Semester: Spring 2020
Course Code: PHYS218
Course Title: Modern Mechanics
Experiment #: TAP 3
Experiment Title: VARIABLE g PENDULUM
Date: ……………………….. Lab#................................
Section: ……………………….
Student Name
Student ID
Feedback/Comments:
Grade: …….. /100
1. Introduction
This experiment explores the dependence of the period of a simple pendulum on the acceleration due to gravity. A simple rigid pendulum consists of a 35-cm long lightweight (28 g) aluminum tube with a 150-g mass at the end, mounted on a Rotary Motion Sensor. The pendulum is constrained to oscillate in a plane tilted at an angle from the vertical. This effectively reduces the acceleration due to gravity because the restoring force is decreased.
2. Objectives
· Measure the effective length of variable-g pendulum.
· Measure the period of a variable-g pendulum for different values of the tilt angle and verify the dependence of the function T versus .
· Measure moment of inertia
3. Experimental setup:
· Large rod base
· 45 cm stainless steel rod
· Angle indicator
· Rotary motion sensor
· Pendulum accessories
· Air link PASPORT interface
4. Theory
The period of a simple pendulum is given by:
(1)
Where is the acceleration due to gravity and the approximation becomes exact as the amplitude of the oscillation goes to zero. We will limit to angles less than 10° (0.17 rad) where assuming the equality in equation 1 holds produces an error of a fraction of a percent. Here it is understood that is a constant acceleration that acts in the plane of oscillation.
The pendulum we use is actually a physical pendulum (not a point mass) so equation 1 is replaced by the rotational analog:
(2)
where I is the moment of inertia of the system about the fixed axis, m is the mass of the brass masses (150 g) plus the rod (26 g), and r is the distance from the axis to the center of mass of the rod plus masses (~31 cm). Note that I, m, & r are all constant and that I/mr must have the units of length so we may write:
(3)
where is the effective length of a simple pendulum that would behave the same as our physical pendulum. We may then re-write equation 2 in the form of equation 1:
(4)
We will determine by measuring the period when . Then we have:
(5)
In this experiment, the acceleration will be varied by tipping the plane of oscillation of the pendulum by an angle of θ from the vertical (figure 1). The component of g that is in the plane of oscillation is where:
(6)
Figure 1: Components of g
Note that the component of g perpendicular to the plane of oscillation, , is cancelled by forces in the rod since no motion is allowed in this direction. Putting it all together gives:
(7)
Finally, combining equation (4) and (6) we have:
(8)
5. Pre-lab Preparation
Read section 11.2 (page 422). Also read the slides posted on Moodle corresponding to chapter 11.
6. Experimental Procedure
a) Adjust the an initial angle of 0° (figure.
r5.pdf
r6.pdf
InertiaOverall.docx
Dynamics of Mechanical Systems
Inertia and Efficiency Laboratory
1 Overview
The objectives of this laboratory are to examine some very common mechanical drive components, and hence to answer the following questions:
· How efficient is a typical geared transmission system?
· How do gearing and efficiency affect the apparent inertia of a geared system as observed at (i.e. referred to) one of the shafts?
The learning objectives are more generic:
· To give experience of the kinematic equations relating displacement, velocity, acceleration and time of travel of a particle.
· To give experience of applying Newton’s second law to linear and rotational systems.
· To introduce the concept of mechanical power and its relationship to torque and angular velocity.
The completed question sheet must be submitted to the laboratory demonstrator at the end of the lab, and is worth 6% of module mark.
Please fill in the sheet neatly (initially in pencil, perhaps, then in ink once correct!) as you will be handing it in with the remainder of your report.
Note: it is a matter of Departmental policy that students do not undertake laboratories unless they are equipped with safety shoes (and laboratory coat). The reasons for this policy are apparent from the present lab, where descending masses are involved, and could cause injury if they run out of control. Safety shoes therefore MUST be worn.
Also, keep fingers clear of rotating parts, whether guarded or not, taking particular care when winding the cord onto the capstans. In particular, do not touch (or try to stop) the flywheel when it is rotating rapidly. Do not move the rig around on the bench – if its position needs changing, please ask the lab supervisor.
1
Inertia and Efficiency Laboratory
2 Mechanical efficiency, inertia and gearing
2.1 Theory
2.1.1 Kinematics: motion in a straight line
The motion of a particle in a straight line under constant acceleration is described by the following equations:
v u at
s (u v) t
2
s ut 12 at 2 s vt 12 at 2 v2 u 2 2as
where s is the distance travelled by the particle during time t, u is the initial velocity of the particle, v is its final velocity, and a is the acceleration of the particle.
To think about: which one of these equations will you need to use to calculate the acceleration of a mass as it accelerates from rest to cover a distance s in time t? (Hint: note that u is zero while v is both unknown and irrelevant. You will need to rearrange one of the above equations to obtain a in terms of s and t).
2.2 Kinematics: gears and similar devices
If two meshing gears1 have numbers of teeth N1 and N2 and are connected to the input and output shafts respectively, then the gear ratio n is said to be the ratio of the input rotational angle to the output rotational angle (and angular velocity and angular acceleration), see Fig. 1:
N
2
1
1
Gear ratio n
...
Physics 161Static Equilibrium and Rotational Balance Intro.docxrandymartin91030
Physics 161
Static Equilibrium and Rotational Balance
Introduction
In Part I of this lab, you will observe static equilibrium for a meter stick suspended horizontally. In Part II, you will observe the rotational balance of a cylinder on an incline. You will vary the mass hanging from the side of the cylinder for different angles.
Reference
Young and Freedman, University Physics, 12th Edition: Chapter 11, section 3
Theory
Part I: When forces act on an extended body, rotations about axes on the body can result as well as translational motion from unbalanced forces. Static equilibrium occurs when the net force and the net torque are both equal to zero. We will examine a special case where forces are only acting in the vertical direction and can therefore be summed simply without breaking them into components:
(1)
Torques may be calculated about the axis of your choosing:
(2)
where torque is specified by the equation:
(3)
where d is the lever arm (or moment arm) for the force. The lever arm is the perpendicular distance from the line of force to the axis about which you are calculating the torque.
Normally, up is "+" and down is "-" for forces. For torques, it is convenient to define clockwise as "-" and counterclockwise as "+". Whatever you decide to do, be consistent with your signs and make sure you understand what a "+" or "-" value for your force or torque means directionally.
Part II: Any round object when placed on an incline has tendency of rotating towards the bottom of an incline. If the downward force that causes the object to accelerate down the slope is canceled by another force, the object will remain stationary on the incline. Figure 1 shows the configuration of the setup. In order to have the rubber cylinder in static equilibrium we should satisfy the following conditions:
(4)
Figure 1: Experimental setup for Part II
The condition that the net force along the x-axis (which is conveniently taken along the incline) must be zero yields the relationship. (Prove this!)
Without static friction the cylinder would slide down the incline; the presence of friction causes a torque in clockwise (negative) direction. In order to have static equilibrium we need to balance that torque with a torque in counterclockwise direction. This is achieved by hanging the appropriate mass m.
Applying the last condition to the center of the cylinder will result in:
where r, the radius of the small cylinder (PVC fitting), is the moment arm for the mass m and R, the radius of the rubber cylinder, is the moment arm for the frictional force which accounts for M and m. Combining this equation with the equation for Ffr from above will result in:
(5)
(6)
By adjusting the mass m, we can observe how the equilibrium can be achieved.
Procedure
Part I: Static Equilibrium
Figure 2: Diagram of Torque Experiment Setup
1. Weigh the meter stick you use, including the metal hangers.
2. Attach .
Aley Xayyavongsa14411443Group #__3__Analysis of Simpl.docxnettletondevon
Aley Xayyavongsa
1441/1443
Group #__3__
Analysis of Simple Harmonic Motion
(Give a relevant title, does not necessarily have to be “Unit:7”)
Everything must be COMPUTER GENERATED
Everything must also be in 12 point font
Excluding the title page of the lab
The point totals near the headings of each section indicate the total amount of points for that section
Introduction: [5 points]
Give me a brief but Detailed introduction on Hooke’s Law and simple harmonic motion.
Teach me what Hooke’s law and simple harmonic motion is. What are some of the important formulas and explain them to me, what do they mean? What do the variables in each equation stand for? The point is to mimic the form of the lab manual in the theory section, explain the theorey behind the experiment. Put things like this in your intro.
Objective: [5 points]
Tell me, What is the purpose of this experiment? What are we trying to prove?
Remember: There were 3 parts to this lab, what was the goal for each part of this lab?
Explain this in formal speech.
Procedure: [30 points]
To save on the amount of time needed to type these lab reports and also to reduce the amount of redundancy in the lab, you are skipping writing a procedure for parts 1 and 2. Although in a complete lab report, the procedure will be there for all sections of the lab. Instead,
You are to write a complete and very detailed procedure for part 3 of the experiment.
Everything should be included in the procedure for part 3, from telling me to create a data table with x amount of columns, to how you would get the value of gravity from your graph.
Your procedure has to be clear enough so that anyone reading it is able to conduct the experiment based on ONLY your written instructions.
Data: [10 points]
Give me a table of your data for Part 2 and Part 3
Part 2
Mass (kg)
T (5 cycles)
Average T
Spring Constant
[1 point]
[1 point]
[1 point]
[2 points]
(This table is for the simple harmonic motion part of the lab)
What mass did you suspend?
You can get the period for 5 cycles from your sine wave plot, the period for 1 oscillation (T) is the distance from one peak to another peak.
Use the formula for the period of a spring and your known values to find T
Give me a table for part 3
Part 3
T^2
[1 point]
[1 point]
[1 point]
[2 points]
(You should create this on your own, even though I wrote the table on the board)
Graphs: [15 points]
Correct Graph Title [1 point] Correct Axis names [ 1 point]
Linear fit [ 1 point] Linear fit equation [1 point]
Data legend [ 1 point]
Correct Graph Title [1 point] Correct Axis names [ 1 point]
Points where you measured 5 T [1 points]
Graph 3 is worth 7 points ( you should produce it on your own) consult your lab manual on what you should plot
Correct Graph Title [1 point] Correct Axis names [ 1 point]
Linear fit [ 1 point] .
r5.pdf
r6.pdf
InertiaOverall.docx
Dynamics of Mechanical Systems
Inertia and Efficiency Laboratory
1 Overview
The objectives of this laboratory are to examine some very common mechanical drive components, and hence to answer the following questions:
· How efficient is a typical geared transmission system?
· How do gearing and efficiency affect the apparent inertia of a geared system as observed at (i.e. referred to) one of the shafts?
The learning objectives are more generic:
· To give experience of the kinematic equations relating displacement, velocity, acceleration and time of travel of a particle.
· To give experience of applying Newton’s second law to linear and rotational systems.
· To introduce the concept of mechanical power and its relationship to torque and angular velocity.
The completed question sheet must be submitted to the laboratory demonstrator at the end of the lab, and is worth 6% of module mark.
Please fill in the sheet neatly (initially in pencil, perhaps, then in ink once correct!) as you will be handing it in with the remainder of your report.
Note: it is a matter of Departmental policy that students do not undertake laboratories unless they are equipped with safety shoes (and laboratory coat). The reasons for this policy are apparent from the present lab, where descending masses are involved, and could cause injury if they run out of control. Safety shoes therefore MUST be worn.
Also, keep fingers clear of rotating parts, whether guarded or not, taking particular care when winding the cord onto the capstans. In particular, do not touch (or try to stop) the flywheel when it is rotating rapidly. Do not move the rig around on the bench – if its position needs changing, please ask the lab supervisor.
1
Inertia and Efficiency Laboratory
2 Mechanical efficiency, inertia and gearing
2.1 Theory
2.1.1 Kinematics: motion in a straight line
The motion of a particle in a straight line under constant acceleration is described by the following equations:
v u at
s (u v) t
2
s ut 12 at 2 s vt 12 at 2 v2 u 2 2as
where s is the distance travelled by the particle during time t, u is the initial velocity of the particle, v is its final velocity, and a is the acceleration of the particle.
To think about: which one of these equations will you need to use to calculate the acceleration of a mass as it accelerates from rest to cover a distance s in time t? (Hint: note that u is zero while v is both unknown and irrelevant. You will need to rearrange one of the above equations to obtain a in terms of s and t).
2.2 Kinematics: gears and similar devices
If two meshing gears1 have numbers of teeth N1 and N2 and are connected to the input and output shafts respectively, then the gear ratio n is said to be the ratio of the input rotational angle to the output rotational angle (and angular velocity and angular acceleration), see Fig. 1:
N
2
1
1
Gear ratio n
...
Physics 161Static Equilibrium and Rotational Balance Intro.docxrandymartin91030
Physics 161
Static Equilibrium and Rotational Balance
Introduction
In Part I of this lab, you will observe static equilibrium for a meter stick suspended horizontally. In Part II, you will observe the rotational balance of a cylinder on an incline. You will vary the mass hanging from the side of the cylinder for different angles.
Reference
Young and Freedman, University Physics, 12th Edition: Chapter 11, section 3
Theory
Part I: When forces act on an extended body, rotations about axes on the body can result as well as translational motion from unbalanced forces. Static equilibrium occurs when the net force and the net torque are both equal to zero. We will examine a special case where forces are only acting in the vertical direction and can therefore be summed simply without breaking them into components:
(1)
Torques may be calculated about the axis of your choosing:
(2)
where torque is specified by the equation:
(3)
where d is the lever arm (or moment arm) for the force. The lever arm is the perpendicular distance from the line of force to the axis about which you are calculating the torque.
Normally, up is "+" and down is "-" for forces. For torques, it is convenient to define clockwise as "-" and counterclockwise as "+". Whatever you decide to do, be consistent with your signs and make sure you understand what a "+" or "-" value for your force or torque means directionally.
Part II: Any round object when placed on an incline has tendency of rotating towards the bottom of an incline. If the downward force that causes the object to accelerate down the slope is canceled by another force, the object will remain stationary on the incline. Figure 1 shows the configuration of the setup. In order to have the rubber cylinder in static equilibrium we should satisfy the following conditions:
(4)
Figure 1: Experimental setup for Part II
The condition that the net force along the x-axis (which is conveniently taken along the incline) must be zero yields the relationship. (Prove this!)
Without static friction the cylinder would slide down the incline; the presence of friction causes a torque in clockwise (negative) direction. In order to have static equilibrium we need to balance that torque with a torque in counterclockwise direction. This is achieved by hanging the appropriate mass m.
Applying the last condition to the center of the cylinder will result in:
where r, the radius of the small cylinder (PVC fitting), is the moment arm for the mass m and R, the radius of the rubber cylinder, is the moment arm for the frictional force which accounts for M and m. Combining this equation with the equation for Ffr from above will result in:
(5)
(6)
By adjusting the mass m, we can observe how the equilibrium can be achieved.
Procedure
Part I: Static Equilibrium
Figure 2: Diagram of Torque Experiment Setup
1. Weigh the meter stick you use, including the metal hangers.
2. Attach .
Aley Xayyavongsa14411443Group #__3__Analysis of Simpl.docxnettletondevon
Aley Xayyavongsa
1441/1443
Group #__3__
Analysis of Simple Harmonic Motion
(Give a relevant title, does not necessarily have to be “Unit:7”)
Everything must be COMPUTER GENERATED
Everything must also be in 12 point font
Excluding the title page of the lab
The point totals near the headings of each section indicate the total amount of points for that section
Introduction: [5 points]
Give me a brief but Detailed introduction on Hooke’s Law and simple harmonic motion.
Teach me what Hooke’s law and simple harmonic motion is. What are some of the important formulas and explain them to me, what do they mean? What do the variables in each equation stand for? The point is to mimic the form of the lab manual in the theory section, explain the theorey behind the experiment. Put things like this in your intro.
Objective: [5 points]
Tell me, What is the purpose of this experiment? What are we trying to prove?
Remember: There were 3 parts to this lab, what was the goal for each part of this lab?
Explain this in formal speech.
Procedure: [30 points]
To save on the amount of time needed to type these lab reports and also to reduce the amount of redundancy in the lab, you are skipping writing a procedure for parts 1 and 2. Although in a complete lab report, the procedure will be there for all sections of the lab. Instead,
You are to write a complete and very detailed procedure for part 3 of the experiment.
Everything should be included in the procedure for part 3, from telling me to create a data table with x amount of columns, to how you would get the value of gravity from your graph.
Your procedure has to be clear enough so that anyone reading it is able to conduct the experiment based on ONLY your written instructions.
Data: [10 points]
Give me a table of your data for Part 2 and Part 3
Part 2
Mass (kg)
T (5 cycles)
Average T
Spring Constant
[1 point]
[1 point]
[1 point]
[2 points]
(This table is for the simple harmonic motion part of the lab)
What mass did you suspend?
You can get the period for 5 cycles from your sine wave plot, the period for 1 oscillation (T) is the distance from one peak to another peak.
Use the formula for the period of a spring and your known values to find T
Give me a table for part 3
Part 3
T^2
[1 point]
[1 point]
[1 point]
[2 points]
(You should create this on your own, even though I wrote the table on the board)
Graphs: [15 points]
Correct Graph Title [1 point] Correct Axis names [ 1 point]
Linear fit [ 1 point] Linear fit equation [1 point]
Data legend [ 1 point]
Correct Graph Title [1 point] Correct Axis names [ 1 point]
Points where you measured 5 T [1 points]
Graph 3 is worth 7 points ( you should produce it on your own) consult your lab manual on what you should plot
Correct Graph Title [1 point] Correct Axis names [ 1 point]
Linear fit [ 1 point] .
This paper presents the Physics Rotational Method of the simple gravity pendulum, and it also applies Physics Direct Method to represent these equations, in addition to the numerical solutions discusses. This research investigates the relationship between angular acceleration and angle to find out different numerical solution by using simulation to see their behavior which shows in last part of this article.
simple pendulum and compound pendulum | vaibration | u.o.b | Saif al-din ali
saif aldin ali madi
سيف الدين علي ماضي
s96aif@gmail.com
In this laboratory practice the simulation of a simple pendulum was
carried out with the objective of determining the acceleration of gravity
and its uncertainty, through the data obtained in the simulation. In this
one was made the assembly of a simple pendulum through a rope, a
weight, a grader and the base for pendulums, which allowed us to
obtain through the following instruments rule and timer, data as the time
in which 20 oscillations are completed and the length of the pendulum,
taking into account the uncertainties of each instrument, these data
were organized into tables and then used in the realization of graphs
expressing the time as a function of the length of the pendulum, in
addition to calculating the acceleration of gravity and its uncertainty.
Part II:
When r= 0.7r
Part II:
When r= 0
Reflection on this week’s Objectives
Discuss this week’s objectives:
Objectives / Competencies:
· Analyze internal organizational dynamics and the influence on business continuity.
· Describe cultural, structural, leadership considerations that must be incorporated into strategy implementation.
· Determine the resources needed for strategy implementation
Prepare a 350- to 1,050- word paper detailing the findings of your discussion.
Part ! :
Part II :
When r = ro
Part II:
When r= .8ro
Physics161
Moment of Inertia
Introduction
In this experiment we will study the effect of a constant torque on a symmetrical body. In Part I you will determine the angular acceleration of a disk when a constant torque is applied to the disk. From this we will measure its moment of inertia, which we will compare with a theoretical value. In Part II, you will observe the relationship between torque, moment of inertia and angular acceleration for a rotating rod with two masses on either end. You will vary the mass connected (and therefore the torque applied) to the rod by two pulleys. You will also change the moment of inertia of the rod system by changing the distance of the masses from the center of mass of the rod. Reference
Young and Freedman, University Physics, 13th Edition: Chapter 3, section 4; Chapter 9, sections
1-4Theory
Moment of inertia is a measure of the distribution of mass in a body and how difficult that body is to accelerate angularly. For both parts of the experiment, a falling mass will accelerate a rotating object in the horizontal plane. In Part I, the object will be a disk. In Part II, you will find the moment of inertia of a rod with two masses attached to it.
The basic equation for rotational motion is:
(1)
where is angular acceleration in units of rad/s2, is applied torque in N m, and finally I is the moment of inertia or rotational inertia in units of kg m2. For a uniform disk pivoted about the center of mass, the theoretical moment of inertia is
(2)
where M is the mass of the disk and R is the radius of the disk. In Part I we measure the angular acceleration, α, and use this to calculate moment of inertia, I, which we will compare with the theoretical value of I.
In Part II the moment of inertia is the sum of the moments of inertia of the two masses and the rod. For the masses that slip onto the rod, we will assume point masses. Thus, the moment of inertia for one of the two masses is:
(3)
where r is the distance of the center of mass from the axis of rotation located at the center of the rod. Because the masses can be moved along the rod, r will be adjusted to change their moment of inertia. The moment of the inertia of the rod with mass M and a length L is:
(4)
The moment of inertia for a rod with length L and two masses on each end at a distance r is simply the sum of the.
Self-awareness is key to improving your communication skills. Reflec.docxtcarolyn
Self-awareness is key to improving your communication skills. Reflect on your strengths and weaknesses as a communicator (in general - not just with regard to students). What do you do well? What do you need to improve upon? Be specific. Provide examples of each and what you plan to do to improve your communication skills.
.
Self-Assessment Surveys and Development of Leadership Talent P.docxtcarolyn
Self-Assessment Surveys and Development of Leadership Talent" Please respond to the following:
Debate the usefulness of self-assessment surveys to determine employees with high potential within the organization. Create a list of five (5) critical areas in which high-potential candidates would assess themselves to be included in the talent pool for promotion and discuss how you would use the assessment.
Leadership talent is an organization-wide goal. Discuss how the responsibilities of the development of leadership talent should be partitioned among Human Resources staff and line managers. Be sure to address both the identification and development of future leadership.
.
More Related Content
Similar to Semester Spring 2020Course Code PHYS218Course Title.docx
This paper presents the Physics Rotational Method of the simple gravity pendulum, and it also applies Physics Direct Method to represent these equations, in addition to the numerical solutions discusses. This research investigates the relationship between angular acceleration and angle to find out different numerical solution by using simulation to see their behavior which shows in last part of this article.
simple pendulum and compound pendulum | vaibration | u.o.b | Saif al-din ali
saif aldin ali madi
سيف الدين علي ماضي
s96aif@gmail.com
In this laboratory practice the simulation of a simple pendulum was
carried out with the objective of determining the acceleration of gravity
and its uncertainty, through the data obtained in the simulation. In this
one was made the assembly of a simple pendulum through a rope, a
weight, a grader and the base for pendulums, which allowed us to
obtain through the following instruments rule and timer, data as the time
in which 20 oscillations are completed and the length of the pendulum,
taking into account the uncertainties of each instrument, these data
were organized into tables and then used in the realization of graphs
expressing the time as a function of the length of the pendulum, in
addition to calculating the acceleration of gravity and its uncertainty.
Part II:
When r= 0.7r
Part II:
When r= 0
Reflection on this week’s Objectives
Discuss this week’s objectives:
Objectives / Competencies:
· Analyze internal organizational dynamics and the influence on business continuity.
· Describe cultural, structural, leadership considerations that must be incorporated into strategy implementation.
· Determine the resources needed for strategy implementation
Prepare a 350- to 1,050- word paper detailing the findings of your discussion.
Part ! :
Part II :
When r = ro
Part II:
When r= .8ro
Physics161
Moment of Inertia
Introduction
In this experiment we will study the effect of a constant torque on a symmetrical body. In Part I you will determine the angular acceleration of a disk when a constant torque is applied to the disk. From this we will measure its moment of inertia, which we will compare with a theoretical value. In Part II, you will observe the relationship between torque, moment of inertia and angular acceleration for a rotating rod with two masses on either end. You will vary the mass connected (and therefore the torque applied) to the rod by two pulleys. You will also change the moment of inertia of the rod system by changing the distance of the masses from the center of mass of the rod. Reference
Young and Freedman, University Physics, 13th Edition: Chapter 3, section 4; Chapter 9, sections
1-4Theory
Moment of inertia is a measure of the distribution of mass in a body and how difficult that body is to accelerate angularly. For both parts of the experiment, a falling mass will accelerate a rotating object in the horizontal plane. In Part I, the object will be a disk. In Part II, you will find the moment of inertia of a rod with two masses attached to it.
The basic equation for rotational motion is:
(1)
where is angular acceleration in units of rad/s2, is applied torque in N m, and finally I is the moment of inertia or rotational inertia in units of kg m2. For a uniform disk pivoted about the center of mass, the theoretical moment of inertia is
(2)
where M is the mass of the disk and R is the radius of the disk. In Part I we measure the angular acceleration, α, and use this to calculate moment of inertia, I, which we will compare with the theoretical value of I.
In Part II the moment of inertia is the sum of the moments of inertia of the two masses and the rod. For the masses that slip onto the rod, we will assume point masses. Thus, the moment of inertia for one of the two masses is:
(3)
where r is the distance of the center of mass from the axis of rotation located at the center of the rod. Because the masses can be moved along the rod, r will be adjusted to change their moment of inertia. The moment of the inertia of the rod with mass M and a length L is:
(4)
The moment of inertia for a rod with length L and two masses on each end at a distance r is simply the sum of the.
Self-awareness is key to improving your communication skills. Reflec.docxtcarolyn
Self-awareness is key to improving your communication skills. Reflect on your strengths and weaknesses as a communicator (in general - not just with regard to students). What do you do well? What do you need to improve upon? Be specific. Provide examples of each and what you plan to do to improve your communication skills.
.
Self-Assessment Surveys and Development of Leadership Talent P.docxtcarolyn
Self-Assessment Surveys and Development of Leadership Talent" Please respond to the following:
Debate the usefulness of self-assessment surveys to determine employees with high potential within the organization. Create a list of five (5) critical areas in which high-potential candidates would assess themselves to be included in the talent pool for promotion and discuss how you would use the assessment.
Leadership talent is an organization-wide goal. Discuss how the responsibilities of the development of leadership talent should be partitioned among Human Resources staff and line managers. Be sure to address both the identification and development of future leadership.
.
Self-Assessment PortfolioThis assignment asks you to reflect u.docxtcarolyn
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
Self-Assessment for Administrators ofChild Care Programs.docxtcarolyn
Self-Assessment
for Administrators of
Child Care Programs
NCSU Directors man. 12/7/01 10:35 AM Page 1
Self-assessment for
Administrators of
Child Care Programs
Achild care program director must manage manythings at once and still be able to prioritize all tasks
in a day’s time. While remaining calm and collected, the
child care director must also be aware that changes may
affect the staff and the enrolled families. Whether the
director directs a small family child care home business or
a large center, the skills are basically the same. The size
and number affected just may differ.
Day-to-day management is important. But you also need a
strong personal philosophy about children and families, a
long range plan, and set of defined goals developed along
with staff and families.
If you are interested in learning more about yourself and
the skills needed to be an excellent program administrator,
then please work through this self-assessment.
Child Care Director’s and
Administrator’s Self-assessment
North Carolina Institute for Early Childhood
Professional Development
Name ________________________________________
Current Position _______________________________
I feel my personal strengths are:
To be a more effective child care administrator,
I think I need to improve:
My career goals are:
1
NCSU Directors man. 12/7/01 10:35 AM Page 2
Self-Assessment
There are 76 items covering 11 different competency
areas in this self-assessment. For each item, think about
your abilities and skills. Then give yourself an honest
rating between one and five.
5 = I have mastered this area and could teach others.
4 = I am strong in this area but could improve.
3 = I am average in this area.
2 = I am below average in this area and could learn more
êêêabout this.
1 = I really need help with this to be more effective.
Educational Knowledge and Skills
__ 1. I understand developmentally appropriate practices
and assure that they are used in every aspect of the
program.
__ 2. I understand the particular needs and characteristics
of children at each stage of development (i.e., infan-
cy, toddlers, etc.).
__ 3. I understand how important theories (such as those
by Piaget, Erickson, & Vygotsky) can be in guiding
practice in the classroom.
__ 4. I make special adaptations to include children with
special needs in the educational program.
__ 5. I assure that staff serve on IEP teams and incorporate
appropriate activities from the IEP in the classroom.
__ 6. I know the warning signs of abuse and neglect and
know how to make appropriate referrals to
supportive services.
___ Total Educational Knowledge and Skills
Organizational Skills
__ 1.I understand the legal standing and status of the
program, its history, philosophy, & goals.
__ 2. The mission of the program is based on parental
advice and needs.
__ 3. My work with the Program Advisory Board and
other advisory groups is productive.
__ 4. I use effective short-term p.
Self Reflection PaperAt the end of the semester, students are re.docxtcarolyn
Self Reflection Paper
At the end of the semester, students are required to write a 5 to 6-page Self Reflection Paper (Times New Roman font size: 12, double-spaced) in the APA style, of what they have taken away from this class. The Self Reflection Paper is somewhat like a process of analyzing, reviewing, summarizing and also questioning the experiences gained; it is not a summary of the seven (7) Modules of the assigned reading from the text, Seven Trends in Corporate Training and Development.
Rationale for Assignment: One way we learn is from experiences—they let us absorb (through reading, hearing and feeling), they let us do the activity, and they let us interact and apply the knowledge we learn when we socialize. Dewey (1933) wrote that another way we learn is by reflecting on these experiences. When we reflect, we are linking what we had just experienced and promoting a mental framework which is more complex and interrelated. This reflection and thinking allow us to look for things that are different, having commonalities, and also those that are interrelated, hence achieving the goal of developing higher order thinking skills.
MUST USED THESE TO FOR CITATIONS
Seven Trends in Corporate Training and Development.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Health.
Rubric
Grading Rubric for Reflection/Response Paper
Grading Rubric for Reflection/Response Paper
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeQuality of Information
1.5 pts
Good understanding in the depth and breadth of the subject matter fully and all related concepts. Quality of work suggests personal reflection. Work is of exceptional quality.
1.0 pts
Some understanding of the key concepts and draws valid inferences. Articulately reflects some ideas, opinion, and alternate approaches.
0.5 pts
Understands basic key concepts but is unable to draw inferences. Information presented has some errors.
0.0 pts
Misunderstands key concepts. Significant errors in content, interpretation of the material. Reflection not relevant to material.
1.5 pts
This criterion is linked to a Learning OutcomeCritical Thinking
1.5 pts
Enhances the critical thinking process consistently through reflection in responses.
1.0 pts
Critical thinking & reflection are sometimes demonstrated in responses.
0.5 pts
Responds to some questions but does not engage in reflection.
0.0 pts
Does not respond to posted questions.
1.5 pts
This criterion is linked to a Learning OutcomeConnection to Outside Experiences
1.0 pts
In-depth synthesis of thoughtfully selected aspects of experiences related to the topic. Makes clear connections between what is learned from outside experiences and the topic.
0.7 pts
Goes into some detail explaining some specific ideas or issues from outside experiences related to the topic. Makes general connections between what is learned from outside experiences and the topic.
0.3 pts
I.
Select one of the following modern management authors Warren Be.docxtcarolyn
Select one of the following modern management authors:
Warren Bennis
Douglas McGregor
Tom Peters
Jim Collins
Harold Geneen
Ken Blanchard
Michael Porter
Michael Hammer
John Kotter
Peter Senge
Write a three-page paper on the author you selected and answer the following questions.
Use the MLA method to cite your sources for your paper.
1. What were the most significant contributions to management theory made by the author you selected?
2. Which aspects of their theories do you think are still relevant in today’s business environmen?
3. Which aspect of their theories do you doubt are still relevant in today’s business environment?
4. If you were going to perform additional research on their theories, which aspects of their theories would, you research. Why?
.
Select one of the following individualsTed BundyAil.docxtcarolyn
Select
one of the following individuals:
Ted Bundy
Aileen Wuornos
Charles Manson
See instructor for permission for any individual not listed
Write
a 700- to 1,050-word case study about the individual you selected.
Include
or
address
the following in your case study:
A brief summary of the selected individual's childhood history, as well as a brief summary of the crimes they committed
Score the ACES based on what you can learn about the individual's history. Based on the ACES results, identify the risk factors that may have contributed to delinquent behaviors exhibited by your chosen individual.
Identify any other extrafamilial and family factors you think may have contributed to the risk that were not reflected in the ACES score.
List any protective factors that may have helped to reduce the risk.
Include at least 2 peer-reviewed resources to support your findings.
.
Select and complete one of the following assignment option.docxtcarolyn
Select
and
complete
one of the following assignment options to explain the formative influence of mass media on American culture.
Write
a 350- to 700-word summary in which you answer the following questions:
What were the major developments in the evolution of mass media during the last century?
How did each development influence American culture?
What is meant by the term
media convergence
, and how has it affected everyday life?
APA guidlines
.
Select one of the cases on civil liberties that interests you..docxtcarolyn
Select
one of the cases on civil liberties that interests you. Provide an analysis that addresses the following:
The civil liberty that is addressed in the case, including the text of the amendment from the
Bill of Rights
An explanation of the Supreme Court's involvement, including the following:
The importance of the ruling (why it is significant)
How the case moved through the lower courts to eventually be heard by the Supreme Court
The powers granted to the Supreme Court by the constitution that allowed them to rule on the case
Format
your assignment as one of the following:
18- to 20-slide presentation with detailed speaker notes
875-word paper
Include
citations for all unoriginal ideas, facts, or definitions in an APA-formatted reference list.
.
Select an organization (Gwinnett County Sheriffs Office) with.docxtcarolyn
Select
an
organization (Gwinnett County Sheriff's Office)
with which you are familiar and
obtain faculty approval for your choice. Send your instructor a message from the Message tab.
Write
a 1,400- to 1,750-word paper that includes the following:
The organizational overview.
Prioritized assessment of the strengths, weaknesses, threats and vulnerabilities of your selected organization's security system(s), including facilities, people, information systems, and other appropriate assets.
The influence of crime and criminology in your assessment, as well as applicable national and global issues.
Incorporate the
SWOT matrix
into your assignment, along with supporting narrative. Address both tabs of the attached template, SWOT and THREAT.
TurnItIn Report
.
Select a psychological disorder and a local organization that prov.docxtcarolyn
Select
a psychological disorder and a local organization that provides mental health services. Obtain faculty approval of your selected disorder before beginning this assignment.
Research
the organization's website or speak to someone in the organization.
Write
a 700- to 1,050-word paper in which you examine your selected psychological disorder in the context of the chosen organization's goals. Include the following in your paper:
Identify multiple cultures the organization serves.
Identify symptoms of your selected disorder and describe how the interpretation of the symptoms varies across cultures.
Discuss how the impact of culture affects interpretations of symptoms and recommendations of services for that organization.
Include
a minimum of three credible, peer-reviewed references.
Format
your paper consistent with APA guidelines.
.
Senior Design Report Sample
Description:
This senior design project is called SafeStride. It is designed and made for people who do not have the ability to walk or need help walking. Many people around the world, and especially in the United States, who do not have the ability to walk without using cranes and crutches. However , there are many who use these tools incorrectly, therefore causing more harm on themselves rather than heeling themselves. So SDSU Electrical Engineering seniors came up with an idea of SafeStride in an effort to improve walking aids. The seniors came up with an idea of a cane that assists better in walking than the crutches and canes we see today. With the development of software technology and programming, students were able to make this cane send and receives data from a program, which then used by therapists and medical professionals to check if the cane is used appropriately by the person or not.
Devices:
There are many devices used in this project. For instance, one device is the Bluetooth RN42 chip. This device is coordinated to send information to a gadget where experts play out their investigation. More so, a lithium-ion battery that has energy which controls the gadgets found in the stick. At the base of the stick, there is a cell that checks the weight applied on the stick by the client. Also, there is a 18560 battery which is utilized to control up the stick's hardware through the charging of the battery. To get this stick working, sensors were used to measure metrics and use signals to send it to microcontrollers, and after they are sent by wireless to the computer.
Cost:
The project costed the students $643.43, $79.94 for the power components, $59.85 for the IMU, $120.54 for the Bluetooth Module, $125.70 for other components, and $151.85 for the materials of the cane.
Purpose of Assignment
This activity helps students recognize the significant role accounting plays in providing financial information to management for decision making through the evaluation of financial statements. This experiential assignment requires students to use ratios to evaluate and analyze a company’s liquidity, solvency, and profitability.
Two-Rivers Inc. (TRI) manufactures a variety of consumer products. The company's founders have run the company for thirty years and are now interested in retiring. Consequently, they are seeking a purchaser, and a group of investors is looking into the acquisition of TRI. To evaluate its financial stability, TRI was requested to provide its latest financial statements and selected financial ratios. Summary information provided by TRI is presented below.
Required:
a. Calculate the select financial ratios for the fiscal year Year 2. (use MS word or excel but excel is more recommended)
b. Interpret what each of these financial ratios means in terms of TRI's financial stability and operating efficiency.
500 words
Click the Assignment Files tab to submit your assignment.
Abstract :
K.
Seminar1240 www.thelancet.com Vol 387 March 19, 2016.docxtcarolyn
Seminar
1240 www.thelancet.com Vol 387 March 19, 2016
Attention defi cit hyperactivity disorder
Anita Thapar, Miriam Cooper
Attention defi cit hyperactivity disorder (ADHD) is a childhood-onset neurodevelopmental disorder with a prevalence
of 1·4–3·0%. It is more common in boys than girls. Comorbidity with childhood-onset neurodevelopmental
disorders and psychiatric disorders is substantial. ADHD is highly heritable and multifactorial; multiple genes and
non-inherited factors contribute to the disorder. Prenatal and perinatal factors have been implicated as risks, but
defi nite causes remain unknown. Most guidelines recommend a stepwise approach to treatment, beginning with
non-drug interventions and then moving to pharmacological treatment in those most severely aff ected. Randomised
controlled trials show short-term benefi ts of stimulant medication and atomoxetine. Meta-analyses of blinded trials
of non-drug treatments have not yet proven the effi cacy of such interventions. Longitudinal studies of ADHD show
heightened risk of multiple mental health and social diffi culties as well as premature mortality in adult life.
Introduction
Attention defi cit hyperactivity disorder (ADHD) is a
childhood-onset neurodevelopmental disorder char ac-
terised by developmentally inappropriate and impairing
inattention, motor hyperactivity, and impulsivity, with
diffi culties often continuing into adulthood. In this
Seminar, we aim to update and inform early career
clinicians on issues relevant to clinical practice and
discuss some controversies and misunderstandings.
Defi nitions of ADHD
ADHD is a diagnostic category in the American
Psychiatric Association’s Diagnostic and Statistical
Manual of Mental Disorders 4th edition (DSM-IV)1 and
the more recent DSM-5.2 The broadly equivalent
diagnosis used predominantly in Europe is hyperkinetic
disorder, which is defi ned in WHO’s International
Classifi cation of Diseases (10th edition; ICD-10).3 This
defi nition captures a more severely aff ected group of
individuals, since reported prevalence of hyperkinetic
disorder is lower than that of DSM-IV ADHD, even
within the same population.4 Key diagnostic criteria are
listed in the panel. DSM-5 has longer symptom
descriptors than those used in DSM-IV; these descriptors
also capture how symptoms can manifest in older
adolescents and adults. DSM-IV distinguished between
inattentive, hyperactive–impulsive, and combined sub-
types of ADHD; a diagnosis of the combined subtype
required the presence of symptoms across the domains
of inattention and hyperactivity–impulsivity. However,
ADHD subtypes are not stable across time,5 and DSM-5
has de-emphasised their distinctions. ICD-10 does not
distinguish subtypes; symptoms need to be present from
the three separate domains of inattention, hyperactivity,
and impulsivity for a diagnosis of hyperkinetic disorder.
The diagnosis of ADHD or hyperkinetic disorder also
requires the pre.
Seminar in Public Human Resources Administration Questions & Key Te.docxtcarolyn
Seminar in Public Human Resources Administration: Questions & Key Terms [Day One]
Critical Thinking Questions
1. Identify and describe the four public personnel management functions (PADS).
2. What are the four competing values that have traditionally affected the allocation of public jobs? Which three nongovernment values that have emerged recently conflict with them?
3. What is a personnel system?
4. What are the key programs that are impacting public personnel systems? Give an example of each.
5. Identify and describe the four traditional competing public personnel systems. What are the two emergent antigovernment personnel systems that have recently been added to them?
6. What does each of these three groups (elected and appointed officials, managers and supervisors, and HR directors and specialists) contribute to public personnel management?
7. What are the six stages in the development of the role of the public HR manager? What different expectations have people had for them in each stage?
8. What competencies do HR managers need, and where can they get them?
Key Terms: Please define and give one example
1. Civil Service Reform Act of (1978)
2. civil service (merit) system
3. collective bargaining
4. decentralized government
5. equal employment opportunity systems
6. faith-based organizations (FBOs)
7. franchise agreements
8. human resource management (HRM)
9. nongovernmental organizations (NGOs)
10. nonstandard work arrangements (NSWA)
11. Office of Personnel Management (OPM)
12. partnerships
13. Pendleton Act (1883)
14. political patronage system
15. privatization
16. contingent workers
17. exempt appointments
18. professional associations
Doing Public HRM in the USA
1
1
Leadership vs Management of Public HMR
What is leadership?
What is management?
How does leadership and management of HMR compliment each other
and how do they conflict with each other?
2
All
Solution
s are tomorrow’s problem,
Redefine the problem as a challenge,
then look for opportunities.
3
Problems that impact Public HRM in the USA
How many public employees are there?
Is it really cheaper to use third-party government and contingent workers than a public worker?
How many others share in the responsibilities with personnel managers and their technical specialist in the supervision of HRM?
How do they work in practice?
How do these shared HRM roles and functions translate into structures and administrative in a given organization?
How do the evolving values and systems affect the roles and competencies of public HRM?
4
Myths and Realities of Public Employment
All federal employees symbolize government bureaucracy!
In reality they only constitute about 13 percent of all public workers.
The primary federal functions are national defense, postal service, and financial management.
The primary state and local functions are education, police protection, highways, corrections, welfare, and utilities.
Education comprising mo.
Seminar in Strategic-3 Management-V3BAjay K. Garg604-648-4.docxtcarolyn
Seminar in Strategic-3 Management-V3B
Ajay K. Garg
604-648-4495
[email protected]
Executive Summary
An executive summary is a brief section at the beginning of a long report, article, recommendation, or proposal that summarizes the document.
It is not background and not an introduction.
People who read only the executive summary should get the essence of the document without fine details.
The executive summary is concise, typically one to two pages long, and presents the main points in a formal tone.
For example, a business plan for an external audience includes financial information and details on the size and scale of a company.
Startups seeking funding and investors treat the executive summary as a way to get the reader’s attention by highlighting specific financial requirements and how it impacts the business strategy.
Summarize the information you’re presenting in a manner that keeps the reader engaged and motivated to continue reading.
Introduction
Introduction:
The opening statement, paragraph, or section should clearly state the document’s purpose and the content to follow.
Deciding on how to use this section comes down to the desired outcome for the reader or audience.
They want to immediately find value in the information you present, so the details included in the introduction should grab and hold the reader’s attention.
Company Information
Company Information:
When writing an executive summary for an external audience, include your company name, a description of your mission or purpose, contact information, location, and the size and scale of your operations.
In some cases, the summary introduces the founders, investors, and corporate leadership.
It might include background information of each that outlines previous industry or startup experience, or historical context on the current state of the company.
When used in a presentation or research report, introduce the team presenting or responsible for the report’s findings.
Products and Services
Products and Services:
The executive summary is the place to highlight the problem you solve or the need you fulfill.
For a report, this is where you might highlight what you researched and what the reader should know about your findings.
For marketing plans or product launch presentations, tell the reader why your service or product is relevant at this particular moment in time.
Market Analysis
Market Analysis:
The executive summary of a business plan might profile the target customer and explain the market opportunity for a product or service.
Consider answering questions like: Is there a five year plan for this market?
How do you anticipate growing the customer base and improving market share?
What stands out from your research about your customers that the reader should know before you summarize the rest of the business?
Competition Analysis
Competition Analysis:
This section should include answers to the following questions:
Wh.
Semi-literate children in a remote village were given access to a co.docxtcarolyn
Semi-literate children in a remote village were given access to a computer and taught themselves molecular biology.
Discuss in 500 words what this says about governments responsibility to break the
digital divide
. Include at least one quote enclosed in quotation marks and cited in-line.
.
Semester Paper • The paper must be a minimum eight page (e.docxtcarolyn
Semester Paper
• The paper must be a minimum eight page (excluding the cover and reference pages)
double spaced paper in APA format (consult a model which is on Blackboard above
where the videos for this class are located).
• This paper should be over a peace and justice topic the student has a genuine interest in
(and be related in one or more ways with the organization one has selected).
• The student’s identification and initial contact with a peace group or organization must be
an important part of this paper around which selected peace study theory, concepts and
ideas must revolve (consult Louisville Peace Web on Blackboard above where the videos
for this class are located). If a student in this class does not live in or close to the
Louisville area, and a peace and justice organization of interest is in their area, it is best
that that organization be the student’s focus.
• The peace study group or organization with which one will work must be documented in
an appendix to the paper, as well as in the references page(s).
• Students must be given written email approval for the paper topic by the instructor at
least one calendar month prior to the due date.
• The student will provide a purpose for the topic, a tentative title, and, two sources with
one being a peer review journal source in order for approval to be granted.
NOTE: Since the capstone course (PEAC 550) requires a longer paper and hours of work
with a peace and justice organization, this assignment in PEAC 325 is designed to make
the transition to the capstone class considerably easier. As such this paper should not
only focus on an instructor approved topic of genuine interest to the student, but also
requires the documentation of the initial stage of identification, (in-person) contact and
acceptance for later work with a peace and justice organization in the Louisville area (or
the area nearest where the student is located if the student does not reside in the
Louisville area). Additionally, the peace and justice organization name, mission and
goal(s) must be integrated into the paper in an appropriate place.
NUR204: Week 9 Assignment Page 1
`
Assignment: Change Paper
Assignment Overview
In this assignment, you will assess a current semi-direct or indirect nursing situation that is in need
of change. Observe a healthcare environment, focusing on areas of the nursing process that are
inefficient, unsafe, or problematic in nature. Diagnose the problem and choose a nursing change
theory that suits the change(s) you want to make. Propose a detailed plan based on your chosen
change theory, explaining how to implement change. Develop criteria to evaluate the effectiveness
of the plan and include a timeline for your change proposal. Finally, reflect on how your change
affects the nursing profession.
Assignment Details:
Perform the following tasks:
Complete the reading assignment and.
Selling to the Government Best Prospects for Small Entreprene.docxtcarolyn
Selling to the Government : Best Prospects for Small Entrepreneurial Firms Page 2
International Management
Summer B
Professor J. Haar
Selling to the Government:
Best Prospects for Small Entrepreneurial Firms
Prepared By:
Andrew Hussey
Cecilia Jimenez
Juan Diego Membreño
Table of Contents
3Introduction - Why Sell to the Government?
4Department of Defense (DoD) - Brief Information
5Laws, Rules, Restrictions/ Limitations
7Confidentiality and Security
8Small Businesses Programs
12Contracting Methods & Bidding Procedures
15Contracts
16General Services Administration - GSA
17Advantages and Disadvantages of Selling to the Government
18Effects of Political Change
19Best Prospects for Small Businesses Entrepreneurs – By Industry
21Other Government Trends
23CASES AND SUCCESS STORIES:
24Rose Wang &Binary Consulting Inc.
24Lurita Doan & New Technologies Management Inc.
25Turkish Firms Using DoD Procurement Programs
25Bavarian Nordic – Denmark, Biopharmaceutical Company
26Steps to Consider
28Difficulties
30Foreign Firms and US Government Contracts
31Strategies and Final Recommendations
32Conclusion
34REFERENCES
38APPENDIX
Selling to the Government: Best Prospects for Small Entrepreneurial Firms
Introduction - Why Sell to the Government?
Selling to the United States government is a multi-billion dollar market – per year. The size of this market cannot be given a specific monetary value, due to the fact that every year, the U.S. government spends more money than it did in the previous year. Trends are showing that government spending increases every year sometimes by as much as ten to twenty percent. Back in the mid-1980s, selling to the government was roughly a $30 billion per year market (Black 1989). Since then, government spending has increased more than ten fold. This is especially apparent in the defense segment of the government. The United States government will not hesitate to spend whatever it needs to satisfy the wants of its defense, regardless of how much it stands to lose or gain.
With a market this big, there is no end to the opportunities that exist for the small business man or woman. This paper will focus on the opportunities that exist for disadvantaged small entrepreneurial firms who would like to sell to the government and touch on what would be required for such a firm to do so. The thought of having the government as a consumer of these small disadvantaged businesses seems like an awkward situation, but it provides for much of the growth of these small firms, both domestic and foreign.
[See Definition in Appendix for Small/Disadvantaged/Minority Firm]
Department of Defense (DoD) - Brief Information
The United States Department of Defense, created in 1949, is the executive department of the government that watches over everything involving or relating to national security and the military (DoD “About DoD” 2007). Its headquarters is the Pentagon, located in Arlington County, Virginia. The DoD has more.
Select a legal case from the following list or another case relate.docxtcarolyn
Select
a legal case from the following list or another case related to psychological assessment
Legislation
Americans with Disabilities Act of 1990
Civil Rights Act of 1964 (amended in1991), also known as the Equal Opportunity Employment Act
Health Insurance Portability and Accountability Act of 1996 (HIPAA)
Write
a 1,500- to 1,750-word paper discussing:
The background of your selected case and the legal implications of the decision
An analysis of the biases related to the assessments in the case
The ethical implications for diverse populations in relationship to the case
The role of norming in creating bias
.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Semester Spring 2020Course Code PHYS218Course Title.docx
1. Semester: Spring 2020
Course Code: PHYS218
Course Title: Modern Mechanics
Experiment #: TAP 3
Experiment Title: VARIABLE g PENDULUM
Date: ………………………..
Lab#................................
Section: ……………………….
Student Name
Student ID
Feedback/Comments:
Grade: …….. /100
1. Introduction
2. This experiment explores the dependence of the period of a
simple pendulum on the acceleration due to gravity. A simple
rigid pendulum consists of a 35-cm long lightweight (28 g)
aluminum tube with a 150-g mass at the end, mounted on a
Rotary Motion Sensor. The pendulum is constrained to oscillate
in a plane tilted at an angle from the vertical. This effectively
reduces the acceleration due to gravity because the restoring
force is decreased.
2. Objectives
· Measure the effective length of variable-g pendulum.
· Measure the period of a variable-g pendulum for different
values of the tilt angle and verify the dependence of the
function T versus .
· Measure moment of inertia
3. Experimental setup:
· Large rod base
· 45 cm stainless steel rod
· Angle indicator
· Rotary motion sensor
· Pendulum accessories
· Air link PASPORT interface
4. Theory
The period of a simple pendulum is given by:
(1)
Where is the acceleration due to gravity and the approximation
becomes exact as the amplitude of the oscillation goes to zero.
We will limit to angles less than 10° (0.17 rad) where assuming
the equality in equation 1 holds produces an error of a fraction
of a percent. Here it is understood that is a constant
acceleration that acts in the plane of oscillation.
The pendulum we use is actually a physical pendulum (not a
point mass) so equation 1 is replaced by the rotational analog:
3. (2)
where I is the moment of inertia of the system about the fixed
axis, m is the mass of the brass masses (150 g) plus the rod (26
g), and r is the distance from the axis to the center of mass of
the rod plus masses (~31 cm). Note that I, m, & r are all
constant and that I/mr must have the units of length so we may
write:
(3)
where is the effective length of a simple pendulum that would
behave the same as our physical pendulum. We may then re-
write equation 2 in the form of equation 1:
(4)
We will determine by measuring the period when . Then we
have:
(5)
In this experiment, the acceleration will be varied by tipping the
plane of oscillation of the pendulum by an angle of θ from the
vertical (figure 1). The component of g that is in the plane of
oscillation is where:
(6)
Figure 1: Components of g
Note that the component of g perpendicular to the plane of
oscillation, , is cancelled by forces in the rod since no motion is
allowed in this direction. Putting it all together gives:
(7)
4. Finally, combining equation (4) and (6) we have:
(8)
5. Pre-lab Preparation
Read section 11.2 (page 422). Also read the slides posted on
Moodle corresponding to chapter 11.
6. Experimental Procedure
a) Adjust the an initial angle of 0° (figure 2)
b) In PASCO Capstone, click <Hardware Setup> in the Tools
palette to open the Hardware Setup panel. Confirm that the
Hardware Setup panel shows the Air Link interface you are
using and the icon of the Rotary Motion Sensor (figure 3)
Figure 2. Setup
Figure 3. Hardware Setup panel
5. c) Set up a data display. For example, drag the Graph icon from
the Displays palette onto the workbook page, or double-click
the icon to create a Graph display (figure 4)
d) Set up the Graph display to show Angle (rad) on the vertical
axis. Click the “Select Measurement” menu button on the
vertical axis and pick Angle (rad) from the menu. Time (s)
automatically shows on the horizontal axis (figure 5)
e) Displace the pendulum from equilibrium (no more than 10
degrees [0.17 rad] amplitude) and let go
Figure 6
Figure 4
Figure 5
f) Click ‘Record’ in the lower left corner of the PASCO
Capstone window to begin recording data. (The <Record>
button changes to <Stop>.) (figure 6)
g) Let the timer run for 20 seconds and click STOP.
h) Read the period on the digits display
i) Change the value of the angle (given at table 1) and repeat
steps (e), (f), (g) and (h).
6. j) Record your results and complete the table 1
7. Experimental Work (40 %)
Run the Interactive simulation of the link below (Click on the
first button “Intro”)
https://phet.colorado.edu/sims/html/pendulum-
lab/latest/pendulum-lab_en.htmlUse the sliders in the right of
the simulation to fix the pendulum parameters as follows:
Length (m)
Mass (kg)
Gravity
Friction
0.75
1.2
Earth
None
· Left-click on the pendulum mass and drug it to an angle of 15°
and release it.
· Untick the “Ruler” option and Tick the “Stopwatch” in order
to measure the period of oscillations.
Angles
15°
12°
10°
8°
5°
Period T (s)
1. Fill the table below (5%)
2. Knowing that absolute error of time measurement using the
7. stopwatch in this simulation is 0.05s, how does decreasing the
angle change the Period T? (5%)
Use the sliders in the right of the simulation to fix the pendulum
parameters as follows:
Length (m)
Mass (kg)
Gravity
Friction
0.75
Earth
None
· Left-click on the pendulum mass and drug it to an angle of 15°
and release it.
· Untick the “Ruler” option and Tick the “Stopwatch” in order
to measure the period of oscillations.
3. Fill the table below (5%)
Mass (Kg)
0.50
0.75
1.00
1.25
1.50
Period T (s)
4. Knowing that absolute error of time measurement using the
stopwatch in this simulation is 0.05s, how does increasing the
mass change the Period T? (5%)
8. Use the sliders in the right of the simulation to fix the pendulum
parameters as follows:
Length (m)
Mass (kg)
Gravity
Friction
1.00
Earth
None
· Left-click on the pendulum mass and drug it to an angle of 15°
and release it.
· Untick the “Ruler” option and Tick the “Stopwatch” in order
to measure the period of oscillations.
5. Fill the table below (10%)
Length L (m)
0.30
0.40
0.50
0.75
1.00
Period T (s)
T2 (s2)
9. 6. Plot the Graph of the Function T2 versus L (10%)
Bonus Question : (10 %)
Knowing that theoretical formula of the simple pendulum period
of oscillations in the small angle approximation (Angle less
than 15°) is given by the formula:
Use the slope of the function in order to calculate the
experimental value of the Earth Gravity Constant g.
8. Analysis/Report (60%)
1. Record your results and plot the graphTexp(s) versus θ(°)
(15%(table)+5%(graph))
10. 2. Explain how increasing of the angle effects the period (5%)
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3. Plot the graphsTexp(s) versus (15%)
3. Determine graphically the slope of the function Texp(s)
versus . (5%)
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11. _____________________________________________________
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4. Using the result of the previous question and equation to
calculate the effective length of the pendulum (10%)
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5. Use the result of previous question and the formula (3) and
given data and to calculate the moment of inertia I(5%)
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T2 (s2) 0.3 0.4 0.5 0.75 1.0
12. 0.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0 55.0 60.0 65.0
70.0 75.0 80.0
θ(°)
Texp (s)
Texp (s)
1 of 10
2 of 10
Use the below formulae to fill Table 1
( Not sure should we give it to them or not )
θ(°)
%Error
0
1,152
15
1,172
20
