...characteristics that are Select one: a. biologically determined. b. relatively permanent and enduring. c. situation specific. d. shared by a group. Which of the following are stress-related illnesses? Select one: a. All of these b. Cancer c. Hypertension d. Heart disease According to Erikson, the failure to achieve intimacy during early adulthood is most likely to result in Select one: a. isolation. b. self-absorption. c. generativity. d. stagnation. Which of the following is a cognitive outcome of stress? Select one: a. Poor memory b. Heart disease c. Frustration and aggression d. Alcohol or substance abuse According to Erikson, the failure to achieve autonomy during childhood is most likely to result in Select one: a. generativity. b. isolation. c. stagnation. d. shame and doubt. Which of the following conclusions is most appropriate regarding the relationship between hostility and coronary heart disease? Select one: a. Coronary heart disease causes hostility. b. Hostile individuals have greater risk of heart disease than non-hostile people. c. Hostility causes coronary heart disease. d. Biological pre-disposition causes hostility, which in turn causes coronary heart disease. You have just encountered a snake on your walk through the bush. Your body automatically mobilises itself for action in the ______ stage of the general adaptation syndrome. Select one: a. exhaustion b. alarm c. coping d. resistance Which of the following is controlled...
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...“Bricks-and-Mortar” vs. “Clicks-and-Mortar”: an Equilibrium Analysis Fernando Bernstein Jing-Sheng Song Xiaona Zheng The Fuqua School of Business The Fuqua School of Business Guanghua School of Management Duke University Duke University Peking University Durham, NC 27708 Durham, NC 27708 Beijing, China 100871 Forthcoming in European Journal of Operational Research The Internet has provided traditional retailers a new means with which to serve customers. Consequently, many “bricks-and-mortar” retailers have transformed to “clicks-and-mortar” by incorporating Internet sales. Examples of companies making such a transition include Best Buy, Wal-Mart, Barnes & Noble, etc. Despite the increasing prevalence of this practice, several fundamental questions remain: (1) Does it pay off to go online? (2) Which is the equilibrium industry structure? (3) What is the implication of this business model for consumers? We study these issues in an oligopoly setting and show that clicks-and-mortar arises as the equilibrium channel structure. However, we find that this equilibrium does not necessarily imply higher profits for the firms: in some cases, rather, it emerges as a strategic necessity. Consumers are generally better off with clicks-and-mortar retailers. If firms align with pure e-tailers to reach the online market, we show that a prisoner’s dilemma-type equilibrium may arise. Keywords: Supply chain management, Game theory, E-commerce, MNL model...
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...PROJECT IN P.E. Submitted by: Eia Celine Dg. Arellano Submitted to: MR. Alfred sta. maria SINGLE ELIMINATION A single-elimination tournament, also called an Olympic system tournament, a knockout, cup or sudden death tournament, is a type of elimination tournament where the loser of each match or bracket is immediately eliminated from winning the championship or first prize in the event. This does not always mean that the defeated competitor will not participate further in the tournament; in some such tournaments, consolation or "classification" contests are subsequently held among those already defeated to determine the awarding of lesser places, for example, a third place playoff. Where more than two competitors can play in each match, such as in a shootout poker tournament, players are removed when they can no longer play until one player remains from the group. This player moves on to the next round. A simple way to describe a single-elimination tournament is that the winner of each match moves on and the loser fails to progress in the tournament. Some advantages of single elimination tournaments are: * the participants understand them easily * they are the simplest tournaments to conduct * they are useful in determining a champion for preliminary tournaments, such as a round robin * they determine the champion in the shortest time compared with other tournaments * they can be conducted with limited facilities * they can accommodate...
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...a contract is not done with the whole world but only with the person who comes forward and accepts the offer. The acceptance might be express or implied. As per Anson, "An offer need not be made to an asertained person, but no contract can arise until it is accepted by an ascertained person". Case of Carllil vs Cabolic Smoke Ball Company. Creation of the contract - If the person performs the conditions of the offer. Thus, a person who finds a lost dog fulfills the condition of the prize money and thus a contract with the owner of the dog is created. General Offer of Continuing Nature - Some offers such as finding a lost object close when it is accepted by the first person. However, some offers, such as in the Carllil case, it can be accepted by any number of persons until the closing date of offer or until it is retracted. Q. Describe the law relating to communication of proposals, their acceptance and their revocation. Section 2(a) of Indian Contract Act 1972 says that when a person signifies his willingness to do or to abstain from doing something to another, with a view to obtaining the assent of that another, he is said to make a proposal. Further, section 2(b) says that when the person to whom the proposal is made signifies his assent, the proposal is said to be accepted. The important point to note here is that the party making the proposal or the party accepting the proposal must "signify" their willingness or assent to the other party. Thus, a promise cannot come...
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...shown in Figure 4–76. (a) What is IDSS? (b) What is VGS(off)? (c) What is the transconductance at a drain current of 2.0 mA? ID= 2.3 mA VGs = -2 v VD= Vpp – ID( RS+RD) 15 – 2.3m (1k +3.3 K) 15 – 2.3 (4.3 K) VDS= 5.11 2.3 m * 1 k Vs= 2.3 V 11. Assume the JFET with the transconductance curve shown in Figure 4–76 is connected in the circuit shown in Figure 4–77. (a) What is VS? (b) What is ID? (c) What is VDS? VD = VDD - ID*RD = 15V - (2.1mA) (3.3k Ω) = 8.07V ID = IS 2.1mA VS = IS * RS = 2.1mA * 1k Ω 2.1V ID = IDSS ( 1- (VGS/VGSoff))2 6.4 ( 1 - ( -2.1 / -5 )2 2.1 mA VDS = VDD - ID(RD + RS) 15V - (2.1MA) ( 4.3k Ω ) 15V - 9.03 = 5.97V 13. For each circuit in Figure 4–78, determine VDS and VGS. VD = VDD – ID times RD VS = IS times RS VDS = VDD - ID(RD + RS) VGS = VG - VS a) VD = 12V - (1mA) (4.7k Ω) = 7.3V VS = (1mA) (1k Ω) = 1V VDS = 12V - (1mA)(5.7k Ω) = 6.3V VGS = 0V - 1V = -1V b) VD = 9V - (3mA) (470 Ω) = 7.59V VS = (3mA) (100 Ω) = .3V VDS = 9V - (3mA)(570k Ω) = 7.29V VGS = 0V - .3V = -.3V c) VD = -15V - (5mA) (2.2k Ω) = -26V VS = (5mA) (470 Ω) = 2.35V VGS =...
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...Latency b) Muscular-anal c) Locomotor d) Adolescence e) None of the above 2. What is the crisis of the stage that Sara is in: a) Autonomy vs. Shame b) Initiative vs. Guilt c) Trust vs. Mistrust d) Industry vs. Inferiority e) None of the above 3. What is the positive outcome of the latency stage: a) Repeated frustration and failure which leads to feelings of inferiority b) A child will be able to initiate activities and enjoy learning c) The child will acquire skills for and develop competence in work and enjoy achievement d) Develop their own identity e) b) and c) 4. According to Erikson what should Sara’s teacher have done for work enjoyment and industry to result: a) Praise her for doing her best b) Tell her she can do better c) Encourage her to finish tasks d) b) and c) e) a) and c) 5. What stages has Sara passed through in Erikson’s theory? a) The oral-sensory stage b) The anal-muscular stage c) The locomotor stage d) a) and b) e) All of the above 6. According to Erikson, what is the important event for the stage Sara is in? a) Feeding b) Toilet Training c) Independence d) Schooling e) All of the above 7. According to Erikson, what should Sara’s teacher have done during the math and language time to ensure the students didn’t feel rushed? a) Give the students easier work b) Have the...
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...Tickets | Estadio | 1:45PM | Juventus | vs | Olympiakos | Grupo A | Entradas | Juventus Stadium | 1:45PM | Malmo FF | vs | Atletico Madrid | Grupo A | Entradas | Swedbank Stadion | 1:45PM | FC Basel | vs | Ludogorets Razgrad | Grupo B | Entradas | St Jakob-Park | 1:45PM | Real Madrid | vs | Liverpool | Grupo B | Entradas | Estadio Santiago Bernabéu | 11:00AM | Zenit St Petersburg | vs | Bayer Leverkusen | Grupo C | Entradas | Petrovski Stadium | 1:45PM | Benfica | vs | AS Monaco | Grupo C | Entradas | Estadio da Luz | 1:45PM | Arsenal | vs | Anderlecht | Grupo D | Entradas | Emirates Stadium | 1:45PM | Borussia Dortmund | vs | Galatasaray | Grupo D | Entradas | Signal-Iduna-Park | MIÉRCOLES, 5 DE NOVIEMBRE DE 2014 | | | | | | | Hora | Local | | Visitante | Etapa | Tickets | Estadio | 1:45PM | Bayern Munich | vs | AS Roma | Grupo E | Entradas | Allianz Arena | 1:45PM | Manchester City | vs | CSKA Moscow | Grupo E | Entradas | Etihad Stadium | 1:45PM | Ajax Amsterdam | vs | Barcelona | Grupo F | Entradas | Amsterdam ArenA | 1:45PM | Paris Saint-Germain | vs | Apoel Nicosia | Grupo F | Entradas | Parc des Princes | 1:45PM | NK Maribor | vs | Chelsea | Grupo G | Entradas | Ljudski vrt | 1:45PM | Sporting Lisbon | vs | Schalke 04 | Grupo G | Entradas | Jose Alvalade | 1:45PM | Athletic Bilbao | vs | FC Porto | Grupo H | Entradas | San Mamés | 1:45PM | Shakhtar Donetsk | vs | BATE Borisov | Grupo H | Entradas |...
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... b. Will always contain the equal sign. c. Cannot include values less than 0. d. Both a and b are correct 2. The alternate hypothesis a. Is accepted if the null hypothesis is rejected b. Will always contain the equal sign c. Tells the value of the sample mean d. None of the above 3. The level of significance a. Is frequently .05 or .01 b. Can be any value between 0 and 1 c. Is the likelihood of rejecting the null hypothesis when it is true d. All of the above 4. A tType I error is a. The correct decision. b. A value determined from the test statistic. c. Rejecting the null hypothesis when it is true. d. Accepting the null hypothesis when it is false. 5. The critical value is a. Is cCalculated from sample information. b. Cannot be negative. c. Is tThe point that divides the acceptance region from the rejection region. d. Is aA value determined from the test statistic. 6. In a one-tailed test a. The rejection region is in only one of the tails. b. The rejection region is split between the tails. c. The p-value is always less than the significance level. d. The p-value is always more than the significance level. 7. To conduct a one sample test of means and use the z distribution as the test statistic a. We need to know the population mean. b. We need to know the population standard deviation. c. We need...
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...Figure 4–76. (a) What is IDSS? IDSS=6.4mA (b) What is VGS(off)? VGS=-5V (c) What is the transconductance at a drain current of 2.0 mA? Transconductance=1.5 11. Assume the JFET with the transconductance curve shown in Figure 4–76 is connected in the circuit shown in Figure 4–77. (a) What is VS? VD = VDD - ID*RD = 15V - (2.1mA) (3.3k Ω) = 8.07V ID = IS 2.1mA VS = IS * RS = 2.1mA * 1k Ω 2.1V (b) What is ID? ID = IDSS ( 1- (VGS/VGSoff))2 6.4 ( 1 - ( -2.1 / -5 )2 2.1 mA (c) What is VDS? VDS = VDD - ID(RD + RS) 15V - (2.1MA) ( 4.3k Ω ) 15V - 9.03 = 5.97V 13 .For each circuit in Figure 4–78, determine VDS and VGS. VD = VDD – ID *RD VS = IS *RS VDS = VDD - ID(RD + RS) VGS = VG - VS a) VD = 12V - (1mA) (4.7k Ω) = 7.3V VS = (1mA) (1k Ω) = 1V VDS = 12V - (1mA)(5.7k Ω) = 6.3V VGS = 0V - 1V = -1V b) VD = 9V - (3mA) (470 Ω) = 7.59V VS = (3mA) (100 Ω) = .3V VDS = 9V - (3mA)(570k Ω) = 7.29V VGS = 0V - .3V = -.3V c) VD = -15V - (5mA) (2.2k Ω) = -26V VS = (5mA) (470 Ω) = 2.35V VGS = 0 + 2.35V = +2.35V 21 .Each E-MOSFET in Figure 4–81 has a VGS(th) of +5 V or −5 V, depending on whether it is an n-channel or a p-channel device. Determine whether each MOSFET is on or off. (a) Since VGS > VGS(th), the device is on. (b) Since VGS < VGS(th), the device is off. 24. ...
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...Discuss Themes b.) Talk about how you will organize the essay (Explain how you will be talking about the essay in three parts: Aristocrats vs. Peasants, Aristocrats vs. Aristocrats, Political Constitution) Part I: Aristocrats vs. Peasants *MAKE SURE TO LABEL THIS AS ROMAN NUMERAL I* a.) Topic sentence (Example: “This first part will talk about the conflict between Aristocrats vs. Peasants”) b.) Land Ownership c.) Debt Slavery d.) How does Solon solve these problems through economic laws—partially, mostly, or not at all? Part II: Aristocrats vs. Aristocrats *MAKE SURE TO LABEL THIS ROMAN NUMERAL II* a.) Topic sentence (Example: “This second part will talk about the conflict between Aristocrats vs. Aristocrats”) b.) Fight for Political Power c.) Friendship d.) How does Solon solve these problems through family laws—partially, mostly, or not at all? Part III: Political Constitution: *MAKE SURE TO LABEL THIS ROMAN NUMERAL III* a.) Topic sentence (Example: “This third part will talk about the Political Constituion”) b.) Government System c.) How do Solon’s political laws change Athens? Part IV: Conclusion a.) This last part can either be a summary of parts I-III, or a climax (Example: “I raised the issue of whether or not Solon solved the issues and I believe he did/did not”) Important to Remember: a.) Talk about primary sources: Plutarch’s Solon and The Athenian Constitution b.) Try not to use the first person (Don’t say “I, me, etc.”) c.) Paper must be...
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...Discuss Themes b.) Talk about how you will organize the essay (Explain how you will be talking about the essay in three parts: Aristocrats vs. Peasants, Aristocrats vs. Aristocrats, Political Constitution) Part I: Aristocrats vs. Peasants *MAKE SURE TO LABEL THIS AS ROMAN NUMERAL I* a.) Topic sentence (Example: “This first part will talk about the conflict between Aristocrats vs. Peasants”) b.) Land Ownership c.) Debt Slavery d.) How does Solon solve these problems through economic laws—partially, mostly, or not at all? Part II: Aristocrats vs. Aristocrats *MAKE SURE TO LABEL THIS ROMAN NUMERAL II* a.) Topic sentence (Example: “This second part will talk about the conflict between Aristocrats vs. Aristocrats”) b.) Fight for Political Power c.) Friendship d.) How does Solon solve these problems through family laws—partially, mostly, or not at all? Part III: Political Constitution: *MAKE SURE TO LABEL THIS ROMAN NUMERAL III* a.) Topic sentence (Example: “This third part will talk about the Political Constituion”) b.) Government System c.) How do Solon’s political laws change Athens? Part IV: Conclusion a.) This last part can either be a summary of parts I-III, or a climax (Example: “I raised the issue of whether or not Solon solved the issues and I believe he did/did not”) Important to Remember: a.) Talk about primary sources: Plutarch’s Solon and The Athenian Constitution b.) Try not to use the first person (Don’t say “I, me, etc.”) c.) Paper must be...
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...Data TIME COURSE: ABSORBANCE VS. TIME Provided data: Time(minutes) | Experimental ABS @ 405nm | Control ABS @ 405 nm | Exp. ABS minus Control ABS | Micromoles p-Nitrophenol | 0 | 0.057 | 0.051 | 0.006 | 0.0004 | 10 | 0.207 | 0.053 | 0.154 | 0.0064 | 20 | 0.351 | 0.054 | 0.297 | 0.0120 | 30 | 0.501 | 0.055 | 0.446 | 0.0181 | 60 | 0.955 | 0.064 | 0.891 | 0.0362 | Personal data: Time(minutes) | Experimental ABS @ 405nm | Control ABS @ 405 nm | Exp. ABS minus Control ABS | Micromoles p-Nitrophenol | 0 | 0.092 | 0.064 | 0.028 | 0.0010 | 10 | 0.262 | 0.048 | 0.214 | 0.0085 | 20 | 0.429 | 0.054 | 0.375 | 0.0140 | 30 | 0.599 | 0.051 | 0.548 | 0.0208 | 60 | 0.976 | 0.050 | 0.926 | 0.0350 | STANDARD CURVE: Provided data: Micromoles p-Nitrophenol | Absorbance @ 405 nm | 0.0000 | 0.000 | 0.0025 | 0.058 | 0.0050 | 0.118 | 0.0100 | 0.245 | 0.0200 | 0.496 | 0.0400 | 1.000 | Personal data: Micromoles p-Nitrophenol | Absorbance @ 405 nm | 0.0000 | 0.000 | 0.0025 | 0.071 | 0.0050 | 0.167 | 0.0100 | 0.228 | 0.0200 | 0.519 | 0.0400 | 1.050 | TIME COURSE: PRODUCT VS. TIME Provided data: Time | Micromoles product | 0 | 0.0004 | 10 | 0.0064 | 20 | 0.0120 | 30 | 0.0181 | 60 | 0.0362 | Personal data: Time | Micromoles product | 0 | 0.0010 | 10 | 0.0085 | 20 | 0.0140 | 30 | 0.0208 | 60 | 0.0350 | TEMPERATURE: PRODUCT VS. TEMPERATURE Provided data: Temperature C | Experimental ABS @ 405nm |...
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