Human Growth & Development HHG4MFinal ExamAll questions carr.docx
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Human Growth & Development HHG4M Final Exam All questions carry equal marks Use examples to illustrate your answers Q1. “You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.” ― Sir Ken Robinson. How does this relate to varies theories of human development? Use examples and related to theories in your answer. Q2. “Attachment to a baby is a long-term process, not a single, magical moment. The opportunity for bonding at birth may be compared to falling in love--staying in love takes longer and demands more work.” T. Berry Brazelton. How does this relate to varies theories of attachment? Use examples and related to theories in your answer. Q3. Agents of socialization provide critical information for children to function as members of society. Identify at least three (3) agents of socialization and how each of them contributes to socialization. Use examples to illustrate your answer. Q4. Write short notes on any five of the following (use examples to illustrate your answers): i. neuroscience ii. brain wiring iii. pruning iv. Pituitary Gland v. Community Supports vi. Morality vii. active rebellion viii. Environmental Pollutants ix. Maternal Nutrition x. Toxoplasmosis xi. The Role of the Unconscious Human Growth & Development – an Overview Unit 1 Test Attempt all questions. Use examples to illustrate your answer. 1. What is the difference between human growth and development? 2. What are the characteristics of development? 3. What is a family? 4. Identify and define the strands of development (P.I.E.S). Provide an example for each type of development. 5. Define nature and nurture. Explain how both nature and nurture play a role in human growth and development. 6. Four major theorists have been discussed in this unit -- Erik Erikson, Jean Piaget, Kohlberg and Bronfenbrenner. Whose theory, in your opinion, best explains this stage of human development and why? Use examples to illustrate your answer. Human Growth & Development – Brain Development in the Early Years Unit 2 test Attempt all questions. Use examples to illustrate your answer. Q1. How is the brain “wired”? What are “windows of opportunity” in relation to brain development? What happens to the brain when it doesn't get the things it needs? Q2. What are the impacts on the child as a result of the following having an impact on the mother’s health: (write short notes on any 5) · Rubella · Environmental Pollutants · STDs · Toxoplasmosis · Medical Care · Stress · Alcohol or drugs · Smoking · Prescription Drugs Q3. Environmental deprivation has drastic negative consequences on ‘normal’ development. In A child was deprived of the following: · attachment & bonding, · social interaction, · play, · roper healthy nutrition, · regular exposure to language · verbal communication. For each type of deprivation mentioned, identify a minimum of two potential negative consequences on a ...
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Psy 101 Success Begins / snaptutorial.com
In psychology, learning theory refers to how we acquire basic responses and behaviors. We study three different types of learning: learning through association (classical conditioning), learning through reward or punishment (operant conditioning), and learning through imitation (observational learning). Learning theory is explored primarily through the Behavioral perspective, which emphasizes how the environment shapes who we are and how we behave.
Instructions
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Option A:
Psy 101 Massive Success / snaptutorial.com
In psychology, learning theory refers to how we acquire basic responses and behaviors. We study three different types of learning: learning through association (classical conditioning), learning through reward or punishment (operant conditioning), and learning through imitation (observational learning). Learning theory is explored primarily through the Behavioral perspective, which emphasizes how the environment shapes who we are and how we behave.
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Human Growth & Development HHG4MFinal ExamAll questions ca.docx
Human Growth & Development HHG4M
Final Exam
All questions carry equal marks
Use examples to illustrate your answers
Q1. “You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.” ― Sir Ken Robinson. How does this relate to varies theories of human development? Use examples and related to theories in your answer.
Q2. “Attachment to a baby is a long-term process, not a single, magical moment. The opportunity for bonding at birth may be compared to falling in love--staying in love takes longer and demands more work.” T. Berry Brazelton. How does this relate to varies theories of attachment? Use examples and related to theories in your answer.
Q3. Agents of socialization provide critical information for children to function as members of
society. Identify at least three (3) agents of socialization and how each of them contributes to socialization. Use examples to illustrate your answer.
Q4. Write short notes on any five of the following (use examples to illustrate your answers):
i. neuroscience
ii. brain wiring
iii. pruning
iv. Pituitary Gland
v. Community Supports
vi. Morality
vii. active rebellion
viii. Environmental Pollutants
ix. Maternal Nutrition
x. Toxoplasmosis
xi. The Role of the Unconscious
Human Growth & Development – an Overview
Unit 1 Test
Attempt all questions. Use examples to illustrate your answer.
1. What is the difference between human growth and development?
2. What are the characteristics of development?
3. What is a family?
4. Identify and define the strands of development (P.I.E.S). Provide an example for each type of development.
5. Define nature and nurture. Explain how both nature and nurture play a role in human growth and development.
6. Four major theorists have been discussed in this unit -- Erik Erikson, Jean Piaget, Kohlberg and Bronfenbrenner. Whose theory, in your opinion, best explains this stage of human development and why? Use examples to illustrate your answer.
Human Growth & Development – Brain Development in the Early Years
Unit 2 test
Attempt all questions. Use examples to illustrate your answer.
Q1. How is the brain “wired”? What are “windows of opportunity” in relation to brain development? What happens to the brain when it doesn't get the things it needs?
Q2. What are the impacts on the child as a result of the following having an impact on the mother’s health: (write short notes on any 5)
· Rubella
· Environmental Pollutants
· STDs
· Toxoplasmosis
· Medical Care
· Stress
· Alcohol or drugs
· Smoking
· Prescription Drugs
Q3. Environmental deprivation has drastic negative consequences on ‘normal’ development. In A child was deprived of the following:
· attachment & bonding,
· social interaction,
· play,
· roper healthy nutrition,
· regular exposure to language
· verbal communication.
For each type of deprivation mentioned, identify a minimum of two potential negative consequences on ...
Application Topics The APPLICATION PROJECT OPTIONS from which yo.docx
Application Topics
The APPLICATION PROJECT OPTIONS from which you may choose are:
1. Prenatal Development
Design an education course for expectant parents. At the minimum, prepare an outline of all the topics that you would cover in this course and include a description of any activities and resources you would use.
2. Infant Development
Observe the motor behavior of an infant (0-3 years) over three (3) periods of at least 30 minutes. You may interact with the infant during this time. Record your detailed, objective observations, then write out your evaluation of the infant's motor development based on the information presented in this course.
3. Preschool Development
Observe the language behavior of a preschool child (3-6 years) over three (3) periods of at least 30 minutes. You may interact with the child during this time. Record your detailed, objective observations, then write out your evaluation of the child's language development based on the information presented in this course.
4. Middle Childhood Development
Observe the play behavior of a middle-years child (6-12 years) over three (3) periods of at least 30 minutes. Do not interact with the child during this time. Try to make your presence as inconspicuous as possible. You may want to go to a park or playground. Record your detailed, objective observations then write out your evaluation of the child's play/social development based on the information presented in this course.
5. Adolescent Development
Make up at least ten (10) open-ended questions and ask them of a minimum of 5 adolescents. The questions could concern school, sex, food, use of time, occupation, plans for the future, etc. Record their answers as best you can and then write out your evaluation of the adolescents' identity formation based on the information presented in this course.
6. Adult Development
Write your autobiography from your earliest memories to your present stage of adult development. The focus of this paper should be on the determinants of your present personality. Using Erik Erikson's theory of psychosocial development, state how you think you resolved each of the crises of development (for early stages, you may have to ask others or draw conclusions based on your present personality). Give specific examples from your life story to support your conclusions.
7. Aging
Make up at least ten open-ended questions and ask them of a minimum of 5 individuals over the age of 65. Among the questions that you should ask them are, "What would you do differently if you had your life to live over again?" and "What advice would you give a person of my age on how to live a meaningful life?" Write your questions and the answers received in your paper and include any conclusions you would make about aging.
8. Death and Dying
Design a death education course that would help you deal with your own death or the death of a loved one. Prepare an outline of all of the topics you would cover in this cour.
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In psychology, learning theory refers to how we acquire basic responses and behaviors. We study three different types of learning: learning through association (classical conditioning), learning through reward or punishment (operant conditioning), and learning through imitation (observational learning). Learning theory is explored primarily through the Behavioral perspective, which emphasizes how the environment shapes who we are and how we behave.
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Option A:
Psy 101 Massive Success / snaptutorial.com
In psychology, learning theory refers to how we acquire basic responses and behaviors. We study three different types of learning: learning through association (classical conditioning), learning through reward or punishment (operant conditioning), and learning through imitation (observational learning). Learning theory is explored primarily through the Behavioral perspective, which emphasizes how the environment shapes who we are and how we behave.
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Human Growth & Development HHG4MFinal ExamAll questions ca.docx
Human Growth & Development HHG4M
Final Exam
All questions carry equal marks
Use examples to illustrate your answers
Q1. “You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.” ― Sir Ken Robinson. How does this relate to varies theories of human development? Use examples and related to theories in your answer.
Q2. “Attachment to a baby is a long-term process, not a single, magical moment. The opportunity for bonding at birth may be compared to falling in love--staying in love takes longer and demands more work.” T. Berry Brazelton. How does this relate to varies theories of attachment? Use examples and related to theories in your answer.
Q3. Agents of socialization provide critical information for children to function as members of
society. Identify at least three (3) agents of socialization and how each of them contributes to socialization. Use examples to illustrate your answer.
Q4. Write short notes on any five of the following (use examples to illustrate your answers):
i. neuroscience
ii. brain wiring
iii. pruning
iv. Pituitary Gland
v. Community Supports
vi. Morality
vii. active rebellion
viii. Environmental Pollutants
ix. Maternal Nutrition
x. Toxoplasmosis
xi. The Role of the Unconscious
Human Growth & Development – an Overview
Unit 1 Test
Attempt all questions. Use examples to illustrate your answer.
1. What is the difference between human growth and development?
2. What are the characteristics of development?
3. What is a family?
4. Identify and define the strands of development (P.I.E.S). Provide an example for each type of development.
5. Define nature and nurture. Explain how both nature and nurture play a role in human growth and development.
6. Four major theorists have been discussed in this unit -- Erik Erikson, Jean Piaget, Kohlberg and Bronfenbrenner. Whose theory, in your opinion, best explains this stage of human development and why? Use examples to illustrate your answer.
Human Growth & Development – Brain Development in the Early Years
Unit 2 test
Attempt all questions. Use examples to illustrate your answer.
Q1. How is the brain “wired”? What are “windows of opportunity” in relation to brain development? What happens to the brain when it doesn't get the things it needs?
Q2. What are the impacts on the child as a result of the following having an impact on the mother’s health: (write short notes on any 5)
· Rubella
· Environmental Pollutants
· STDs
· Toxoplasmosis
· Medical Care
· Stress
· Alcohol or drugs
· Smoking
· Prescription Drugs
Q3. Environmental deprivation has drastic negative consequences on ‘normal’ development. In A child was deprived of the following:
· attachment & bonding,
· social interaction,
· play,
· roper healthy nutrition,
· regular exposure to language
· verbal communication.
For each type of deprivation mentioned, identify a minimum of two potential negative consequences on ...
Application Topics The APPLICATION PROJECT OPTIONS from which yo.docx
Application Topics
The APPLICATION PROJECT OPTIONS from which you may choose are:
1. Prenatal Development
Design an education course for expectant parents. At the minimum, prepare an outline of all the topics that you would cover in this course and include a description of any activities and resources you would use.
2. Infant Development
Observe the motor behavior of an infant (0-3 years) over three (3) periods of at least 30 minutes. You may interact with the infant during this time. Record your detailed, objective observations, then write out your evaluation of the infant's motor development based on the information presented in this course.
3. Preschool Development
Observe the language behavior of a preschool child (3-6 years) over three (3) periods of at least 30 minutes. You may interact with the child during this time. Record your detailed, objective observations, then write out your evaluation of the child's language development based on the information presented in this course.
4. Middle Childhood Development
Observe the play behavior of a middle-years child (6-12 years) over three (3) periods of at least 30 minutes. Do not interact with the child during this time. Try to make your presence as inconspicuous as possible. You may want to go to a park or playground. Record your detailed, objective observations then write out your evaluation of the child's play/social development based on the information presented in this course.
5. Adolescent Development
Make up at least ten (10) open-ended questions and ask them of a minimum of 5 adolescents. The questions could concern school, sex, food, use of time, occupation, plans for the future, etc. Record their answers as best you can and then write out your evaluation of the adolescents' identity formation based on the information presented in this course.
6. Adult Development
Write your autobiography from your earliest memories to your present stage of adult development. The focus of this paper should be on the determinants of your present personality. Using Erik Erikson's theory of psychosocial development, state how you think you resolved each of the crises of development (for early stages, you may have to ask others or draw conclusions based on your present personality). Give specific examples from your life story to support your conclusions.
7. Aging
Make up at least ten open-ended questions and ask them of a minimum of 5 individuals over the age of 65. Among the questions that you should ask them are, "What would you do differently if you had your life to live over again?" and "What advice would you give a person of my age on how to live a meaningful life?" Write your questions and the answers received in your paper and include any conclusions you would make about aging.
8. Death and Dying
Design a death education course that would help you deal with your own death or the death of a loved one. Prepare an outline of all of the topics you would cover in this cour.
Assignment 3DUE Jan 27, 2019 1155 PMGrade DetailsGradeN.docx
Assignment 3
DUE: Jan 27, 2019 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Jan 14, 2019 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
This assignment is due at the end of Week 8. Be certain that you have done all the readings before attempting to do this assignment.
This course has been about the changes that take place as we move from childhood to adolescence. Now it's time to bring some of that information together, so that you can consider human growth and development in context.
Think about the 6-year-old you and the 16-year-old you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Now consider the 16-year-old you and the current you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Please use the attached chart for your answers. (click on the attachment below under Supporting Materials)
· Give three examples of development in each of the domain categories.
· Show how these things are different in the "current me" column.
· Using 75-100 words, describe which theor(ies) explain these changes and how.
Important Note: Please reach out to your instructor to discuss any concerns that you may have regarding the personal nature of this assignment.
Grading Rubric
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assignment. The student provides three (3) examples of development in each of the three domain categories (physical, social/emotional and cognitive) for a combined total of six (6) for the 6 yr old and 16 yr old self.
30
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications by noting similarities and differences in the “current me” column.
20
Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment by describing which theor(ies) explain the noted changes.
20
Evidence of research for materials/content is cited within the chart and listed in a reference section using APA format. You must support your writing with a minimum of 2 references.
15
Clarity of writing style Grammar/Punctuation/Spelling
15
TOTAL
100
Supporting Materials
· Assignment 3 Chart _r_2.xlsx (10 KB)
Bottom of Form
PROFESSOR FEEDBACK FROM ORIGINAL PAPER SEE ATTACHED ONE THAT WAS DONE BEFORE.
Submitted Text (Instructor comments are highlighted in yellow)
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assi.
INSTRUCTIONS AND SAMPLE ENTRIES FOR YOUR CHILD DEVELOPMENT CHART.docx
INSTRUCTIONS AND SAMPLE ENTRIES FOR YOUR CHILD DEVELOPMENT CHART
Your Child Development Chart is divided into the following sections:
· Section 1: Major Developments
· Section 2: The Interplay Between Developmental Domains
· Section 3: Ways to Foster Healthy Development
· Section 4: Reflection on Videos
Use the following instructions, and examples, to help you complete your Child Development Chart.
INSTRUCTIONS FOR SECTION 1: Major Developments
On the chart below, selected major developments in each of the domains are listed in the left-hand column. Your assignment is to provide two examples for each. You will find descriptions of each of these developments, as well as examples, in your textbooks and/or your other assigned readings for the week.
Below is a sample chart with examples of entries. The examples show you approximately how long each entry needs to be—at minimum. Feel free to make your entries longer. However, be sure to use your own words for each entry.
EXAMPLES FOR
SECTION 1: MAJOR DEVELOPMENTS
BIOSOCIAL
Brief Description of Example
Body Changes
1. At the beginning of life, babies grow at a rapid rate. By the end of the second year of life, a young child weighs about four times as much as at birth.
COGNITIVE
Language Development
1. In early childhood, children’s vocabulary expands rapidly. One way this happens is through a process called “fast-mapping.” Fast-mapping means that (…here you would now briefly define the concept)
2.
PSYCHOSOCIAL
Emotional Development
1. Between 2 and 6 years of age, children usually learn to regulate their emotions. Emotional regulation has different goals in different cultures. For example (… here you would provide at least one brief example)
INSTRUCTIONS FOR SECTION 2: The Interplay Between Developmental Domains
For this section, record an example that illustrates the ways in which two or three developmental domains overlap. You may choose any developmental instance that is of interest to you as long as it pertains to the age range for this week.
In the left column, write the developmental instance. In the right column, provide a brief description of the ways in which the developmental domains overlap/play together.
EXAMPLE FOR
SECTION 2: THE INTERPLAY BETWEEN DEVELOPMENTAL DOMAINS
Name of Developmental Instance:
Description of Interplay Between Domains:
Infant takes first steps on her own
In this example, all three developmental domains overlap as follows:
The act of walking is clearly an example of biosocial development. It also signifies cognitive development: Once the child is upright, the world looks different and can be explored in different ways. It also influences psychosocial development as the successful transition from crawling to walking boost the child’s confidence.
INSTRUCTIONS FOR SECTION 3: Ways to Foster Healthy Development
For this section, choose an area or issue specifically related to one of the developmental domains, such as growth sp.
Running head DEVELOPMENTAL DELAY1DEVELOPMENTAL DELAY.docx
Running head: DEVELOPMENTAL DELAY 1
DEVELOPMENTAL DELAY
Developmental Delay
Obinna Okwara
Southern New Hampshire University
Developmental Delay
Each kid unique and each grows in his or her particular pace and style. You may be concerned if your child is not yet slithering or strolling when numerous companions are as of now showing this ability. In any case, recall that there are varieties in common improvement. Is your newborn child or youngster demonstrating noteworthy postponements or diverse examples of accomplishing significant turning points? This could be an indication of a development issue. These are illustrations: children who cannot keep up sitting by the tenth month or a tyke whose legs get solid each time he tries to move over. Older children may also display atypical development if they are not ready to eat with utensils or dress or disrobe, or on the off chance that they experience difficulty cutting with scissors or drawing (Estes et al., 2009).
Developmental delay alludes to a youngster who is not accomplishing breakthroughs inside of the age scope of that typical variability. 'There are five key identifiers for the development issue that make up the formative points of the milestone. A youngster might have a formative postponement in one or a greater amount of these ranges:
Gross motor: utilizing a vast group of muscles to sit, stand, walk, and run, and so on. Keeping adjust and evolving positions.
Fine motor: using hands and fingers to have the capacity to eat, draw, dress, play, compose and do numerous different things.
Language: talking, using non-verbal communication and emotions, conveying and understanding what others say.
Cognitive: Thinking abilities including learning, understanding, critical thinking, thinking and recalling.
Social: Interacting with others, having associations with family, companions, and instructors, coordinating and reacting to the sentiments of others
Ways to identify child development delay
Development Screening: A developmental screening test is a rapid and general estimation of abilities. Its aim is to distinguish kids who need further assessment. A screening test is just intended to identify children who may have an issue. The screening test might either over-distinguish or under-recognize kids with delay (Estes et al., 2009).
Developmental Evaluation: A developmental evaluation is a long, inside and out the appraisal of a child's aptitudes and ought to be managed by an exceptionally prepared proficient, for example, a therapist. Evolution tests are used to make a profile of a child's qualities and shortcomings in every single development range (Estes et al., 2009).
Population
Commonly, there is an age extent of an entire where a child is required to take in these new capacities. In case, the customary age range for walking is 9 to 15 months, and a child still is not walking around 20 months, this would be seen as a developmental deferral. Parent of the influenced childr ...
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Unit3 Peer Discussion ResponsesResponse GuidelinesRead as ma.docx
Unit3 Peer Discussion Responses
Response Guidelines
Read as many of your peers' posts as time allows, and respond to at least two of them. Try to choose posts that have had the fewest responses.
Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:
The clarity and completeness of your peer's post.
The demonstrated ability to apply theory to practice.
The credibility of the references.
The structure and style of the written post.
Peer Discussion 1 (H. Simonds)
Milestones
There are a couple of methods to test Cognitive milestones. What are cognitive milestones? Cherry (2017) mentions cognitive milestones are based on a child’s ability to think, learn and solve problems. Cherry (2017) also mentions that an example of this is an infant learning how to respond to facial expressions and a preschooler learning the alphabet (Cherry 2017). There are many different cognitive skills for each age. Accoring to Broderick (2014) “Newborn-1 month facial expressions, 1-3 months is coos and grunts, 3-5 months is smiles and shows interest in favorite people, 6-7 months is babbling, 9-12 months is reaches or points to indicate desired object and responds to simple requests, 13-18 months 50 words for familiar actions, 18-24 months increases vocabulary rapidly 3 words a day, 2-3 years speaks clearly enough to be understood by family members”(Broderick 2014 p.101). These are just a few examples of cognitive skills.
Testing
A couple of tests for cognitive milestones are scaffolding and object permanence. Berk (2015) mentions that the potential development refers to a range of tasks that the child cannot handle doing alone just yet but can do with the help of someone who is skilled enough to do it. Think about how a sensitive you are anoter adult introduces a child to a new activity. You or another adult pick a task that the child can master but that is challenging enough that the child cannot do it by his/herself. You or another adult guides and supports, adjusting the level of support offered to fit the child’s current level of performance. As the child joins in the interaction and picks up mental strategies, her competence increases, and the adult steps back, permitting the child to take more responsibility for the task. This is a form of teaching known as scaffolding (Berk 2015 p. 222).
According to Gross (2012) “One of the best-known examples of the development of sensorimotor intelligence is object permanence, Piaget’s term for infants’ gradually developing understanding that objects continue to exist even when they are not in sensory or motor contact with them. Piaget tested object permanence by placing an ordinary object (his pocketwatch) under a blanket. He noted that, unless some part of the watch remained visible, Stage 3 infants typically fail ...
Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docx
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
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__MACOSX/Hw/._bd42cfc3-48bf-4b9f-8963-1f27671f1d5b.jpg
Hw/e4cc890b-6dae-4697-96bd-78778095eb5c.jpg
__MACOSX/Hw/._e4cc890b-6dae-4697-96bd-78778095eb5c.jpg
Hw/01559880-27be-4649-becc-d92ddaf80b1d.jpg
__MACOSX/Hw/._01559880-27be-4649-becc-d92ddaf80b1d.jpg
Hw/005c6618-a2fe-48af-978f-1efcd1a8369d.jpg
__MACOSX/Hw/._005c6618-a2fe-48af-978f-1efcd1a8369d.jpg
Hw/09b8096e-5554-41a9-9983-db2376b9dfae.jpg
__MACOSX/Hw/._09b8096e-5554-41a9-9983-db2376b9dfae.jpg
Hw/6e98d137-1b8b-4cd6-9c87-ad2fe24df97b.jpg
__MACOSX/Hw/._6e98d137-1b8b-4cd6-9c87-ad2fe24df97b.jpg
Hw/03d27a66-31bf-4b0b-967f-2a88d2cd149d.jpg
__MACOSX/Hw/._03d27a66-31bf-4b0b-967f-2a88d2cd149d.jpg
Hw/8a90c8ad-70da-4056-a8d3-efeb4d84232c.jpg
__MACOSX/Hw/._8a90c8ad-70da-4056-a8d3-efeb4d84232c.jpg
Hw/a29fbec1-89a5-416d-853f-48a6b25fcc38.jpg
__MACOSX/Hw/._a29fbec1-89a5-416d-853f-48a6b25fcc38.jpg
Hw/d5846776-ccef-4bbf-8d36-faffedbef614.jpg
__MACOSX/Hw/._d5846776-ccef-4bbf-8d36-faffedbef614.jpg
Hw/3a761100-6eb9-4eb7-a4bd-aae28fcad841.jpg
__MACOSX/Hw/._3a761100-6eb9-4eb7-a4bd-aae28fcad841.jpg
Hw/b5c48e7f-d044-4e6f-97bb-a20dc6f196eb-1.jpg
__MACOSX/Hw/._b5c48e7f-d044-4e6f-97bb-a20dc6f196eb-1.jpg
Hw/bc1a969f-0856-4a56-b52f-d73bf43adc3a.jpg
__MACOSX/Hw/._bc1a969f-0856-4a56-b52f-d73bf43adc3a.jpg
Hw/f4399537-f812-44ae-a8c9-3b45880d0e08.jpg
__MACOSX/Hw/._f4399537-f812-44ae-a8c9-3b45880d0e08.jpg
Hw/fe168adb-432d-417f-a265-f22a7bed0760.jpg
__MACOSX/Hw/._fe168adb-432d-417f-a265-f22a7bed0760.jpg
Hw/2e18642c-1556-4b4c-affb-02697b1a5004.jpg
__MACOSX/Hw/._2e18642c-1556-4b4c-affb-02697b1a5004.jpg
Hw/b5c48e7f-d044-4e6f-97bb-a20dc6f196eb.jpg
__MACOSX/Hw/._b5c48e7f-d044-4e6f-97bb-a20dc6f196eb.jpg
Hw/a2f67f29-14c5-4b54-b21e-1222ff596da2.jpg
__MACOSX/Hw/._a2f67f29-14c5-4b54-b21e-1222ff596da2.jpg
Hw/d62507af-87f5-463c-a1bd-33d59b50f3ca.jpg
__MACOSX/Hw/._d62507af-87f5-463c-a1bd-33d59b50f3ca.jpg
Hw/bc1a969f-0856-4a56-b52f-d73bf43adc3a-1.jpg
__MACOSX/Hw/._bc1a969f-0856-4a56-b52f-d73bf43adc3a-1.jpg
Hw/bac79eab- ...
HW in teams of 3 studentsAn oil remanufacturing company uses c.docx
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docx
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docx
HW#3 – Spring 2018
1. Giulia is traveling from Italy to China. The plane briefly lands in Thailand to refuel and pick up new passengers. In the process of landing in Thailand, the overhead storage bin across the aisle flies open and a carry-on bag whacks Giulia in the head causing a concussion. Does the Montreal Convention govern this incident? Explain in detail why or why not. (4)
2. Following up on #1, Giulia’s husband, Kevin, is on board and is deeply disturbed by the incident to the point that he files a claim for mental anguish. What are his chances of success? Explain. (3)
3. How many U.S. dollars would someone get if they sustained 100 kilograms worth of cargo losses under the Montreal convention on February 1st, 2018? (3)
4. Lucas is flying from Houston, TX to Ixtapa, Mexico for a fishing vacation when a 3 hour delay in Houston forces him to miss his connecting flight, resulting in a loss of $500 in pre-paid expenses. If the delay was due to weather would the airline be liable under the Montreal Convention? What about a mechanical issue? Explain the likelihood of his success in recovery in each case. (4)
4. Answer #4 page 179.
(4)Fishman shipper a container of boys’ pants on a ship owner by Tropical. The container was lost at sea due to improper storage. The pants were attacked into bundles of 12 each and placed into what is known in the industry as a “big pack.” A “big pack” is similar to a 4’x4’ pallet, partially enclosed in corrugated cardboard, with a base and cover made of plastic. The bill of lading stated, “1 x 40 ft. [container] STC [said to contain] 39 Big Pack Containing 27,908 unit’s boy’s pants.” Fishman maintains that Tropical is liable for an amount up to $500 for each of the 2,325 bundles. If the carrier is liable for up to $500 per “package,” what is the limit of the carrier’s liability? Fishman & Tobin, Inc. v. Tropical Shipping & Const. Co., Ltd., 240 F.3d 956 (11th Cir. 2001).
5. I’m the process of shipping goods that are damaged while sitting on the dock in California waiting for loading. Absent contractual language about choice of law, which law will govern my claim? (2)
6. My goods are going to be shipped from Florida to South Africa. During the voyage, the ship’s captain makes a navigational error and runs aground 50 miles off course, destroying my cargo. Will the carrier be liable under COGSA? Explain why/why not? (4)
7. Watch the video and review in detail the following website: https://www.youtube.com/watch?v=8fGrS0kU2h0, http://worldjusticeproject.org/. What is the rule of law? Why is this concept a concern for International business? Do you think the United States lives by the Rule of Law? This has actually been a hot topic of late in our political discussions. (8 points)
8. What does it mean to have “normal trade relations” with a country and why is this a big deal? (3)
9. An Italian company believes that its products have been unfairly treated in terms of tariffs by the U.S. government. In wha ...
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docx
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docx
HW 5: Math 405. Due: beginning of class – Monday, 10 Oct 2016
1. Strogatz (1988). Consider lovers, Romeo and Juliet. Let:
R(t) = Romeo’s love/hate for Juliet at time t;
J(t) = Juliet’s love/hate for Romeo at time T;
where positive values of R(t), J(t), signify love, and negative values signify hate, at
a time t. Consider this model for a “fickle” lover, in which “the more Romeo loves
Juliet, the more she wants to run away and hide. But when Romeo gets discouraged
and backs off, Juliet begins to find him strangely attractive. Romeo, on the other
hand, tends to echo Juliet: he warms up when she loves him and grows cold when
she hates him.”
R′(t) = aJ,
J′(t) = −bR, (1)
where a,b > 0 .
(a) Rewrite (1) as a system.
(b) Find the fixed point(s).
(c) Find the eigenvalues.
(d) Find the eigenvectors.
(e) Write the general solution. Show that it can be written as a real-valued solution
like: [
R(t)
J(t)
]
=
{
cos(
√
ab t)
[
k1
√
a/b
k2
]
+ sin(
√
ab t)
[
k2
√
a/b
−k1
]}
(f) Show that the trajectories in phase space are ellipses, governed by the equation
R2
aC2
+
J2
bC2
= 1,
where C2 > 0 is an arbitrary constant.
(g) Classify the fixed point and its stability.
(h) In what direction do Romeo’s and Juliet’s feelings go around the ellipse?
(i) Discuss the possible outcome for different initial conditions of love/hate.
2. (Doug Wright, Drexel U.) Romeo’s best friend, Mercutio, doesn’t like Juliet’s fick-
leness and thinks that Romeo is too good for her. He has decided to try to break
them up for good. So, he has started telling Romeo how awful Juliet is. Romeo
trusts Mercutio, and so, his ardor for Juliet wanes a bit when Mercutio tells him
such things, though he still really likes Juliet. On the other hand, Juliet dislikes
1
Mercutio and the more he disapproves of her relationship with Romeo, the more
she likes Romeo. Let R and J be as before, and let M(t) be Mercutio’s disapproval
of Romeo and Juliet’s relationship at time t, with positive values of M signifying
disapproval. Then a model for this complicated saga is:
R′(t) = J − 2M,
J′(t) = −R + 4M,
M ′(t) = R + 4J (2)
(a) Rewrite (2) as a system.
(b) Find the fixed point(s).
(c) Find the eigenvalues.
(d) Without further calculation, describe what happens to Romeo and Juliet’s
relationship now. Does Mercutio’s tampering have the effect he wants? Do
Romeo and Juliet continue to oscillate between love and hate as before?
3. (Doug Wright, Drexel U.) So, now, it turns out that Mercutio has feelings for
Juliet. Let R(t) be Romeo’s love/hate for Juliet at time t, as before; JR(t) be
Juliet’s love/hate for Romeo at time t; M(t) be Mercutio’s love/hate for Juliet at
time t; and JM (t) be Juliet’s love/hate for Mercutio at time t.
The situation is that:
• Romeo still likes/dislikes Juliet more the more she likes/dislikes him;
• Romeo doesn’t know about the Mercutio/Juliet leg of the triangle, so his
feelings are unaffected by Mercutio’s feelings for Juliet and Juliet’s fe ...
HW 5-RSAascii2str.mfunction str = ascii2str(ascii) .docx
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docx
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docx
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
Hussam Malibari Heckman MAT 242 Spring 2017Assignment Chapte.docx
Hussam Malibari Heckman MAT 242 Spring 2017
Assignment Chapter 6 due 04/04/2017 at 11:59pm MST
In some of the problems in this chapter, you will be asked to enter a basis for a subspace. You should do this by placing the entries
of each vector inside of brackets, and giving a list of these vectors, separated by commas. For instance, if your basis is
12
3
,
11
1
,
then you would enter [1,2,3],[1,1,1] into the answer blank.
1. (1 point) Find the characteristic polynomial of the matrix[
10 −6
1 10
]
. (Use x instead of λ.)
p(x) = .
2. (1 point) Find the characteristic polynomial of the matrix
−1 −1 00 1 −3
−5 5 0
. (Use x instead of λ.)
p(x) = .
3. (1 point) The eigenvalues of
8 −16 160−2 4 −88
0 0 −12
are
.
(Enter your answer as a list of numbers; for example, 1, 2, 3.)
4. (1 point) The eigenvalues of
−3 −4 4 −1
0 3 −5 1
0 0 4 3
0 0 0 −2
are
.
(Enter your answer as a list of numbers; for example, 1, 2, 3,
3. If an eigenvalue is repeated, then it should be listed as many
times as appropriate.)
5. (1 point) 3 The matrix A =
−3 0 0 0
0 −3 −3 −3
3 0 2 2
−3 0 −2 −2
has
two distinct eigenvalues λ1 < λ2. Find the eigenvalues and a
basis for each eigenspace.
λ1 = , whose eigenspace has a basis of .
λ2 = , whose eigenspace has a basis of .
6. (1 point) The matrix A =
0 0 05 5 0
5 5 0
has two real
eigenvalues, one of multiplicity 1 and one of multiplicity 2. Find
the eigenvalues and a basis of each eigenspace.
λ1 = has multiplicity 1, with a basis of .
λ2 = has multiplicity 2, with a basis of .
7. (1 point) Let A =
[
−2 2
0 −1
]
. Find an invertible matrix
P and a diagonal matrix D such that A = PDP−1.
P =
[ ]
, D =
[ ]
,
8. (1 point) The matrix C =
37 0 −8412 −5 −24
18 0 −41
has two
distinct eigenvalues, λ1 < λ2:
λ1 = has multiplicity .
The dimension of the corresponding eigenspace is .
λ2 = has multiplicity .
The dimension of the corresponding eigenspace is .
Is the matrix C diagonalizable? (enter YES or NO)
9. (1 point) If n is a positive integer, then
[
2 −24
−4 −2
]n
is[ ]
(Hint: Diagonalize the matrix
[
2 −24
−4 −2
]
first. Note that
your answer will be a formula that involves n. Be careful with
parentheses.)
Generated by c©WeBWorK, http://webwork.maa.org, Mathematical Association of America
1
Hussam Malibari Heckman MAT 242 Spring 2017
Assignment Chapter 4 due 04/04/2017 at 11:59pm MST
In some of the problems in this chapter, you will be asked to enter a basis for a subspace. You should do this by placing the entries
of each vector inside of brackets, and giving a list of these vectors, separated by commas. For instance, if your basis is
12
3
,
11
1
,
then you would enter [1,2,3],[1,1,1] into the answer blank.
1. (1 point) Which of these vectors can be written as a linear
combination of
−7
1
−1
2
and
7
−2
7
−6
?
• A.
35
−7
17
−18
• B.
...
hw1.docxCS 211 Homework #1Please complete the homework problem.docx
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements：
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea：
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life， write in an engineering ...
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Assignment 3DUE Jan 27, 2019 1155 PMGrade DetailsGradeN.docx
Assignment 3
DUE: Jan 27, 2019 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Jan 14, 2019 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
This assignment is due at the end of Week 8. Be certain that you have done all the readings before attempting to do this assignment.
This course has been about the changes that take place as we move from childhood to adolescence. Now it's time to bring some of that information together, so that you can consider human growth and development in context.
Think about the 6-year-old you and the 16-year-old you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Now consider the 16-year-old you and the current you. Consider physical, social/emotional, and cognitive changes. What things are very different? What things are very much the same?
Please use the attached chart for your answers. (click on the attachment below under Supporting Materials)
· Give three examples of development in each of the domain categories.
· Show how these things are different in the "current me" column.
· Using 75-100 words, describe which theor(ies) explain these changes and how.
Important Note: Please reach out to your instructor to discuss any concerns that you may have regarding the personal nature of this assignment.
Grading Rubric
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assignment. The student provides three (3) examples of development in each of the three domain categories (physical, social/emotional and cognitive) for a combined total of six (6) for the 6 yr old and 16 yr old self.
30
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications by noting similarities and differences in the “current me” column.
20
Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment by describing which theor(ies) explain the noted changes.
20
Evidence of research for materials/content is cited within the chart and listed in a reference section using APA format. You must support your writing with a minimum of 2 references.
15
Clarity of writing style Grammar/Punctuation/Spelling
15
TOTAL
100
Supporting Materials
· Assignment 3 Chart _r_2.xlsx (10 KB)
Bottom of Form
PROFESSOR FEEDBACK FROM ORIGINAL PAPER SEE ATTACHED ONE THAT WAS DONE BEFORE.
Submitted Text (Instructor comments are highlighted in yellow)
CHFD307 Assignment 3
Rubric
POSSIBLE POINTS
STUDENT POINTS
Student exhibits a defined and clear understanding of the assi.
INSTRUCTIONS AND SAMPLE ENTRIES FOR YOUR CHILD DEVELOPMENT CHART.docx
INSTRUCTIONS AND SAMPLE ENTRIES FOR YOUR CHILD DEVELOPMENT CHART
Your Child Development Chart is divided into the following sections:
· Section 1: Major Developments
· Section 2: The Interplay Between Developmental Domains
· Section 3: Ways to Foster Healthy Development
· Section 4: Reflection on Videos
Use the following instructions, and examples, to help you complete your Child Development Chart.
INSTRUCTIONS FOR SECTION 1: Major Developments
On the chart below, selected major developments in each of the domains are listed in the left-hand column. Your assignment is to provide two examples for each. You will find descriptions of each of these developments, as well as examples, in your textbooks and/or your other assigned readings for the week.
Below is a sample chart with examples of entries. The examples show you approximately how long each entry needs to be—at minimum. Feel free to make your entries longer. However, be sure to use your own words for each entry.
EXAMPLES FOR
SECTION 1: MAJOR DEVELOPMENTS
BIOSOCIAL
Brief Description of Example
Body Changes
1. At the beginning of life, babies grow at a rapid rate. By the end of the second year of life, a young child weighs about four times as much as at birth.
COGNITIVE
Language Development
1. In early childhood, children’s vocabulary expands rapidly. One way this happens is through a process called “fast-mapping.” Fast-mapping means that (…here you would now briefly define the concept)
2.
PSYCHOSOCIAL
Emotional Development
1. Between 2 and 6 years of age, children usually learn to regulate their emotions. Emotional regulation has different goals in different cultures. For example (… here you would provide at least one brief example)
INSTRUCTIONS FOR SECTION 2: The Interplay Between Developmental Domains
For this section, record an example that illustrates the ways in which two or three developmental domains overlap. You may choose any developmental instance that is of interest to you as long as it pertains to the age range for this week.
In the left column, write the developmental instance. In the right column, provide a brief description of the ways in which the developmental domains overlap/play together.
EXAMPLE FOR
SECTION 2: THE INTERPLAY BETWEEN DEVELOPMENTAL DOMAINS
Name of Developmental Instance:
Description of Interplay Between Domains:
Infant takes first steps on her own
In this example, all three developmental domains overlap as follows:
The act of walking is clearly an example of biosocial development. It also signifies cognitive development: Once the child is upright, the world looks different and can be explored in different ways. It also influences psychosocial development as the successful transition from crawling to walking boost the child’s confidence.
INSTRUCTIONS FOR SECTION 3: Ways to Foster Healthy Development
For this section, choose an area or issue specifically related to one of the developmental domains, such as growth sp.
Running head DEVELOPMENTAL DELAY1DEVELOPMENTAL DELAY.docx
Running head: DEVELOPMENTAL DELAY 1
DEVELOPMENTAL DELAY
Developmental Delay
Obinna Okwara
Southern New Hampshire University
Developmental Delay
Each kid unique and each grows in his or her particular pace and style. You may be concerned if your child is not yet slithering or strolling when numerous companions are as of now showing this ability. In any case, recall that there are varieties in common improvement. Is your newborn child or youngster demonstrating noteworthy postponements or diverse examples of accomplishing significant turning points? This could be an indication of a development issue. These are illustrations: children who cannot keep up sitting by the tenth month or a tyke whose legs get solid each time he tries to move over. Older children may also display atypical development if they are not ready to eat with utensils or dress or disrobe, or on the off chance that they experience difficulty cutting with scissors or drawing (Estes et al., 2009).
Developmental delay alludes to a youngster who is not accomplishing breakthroughs inside of the age scope of that typical variability. 'There are five key identifiers for the development issue that make up the formative points of the milestone. A youngster might have a formative postponement in one or a greater amount of these ranges:
Gross motor: utilizing a vast group of muscles to sit, stand, walk, and run, and so on. Keeping adjust and evolving positions.
Fine motor: using hands and fingers to have the capacity to eat, draw, dress, play, compose and do numerous different things.
Language: talking, using non-verbal communication and emotions, conveying and understanding what others say.
Cognitive: Thinking abilities including learning, understanding, critical thinking, thinking and recalling.
Social: Interacting with others, having associations with family, companions, and instructors, coordinating and reacting to the sentiments of others
Ways to identify child development delay
Development Screening: A developmental screening test is a rapid and general estimation of abilities. Its aim is to distinguish kids who need further assessment. A screening test is just intended to identify children who may have an issue. The screening test might either over-distinguish or under-recognize kids with delay (Estes et al., 2009).
Developmental Evaluation: A developmental evaluation is a long, inside and out the appraisal of a child's aptitudes and ought to be managed by an exceptionally prepared proficient, for example, a therapist. Evolution tests are used to make a profile of a child's qualities and shortcomings in every single development range (Estes et al., 2009).
Population
Commonly, there is an age extent of an entire where a child is required to take in these new capacities. In case, the customary age range for walking is 9 to 15 months, and a child still is not walking around 20 months, this would be seen as a developmental deferral. Parent of the influenced childr ...
Psychology homework help
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Unit3 Peer Discussion ResponsesResponse GuidelinesRead as ma.docx
Unit3 Peer Discussion Responses
Response Guidelines
Read as many of your peers' posts as time allows, and respond to at least two of them. Try to choose posts that have had the fewest responses.
Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:
The clarity and completeness of your peer's post.
The demonstrated ability to apply theory to practice.
The credibility of the references.
The structure and style of the written post.
Peer Discussion 1 (H. Simonds)
Milestones
There are a couple of methods to test Cognitive milestones. What are cognitive milestones? Cherry (2017) mentions cognitive milestones are based on a child’s ability to think, learn and solve problems. Cherry (2017) also mentions that an example of this is an infant learning how to respond to facial expressions and a preschooler learning the alphabet (Cherry 2017). There are many different cognitive skills for each age. Accoring to Broderick (2014) “Newborn-1 month facial expressions, 1-3 months is coos and grunts, 3-5 months is smiles and shows interest in favorite people, 6-7 months is babbling, 9-12 months is reaches or points to indicate desired object and responds to simple requests, 13-18 months 50 words for familiar actions, 18-24 months increases vocabulary rapidly 3 words a day, 2-3 years speaks clearly enough to be understood by family members”(Broderick 2014 p.101). These are just a few examples of cognitive skills.
Testing
A couple of tests for cognitive milestones are scaffolding and object permanence. Berk (2015) mentions that the potential development refers to a range of tasks that the child cannot handle doing alone just yet but can do with the help of someone who is skilled enough to do it. Think about how a sensitive you are anoter adult introduces a child to a new activity. You or another adult pick a task that the child can master but that is challenging enough that the child cannot do it by his/herself. You or another adult guides and supports, adjusting the level of support offered to fit the child’s current level of performance. As the child joins in the interaction and picks up mental strategies, her competence increases, and the adult steps back, permitting the child to take more responsibility for the task. This is a form of teaching known as scaffolding (Berk 2015 p. 222).
According to Gross (2012) “One of the best-known examples of the development of sensorimotor intelligence is object permanence, Piaget’s term for infants’ gradually developing understanding that objects continue to exist even when they are not in sensory or motor contact with them. Piaget tested object permanence by placing an ordinary object (his pocketwatch) under a blanket. He noted that, unless some part of the watch remained visible, Stage 3 infants typically fail ...
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Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
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HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docx
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docx
HW#3 – Spring 2018
1. Giulia is traveling from Italy to China. The plane briefly lands in Thailand to refuel and pick up new passengers. In the process of landing in Thailand, the overhead storage bin across the aisle flies open and a carry-on bag whacks Giulia in the head causing a concussion. Does the Montreal Convention govern this incident? Explain in detail why or why not. (4)
2. Following up on #1, Giulia’s husband, Kevin, is on board and is deeply disturbed by the incident to the point that he files a claim for mental anguish. What are his chances of success? Explain. (3)
3. How many U.S. dollars would someone get if they sustained 100 kilograms worth of cargo losses under the Montreal convention on February 1st, 2018? (3)
4. Lucas is flying from Houston, TX to Ixtapa, Mexico for a fishing vacation when a 3 hour delay in Houston forces him to miss his connecting flight, resulting in a loss of $500 in pre-paid expenses. If the delay was due to weather would the airline be liable under the Montreal Convention? What about a mechanical issue? Explain the likelihood of his success in recovery in each case. (4)
4. Answer #4 page 179.
(4)Fishman shipper a container of boys’ pants on a ship owner by Tropical. The container was lost at sea due to improper storage. The pants were attacked into bundles of 12 each and placed into what is known in the industry as a “big pack.” A “big pack” is similar to a 4’x4’ pallet, partially enclosed in corrugated cardboard, with a base and cover made of plastic. The bill of lading stated, “1 x 40 ft. [container] STC [said to contain] 39 Big Pack Containing 27,908 unit’s boy’s pants.” Fishman maintains that Tropical is liable for an amount up to $500 for each of the 2,325 bundles. If the carrier is liable for up to $500 per “package,” what is the limit of the carrier’s liability? Fishman & Tobin, Inc. v. Tropical Shipping & Const. Co., Ltd., 240 F.3d 956 (11th Cir. 2001).
5. I’m the process of shipping goods that are damaged while sitting on the dock in California waiting for loading. Absent contractual language about choice of law, which law will govern my claim? (2)
6. My goods are going to be shipped from Florida to South Africa. During the voyage, the ship’s captain makes a navigational error and runs aground 50 miles off course, destroying my cargo. Will the carrier be liable under COGSA? Explain why/why not? (4)
7. Watch the video and review in detail the following website: https://www.youtube.com/watch?v=8fGrS0kU2h0, http://worldjusticeproject.org/. What is the rule of law? Why is this concept a concern for International business? Do you think the United States lives by the Rule of Law? This has actually been a hot topic of late in our political discussions. (8 points)
8. What does it mean to have “normal trade relations” with a country and why is this a big deal? (3)
9. An Italian company believes that its products have been unfairly treated in terms of tariffs by the U.S. government. In wha ...
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docx
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docx
HW 5: Math 405. Due: beginning of class – Monday, 10 Oct 2016
1. Strogatz (1988). Consider lovers, Romeo and Juliet. Let:
R(t) = Romeo’s love/hate for Juliet at time t;
J(t) = Juliet’s love/hate for Romeo at time T;
where positive values of R(t), J(t), signify love, and negative values signify hate, at
a time t. Consider this model for a “fickle” lover, in which “the more Romeo loves
Juliet, the more she wants to run away and hide. But when Romeo gets discouraged
and backs off, Juliet begins to find him strangely attractive. Romeo, on the other
hand, tends to echo Juliet: he warms up when she loves him and grows cold when
she hates him.”
R′(t) = aJ,
J′(t) = −bR, (1)
where a,b > 0 .
(a) Rewrite (1) as a system.
(b) Find the fixed point(s).
(c) Find the eigenvalues.
(d) Find the eigenvectors.
(e) Write the general solution. Show that it can be written as a real-valued solution
like: [
R(t)
J(t)
]
=
{
cos(
√
ab t)
[
k1
√
a/b
k2
]
+ sin(
√
ab t)
[
k2
√
a/b
−k1
]}
(f) Show that the trajectories in phase space are ellipses, governed by the equation
R2
aC2
+
J2
bC2
= 1,
where C2 > 0 is an arbitrary constant.
(g) Classify the fixed point and its stability.
(h) In what direction do Romeo’s and Juliet’s feelings go around the ellipse?
(i) Discuss the possible outcome for different initial conditions of love/hate.
2. (Doug Wright, Drexel U.) Romeo’s best friend, Mercutio, doesn’t like Juliet’s fick-
leness and thinks that Romeo is too good for her. He has decided to try to break
them up for good. So, he has started telling Romeo how awful Juliet is. Romeo
trusts Mercutio, and so, his ardor for Juliet wanes a bit when Mercutio tells him
such things, though he still really likes Juliet. On the other hand, Juliet dislikes
1
Mercutio and the more he disapproves of her relationship with Romeo, the more
she likes Romeo. Let R and J be as before, and let M(t) be Mercutio’s disapproval
of Romeo and Juliet’s relationship at time t, with positive values of M signifying
disapproval. Then a model for this complicated saga is:
R′(t) = J − 2M,
J′(t) = −R + 4M,
M ′(t) = R + 4J (2)
(a) Rewrite (2) as a system.
(b) Find the fixed point(s).
(c) Find the eigenvalues.
(d) Without further calculation, describe what happens to Romeo and Juliet’s
relationship now. Does Mercutio’s tampering have the effect he wants? Do
Romeo and Juliet continue to oscillate between love and hate as before?
3. (Doug Wright, Drexel U.) So, now, it turns out that Mercutio has feelings for
Juliet. Let R(t) be Romeo’s love/hate for Juliet at time t, as before; JR(t) be
Juliet’s love/hate for Romeo at time t; M(t) be Mercutio’s love/hate for Juliet at
time t; and JM (t) be Juliet’s love/hate for Mercutio at time t.
The situation is that:
• Romeo still likes/dislikes Juliet more the more she likes/dislikes him;
• Romeo doesn’t know about the Mercutio/Juliet leg of the triangle, so his
feelings are unaffected by Mercutio’s feelings for Juliet and Juliet’s fe ...
HW 5-RSAascii2str.mfunction str = ascii2str(ascii) .docx
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docx
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docx
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
Hussam Malibari Heckman MAT 242 Spring 2017Assignment Chapte.docx
Hussam Malibari Heckman MAT 242 Spring 2017
Assignment Chapter 6 due 04/04/2017 at 11:59pm MST
In some of the problems in this chapter, you will be asked to enter a basis for a subspace. You should do this by placing the entries
of each vector inside of brackets, and giving a list of these vectors, separated by commas. For instance, if your basis is
12
3
,
11
1
,
then you would enter [1,2,3],[1,1,1] into the answer blank.
1. (1 point) Find the characteristic polynomial of the matrix[
10 −6
1 10
]
. (Use x instead of λ.)
p(x) = .
2. (1 point) Find the characteristic polynomial of the matrix
−1 −1 00 1 −3
−5 5 0
. (Use x instead of λ.)
p(x) = .
3. (1 point) The eigenvalues of
8 −16 160−2 4 −88
0 0 −12
are
.
(Enter your answer as a list of numbers; for example, 1, 2, 3.)
4. (1 point) The eigenvalues of
−3 −4 4 −1
0 3 −5 1
0 0 4 3
0 0 0 −2
are
.
(Enter your answer as a list of numbers; for example, 1, 2, 3,
3. If an eigenvalue is repeated, then it should be listed as many
times as appropriate.)
5. (1 point) 3 The matrix A =
−3 0 0 0
0 −3 −3 −3
3 0 2 2
−3 0 −2 −2
has
two distinct eigenvalues λ1 < λ2. Find the eigenvalues and a
basis for each eigenspace.
λ1 = , whose eigenspace has a basis of .
λ2 = , whose eigenspace has a basis of .
6. (1 point) The matrix A =
0 0 05 5 0
5 5 0
has two real
eigenvalues, one of multiplicity 1 and one of multiplicity 2. Find
the eigenvalues and a basis of each eigenspace.
λ1 = has multiplicity 1, with a basis of .
λ2 = has multiplicity 2, with a basis of .
7. (1 point) Let A =
[
−2 2
0 −1
]
. Find an invertible matrix
P and a diagonal matrix D such that A = PDP−1.
P =
[ ]
, D =
[ ]
,
8. (1 point) The matrix C =
37 0 −8412 −5 −24
18 0 −41
has two
distinct eigenvalues, λ1 < λ2:
λ1 = has multiplicity .
The dimension of the corresponding eigenspace is .
λ2 = has multiplicity .
The dimension of the corresponding eigenspace is .
Is the matrix C diagonalizable? (enter YES or NO)
9. (1 point) If n is a positive integer, then
[
2 −24
−4 −2
]n
is[ ]
(Hint: Diagonalize the matrix
[
2 −24
−4 −2
]
first. Note that
your answer will be a formula that involves n. Be careful with
parentheses.)
Generated by c©WeBWorK, http://webwork.maa.org, Mathematical Association of America
1
Hussam Malibari Heckman MAT 242 Spring 2017
Assignment Chapter 4 due 04/04/2017 at 11:59pm MST
In some of the problems in this chapter, you will be asked to enter a basis for a subspace. You should do this by placing the entries
of each vector inside of brackets, and giving a list of these vectors, separated by commas. For instance, if your basis is
12
3
,
11
1
,
then you would enter [1,2,3],[1,1,1] into the answer blank.
1. (1 point) Which of these vectors can be written as a linear
combination of
−7
1
−1
2
and
7
−2
7
−6
?
• A.
35
−7
17
−18
• B.
...
hw1.docxCS 211 Homework #1Please complete the homework problem.docx
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements：
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea：
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life， write in an engineering ...
HUS 335 Interpersonal Helping SkillsCase Assessment FormatT.docx
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docx
HW #1:Tech Alert on IT & Strategy (Ch 3-5
Ch 3 -5 IT Strategy option: Find one article that relatesto the content covered in Chapters 3-5in our text. For this option, choose one of the following approaches:
· Summarize a recent ‘real-world’ example that illustrate atopic presented in one of these chapters or find a related article that extend the book’s discussion on IT and strategy, and /or;
· Discuss or provide an example of a key term shown in the book margins from Chapters 3 -5.
· Look at the discussion questions at the end of the chapter sections and find an article that helps you answer a question that is posed, or;
· Follow up on a specific case study presented in the text or find comparable examples. If you choose this option, you must focus on new information about the organization that is not included in the text.
3.1 Introduction
Learning Objective
Understand how Zara’s parent company Inditex leveraged a technology-enabled strategy to become the world’s largest fashion retailer.
Operating in the northern coastal city of La Coruña (or A Coruña in the local Galician language), Spanish entrepreneur Amancio Ortega was brainstorming names for his new shop and settled on “Zorba” after the classic movie Zorba the Greek. He simply thought it was “a nice name.” Unfortunately, there was a bar with the same name a few blocks away and the bar’s owner was worried patrons would be confused. The molds for the letters for Ortega’s shop had already been cast, so they played around with what they had and came up with “Zara.”[] As it turns out, for Zara it’s technology, not the name, that has made all the difference in its rise to dominate the decidedly ungeeky fashion industry.
Today, Zara is the game-changing crown jewel in the multibrand empire of Inditex Corporation (Industrias de Diseño Textil), the world’s largest pure-play fashion retailer and a firm that’s bigger than Gap, H&M, Topshop, and anyone else in the space. The firm’s supremacy is plotted and executed from “The Cube,” the gleaming, futuristic headquarters located in La Coruña’s Arteixo industrial area. The blend of technology-enabled strategy that Zara has unleashed seems to break all of the rules in the fashion industry. The firm shuns advertising and rarely runs sales. Also, in an industry where nearly every major player outsources manufacturing to low-cost countries, Zara is highly vertically integrated, keeping huge swaths of its production process in-house. These counterintuitive moves are part of a recipe for success that’s beating the pants off the competition and has catapulted Ortega to become the world’s third richest man, ahead of Warren Buffet.
Figure 3.1
Zara’s operations are concentrated in Spain, but they have stores around the world like these in Manhattan and Shanghai.
Source: Used with permission from Inditex.
The firm tripled in size between 1996 and 2000, and then its revenue skyrocketed from $2.43 billion in 2001 to more than $20 billion in 2012. ...
HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docx
HW 2
(1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto.
(2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto.
(3) List the strengths and weaknesses of Mondanto. Then, explain why you think so.
Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later.
1
Class Today
• Print notes and examples
• Trusses
– Definition
– Working with Trusses
– Truss Analysis
• Example Problems
• Group Work Time
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf
…these are cool trusses
Norman Foster
Sainsbury Centre
Santiago Calatrava
Turning Torso
Shigeru Ban
Japanese Pavilion
KMR
… be inspired!
3
Renzo Piano
Kansai International Airport
Rem Koolhaas
The Shenzhen Stock Exchange
KMR
So what are trusses?
http://bridgehunter.com/story/1109/
http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg
http://www.hndszj.com/eng/uploads/201008101822313.jpg
Trusses are …
• Structures designed to support loads:
− Will transmit loads through the joints of the structure
− Will ultimately transmit loads to the foundation
• Cost effective in design because:
− Weight is minimized (weight of members is typically
light compared to loads carried, so it is often
neglected)
− Strength to weight ratio is maximized
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Working with Trusses:
Assumptions
• All loads are applied / transmitted at joints
• All members are joined by pin connections
• Consist entirely of two-force members
(review section 5.4)
• Can contain zero-force members
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Zero-force Members
What are zero-force members?
• Structural members that carry no force
Why do we use them?
• Used to provide stability
– During construction
– If (intermittent) loading of the truss changes
• Shortens chord length and increases
buckling capacity of compression members
7
Zero-force Members: Case 1
Zero-force Members: Case 2
10
http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/
architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg
http://www.tboake.com/SSEF1/rose2.shtml
http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0
3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg
Gusset plate
pin
Joint Connections
Welded
connection http://www.tatasteelconstruction.com/en/reference/teaching-
resources/architectural-teaching-resource/elements/connections/connections-
in-trusses
11
http://civildigital.com/wp-con ...
Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docx
Hunters Son Dialogue Activity
1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent:
HUNTER:
HUNTER’S SON:
THE BOY:
2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another.
3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals?
...
HW 2 - SQL The database you will use for this assignme.docx
HW 2 - SQL
The database you will use for this assignment contains information related to Major League
Baseball (MLB) about players, teams, and games. The relations are:
Players(playerID, playerName, team, position, birthYear)
● playerID is a player identifier used in MLB, and all players throughout the history of
baseball have a unique ID
● playerName is player’s name
● team is the name of the MLB team the player is currently playing on (or the last team the
player played for if they are not currently playing)
● position is the position of the player
● birthYear is the year that player was born
Teams(teamID, teamName, home, leagueName)
● teamID is a unique ID internal to MLB.
● teamName is the name of the team
● home is the home city of the team
● leagueName is the league the team is in, i.e. either “National” or “American”, which
stands for “National League” and “American League”, respectively
Games(gameID, homeTeamID, guestTeamID, date)
● gameID is a unique ID used internally in MLB
● homeTeamID is the ID of the hometeam
● guestTeamID is the ID of the visiting team
● date is the date of the game.
A sample instance of this database is given at the end of this homework handout. Since it is just
one instance of the database designed to give you some intuition, you should not “customize”
your answer to work only with this instance.
1. (10 points each) Write the following queries in SQL, using the schema provided
above. (Note: Your queries must not be “state-dependent", that is, they should work without
modification even if another instance of the database is given.)
(a) Print the names of all players who were born in 1970 and played for the Braves.
(b) Print the names of teams that do not have a pitcher.
(c) Print names of all players who have played in the National League.
(d) Print all gameIDs with Phillies as the home team.
2. (15 points each) Write the following queries in SQL, using the schema provided
above.
(a) Print all teamIDs where the team played against the Phillies but not against the Braves.
(b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have
been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow
(1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”).
(c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2
played against each other in a World Series game. Although there is no direct information
about the World Series games in the relations, we can infer that when two teams from different
leagues play each other, it is a World Series game. So, in this relation, league1 and league2
should be different leagues.
(d) List all cities that have a team in all leagues. For example, there are currently two leagues
(National and American). Although not shown in this instance, New York is home to the Mets in
the National ...
Humanities Commons Learning Goals1. Write about primary and seco.docx
Humanities Commons Learning Goals
1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
2. Engage in a process approach to writing college-level prose;
3. Produce rhetorically effective college-level expository prose;
4. Demonstrate effective use of scholarly sources in their writing;
5. Recount in college-level prose their personal literacy histories and current literacy practices;
6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer.
As a review, here is an overview of the material we covered:
Humanities Commons Learning Goals
Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
Engage in a process approach to writing college-level prose;
Produce rhetorically effective college-level expository prose;
Demonstrate effective use of scholarly sources in their writing;
Recount in college-level prose their personal literacy histories and current literacy practices;
Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
Metawriting
“Sponsors of Literacy” - Brandt
Portrait of the Artists as
A Young Person – Literacy Narrative
A Young Adult – Autoethnography
MLA Conventions
Library Research
Grammar
Write in Active Voice
Seven Comma Rules
Affect/Effect; it’s its; etc.
Introduce Quotations
Quote, Summary, Paraphrase
Hamburger Metaphor for integrating quotes
Classical Aristotelian Essay Form
Rebuttal
Compare Contrast Essay: Block vs. Alternating
Works Cited List
Top Twenty Errors
Discourse Community Ethnography
“The Concept of a Discourse Community” – Swales
C.A.R.S. – Creating a Research Space – Swales
“Learning to Serve: The Language and Literacy of Food Service Workers” – Mirabelli
“Rethinking Subcultural Resistance: Core Values of the Straight Edge Movement” –
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HURRICANE KATRINA A NATION STILL UNPREPARED .docx
HURRICANE KATRINA:
A NATION STILL UNPREPARED
EXECUTIVE SUMMARY
REPORT OF THE SENATE COMMITTEE ON HOMELAND
SECURITY AND GOVERNMENTAL AFFAIRS
MAY 2006
EXECUTIVE SUMMARY
Hurricane Katrina was an extraordinary act of nature that spawned a human
tragedy. It was the most destructive natural disaster in American history, laying waste to
90,000 square miles of land, an area the size of the United Kingdom. In Mississippi, the
storm surge obliterated coastal communities and left thousands destitute. New Orleans
was overwhelmed by flooding. All told, more than 1500 people died. Along the Gulf
Coast, tens of thousands suffered without basic essentials for almost a week.
But the suffering that continued in the days and weeks after the storm passed did
not happen in a vacuum; instead, it continued longer than it should have because of – and
was in some cases exacerbated by – the failure of government at all levels to plan,
prepare for and respond aggressively to the storm. These failures were not just
conspicuous; they were pervasive. Among the many factors that contributed to these
failures, the Committee found that there were four overarching ones: 1) long-term
warnings went unheeded and government officials neglected their duties to prepare for a
forewarned catastrophe; 2) government officials took insufficient actions or made poor
decisions in the days immediately before and after landfall; 3) systems on which officials
relied on to support their response efforts failed, and 4) government officials at all levels
failed to provide effective leadership. These individual failures, moreover, occurred
against a backdrop of failure, over time, to develop the capacity for a coordinated,
national response to a truly catastrophic event, whether caused by nature or man-made.
The results were tragic loss of life and human suffering on a massive scale, and an
undermining of confidence in our governments’ ability to plan, prepare for, and respond
to national catastrophes.
Effective response to mass emergencies is a critical role of every level of
government. It is a role that requires an unusual level of planning, coordination and
dispatch among governments’ diverse units. Following the terrorist attacks of 9/11, this
country went through one of the most sweeping reorganizations of federal government in
history. While driven primarily by concerns of terrorism, the reorganization was designed
to strengthen our nation’s ability to address the consequences of both natural and man-
made disasters. In its first major test, this reorganized system failed. Katrina revealed
that much remains to be done.
The Committee began this investigation of the preparations for and response to
Hurricane Katrina within two weeks of the hurricane’s landfall on the Gulf Coast. The
tragic loss of life and human suffering in Katrina’s wake would have been sufficient in
themselves to compel the Commit ...
Humanities 115Short Essay Grading CriteriaExcellentPassing.docx
Humanities 115
Short Essay Grading Criteria
Excellent
Passing
Unacceptable
Analysis
25, 18, 10
Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement.
Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped.
Important elements missing or very underdeveloped. Substantial inaccuracies may occur.
Scholarly Rigor
13, 9, 5
Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable.
Text-based support is sometimes used, citation is imprecise or incomplete.
Text-based support is generally absent, and/or citations are absent.
Coherence
5, 3, 1
Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs.
Ideas are organized into paragraphs. Transitions are usually present and effective.
Essay lacks coherent paragraphs and transitions are absent or ineffective.
Grammar
& Mechanics
5, 3, 1
Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning.
Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning.
Errors are numerous and consistently impede meaning.
Formatting
2, 1, 0
The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page.
Most conventions are followed.
Most conventions are not followed.
Student Sample Essay #2
Genesis Myth
“And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today.
To begin, the sole reason for the creation of woman ...
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Human Growth & Development HHG4MFinal ExamAll questions carr.docx
- 1. Human Growth & Development HHG4M Final Exam All questions carry equal marks Use examples to illustrate your answers Q1. “You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.” ― Sir Ken Robinson. How does this relate to varies theories of human development? Use examples and related to theories in your answer. Q2. “Attachment to a baby is a long-term process, not a single, magical moment. The opportunity for bonding at birth may be compared to falling in love--staying in love takes longer and demands more work.” T. Berry Brazelton. How does this relate to varies theories of attachment? Use examples and related to theories in your answer. Q3. Agents of socialization provide critical information for children to function as members of society. Identify at least three (3) agents of socialization and how each of them contributes to socialization. Use examples to illustrate your answer. Q4. Write short notes on any five of the following (use examples to illustrate your answers): i. neuroscience ii. brain wiring iii. pruning iv. Pituitary Gland v. Community Supports vi. Morality vii. active rebellion
- 2. viii. Environmental Pollutants ix. Maternal Nutrition x. Toxoplasmosis xi. The Role of the Unconscious Human Growth & Development – an Overview Unit 1 Test Attempt all questions. Use examples to illustrate your answer. 1. What is the difference between human growth and development? 2. What are the characteristics of development? 3. What is a family? 4. Identify and define the strands of development (P.I.E.S). Provide an example for each type of development. 5. Define nature and nurture. Explain how both nature and nurture play a role in human growth and development. 6. Four major theorists have been discussed in this unit -- Erik Erikson, Jean Piaget, Kohlberg and Bronfenbrenner. Whose theory, in your opinion, best explains this stage of human development and why? Use examples to illustrate your answer. Human Growth & Development – Brain Development in the Early Years Unit 2 test
- 3. Attempt all questions. Use examples to illustrate your answer. Q1. How is the brain “wired”? What are “windows of opportunity” in relation to brain development? What happens to the brain when it doesn't get the things it needs? Q2. What are the impacts on the child as a result of the following having an impact on the mother’s health: (write short notes on any 5) · Rubella · Environmental Pollutants · STDs · Toxoplasmosis · Medical Care · Stress · Alcohol or drugs · Smoking · Prescription Drugs Q3. Environmental deprivation has drastic negative consequences on ‘normal’ development. In A child was deprived of the following: · attachment & bonding, · social interaction, · play, · roper healthy nutrition, · regular exposure to language · verbal communication. For each type of deprivation mentioned, identify a minimum of two potential negative consequences on any area of growth and development (discuss impact on any 3 of above deprivations).
- 4. Human Growth & Development HHG4U – Parenthood Attachment & Bonding Unit 3 Test Attempt all questions. Use examples to illustrate your answer. Q1. What is bonding and attachment? When and how does bonding and attachment happen? Why is bonding and attachment important? Q2. The attachment theories of three main psychologists have been discussed in this unit. These are Bowlby, Harlow and Ainsworth. Whose theories, in your opinion, best explain the concept of attachment and why? Use examples to illustrate your answer. Q3. Play throughout the lifespan helps to promote growth and development in different ways. Identify two examples (from any type of development) of how play helps development in each stage in the life cycle. Q4. Explain the various Parenting Styles as discussed in the unit. Human Growth & Development – Socialization Factors that Influence Human Development Unit 4 Test Attempt all questions. Use examples to illustrate your answer. Q1. What is socialization? What role does the family play in socializing its members? How do schools influence socialization? Does the media influence socialization?
- 5. Q2. Identify the agents of socialization and how they impact a person over time. Q3. Short Notes. Explain the influence of any five (5) of the following: · Birth Order · Parental Relationships · Transition to Parenthood · Gender Development · Family Models · Self Esteem · School · Peers · Globalization · Media & Technology · Community Supports Q4. Discuss the role of School as an agent of socialization. Include examples and references to different life stages, course work, placement, and personal experiences. 21 HHG4M Issues in Human Growth and Development Summative Assignment (CCT) PROCESS: You will choose a topic/issue in human growth and development – it may be an issue discussed in class, or one of your own
- 6. choosing. It may NOT be a topic that you have previously completed a project on. 1. Identify the issue and the developmental stage to which the issue is most relevant (some issues may touch several developmental stages, but please focus on just one stage for this assignment). 2. Connect this issue to a developmental theory or framework discussed in class, and explain how this theory is related to the issue. 3. Explore the growth or development issue in greater depth – use the research plan to guide your research and help focus your topic to determine what aspect of the topic you will examine. 4. You will present the results of your research (which may include primary sources such as surveys, questionnaires and interviews as well as secondary sources) in both an oral presentation and written presentation. You will choose how your work will be divided between these two components. PRODUCT: There is a written and oral component to this product. The general expectation is a 5-7 minute presentation, and a written product that represents an approximately 2000 word essay. You may choose to scale up or down in terms of your oral presentation - a longer oral presentation will result in a smaller written product and a shorter oral presentation will result in a larger written product. If you chose to demonstrate your learning with a product that is more of a “thing” you will need to provide a smaller written component outlining the theoretical connections.