenous
spirituality (African Traditional Religion) in spite of the influence of impinging
religions such as Christianity and Islam
181
Mawere, Munyaradzi, and Awuah-Nyamekye, Samuel, eds. Between Rhetoric and Reality : The State and Use of Indigenous
Knowledge in Post-Colonial Africa. Cape Town: Langaa RPCIG, 2015. Accessed March 26, 2018. ProQuest Ebook Central.
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spite of the supernatural etiology of ill-health among the Akan, they
also at some point acknowledge the ‘Germ Theory’ or the
‘naturalistic’ causes of illneses as Foster (1976)puts it.
Notwithstanding this reality, and paradoxically, the Akan still
find it very difficult to de-couple spirituality and therapeutic
practices. It is against this background that this chapter argues that
among the traditional Akan, religion and medicine are inseparable
realities. Literature on health care delivery in Ghana is quite
extensive but those on how the local concepts of illness may affect
people’s choices of health care model are scarce. Th.
Chapter 8 - Children of alcoholics often display characteristic tr.docx
Chapter 8 - Children of alcoholics often display characteristic traits: (1) the "hero" who attempts to replace the dysfunctional parent by overachieving, or (2) the "jester" who compensates for a lack of parental guidance by being mischievous and unruly. Which role did Beethoven play in his family? What is the evidence for your choice? 100+ words
Chapter 9 - Discuss the way travel might have affected composers (for example, Mendelssohn). If you have been outside the U.S., or even taveled far within the U.S., what effect did it have on you? 100+ words
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Chapter 8 - Review the Siemens AG case study. Note the importan.docx
Chapter 8 - Review the Siemens AG case study. Note the importance of understanding the interrelationships amongst all the senior leaders at every location. Pay special attention to Figure 8.1 and Figure 8.2. Note how the corporate CIO should engage with each of the regional leaders. Why is this important? (Information Technology and Organizational Learning)
The above submission should be one-page in length and adhere to APA formatting standards.
.
Chapter 7Victimology and Patterns of VictimizationThe a.docx
Chapter 7:
Victimology and Patterns of Victimization
The authors discuss the meaning of genocide, criminology’s aversion of the topic, and assertions of the United States’ own participation in it. Through reviewing a brief U.S. history, the authors argue that genocide stemming from the treatment of Native Americans throughout history should not be written off as radical conspiracy. Likening American Indian reservations to inner cities, a connection is made provoking questions between the historical treatment of African Americans and genocide.
Chapter 8: Lawmaking and the Administration of Criminal Law
This Chapter analyzes the impact that class, race, and gender have on shaping laws and the lawmaking process. Although criminal law is thought to be an objective measure of harm, it is instead the direct result of our political process headed by a powerful few, where money and privilege reign. The authors explain that the laws that shape our reality and perceptions of what is criminal serve the interests of the influential ruling class at the expense of the underclasses.
Discuss
one
of the following (Write Minimum of 250 words):
1. You learned in Chapter 7 that certain victims are valued above others. Why do you think that is? How do you think that impacts the U.S Criminal Justice System?
OR
2. According to Chapter 8, minorities are the labor pool that is regulated through punishment. How is this analysis relevant in criminal justice today?
.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docx
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu.
Chapter 7 2. How does a false positive alarm differ from a f.docx
Chapter 7
2. How does a false positive alarm differ from a false negative alarm? From a security perspective, which is less desirable?
3.
How does a network-based IDPS differ from a host-based IDPS?
14.
What is an open port? Why is it important to limit the number of open ports to those that are absolutely essential?
Chapter 8
3.
What is a cryptographic key, and what is it used for? What is a more formal name for a cryptographic key?
4.
What are the three basic operations in cryptography?
9.
What are the components of PKI?
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Chapter 7 covers Corporate Information Security and Privacy Regu.docx
Chapter 7 covers Corporate Information Security and Privacy Regulation. Specifically, the Sarbanes Oxley Act of 2002 was passed as a result of the Enron scandal. Give a short synopsis of the Enron scandal and then provide a short synopsis of SOX.
Answer the question with a short paragraph, between 250 and 350 words. Brevity is a virtue. That is why you are limited to 350 words. If you can't present your hypothesis in 350 words or less then it is too complicated.
Remember that when you state a fact if you don't provide a reference, it is not a fact but rather an opinion.
submit it by 2/16/2020 at 4:59 PM EST
.
Chapter 7The Problem of EvilOf all the objections to theism pr.docx
Chapter 7
The Problem of Evil
Of all the objections to theism presented by atheists, the most celebrated and oft-rehearsed, by far, is the problem of evil and suffering. Debates about evolution and the like notwithstanding, most reflective theists would likely agree that objections to belief in God posed by the occurrence of evil and suffering present a far more serious challenge than do objections from science. (In fact, one of the most popular lines of objection to theistic evolution is really a version of the problem of evil; it asks, How could a perfectly loving God employ a means of creation that proceeds by way of the systematic destruction of the weakest and most vulnerable creatures?) A distinction must be drawn, however, between the problem of evil as a philosophical objection to religious belief and the problem as a concerned question.
Some philosophers have put forward arguments from evil which purport to show that God does not exist or that belief in God is unreasonable. To such philosophical attacks, philosophical responses are appropriate. However, many people—believers and nonbelievers alike—are bothered by evil. When they are faced with suffering, on their own part or on the part of others, they may pose an agonizing Why? A philosophical argument is often the last thing such a person wants to hear; such an argument may appear irritatingly superficial or even callous. The person wants compassion and empathy, and the proper response may simply be to listen and try to share the other’s grief and questions. At such times the problem of evil calls more for pastoral care than for philosophical debate.
The philosophical problem of evil, on the other hand, can be posed briefly and sharply. It appears to many people that a perfectly good, all-knowing and all-powerful being, were he to exist, would not allow the kinds or quantity of evil and suffering that exists in our world. The underlying assumption of this argument is the intuition—common to many atheists and theists alike—that a good being eliminates evil as far as it is able to. God, being omniscient, should be aware of every instance of evil and suffering; being perfectly good, he would presumably want to eliminate all evil; being omnipotent, he should be able to do just that. If there were a God, therefore, one would expect not to find any evil in the world. Since one does find evil—and quite a bit of it—God must not exist. In this way, the existence of evil and suffering is thought to undermine the rationality of belief in God.
Types of Evil, Versions of the Problem and Types of Responses
The evils in the world which this argument takes as its basis are usually divided into two types. Moral evil is all the evil which is due to the actions of free, morally responsible beings. Murders, rapes and the hunger caused by social injustice would be examples of moral evil. Natural evil (or nonmoral evil) is all the evil that is not (or at least does not appear to be) due to the actions.
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This tackles the basics and the easiest concept of Chemical reactions. This features only the four basic types of chemical reactions: synthesis, decomposition, metathesis, and ion - exchange reaction.
This is a basic concept because there is a pattern to be followed in each type of reaction.
More types of chemical reactions will be given on my next set of presentation entitled, "Everything You Want to Know About Chemical Reactions."
Inorganic chem - chemical reactions
chemical equation
balancing chemical equation
types of chemical equation
Similar to Chapter 4 Problems1. Which of these compounds is a strong elec.docx (14)
More from robertad6
Chapter 8 Religion and the Restoration of Health in Afric.docx
Chapter 8
Religion and the Restoration of Health in Africa: A
Case Study of the Traditional Akan People of Ghana
Samuel Awuah-Nyamekye
Introduction
Sound health, no doubt, is the soul of every human society, for no
human society can thrive if her people are afflicted with ill-health.
For this reason, the Akan of Ghana prioritise matters that border
on sound health. But among the Akan as is the case in traditional
African societies, the line between their secular and religious
activities is indistinguishable (Parrinder, 1961; Mbiti, 1969; Opoku,
1978.) This makes the hold of religion on the Akan and, for that
matter,traditional Africans, very strong.
In the worldview of the traditional Akan2 of Ghana, apote or
apomuden (health or well-being) is not only understood as the
absence of diseases and afflictions or misfortunes but also, it
includes the presence of good relationship between humans and the
spirit beings on one hand and good interpersonal relationship on
the other, for the Akan one cannot claim there is good health or
well-being while the people in the community are at each other’s
throat. That is, a good mental framework is inclusive of health in
the Akan milieu (Opoku, 1978, Kwame Gyekye, 1996; Awuah-
Nyamekye, 211). This mind-set is very common among many
African cultures (Gwyneth,. 1994; Makinde 1988:6). This worldview
thus, gives direction to the Akan in all their activities including
health and its restoration. This also explains the reason why usually
the etiology of almost all diseases has supernatural underpinnings
(Field, 1961; Foster, 1976). It must, however, be emphasised that in
2 By traditional Akan people, I mean those Akan who generally still keep and
live to the customs and traditions of their forebears, particularly their indigenous
spirituality (African Traditional Religion) in spite of the influence of impinging
religions such as Christianity and Islam
181
Mawere, Munyaradzi, and Awuah-Nyamekye, Samuel, eds. Between Rhetoric and Reality : The State and Use of Indigenous
Knowledge in Post-Colonial Africa. Cape Town: Langaa RPCIG, 2015. Accessed March 26, 2018. ProQuest Ebook Central.
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spite of the supernatural etiology of ill-health among the Akan, they
also at some point acknowledge the ‘Germ Theory’ or the
‘naturalistic’ causes of illneses as Foster (1976)puts it.
Notwithstanding this reality, and paradoxically, the Akan still
find it very difficult to de-couple spirituality and therapeutic
practices. It is against this background that this chapter argues that
among the traditional Akan, religion and medicine are inseparable
realities. Literature on health care delivery in Ghana is quite
extensive but those on how the local concepts of illness may affect
people’s choices of health care model are scarce. Th.
Chapter 8 - Children of alcoholics often display characteristic tr.docx
Chapter 8 - Children of alcoholics often display characteristic traits: (1) the "hero" who attempts to replace the dysfunctional parent by overachieving, or (2) the "jester" who compensates for a lack of parental guidance by being mischievous and unruly. Which role did Beethoven play in his family? What is the evidence for your choice? 100+ words
Chapter 9 - Discuss the way travel might have affected composers (for example, Mendelssohn). If you have been outside the U.S., or even taveled far within the U.S., what effect did it have on you? 100+ words
.
Chapter 8 - Review the Siemens AG case study. Note the importan.docx
Chapter 8 - Review the Siemens AG case study. Note the importance of understanding the interrelationships amongst all the senior leaders at every location. Pay special attention to Figure 8.1 and Figure 8.2. Note how the corporate CIO should engage with each of the regional leaders. Why is this important? (Information Technology and Organizational Learning)
The above submission should be one-page in length and adhere to APA formatting standards.
.
Chapter 7Victimology and Patterns of VictimizationThe a.docx
Chapter 7:
Victimology and Patterns of Victimization
The authors discuss the meaning of genocide, criminology’s aversion of the topic, and assertions of the United States’ own participation in it. Through reviewing a brief U.S. history, the authors argue that genocide stemming from the treatment of Native Americans throughout history should not be written off as radical conspiracy. Likening American Indian reservations to inner cities, a connection is made provoking questions between the historical treatment of African Americans and genocide.
Chapter 8: Lawmaking and the Administration of Criminal Law
This Chapter analyzes the impact that class, race, and gender have on shaping laws and the lawmaking process. Although criminal law is thought to be an objective measure of harm, it is instead the direct result of our political process headed by a powerful few, where money and privilege reign. The authors explain that the laws that shape our reality and perceptions of what is criminal serve the interests of the influential ruling class at the expense of the underclasses.
Discuss
one
of the following (Write Minimum of 250 words):
1. You learned in Chapter 7 that certain victims are valued above others. Why do you think that is? How do you think that impacts the U.S Criminal Justice System?
OR
2. According to Chapter 8, minorities are the labor pool that is regulated through punishment. How is this analysis relevant in criminal justice today?
.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docx
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu.
Chapter 7 2. How does a false positive alarm differ from a f.docx
Chapter 7
2. How does a false positive alarm differ from a false negative alarm? From a security perspective, which is less desirable?
3.
How does a network-based IDPS differ from a host-based IDPS?
14.
What is an open port? Why is it important to limit the number of open ports to those that are absolutely essential?
Chapter 8
3.
What is a cryptographic key, and what is it used for? What is a more formal name for a cryptographic key?
4.
What are the three basic operations in cryptography?
9.
What are the components of PKI?
.
Chapter 7 covers Corporate Information Security and Privacy Regu.docx
Chapter 7 covers Corporate Information Security and Privacy Regulation. Specifically, the Sarbanes Oxley Act of 2002 was passed as a result of the Enron scandal. Give a short synopsis of the Enron scandal and then provide a short synopsis of SOX.
Answer the question with a short paragraph, between 250 and 350 words. Brevity is a virtue. That is why you are limited to 350 words. If you can't present your hypothesis in 350 words or less then it is too complicated.
Remember that when you state a fact if you don't provide a reference, it is not a fact but rather an opinion.
submit it by 2/16/2020 at 4:59 PM EST
.
Chapter 7The Problem of EvilOf all the objections to theism pr.docx
Chapter 7
The Problem of Evil
Of all the objections to theism presented by atheists, the most celebrated and oft-rehearsed, by far, is the problem of evil and suffering. Debates about evolution and the like notwithstanding, most reflective theists would likely agree that objections to belief in God posed by the occurrence of evil and suffering present a far more serious challenge than do objections from science. (In fact, one of the most popular lines of objection to theistic evolution is really a version of the problem of evil; it asks, How could a perfectly loving God employ a means of creation that proceeds by way of the systematic destruction of the weakest and most vulnerable creatures?) A distinction must be drawn, however, between the problem of evil as a philosophical objection to religious belief and the problem as a concerned question.
Some philosophers have put forward arguments from evil which purport to show that God does not exist or that belief in God is unreasonable. To such philosophical attacks, philosophical responses are appropriate. However, many people—believers and nonbelievers alike—are bothered by evil. When they are faced with suffering, on their own part or on the part of others, they may pose an agonizing Why? A philosophical argument is often the last thing such a person wants to hear; such an argument may appear irritatingly superficial or even callous. The person wants compassion and empathy, and the proper response may simply be to listen and try to share the other’s grief and questions. At such times the problem of evil calls more for pastoral care than for philosophical debate.
The philosophical problem of evil, on the other hand, can be posed briefly and sharply. It appears to many people that a perfectly good, all-knowing and all-powerful being, were he to exist, would not allow the kinds or quantity of evil and suffering that exists in our world. The underlying assumption of this argument is the intuition—common to many atheists and theists alike—that a good being eliminates evil as far as it is able to. God, being omniscient, should be aware of every instance of evil and suffering; being perfectly good, he would presumably want to eliminate all evil; being omnipotent, he should be able to do just that. If there were a God, therefore, one would expect not to find any evil in the world. Since one does find evil—and quite a bit of it—God must not exist. In this way, the existence of evil and suffering is thought to undermine the rationality of belief in God.
Types of Evil, Versions of the Problem and Types of Responses
The evils in the world which this argument takes as its basis are usually divided into two types. Moral evil is all the evil which is due to the actions of free, morally responsible beings. Murders, rapes and the hunger caused by social injustice would be examples of moral evil. Natural evil (or nonmoral evil) is all the evil that is not (or at least does not appear to be) due to the actions.
Chapter 7Social Networking,Engagement, andSocial Metrics.docx
Chapter 7
Social Networking,
Engagement, and
Social Metrics
Prepared by Dr. Derek Sedlack, South University
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Learning Objectives
Social Networking Services and Communities
Engaging Consumers with Blogs and Microblogs
Mashups, Social Metrics, and Monitoring Tools
Knowledge Sharing in the Social Workplace
Web 2.0—The Social Web
Web 2.0—The Social Web
The Constantly Changing Web
Web 2.0 (the social web): a term used to describe a phase of World Wide Web evolution characterized by dynamic webpages, social media, mashup applications, broadband connectivity and user-generated content.
Social media: a collection of Web applications, based on Web 2.0 technology and culture that allows people to connect and collaborate with others by creating and sharing digital content.
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
The Constantly Changing Web
World Wide Web (the Internet): a network of documents on the Internet, called webpages, constructed with HTML markup language that supports links to other documents and media (e.g. graphics, video, audio, etc.).
Broadband: refers to wide bandwidth technologies that create fast, high volume connections to the Internet and World Wide Web.
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Setting the Stage for Web 2.0
Broad bandwidth (broadband)
Sustainable business models
New Web programming technologies
Application programming interface (API)
Plug-Ins
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Setting the Stage for Web 2.0
AJAX technologies, or asynchronous JavaScript and XML, is a term referring to a group of technologies and programming languages that make it possible for webpages to respond to users’ actions without requiring the entire page to reload.
JavaScript
Extendable Markup Language (XML)
Document Object Model (DOM)
HyperText Markup Language (HTML)
XMLHttpRequest
Cascading Style Sheets (CSS)
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
Social Media Applications and Services
Social Networking Service (SNS): an online platform or website that allows subscribers to interact and form communities or networks based on real-life relationships, shared interests, activities and so on.
Both YouTube and Facebook started as SNSs, but now span multiple application categories.
Chapter 7
Copyright © 2015 John Wiley & Sons, Inc. All rights reserved.
Web 2.0—The Social Web
More than Facebook, YouTube, & Twitter
Collaboration
Communication and Engagement with Customers (Marketing)
Image and Reputation Management (Public Relatio.
CHAPTER 7The CPU and MemoryThe Architecture of Comp.docx
CHAPTER 7:
The CPU and Memory
The Architecture of Computer Hardware, Systems Software & Networking:
An Information Technology Approach
5th Edition, Irv Englander
John Wiley and Sons 2013
PowerPoint slides authored by Angela Clark, University of South Alabama
PowerPoint slides for the 4th edition were authored by Wilson Wong, Bentley University
CPU and MemoryEvery instruction executed by the CPU requires memory accessPrimary memory holds program instructions and dataSecondary storage is used for long term storageData is moved from secondary storage to primary memory for CPU execution
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
CPU: Major ComponentsALU (arithmetic logic unit)Performs calculations and comparisonsCU (control unit)Performs fetch/execute cycle
Accesses program instructions and issues commands to the ALU
Moves data to and from CPU registers and other hardware componentsSubcomponents:
Memory management unit: supervises fetching instructions and data from memory
I/O Interface: sometimes combined with memory management unit as Bus Interface Unit
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
System Block Diagram
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
The Little Man Computer
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Concept of RegistersSmall, permanent storage locations within the CPU used for a particular purposeManipulated directly by the Control UnitWired for specific functionSize in bits or bytes (not in MB like memory) Can hold data, an address, or an instructionHow many registers does the LMC have?What are the registers in the LMC?
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
RegistersUse of RegistersScratchpad for currently executing program
Holds data needed quickly or frequentlyStores information about status of CPU and currently executing program
Address of next program instruction
Signals from external devicesGeneral Purpose RegistersUser-visible or program-visible registersHold intermediate results or data values, e.g., loop countersEquivalent to LMC’s calculatorTypically several dozen in current CPUs
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Special-Purpose RegistersProgram Counter Register (PC)Also called instruction pointer (IP)Instruction Register (IR)Stores instruction fetched from memoryMemory Address Register (MAR)Memory Data Register (MDR) Status RegistersStatus of CPU and currently executing programFlags (one bit Boolean variable) to track conditions like arithmetic carry and overflow, power failure, internal computer error
Copyright 2013 John Wiley & Sons, Inc.
7-*
Copyright 2013 John Wiley & Sons, Inc.
*
Register OperationsStores values from other locations (registers and memory)Addition and subtractionShift or rotate dataT.
Chapter 7QUESTION 1. Which of the following is defin.docx
Chapter 7
QUESTION 1
.
Which of the following is defined as the persistnce of learning over time, through the encoding, storage and retrieval of memory?
.
memory
long-term memory
short-term memory
sensory memory
.
10 points
QUESTION 2
.
Which of the following refers to the processing of information outside of conscious awareness?
.
sensory memory
short-term memory
automatic processing
working memory
.
10 points
QUESTION 3
.
Behaviors such as texting and driving home would be considered...
.
explicit memories
automatic processing
implicit memories
working memory
.
10 points
QUESTION 4
.
Which of the following pieces of memory would you not process automatically?
.
Where your bed and dresser are in your room
A new acquaintances address
The location of your PSY110 classroom
How to spell your name
.
10 points
QUESTION 5
.
Cramming has actually been shown to be an effective method of learning new information.
.
True
.
False
.
10 points
QUESTION 6
.
Mood can be a retrieval cue.
.
True
.
False
.
10 points
QUESTION 7
.
Which of the following brain structures is responsible for temporarily holding memories until they can be moved to storage?
.
basal ganglia
frontal lobe
cerebellum
hippocampus
.
10 points
QUESTION 8
.
Which of the following brain structures is most involved with you learning motor movements such as how to ride a bike?
.
brain stem
basal ganglia
frontal lobe
hippocampus
.
10 points
QUESTION 9
.
If you have to take a foreign language at Valpo and you took a foreign language in high school, you would benefit from taking the same language at Valpo as you did in high school because you would benefit most from which of the following?
.
Recall
Relearning
Recognition
.
10 points
QUESTION 10
.
This very multiple choice question, which is asking you to identify previously learned material, requires you to make use of which of the following skills?
.
relearning
recall
recognition
.
Chapter 2
QUESTION 1
.
Neurons are...
.
basic building blocks of the nervous system
extensions of the cell body that receive messages
extensions of the cell body that send messages
a nerve impulse
.
10 points
QUESTION 2
.
Everything psychological is simultaneously biological
.
True
.
False
.
10 points
QUESTION 3
.
Brain plasticity allows us to adapt to new environments
.
True
.
False
.
10 points
QUESTION 4
.
The nervous system consists of...
.
the sympathetic and the parasympathetic nervous systems
the brain and spinal cord
the central nervous system and the peripheral nervous system
.
10 points
QUESTION 5
.
Neurotransmitters...
.
include serotonin and dopamine and affect behaviors and emotions
are electrical impulses in the brain
the form of communication between motor neurons and sensory neurons
are natural opiates released in response to pain
.
10 p.
Chapter 7One pageAPA stylePlease comment on the followin.docx
Chapter 7
One page
APA style
Please comment on the following statement regarding our current educational system and examples of practices
:
"
It
is a cardinal precept of the newer school of education that the
beginning of instruction shall be made with the experience learners
already have; that this experience and the capacities that have been
developed during its course provide the starting point for all further
learning" (Dewey, 1938, p. 88
).
(
one page- deadline will be
Friday
.
CHAPTER 7Managing Financial OperationsRevenue cycle (bil.docx
CHAPTER 7
Managing Financial Operations
Revenue cycle (billing and collections)
Receivables management
Cash and marketable securities management
Inventory (supply chain) management
Operational monitoring and control
Copyright 2009 Health Administration Press
7 - ‹#›
Financial Operations
Financial operations involves the day-to-day oversight of such tasks as billing and collections (revenue cycle), cash management, and inventory management.
The specifics are highly dependent on the type of provider (e.g., hospital versus medical practice versus nursing home).
Thus, the focus here is on fundamental concepts as opposed to details.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle
The revenue cycle is defined as all activities associated with billing and collecting for services.
In general, revenue cycle management should ensure that
patients are properly categorized by payer,
correct and timely billing takes place, and
correct and timely payment is received.
The revenue cycle includes the activities listed on the next slide.
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
Before-service activities:
Insurance verification
Certification of managed-care patients
Patient financial counseling
At-service activities:
Insurance status verification
Service documentation/claims production
After-service activities:
Claims submission
Third-party follow-up (if needed)
Denials management
Payment receipt and posting
Monitoring and reporting:
Monitoring
Review and improvement
Copyright 2009 Health Administration Press
7 - ‹#›
The Revenue Cycle (cont.)
In revenue cycle management, each of the identified activities is closely monitored to ensure that
the correct amount of reimbursement is collected on each patient,
reimbursements are collected as quickly as possible, and
the costs associated with the revenue cycle are minimized consistently with rapid and correct collections.
Two important keys to good revenue cycle management are information technology and electronic claims processing.
Copyright 2009 Health Administration Press
7 - ‹#›
Receivables Management
If a service is provided for cash, the revenue is immediately received.
If the service is provided on credit, the revenue is not received until the receivable is collected.
Receivables management, which falls under the general umbrella of the revenue cycle, is extremely important to healthcare providers.
Why?
Copyright 2009 Health Administration Press
7 - ‹#›
Accumulation of Receivables
Suppose Valley Clinic contracts with an insurer whose patients use $2,000 in services daily and who pays in 40 days.
The clinic will accumulate receivables at a rate of $2,000 per day.
However, after 40 days, the receivables balance will stabilize at $80,000:
Receivables = Daily sales × Average collection period
= $2,000
× 40
= $80,000
Copyright 2009 Health Administration Press
7 - ‹#›
Cost of Carrying Receiva.
CHAPTER 7Primate BehaviorWhat is Meant By Behavior.docx
CHAPTER 7
Primate Behavior
What is Meant By Behavior?
• Anything organisms do that involves action in response to
internal or external stimuli.
• The response of an individual, group, or species to its
environment.
• Such responses may or may not be deliberate and they
aren't necessarily the results of conscious decision
making.
Ecological Perspective
• Pertains to relationships between organisms and
all aspects of their environment
• Temperature
• Predators
• Vegetation
• Availability of food and water
• Types of food
• Disease organisms
• Parasites
Behavioral Ecology
Focuses on the relationship between behaviors,
natural environment, and biological traits of the
species.
Based on the assumption that animals, plants, and
microorganisms evolved together.
Behaviors have evolved through the operation of
natural selection, or
Some behaviors are influenced by genes and are
subject to natural selection the same way physical
characteristics are.
The Evolution of Behavior
Behavior constitutes a phenotype
Individuals whose behavioral phenotypes increase
reproductive fitness pass on their genes at a faster
rate.
Genes do not code for specific behaviors, but they do
code for biological factors that impact behavior, i.e.
hormone levels, intelligence
Species vary in their limits and potentials for learning
and behavioral flexibility, set by genetic factors.
Natural selection acts on genetic factors shaped by
ecological, the same as it does physical
characteristics
Social Structure
• The composition, size, and sex ratio of a group of
animals.
• The social structure of a species is, in part, the
result of natural selection in a specific habitat, and
it guides individual interactions and social
relationships.
Why Are Primates Social?
• Group living exposes animals to competition with other group
members, so why not live alone?
• Costs of competition are offset by the benefits of predator
defense provided by associating with others.
• Group living evolved as an adaptive response to a number of
ecological variables.
Some Factors That Influence Social Structure
• Body Size
• Larger animals are better able to retain heat and their overall energy
requirements are less than for smaller animals
• This means they need fewer calories per unit of body weight.
Some Factors That Influence Social Structure
• Metabolism
• The chemical processes within cells that break down nutrients and release
energy for the body to use.
• Basal Metabolic Rate (BMR) and Diet
• Smaller animals generally have a higher BMR than larger ones.
• This means smaller primates require an energy-rich diet high in protein,
fats, and carbohydrates (fruit, and insects).
Some Factors That Influence Social Structure
• BMR and Diet
• Nutritional needs have evolved along with BMR and body size
• Benefits are considered in terms of energy (calories) obtained from food
.
Chapter 7Medical Care Production and Costs(c) 2012 Cengage.docx
Chapter 7
Medical Care Production and Costs
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Assumptions of short-run production:
Medical firm produces a single output of medical services, q
Only two medical inputs exist: nurse-hours, n, and a composite capital good, k
Quantity of capital is fixed at some amount
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Medical firm faces an incentive to produce as efficiently as possible
Medical firm possesses perfect information regarding the demands for its product
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Production function:
Identifies different ways nurse-hours & capital can be combined
To produce various levels of medical services
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Each level of output produced by -
Several different combinations of the nurse and capital inputs
Each combination – assumed to be technically efficient – maximum amount of output that is feasible given the state of technology
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
The Short-Run Production Function of the Representative Medical Firm
Law of diminishing marginal productivity
At first, total output increases at an increasing rate
After some point, it increases at a decreasing rate
Total product curve, TP
Depicts total output produced by different levels of the variable input, holding all other inputs constant
(c) 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classro.
Chapter 7Evaluating HRD ProgramsWerner© 2017 Cengage Learn.docx
Chapter 7
Evaluating HRD Programs
Werner
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Learning Objectives
Define evaluation and explain its role in HRD
Discuss the various types of evaluation information available and compare the methods of data collection
Explain the role of research design in HRD evaluation
Describe the ethical issues involved in conducting HRD evaluation
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Learning Objectives (cont.)
Identify and explain the choices available for translating evaluation results into dollar terms
Calculate a utility estimate for a target organization.
Discuss how technology impacts HRD evaluation
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Questions to Consider
How do you evaluate training and HRD?
What measures can be used to evaluate training?
Is there one best way to evaluate training?
What should be considered as one prepares to evaluate HRD?
What are the ethical issues involved in evaluating HRD?
How can the value of HRD be expressed in terms of costs and benefits, or dollars and cents?
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Key Terms
Training effectiveness: benefits receive from training
Training evaluation: process of determining training effectiveness
Training outcomes: measures to evaluate training effectiveness
Evaluation design: data will be collected and which data will be collected for training evaluation
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Training and HRD Process
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Evaluation Can Help
identify a program’s strengths and weaknesses
assess what features of training content and context matter
identify which trainees benefited
gather information for marketing training
determine financial benefits and costs
© 2017 .
CHAPTER 7INTEREST RATES AND BOND VALUATIONCopyright © 2019 M.docx
CHAPTER 7
INTEREST RATES AND BOND VALUATION
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.1
Define important bond features and types of bond
Explain bond values and yields and why they fluctuate
Describe bond ratings and what they mean
Outline the impact of inflation on interest rates
Illustrate the term structure of interest rates and the determinants of bond yields
Key Concepts and Skills
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.2
Remember, as with any asset, the value of a bond is simply the present value of its future cash flows.
Bonds and Bond Valuation
More about Bond Features
Bond Ratings
Some Different Types of Bonds
Bond Markets
Inflation and Interest Rates
Determinants of Bond Yields
Chapter Outline
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
Par value (face value) = principal amount, repaid at maturity
Coupon = stated interest payment
Coupon rate = annual coupon divided by face value
Maturity date
Yield or Yield to maturity = rate of return required in the market for the bond
Bond Definitions
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.4
Section 7.1 (A)
Although the coupon is typically paid in cash, examples exist of firms paying investors with product.
Yield to maturity, required return, and market rate are used interchangeably.
Bond Value = PV of coupons + PV of par
Bond Value = PV of annuity + PV of lump sum
As interest rates increase, present values decrease.
So, as interest rates increase, bond prices decrease and vice versa.
Present Value of Cash Flows
as Rates Change
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
Section 7.1 (B)
6.5
Consider a bond with a coupon rate of 10% and annual coupons. The par value is $1,000, and the bond has 5 years to maturity. The yield to maturity is 11%. What is the value of the bond?
Using the formula:
B = PV of annuity + PV of lump sum
B = 100[1 – 1/(1.11)5] / .11 + 1,000 / (1.11)5
B = 369.59 + 593.45 = 963.04
Using the calculator:
N = 5; I/Y = 11; PMT = 100; FV = 1,000
CPT PV = -963.04
Valuing a Discount Bond with Annual Coupons
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
7-‹#›
6.6
Section 7.1 (B)
Remember the sign convention on the calculator. The easy way to remember it with bonds is we pay the PV (-) so that we can receive the PMT (+) and th.
CHAPTER 7FriendshipTHE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS T.docx
CHAPTER 7
Friendship
THE NATURE OF FRIENDSHIPFRIENDSHIP ACROSS THE LIFE CYCLEDIFFERENCES IN FRIENDSHIPFRIENDSHIP DIFFICULTIESFOR YOUR CONSIDERATIONCHAPTER SUMMARY
I get by with a little help from my friends. John Lennon
Take a moment and think about your two best friends. Why are they such close companions? Why do you think of them as friends? You probably like but don't love them. (Or, at least, you're not “in love” with them, or you'd probably think of them as more than just “friends.”) You've probably shared a lot of good times with them, and you feel comfortable around them; you know that they like you, too, and you feel that you can count on them to help you when you need it.
Indeed, the positive sentiments you feel toward your friends may actually be rather varied and complex. They annoy you sometimes, but you're fond of them, and because they're best friends, they know things about you that no one else may know. You like to do things with them, and you expect your relationship to continue indefinitely. In fact, if you look back at the features that define intimacy (way back on page 2), you may find that your connections to your best friends are quite intimate, indeed. You may have substantial knowledge of them, and you probably feel high levels of trust and commitment toward them; you may not experience as much caring, interdependence, responsiveness, and mutuality as you do with a romantic partner, but all three are present, nonetheless.
So, are friendships the same as but just less intimate than our romantic partnerships? Yes and no. Friendships are based on the same building blocks of intimacy as romances are, but the mix of components is usually different. Romances also have some ingredients that friendships typically lack, so their recipes do differ. But many of the elements of friendships and romances are quite similar, and this chapter will set the stage for our consideration of love (in chapter 8) by detailing what it means to like an intimate partner. Among other topics, I'll describe various features of friendship and question whether men and women can be “just friends.”
Page 214
THE NATURE OF FRIENDSHIP
Our friendships are indispensable sources of pleasure and support. One study of unmarried young adults found that over one-third of them (36 percent) considered a friendship to be their “closest, deepest, most involved, and most intimate” current relationship (Berscheid et al., 1989). A larger proportion (47 percent) identified a romantic relationship as their most important partnerships, but friendships were obviously significant connections to others. And they remain so, even after people marry. Another study that used an event-sampling procedure1 to track people's interactions found that they were generally having more fun when they were with friends than when they were alone or with family members, including their spouses. The best times occurred when both their spouses and their friends were present, but if it was one or.
Chapter 7Lean Thinking and Lean SystemsMcGraw-Hill Ed.docx
Chapter 7:
Lean Thinking and Lean Systems
McGraw-Hill Education
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
*
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
*
The lean systems chapter begins with a broad orientation to lean and its elements with an historical perspective of its development. Then each element is discussed in detail in separate sections. The discussion includes situations in which elements of lean have been successfully applied, as well as situations in which they may not be applicable (e.g. smoothing the master production schedule in services). The chapter concludes with discussion on implementation of lean systems and how lean concepts can be applied to all business disciplines (manufacturing, services, government, etc.).
Chapter 7 Learning ObjectivesLO 7.1 Describe the origins and evolution of lean thinking.LO 7.2 Describe the five tenets of lean thinking and the seven forms of waste in a lean system.LO 7.3 Explain how a stabilized master schedule is achieved for repetitive manufacturing.LO 7.4 Design a kanban system for a lean system.LO 7.5 Explain how setup time, lot size, layout and maintenance are related to lean thinking.LO 7.6 Differentiate how employees, quality, and suppliers are unique in lean systems.LO 7.7 Explain how to implement a lean system.
7-*
Here are our Learning Objectives for this course. Between these videos, the textbook, supplemental readings, assignments and Discussion Boards, you will end the course with some new skills and many new insights.
*
Evolution of LeanToyota Production System (TPS)Developed in Japan following WWII (limited resources)Also known as Just-in-Time (JIT) manufacturingCame to U.S.- 1981 at Kawasaki motorcycle plant in Lincoln, NebraskaLean ProductionTerm coined in late 1980sPopularized in 1990s by Womack, Jones & Roos’ “The Machine That Changed the World”
7-*
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
After WWII the U. S. system of mass production was the envy of the world. Mass production – the production of standardized discrete products in high volume by means of repetitive manufacturing technologies – was the norm. Materials were purchased in large batches, and machines were made to run faster to reduce unit costs.
*
Lean TenetsCreate product/service value from customer perspectiveReduce waste - mudaIdentify, study, improve the value streamObserve the process - gembaEnsure simple, smooth, error-free flowDetermine takt timeProduce only what is pulled by customerUse kanbansStrive for perfectionHold kaizen events, 5S, 5 Whys
7-*
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
Copyright © 2018 by The McGraw-Hill Companies, Inc. All rights reserved.
Lean thinking is built around five tenets that include specific concepts, principles, and techniques to organize and deliver value t.
Chapter 7Food, Nutrition & Obesity PolicyEyler, Chriqui, M.docx
Chapter 7
Food, Nutrition & Obesity Policy
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
1
Identifying the Problem: Obesity & Its Consequences
Obesity = excessive body fat/bodyweight
BMI—a ratio of weight to height, calculated as kilograms divided by meters squared
Categorize an individual as obese = BMI ≥30
In children, obesity refers to a BMI greater than, or equal to, the 95th percentile
Obesity is a major risk factor for:
Type 2 diabetes, cardiovascular disease, and hypertension
Greater risk for additional comorbid health conditions, including stroke, arthritis, nonalcoholic fatty liver disease, kidney disease, and mental health problems related to social stigma
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
2
Identifying the Problem: Obesity & Its Consequences
Disparities
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
3
Identifying the Problem: Obesity & Its Consequences
Disparities: Children
Between 1980 and 2004, obesity prevalence tripled among children aged 2 to 19 years increasing from 6% to 19%
Overall prevalence has remained fairly stable since 2004
2011–2012 = 17% of children obese
Hispanic children have the highest obesity prevalence, followed by: non-Hispanic Black and non-Hispanic White children
Black children are more likely to be severely obese than are White children
Trends indicate the most pronounced increase of severe obesity in White female and Black male children
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
4
Identifying the Problem: Obesity & Its Consequences
Disparities: Adults
More prevalent in non-Hispanic Blacks and Hispanics
Exists at the highest rate among all adults aged 40 to 59 years
Gender- and income-based obesity-related disparities exist among all racial and ethnic groups
Most pronounced among non-Hispanic Black women across all age categories
Higher income non- Hispanic Black and Mexican American men have slightly higher obesity prevalence rates than those with lower incomes
Adults in rural areas are significantly more likely to be obese than those in urban areas
WHY?
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
5
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
6
Identifying the Problem: Obesity & Its Consequences
The Costs of Obesity
$315.8 billion was spent on adult obesity-related direct healthcare costs in 2010
Majority of expenses resulting from the treatment of comorbid health conditions, particularly type 2 diabetes
Medicare and Medicaid spending would see decreases of 8.5% and 11.8% if obesity-related costs were removed from the analysis
Obesity-related absenteeism translates to an estimated cost of $8.65 billion per year in lost productivity
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
7
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment
Eyler, Chriqui, Moreland-Russell & Brownson, 2016
8
https://youtu.be/5Rm7E2e1Su8
Identifying the Problem: Obesity & Its Consequences
Obesogenic Environment.
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- 6. D. 2Na(s) + 2H2O(l) ( 2NaOH(aq) + H2(g) E. 2Al(s) + 3H2SO4(aq) ( Al2(SO4)3(aq) + 3H2(g) 12. What is the molarity of a solution that contains 5.0 moles of solute in 2.00 liters of solution? 13. What mass of K2CO3 is needed to prepare 200. mL of a solution having a concentration of 0.150 M? 14. A 50.0 mL sample of 0.436 M NH4NO3 is diluted with water to a total volume of 250.0 mL. What is the ammonium nitrate concentration in the resulting solution? 15. During a titration the following data were collected. A 10. mL portion of an unknown monoprotic acid solution was titrated with 1.0 M NaOH; 40. mL of the base were required to neutralize the sample. What is the molarity of the acid solution? 16. 34.62 mL of 0.1510 M NaOH was needed to neutralize 50.0 mL of an H2SO4 solution. What is the concentration of the original sulfuric acid solution? 17. Which substance is acting as a Brønsted acid in the following reaction? HSO4- + NH4+ ( H2SO4 + NH3 18. Zinc dissolves in hydrochloric acid to yield hydrogen gas: Zn(s) + 2HCl(aq) ( ZnCl2(aq) + H2(g) What mass of hydrogen gas is produced when a 7.35 g chunk of zinc dissolves in 500. mL of 1.200 M HCl? (Solve this the same way you would any stoichiometry problem. First convert both reagents to moles. For the HCl, use the molarity equation).
- 7. 19. Complete and balance the following molecular equation (including states of matter). Then write the ionic and net ionic equations. Fe2(SO4)3 + Na2S ( Chapter 3 Problems 1. If 0.274 moles of a substance weighs 62.5 g, what is the molar mass of the substance, in units of g/mol? 2. Which of these quantities does not represent 1.00 mol of the indicated substance? A. 6.02 ( 1023 C atoms B. 26.0 g Fe C. 12.01 g C D. 65.4 g Zn E. 6.02 ( 1023 Fe atoms 3. How many silicon atoms are there in 1.00 g of silicon? 4. Determine the number of moles of aluminum in 96.7 g of Al. 5. What is the molar mass of acetaminophen, C8H9NO2? 6. What is the mass of 0.0250 mol of P2O5?
- 8. 7. The molecular formula of aspirin is C9H8O4. How many aspirin molecules are present in one 500-milligram tablet? 8. How many moles is 25.7 g of CaSO4? 9. What is the mass of 8.25 ( 1019 UF6 molecules? 10. Calculate the percent composition by mass of all elements in Na2CO3. 11. What is the empirical formula of a compound of uranium and fluorine that is composed of 67.6% uranium and 32.4% fluorine? 12. The percent composition by mass of a compound is 76.0% C, 12.8% H, and 11.2% O. The molar mass of this compound is 284.5 g/mol. What is the molecular formula of the compound? 13. Balance the following equation with the smallest set of whole numbers. ___ Na + ___ H2O ( ___ NaOH + ___ H2 14. Balance the following equation with the smallest set of whole numbers. __ C2H4 + __ O2 ( __ CO2 + __ H2O 15. Balance the following equation using the smallest set of whole numbers. ___ Al + ___ H2SO4 ( ___ Al2(SO4)3 + ___ H2
- 9. 16. Aluminum hydroxide reacts with nitric acid to form aluminum nitrate and water. What mass of water can be formed by the reaction of 15.0 g of aluminum hydroxide with excess nitric acid? Al(OH)3 + 3HNO3 ( Al(NO3)3 + 3H2O 17. Ammonia reacts with diatomic oxygen to form nitric oxide and water vapor: 4NH3 + 5O2 ( 4NO + 6H2O When 40.0 g NH3 and 50.0 g O2 are allowed to react, which is the limiting reagent? How many grams of NO are produced? 18. How many grams of Cl2 can be prepared from the reaction of 16.0 g of MnO2 and 30.0 g of HCl according to the following chemical equation? MnO2 + 4HCl ( MnCl2 + Cl2 + 2H2O 19. Hydrochloric acid can be prepared by the following reaction: 2NaCl(s) + H2SO4(aq) ( 2HCl(g) + Na2SO4(s) How many grams of HCl can be prepared from 2.00 mol H2SO4 and 150 g NaCl? 20. Calculate the mass of SO3 that can be produced by the reaction of 90.0 g of SO2 and 100.0 g of O2. 2SO2 + O2 ( 2SO3 21. The first step in the Ostwald process for producing nitric
- 10. acid is 4NH3(g) + 5O2(g) ( 4NO(g) + 6H2O(g). If the reaction of 150. g of ammonia with 150. g of oxygen gas yields 87. g of nitric oxide (NO), what is the percent yield of this reaction? 22. What is the theoretical yield of aluminum that can be produced by the reaction of 60.0 g of aluminum oxide with 30.0 g of carbon according to the following chemical equation? Al2O3 + 3C ( 2Al + 3CO 22b. How many grams of the excess reagent remains? 23. Calculate the mass of FeS formed when 9.42 g of Fe reacts with 8.50 g of S. Fe(s) + S(s) ( FeS(s) 23b. How many grams of the excess reagent remains?