...sporadic cases of infectious intestinal disease among customers (Michaels). Earliest studies showed 13% of US coins and 42% of paper money had potential pathogens. They identified E. coli, P. aeruginosa, Klebsiella, Proteus, and Staphylococcus species.Studies after that saw that 18% of coins and 7% of currency tested had organisms that could be disease producing. E. coli and salmonella enteritidis were shown to transport pathogens even a few days after contact (Michaels). E. coli could survive up to 11 days on some coins, and contaminate other surfaces. The US government takes soiled and tattered notes out of circulation. The important variable depends on where the money has been, as well as activities performed before handling it. It stands to reason that money will bare the microbial imprint of previous activities. The more recent the activity, the higher the microbial count. Also depending on where the study took place, the levels of intestinal disease could be quite high. Old Nigerian currency was found to be so contaminated it was considered a health risk for treasury workers due to impairment of lung function so they were withdrawn from circulation. Turkish and Burmese notes have more potential pathogens, including S. aureus, E. coli, P. aeruginosa, and Shigella flexneri. Viruses were not tested on money, but the potential for transmission on money is obviously possible. In the past, even dating back to aristocratic pactice of having servants iron money for both appearance and...
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...and cannot be predicted with certainty.” i.e. it is uncertain (we don’t know ahead of time what the answer will be) and repeatable (ideally).The sample space is the set containing all possible outcomes from a random experiment. Often called S. (In set theory this is usually called U, but it’s the same thing) Discrete probability Finite Probability This is where there are only finitely many possible outcomes. Moreover, many of these outcomes will mostly be where all the outcomes are equally likely, that is, uniform finite probability. An example of such a thing is where a fair cubical die is tossed. It will come up with one of the six outcomes 1, 2, 3, 4, 5, or 6, and each with the same probability. Another example is where a fair coin is flipped. It will come up with one of the two outcomes H or T. Terminology and notation. We’ll call the tossing of a die a trial or an experiment. Where we should probably reserve the word experiment for a series of trials, but when there’s only one trial under consideration, then the experiment is just the trial. The possible values that can occur when a trial is performed are called the outcomes of the trial. Following the notation in the text, we’ll generally denote the outcomes ω1, ω2,. .. ωn, where n is the number of possible outcomes....
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...MENDELIAN GENETICS DEFINITION OF TERMS * Genetics – the study of heredity and variation * Heredity – the transmission of traits from one generation to another, from parents to offspring; the protoplasmic continuity between parents and offspring * Variation – any difference existing between individuals of the same species * Chromosome – rod-shaped body in the nucleus of eukaryotes and prokaryotes that contains the hereditary units or genes seen particularly during cell division * Gene – the unit or heredity occupying a particular location on the chromosome and passed on to offspring * Locus – the location of a gene on a chromosome * Diploid – the 2N number of chromosomes; twice the number of chromosomes found in gametes * Haploid – the N number of chromosomes; half the diploid number; the number characteristic of gametes that contain only one set of chromosomes * F1 generation – first filial generation; the first-generation offspring of a genetic cross that has at least two generation * F2 generation – second filial generation; the second-generation offspring of a genetic cross * Homozygous – a pair of similar of like genes for any one character * Heterozygous – a pair of contrasting traits of two kinds of genes * Genotype – the particular genes of an individual that determine a specific trait * Phenotype – the outward appearance of an organism, caused by genetic and environmental influences * Allele –...
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...capabilities to begin building your own Monte Carlo simulations applied to a wide range of business problems, including the construction of short-term profit plans (otherwise referred to as “Cost-Volume-Profit” models, covered in Chapter 9 of the text). Monte Carlo refers to a widely used approach for solving complex problems using computer algorithms to simulate the variables in the model (e.g., a CVP model). Typically, an algorithm is developed to "model" the problem, and then the algorithm is run many times (from a few hundred up to millions) in order to develop a statistical data set for how the model behaves. Simple Example: Tossing a “Fair” Coin—Heads vs. Tails? For the simplest example, consider the basic coin toss. This is a process which has two possible outcomes (heads or tails), each with a 50% probability. In a million coin tosses, roughly half will be “heads” and half will be “tails.” A simple Monte Carlo simulation would support this conclusion. If you were to develop a spreadsheet with a random number generator resulting in 0 for “heads” and 1 for “tails,” then have the spreadsheet recalculate a million times, you would see that very close to 50% of the recalculations resulted in 0 (“heads”) and the other 50% in 1 (“tails”). The basic approach would be to build a spreadsheet with random number generators that replicate the probabilities in the model. This is the essence of simulation: you are simulating the output(s) of a model given many...
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...Lesson Plan for young learners: ( Pre – Primary ) Name of the Teacher : xxxx xxxxx | Date: 11/5/2015 | Age Group : 3-5 | Number of Students : 25 | Name of the activity: Beginning measurement | Material(s) used: * Ruler * Tape measure * Yardstick * Scale * Thermometer * Classroom objects to be measured and weighed (pencil, box, book, desk, etc.). Be sure the objects can be easily measured with the tools you are using. * Clock * Coins | How is it going to benefit the child : * Demonstrate the basic measures of length, width, height, weight, and temperature by measuring objects and recording the information. * Demonstrate how time is measured by recording it to the nearest minute. * Count money using coins. | Presentation:1. Display a ruler, yardstick, tape measure, and scale. Explain to students that these tools are used to measure. The ruler, tape measure, and yardstick are tools for measuring the length, width, and height of an object. The scale is used to find the weight of an object. Model how to place an object on the scale and read the display. Set up two stations for students to practice measuring length, width, height, and weight. * Station 1: Place several classroom objects and the ruler, tape measure, and yardstick at the station. Have students take turns using the measuring tools to find the length, width, and height of each object. They should record their measurements in Chart 1 Measuring the Length, Width, and Height of Objects...
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...EXCAVATION REPORT/TEMPLE MOUNT (JERUSALEM) PRESENTED TO PROFESSOR LEE CASTILLO FOR BIBL 471- BO3 BY REV. JOSEPH T. WHITAKER, III LU23755920 JUNE 15, 2014 1 TABLE OF CONTENTS INTRODUCTION--------------------------------------------------------------------------------------------1 HISTORICAL BACKGROUND---------------------------------------------------------------------------1 OBJECTIVE OF THE CURRENT EXCAVATION----------------------------------------------------3 PROGRESS AT THE SITE--------------------------------------------------------------------------------4 THE SIGNIFICANCE OF DISCOVERIES TO BIBLICAL STUDY-------------------------------5 2 Introduction/Report This report will identify the historical background of the Temple Mount located in Jerusalem. Any currently known excavations at the Temple Mount will be addressed. The objective of the current excavation will be noted. The progress of the excavation will be reported. The significance of discoveries to biblical studies will be clarified. Historical Background The Bible and the science of archaeology have identified the Temple Mount in Jerusalem as being the location...
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...a. What is the union of Sets X and Y? {1, 3, 6, 7, 8, 11, 21, 39, 42, 43, 567} b. What is the intersection of Sets X and Y+ {3, 11, 567} c. Create your own set Z that is a proper subset of Set X. Set Z = {3, 7, 11, 21, 39, 43} 3. Let Set 1 be the entire alphabet. Let Set 2 = {m, n, o, p, q, r} a. What is the complement of Set 2 in Set 1? 2’ = {a,b,c,d,e,f,g,h,I,j,k,l,s,t,u,v,w,x,y,z} b. Set 3 = {n, o, p, q}. Is Set 3 a proper subset of Set 2? Explain your reasoning. Yes, a proper subset is a subset that includes some but not all elements of another set 4. Take out a coin for the following problems: a. Suppose you are going to flip a coin once. What is the set of possible outcomes for this? S = {Heads, Tails} b. Suppose you are going to flip a coin twice. What is the set of possible outcomes for this? S = {Heads Heads, Tails Tails, Heads Tails, Tails Heads} c. If flip a coin twice, what are the chances that you will get one head and one tail (i.e. one in three, one in four, etc.)? Use your answer to the question 3b to get your answer. Two in four or...
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...Assignment Professor: Date: 1. Set X = {5, 7, 11, 13, 16,19}, Set Y = {1, 2, 5, 13, 19} a. What is the union of Sets X and Y? X u Y = {1,2,5,7,11,13,16,19} b. What is the intersection of Sets X and Y X ⊂ Y = {x|x ∈ X and x ∈ Y} c. Create your own set Z that is a subset of Set X. Z u X 2. Let Set 1 be the entire alphabet. Let Set 2 = {a,b,c,d,e} a. What is the complement of Set 2 in Set 1? (1 u 2)’ = 1' n 2’ b. Set 3 = {a,b,c}. Is Set 3 a proper subset of Set 2? Explain your reasoning. Yes, set 3 is a proper subset of set 2 is an infinite set 3. Take out a coin for the following problems: a. Suppose you are going to flip a coin once. What is the set of possible outcomes for this? Either you get heads or tails S = {H,T} b. Suppose you are going to flip a coin twice. What is the set of possible outcomes for this? Again either you get Heads or Tails S x S + (H,H), (H,T), (T,H), T,T) c. If flip a coin twice, what are the chances that you will get one head and one tail (i.e. one in three, one in four, etc.)? Use your answer to the question 3b to get your answer. Here we are getting a fifty fi=fty chance of getting...
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...Institute of Economic Affairs Essay Competition Entry “Because of market failure and to prevent inequality, the government should finance and provide all healthcare.” Given this common view, whilst making some reference to methods of providing and financing healthcare in other European countries, discuss whether government finance and provision of healthcare is likely to maximise welfare? Healthcare is categorised as a merit good as consuming it provides benefits to society and to the individual consumer. For instance, immunisation against a contagious disease gives us protection and results in a private benefit as well as an external one, to those who are protected from catching the disease from those who are inoculated. However, few would want inoculation only to protect others. Therefore, the demand for healthcare will be less than the socially efficient quantity. Having great advances in new technologies, treatments and drugs improves our health service’s ability to supply, as well as encouraging demand to such an extent that demand substantially exceeds supply. Unfortunately, this creates long waiting lists and therefore a scarcity of beds available for treatment. If we privatised the NHS, it would allow prices to increase to show how much it really costs to supply. But obviously, this would be very controversial and cause immigration rates to drop. This could be seen as a bad thing for some, due to the fact that many are very productive and willing to work for...
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...instances in nature for which we cannot predict the possible event that may happen. We can say in these cases that the occurrence of the event is random. However for whatever reason that the event cannot be predicted we can make a definite average pattern of results can be seen in these situations leading to random occurrences when the situation that led to the event is repeated a number of times. The simplest example for this would be if a coin is flipped many times, for roughly half of the flips it shall turn up heads. Probability measures the likelihood of an event occurring. Statistical regularity is the tendency of repeated experiments for the pattern...
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...Student’s Name Professor Course Date Investigating the Concept of Half-Life in Radioactive Decay Using Coins. Abstract The main aim of the two experiments is to verify that 50% of coins will decay (heads-up) in the first throw. In the first experiment, 100 coins (tails-up) will be placed in a box with a cover then shaken thoroughly. Coins with heads –up will be removed to represent the decayed atom. It will be realized that 52% of the coins will decay within the first throw. Similarly, the second experiment will test the same concept. Eight coins will be used for the second experiment. Eight coins will be thrown for each decay cycle. The total numbers of pennies decayed and total number of pennies thrown will be calculated. It will be realized that 50.25% of the pennies will decay during the first throw. The second experiment will also test the average value for three half-lives. It will be noted that the average value for three half-lives is 6. Data will be represented in form bar graphs, tables as well as plotted curves. Introduction Radioactivity is a spontaneous and self-disruptive process that involves emission of radiation or particles as a result of disintegration of some nuclides (Michael, 2). Half-life refers to the time taken for a substance to decay by half its original value (Jha, 4). In this experiment, the removal of the coins represents the radioactive decay of the nucleus of an atom. Serway, et al (482) states that the number N of the radioactive...
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...Knowledge and Justified Belief What is knowledge? This is the question we used to be sure of according to Plato’s theory of recollection, which tells that the knowledge is the justified belief; if this belief is true, then there is some fact make the proposition for this belief to be true; since the belief is justified by some evidence; therefore people comes up with the standard analysis of knowledge. This idea has been generally agreed till Edmund Gettier came up with the article questioning if knowledge is the justified true belief. Gettier provides two cases wherein intuitively the subject gains a justified true belief does not equal to knowledge. By contrast, Gettier’s arguments indicate the situation in which someone has a belief that is both true and well supported by evidence but fails to be knowledge. That is, it is sufficient and necessary to have belief, truth and justification to define knowledge as in classical theory, yet, the Gettier’s theory by questioning knowledge that justifiably believe one of the true proposition and dismiss the other is necessary and sufficient add-on to the classical theory to redefine knowledge. First of all, according to Plato’s theory of knowledge, that knowledge is justified true belief, or as Gettier concluded Plato’s classical theory of knowledge as: “ S knows that P if and only if P is true; S believes in P and S is justified in believing P” (Gettier 1). In the Meno, written by Plato, he believes that knowledge appears to...
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... conventional forms of fighting. Enemy Insurgents use unconventional warfare in their fighting tactics, and this irregular warfare involves many actors from civilian population to enemy combatants, and resources. Because of the fast changing wartime climate, the DoD has developed policy that was nonexistent a mere ten years ago. The DoD has developed the Counter Insurgency Initiatives in order to implement policy that gives guidance to actors involved in current theatre combat operations. Insurgency is the organized use of subversion and violence, to seize, nullify, or challenge political control of a region (COIN Initiative 2009). Counterinsurgency (COIN) places great demands on the ability of bureaucracies to work together with allies, and more increasingly non-governmental organizations (bureau of Military-Political Affairs Jan 2009). According to the Coin Initiative, efforts must be placed on local and national government structure, who serve their populations, and...
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...diameter (d inner) | radius (r inner) | measurement #1 | 7.8mm | 3.9mm | measurement #2 | 7.9mm | 3.9mm | measurement #3 | 8.0mm | 4.0mm | measurement #4 | 8.1mm | 4.1mm | measurement #5 | 7.9mm | 3.9mm | average | 7.94mm | 3.96mm | 4. Record your measurements of the thickness of the washers in the table below. | thickness (t) | measurement #1 | 1.6mm | measurement #2 | 1.6mm | measurement #3 | 1.7mm | measurement #4 | 1.7mm | measurement #5 | 1.7mm | average | 1.66mm | 5. What coin did you choose for the next part of the experiment? U.S Quarter 6. Record your measurements of the diameter of the coin in the table below. | diameter (d) | radius (r) | measurement #1 | 24mm | 12mm | measurement #2 | 23.9mm | 12mm | measurement #3 | 23.8mm | 11.9mm | measurement #4 | 23.8mm | 11.9mm | measurement #5 | 24.1mm | 12mm | average | 23.92mm | 11.96mm | 7. Record your measurements of the thickness of the coin in the table below. | thickness(t) | measurement #1 | 1.5mm | measurement #2 | 1.6mm | measurement #3 | 1.5mm | measurement #4 | 1.5mm | measurement #5 | 1..5mm | average | 1.52mm | 8. Why is it a good idea to average your measurements? It is...
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...November 4 revised November 6, 2002, 572 minutes Introduction to Probability 1 Probability Probability will be the topic for the rest of the term. Probability is one of the most important subjects in Mathematics and Computer Science. Most upper level Computer Science courses require probability in some form, especially in analysis of algorithms and data structures, but also in information theory, cryptography, control and systems theory, network design, artificial intelligence, and game theory. Probability also plays a key role in fields such as Physics, Biology, Economics and Medicine. There is a close relationship between Counting/Combinatorics and Probability. In many cases, the probability of an event is simply the fraction of possible outcomes that make up the event. So many of the rules we developed for finding the cardinality of finite sets carry over to Probability Theory. For example, we’ll apply an Inclusion-Exclusion principle for probabilities in some examples below. In principle, probability boils down to a few simple rules, but it remains a tricky subject because these rules often lead unintuitive conclusions. Using “common sense” reasoning about probabilistic questions is notoriously unreliable, as we’ll illustrate with many real-life examples. This reading is longer than usual . To keep things in bounds, several sections with illustrative examples that do not introduce new concepts are marked “[Optional].” You should read these sections selectively, choosing...
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