...Brown Psychology 110 10/28/2013 Social Psychology Concept | Definition | Application to SocietyProvide Example | Application to Criminal JusticeProvide Example | Application to the IndividualProvide Example | Survey Research | Is a structured set of questions or statements given to a group of people to measure their attitudes, beliefs, values, or behavioral tendencies? | Insert text here. Use complete sentences and limit each cell to a maximum of 200 words. | Insert text here. Use complete sentences and limit each cell to a maximum of 200 words. | Insert text here. Use complete sentences and limit each cell to a maximum of 200 words. | Self-Esteem | A person’s evaluation of his or her self-concept. | | | | Self-Handicapping | Actions that people take to sabotage their performance and enhance their opportunity to excuse anticipated failure | | | | Hindsight Bias | The tendency, once an event has occurred, to overestimate out ability to have foreseen the outcome | | | | External Attribution | An attribution that locates the cause of an event to factors external to the person, such as luck, or other people, or the situation. | | | | Cognitive Dissonance | A feeling of discomfort caused by performing an action that is inconsistent with one’s attitudes. | | | | Media Persuasion | The process of consciously attempting to change attitudes through the transmission of some message. | | | | Matrix Terms -- Key to Pages from Textbook Franzoi, S. L...
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...COURSE DESCRIPTION Surveys the arts, literature, belief systems, and major events in the development of cultures around the globe from the European Renaissance to the contemporary period. INSTRUCTIONAL MATERIALS Required Resources Sayre, H. M. (2012). The humanities: Culture, continuity and change, Volume 2 (2nd ed.). (2011 Custom Edition). Upper Saddle River, NJ: Pearson Education. Supplemental Resources Harmon, D. E. (2002). Explorers of the South Pacific: A thousand years of exploration, from Polynesians to Captain Cook and beyond. Broomall, PA: Mason Crest Publishers. McKenzie, L. (2000). Non-western art: A brief guide (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Tuchman, B. W. (1996).The proud tower: A portrait of the world before the war, 1890-1914. New York, NY: Ballantine Books. Ward, G. C., & Burns, K. (2002). Jazz: A history of America’s music. New York, NY: Knopf. Doubleday Publishing Group. COURSE LEARNING OUTCOMES 1. Explain how key social, cultural, and artistic contributions contribute to historical changes. 2. Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 3. Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions. 4. Identify and describe key artistic styles in the visual arts of world cultures from the Renaissance to the contemporary period. 5. Identify and describe key...
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...STATE V. HENRY, 495 S.E.2d 463 (S.C.CT.APP. 1997) Procedural Posture Defendant was convicted in the Circuit Court, he appealed. Case was then sent to the Court of Appeals. Facts Between October 15, 1986, and Christmas of that same year, when Victim was eleven years old, Henry began to molest Victim by touching her on her breast, thighs, and vagina. On February 7, 1991, Victim had a conversation with her younger sister, Tinita. As a result of this conversation, in the early morning hours of February 8, 1991, Victim told her mother Henry had molested her. Issue Did the trial court err in qualifying a psychotherapist with a specialty in child sexual abuse as an expert witness to give opinion testimony in regard to the diagnosis of PTSD? Holding We hold a psychotherapist with a specialty in child sexual abuse may be qualified to give an opinion in regard to PTSD any defect in the amount or quality of Badger's education, training, or experience goes to the weight to be accorded her testimony, not to its admissibility. Accordingly, Henry's conviction is hereby affirmed. Rationale Under Honea v. Prior, 295 S.C. 526, 369 S.E.2d 846 (Ct.App.1988), State v. Schumpert, 312 S.C. 502, 435 S.E.2d 859 (1993), and State v. Myers, 301 S.C. 251, 391 S.E.2d 551 (1990), the relevant inquiry concerning qualification of the proffered expert is whether the witness possesses the necessary skill, learning, education, training, knowledge, or experience to enable...
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...Running head: A CHALLENGE FOR NIMS 1 A Challenge for NIMS Assignment #1 Walter Hogan James Rhyne Senior Seminar in Criminal Justice CRJ-499 Strayer University A CHALLENGE FOR NIMS 2 After 9/11, Homeland Security Presidential Directives (HSPD) 5 and 8 mandated the establishment and implementation of the National Incident Management System (NIMS) as the standard that all “first Responders” must use when handling large-scale incidents. The stated purpose of HSPD 5 is “to enhance the ability of the United States to manage domestic incidents by establishing a single, comprehensive national incident management system.” But there was only one problem that was overlooked, and that problem was the training of first responders to effectively handle large scale incidents. NIMS-FEMA Emergency Management Institute offers over one hundred and fifty online courses (I have completed 142 courses) with the main interests and emphasis on how separate organizations work together in all hazards emergencies to save lives and protect property. Public safety’s handling of large scale incidents is always judged by how well they ended, or how many lives were lost or saved, property damage and how quickly was the affected community returned to normal. The question that still needs...
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...RUNNING HEAD: THE MYSTERY OF THE CONSTRUCTION OF THE PYRAMIDS 2 AT GIZA There are many mysteries surrounding our history, especially those of ancient times. It is my belief that a mystery is something that simply can’t be explained and is based off of phenomenon. In regards to the Pyramids at Giza, is it really a mystery or have we as a modern society over looked some things? Have we given our ancestors due credit for their work or do we continue to believe that since they were not as technologically advanced that somehow they weren’t as smart as we are today? The only mystery here is why we can’t fathom certain things of ancient times to have been accomplished. No one as of yet can come up with a viable explanation as to how the Pyramids of Giza were built. How could a structure so big, so wide, be built by men who had yet to advance by our definition of skill? The Great Pyramid at Giza was built for Pharaoh Khufu who ruled during the 4th Dynasty of the Old Kingdom. Such as was practice in the ancient times, Pharaoh Khufu was laid to rest in one of the greatest structures ever known to mankind, The Pyramid at Giza. Great labor was put in to this pyramid, which spanned over the course of about 23 years. There are several theories as to how the Great Pyramid at Giza was constructed, and until we know...
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... 3-4 3. Eigenvectors and Eigenvalues of a real matrix 4 a. Characteristic Polynomial 7-8 b. Algebraic Multiplicities 8-9 4. Calculation 9 a. Computing Eigenvalues 9 b. Computing Eigen Vectors 10 5. Applications 10 a. Geology and Glaciology 10-11 b. Vibration Analysis 11-12 c. Tensor of Moment of Inertia 12 d. Stress Tensor 12 e. Basic Reproduction Number. 12 6. Conclusion 13 7. References 13 3 Abstract In abstract linear algebra, these concepts are naturally extended to more general situations,...
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...O Solving Systems of Linear Equations using Inverse of a Matrix & Elementary Row Operations Consider: [pic] be a linear system of n equations in n unknowns and let [pic] be the coefficient matrix so that we can write the given system as AX = B where [pic]. If [pic] then the system has a unique solution. To solve for SLE of the form, [pic], [pic]. Recall: For SLE in 2 unknowns: For SLE in 3 unknowns: given [pic] , given [pic] [pic] [pic], where [pic] , [pic] is the transpose of the cofactors of A. Minor Any element [pic] of [pic] is associated with another determinant [pic]of [pic]order obtained by deleting the ith row and the jth column in [pic]. Example: [pic] , [pic], [pic] Cofactor The product of the minor [pic] is called the cofactor of the element of [pic]. That is, [pic]. Example: Given: [pic] [pic] , [pic], [pic] [pic] , [pic] , [pic] Examples: Solve each of the following systems of linear equations using Inverse: 1. [pic] 2. [pic] 3. [pic] 4. [pic] Solution: 1. [pic] The corresponding matrix for this is [pic] [pic], [pic], to solve: [pic] , ie. [pic] Therefore: [pic] and the s.s. = [pic] 2. [pic] The corresponding matrix for this is [pic] [pic], [pic], to solve: [pic] , ie. [pic] Therefore: [pic]...
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...theory The Matrix of Visual Culture, the Wachowski brothers’ film can be read from number of different theoretical perspectives. It invites readings via Lacanian psychoanalysis, Platonic notions of the cave and the disparity between the two strata of perception and also as a “New Age” (Pisters, 2003: 11) quasi-religious evocation of the second coming. However, here I would like to place the film’s visual sense and diegesis into a context of postmodern philosophy; drawing inferences and theoretical connections between the film and the work of Jean Baudrillard, Walter Benjamin and the neo-Marxists of the Frankfurt School, most notably Adorno and Horkheimer in Dialectic of Enlightenment (1979). The importance of postmodern philosophy and cyber culture to the visual sense of The Matrix is declared from its very opening titles. Random strings of green neon data are scrolled against a black background imbuing the viewer with a sense of the virtual and the cybernetic and this is concretised and given definite focus later on as Neo (Keanu Reeves) hides the two thousand dollars given to him by Anthony in a copy of Simulacra and Simulation by Baudrillard. This reference however is more than a mere visual joke it is a signifier for a number of the film’s sub-textual tropes and motifs. For Baudrillard, the notion of the simulacra was central to an understanding of the modern capitalist society. In his essay “The Precession of the Simulacra” (2004) he offers up four vital concepts, all of which...
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...Essay PHIL 201 July 7, 2014 Essay After reading these pieces I concluded that the central theme is being awaken from a false reality but each piece differs in the action that follow the awakening. The Matrix is set in a futuristic setting, where the theory of being controlled by a massive computer is a real possibility. What I find most interesting is that Plato actually describes the concept of The Matrix, almost as if Plato’s dialogue was used an inspiration. In The Matrix and Plato’s dialogue, humans are not physically living the life they perceive as “real” but are stationary beings who are forced to live a false reality prescribe to them. This is where René Descartes’ excerpt differs from the previously mentioned. The person is aware of possibility that what he knows as true could be false, that how could we know if what we are living is done consciously or if our existence is but a dream. All of the excerpts also rely on the reasoning that the mind is the sole contributor of our existence and our physical senses only respond to what the mind knows. The differences in the readings is based on the actions or possible outcomes that occur once the awakening has taken place. In The Matrix, Neo decides to act and decides to embark on a journey to discover reality not being controlled by a computer. Plato’s dialogue is different because this is based on a hypothetically theory, so while there is no physically action the questions lies in how would people respond to...
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...International Journal of Production Research, 2014 Vol. 52, No. 16, 4820–4834, http://dx.doi.org/10.1080/00207543.2014.890757 Development of a multi-scale model for customer perceived value of electric vehicles Rui Miao*, Fasheng Xu, Kai Zhang and Zhibin Jiang Department of Industrial Engineering and Logistics Management, Shanghai Jiao Tong University, Shanghai, China (Received 22 June 2012; accepted 23 January 2014) Electric vehicles (EVs) are now widely acknowledged as a potential ideal means of transportation in the near future in terms of environmental protection and oil crisis. The possible success of the future market for EVs is based on how much of EVs’ value can be perceived by their potential customers. Thus, research on customer perceived value (CPV) of EVs can help us, and especially EV manufacturers, understand the main factors contributing to CPV and how to design suitable EVs that can yield higher CPV. This paper first constructs a multi-scale model for the measurement of CPV based on surveys conducted at Shanghai, China. Then, the decision-making trial and evaluation laboratory method is applied to evaluate the importance of every scale and depict the internal relations among different scales on the impact-relations map (IRM). Further, a novel version of the house of quality is created to conduct technical feasibility analysis for the improvement of each scale. Finally, market segmentation for EV industry is proposed and discussed based on the analysis...
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...In the film The Matrix, the question being asked is whether or not anything in this world that we experience every day, from the trees that are growing outside, to the people we encounter on a daily basis, truly exists. In The Matrix film, this question is answered with a resounding “No,” that nothing is real and that the true nature around us is a harsh and cruel reality, one where the entirety of the Earth’s population is enslaved to a race of “machines.” The main character, Neo, is at first scared about everything he is now experiencing, questioning whether or not if he’s actually dreaming. However, he does come to terms with the fact that he is in fact living in the real world, and his new mission in life is to save as many people as possible from the lies of the machines. The Wachowski siblings, the two people who created the trilogy weren’t the first people to experiment with the concept of a “real” world outside of our “fake” reality. Philosophers dating back to the time of Rene Descartes, and even further back to the age of Plato, have toyed and pondered with this concept. Even though their concepts are all generally the same, the way they perceive it is very different. For example, the Greek philosopher Plato had this concept of a man who was trapped in a cavern his entire life and was physically restrained with tethers, so that he could not move. The only thing available to him was a fire that would cast shadows on the walls and he would only know these shadows for...
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...Advanced linear algebra M. Anthony, M. Harvey MT2118, 2790118 2011 Undergraduate study in Economics, Management, Finance and the Social Sciences This is an extract from a subject guide for an undergraduate course offered as part of the University of London International Programmes in Economics, Management, Finance and the Social Sciences. Materials for these programmes are developed by academics at the London School of Economics and Political Science (LSE). For more information, see: www.londoninternational.ac.uk This guide was prepared for the University of London International Programmes by: Professor M. Anthony, BSc, MA, PhD and Dr M. Harvey, BSc, MSc, PhD, Department of Mathematics, The London School of Economics and Political Science. This is one of a series of subject guides published by the University. We regret that due to pressure of work the authors are unable to enter into any correspondence relating to, or arising from, the guide. If you have any comments on this subject guide, favourable or unfavourable, please use the form at the back of this guide. University of London International Programmes Publications Office Stewart House 32 Russell Square London WC1B 5DN United Kingdom Website: www.londoninternational.ac.uk Published by: University of London © University of London 2006 Reprinted with minor revisions 2011 The University of London asserts copyright over all material in this subject guide except where otherwise indicated....
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...Department of Mathematical Sciences MATH103 Introduction to Linear Algebra Lecturer: Prof. Victor Goryunov Office: Room 519, Mathematical Sciences Building; email: goryunov@liv.ac.uk Lectures: Monday 1pm and 2pm in Lecture Theatre B, Central Teaching Hub (no. 221 on the Campus Map), Tuesday 13.00 in Lecture Theatre (room 101), Electrical Engineering Building (no. 235 on the map). Attendance at lectures is compulsory. (See the Student Charter.) Make sure you scan your card. Tutorials: Normally on Tuesday afternoon. The tutorials will be in groups of about 20. They form an integral part of the course and attendance is compulsory. They start in Week 1. Set work Work will be set by the lecturer weekly on Monday at the 2pm lecture. It will be already available on VITAL from the previous Friday. The set work consist of two very similar parts: • set C – for solving and detailed discussion at the coming Tuesday tutorial, and • set H – written solutions to which you should hand to your MATH103 tutor by 4 pm next Thursday. All the problems are to be studied before the Tuesday tutorial. Your submitted solutions are marked by your tutor and handed back the following Tuesday; the lecturer’s solutions are available online the same day. Web publications All module materials will be available on VITAL as soon as they are needed in the class. Hard copies of some houndouts will also be distributed, but only once. Closer to the end of the semester, past papers will be put on VITAL. Class Tests There...
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...Topic An example of morality and decision-making 07:26 PM 10/3/2011 An example of decision making is making money and what to do with it. Money is the driving force of American society; we thrive on capitalism (an ideology that the free market and entrepreneurship will set us free). Money is what we use to pay for electricity to power our houses and apartments. We pay for the use of water, sewage disposal, garbage disposal, clothing, and of course food. Without money life would be bleak. But the real question becomes what to do when you have money? How much money is enough? Both are very good questions. I believe during this particular time in our history, that money is doing more harm than good; I spend my money faster than I can make it, just like many Americans do. The morality part of this topic is that money is not the answer to the privileged people’s problems (though we think it is). However, money in the right hands can literally save lives. All that I have to do is give money to charity. Do I sacrifice that new television to give a little to the extremely poor? Or do I buy the latest one (even though I already own three good working televisions)? The answer is simple, spend less, save more, and give as much as I can to the less fortunate. Topic My definition of happiness 07:43 PM 10/3/2011 Happiness means a lot of different things to a lot of people in my time. Many people consider happiness ...
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...Study | 2 | 1.4 Methodology of the Study | 3 | 1.5 Scope and Limitation of the Study | 3 | Chapter-02: Theoretical Overview | 4-8 | 2.1 Definition of Matrix | 4 | 2.2 Matrix Notation | 4 | 2.3 History of Matrix | 5 | 2.4 Types of Matrix | 6 | 2.4.1 Row Matrix | 6 | 2.4.2 Column Matrix | 6 | 2.4.3 Rectangular Matrix | 6 | 2.4.4 Square Matrix | 6 | 2.4.5 Zero Matrix | 7 | 2.4.6 Upper Triangular Matrix | 7 | 2.4.7 Lower Triangular Matrix | 7 | 2.4.8 Diagonal Matrix | 7 | 2.4.9 Scalar Matrix | 7 | 2.4.10 Identity Matrix | 8 | 2.4.11 Transpose Matrix | 8 | 2.4.12 Regular Matrix | 8 | 2.4.13 Singular Matrix | 8 | Chapter-03: Matrices Operation | 9-15 | 3.1. Properties of matrix operation | 9 | 3.1.1 Properties of subtraction | 9 | 3. 1.2 Properties of Addition | 9 | 3.1.3 Properties of Matrix Multiplication | 10 | 3.1.4 Properties of Scalar Multiplication | 10 | 3.1.5 Properties of the Transpose of a Matrix | 10 | 3.2 Matrix Operation | 11 | 3.2.1 Matrix Equality | 12 | 3.2.2 Matrix Addition | 12 | 3.2.3 Matrix Subtraction | 12 | 3.2.4 Matrix Multiplication | 12 | 3.2.5 Multiplication of Vectors | 14 | 3.3 Inverse of Matrix | 15 | 3.4 Elementary Operations | 15 | Chapter-04: Application of Matrix | 16-21 | 4.1 Application of Matrix | 16 | 4.1.1 Solving Linear Equations | 16 | 4.1.2 Electronics | 16 | 4.1.3 Symmetries and transformations in physics | 17 | 4.1.4 Analysis and geometry...
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