...down steep slopes blocking the scenic Columbia River Gorge Highway. - Warm rains rapidly melts snowpack. Snowmelt-induced debris flow threatens lives and damages property. - A major earthquake hits the West Coast. It triggers numerous landslides in a 200-mile radius. Each of these events represents some type of slope failure. Slope failure, also referred to as mass wasting, is the downslope movement of rock debris and soil in response to gravitational stresses. Three major types of mass wasting are classified by the type of downslope movement. The types of movement, falls, slides, and flows, will be covered in this module. In addition, another type of ground failure, subsidence, will be covered. Take a Virtual Field Trip to the Slumgullion landslide. Links to Good Landslide and Slope Failure sites: | USGS Landslide News and Information - http://landslides.usgs.gov/html_files/landslides/hawaii99.html | | http://walrus.wr.usgs.gov/elnino/landslides-sfbay/photos.html contains a computer-simulated landslide | | Landslides at Hagerman Fossil Beds, Idaho - http://www.nps.gov/hafo/landslides.htm | | Yosemite landslide News - http://landslides.usgs.gov/html_files/landslides/Yosemite99.html | SLOPES Material is constantly moving downslope in response to gravity. Movement can be very, very slow, barely perceptible over many years. . . . . Or, movement can be devastatingly rapid, apparent within minutes. Whether or not slope movement occurs depends on slope steepness and...
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...| |FAKULTI EKONOMI DAN PERNIAGAAN | | |UNIVERSITI MALAYSIA SARAWAK | | |94300 KotaSamarahan | | |Sarawak | | |EBQ1043 BUSINESS MATHEMATICS | | |ASSIGNMENT 1 | INSTRUCTIONS TO STUDENTS Students are required to prepare solutions before coming to tutorial class. You are requested to submit your solutions to your Tutor in the class. Section A: Multiple Choice Questions 1. Classify as to type. (For example,[pic]is rational and real, where as [pic] is irrational and real.) |a. |rational | |b. |integer | |c. |irrational ...
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...Course Syllabus MTH/208 – College Mathematics 1 Course: X Course Start Date: X Course End Date: X Campus/Learning Center : X |[pic] |Syllabus | | |College of Natural Sciences | | |MTH/208 Version 6 | | |College Mathematics I | Copyright © 2012, 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. This course is the first half of the college mathematics sequence, which is completed in MTH/209: College Mathematics II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: ...
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...The short of it: Investor sentiment and anomalies Robert F. Stambaugh, Jianfeng Yu c, Yu Yuan The authors consider that sentiment may partly explain the returns to equity pricing anomalies by combining two concepts. The first concept is that investor sentiment has a market wide component with the potential to affect the stock prices in the same direction at the same time. The second concept concerns about the impediments to short selling like mutual funds being prohibited by their charter or deterrence of individuals due to risks in arbitrage, limited knowledge, cost involved etc. Hence it has been rightly said that “It is not as easy to short as it is to go out and buy a stock”. They also identified 11 anomalies that are partly explained by sentiment related mispricing. Some of the anomalies are related to financial distress, net stock issues and equity issuance, asset growth, net operating assets, momentum etc. They also used the Baker and Wurgler market wide investor sentiment index to explore the sentiment effects They develop and test three hypotheses that result from combining the presence of market-wide sentiment with short sale argument. They are as follows: 1) Anomalies should be stronger following high sentiment as the most optimistic views will be very optimistic and will result in considerable overpricing as compared to low sentiment period where, the optimistic views will be by rational investors and hence less mispricing. Moreover, selling a stock short...
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...|[pic] |Course Syllabus | | |College of Natural Sciences | | |MTH/208 Version 6 | | |College Mathematics I | | |HEFOUN88 | Copyright © 2012, 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. This course is the first half of the college mathematics sequence, which is completed in MTH/209: College Mathematics II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: ...
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...Week 1 Linear Functions * As you hop into a taxicab in Kuala Lumpur, the meter will immediately read RM3.30; this is the “drop” charge made when the taximeter is activated. After that initial fee, the taximeter will add RM2.40 for each kilometer the taxi drives. In this scenario, the total taxi fare depends upon the number of kilometer ridden in the taxi, and we can ask whether it is possible to model this type of scenario with a function. As you hop into a taxicab in Kuala Lumpur, the meter will immediately read RM3.30; this is the “drop” charge made when the taximeter is activated. After that initial fee, the taximeter will add RM2.40 for each kilometer the taxi drives. In this scenario, the total taxi fare depends upon the number of kilometer ridden in the taxi, and we can ask whether it is possible to model this type of scenario with a function. An equation whose graph is a straight line is called a linear function (y = mx + c). * Consider this Example 1: * Using descriptive variables, we choose k for kilometers and R for Cost in Ringgit Malaysia as a function of miles: R(k). * We know for certain that R(0) = 3.30, since the RM3.30 drop charge is assessed regardless of how many kilometers are driven. * Since RM2.40 is added for each kilometer driven, then: R(1) = 3.30 + 2.40 = 5.70. * If we then drove a second kilometer, another RM2.40 would be added to the cost: R(2) = 3.30 + 2.40 +2.40 = 8.10. * If we drove...
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...Pre-Algebra (MTH 099E) Writing Prompt Each prompt must be typed (unless otherwise noted). Your response should be at least 5 – 6 sentences long. These should be well thought out, complete sentences with correct punctuation. Prompts 1 – 4 are worth 10 points each. Prompt 5 is worth 20 points. PROMPT #1: Consider both your short-term goal of completing the Pre-Algebra course as well as your long-term career goals. Share 2 behaviors that helped you become successful in past endeavors and at least 1 behavior that you are committed to change in order to experience even more success. PROMPT #2: This prompt will require more than 5 or 6 sentences. The Multi-media portion of MML offers several ways to help you when you are having trouble with a problem. These are: • Help me solve this, • View an example, • Textbook,and • Video (Go to the Multi-media section and watch a lecture video). Try each of these tools. If you have not tried them already, look for the ones you have not tried & see what they do. Explain how each one can help you figure out how to solve a problem. Are there one or two that you think are more helpful than the others? Which tool do you use the most (or think you may start using more) and why? PROMPT 3: Consider how calculators have either enhanced or been a hindrance in your personal life and past coursework. Choose a position either “in favor of” or “opposed to” the use of calculators in the learning...
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...[pic] College of Natural Sciences Course Design Guide MTH/208 Version 5 College Mathematics I Copyright Copyright © 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. This course is the first half of the college mathematics sequence, which is completed in MTH 209: College Mathematics II. Course Topics & Objectives Week One: Fundamentals of Expressions • Identify real and variable elements. • Classify...
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...Chapter 3 Study Guide 3-1 Graphing Linear Patterns * Parts of a linear equation example question: -2 = -4x + 2 a) what is the slope of this line? b) what is the y-intercept? c) what is the x-intercept? d) what does the -2 stand for? * Solving word problems * Defining the variable, writing linear equation Example questions: 1) A 150 gallon aquarium contains 20 gallons of water. If it is filled at a rate of 2.5 gallons per minute, how many minutes will it take to fill the tank half way? 2) I am thinking of 3 numbers. The second is four more than triple the first while the third number is three less than double the second. If you add the second and the third the result is 72. What are the numbers? 3) A company charges $99.95 per weekend to rent a truck, with the first 100 miles free. After that the cost is $0.65 per mile. a) Define both the x and y variables. b) Write an equation. * Solving linear equations using a graph Examples questions: * Jimmy has a full 520 gallon fish tank. He is draining the tank at a rate of 7.8 gallons per minute. He will drain it until it is ¼ full. a) Write a linear equation for this situation. b) Make a Graph. c) Use the graph to solve when the tank will be ¼ full. Show a highlighted line on your graph. 3-2 Using Tables to solve problems * Solve algebraic equations using tables and graphs Example question: Use your calculator table to solve the equation:...
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...Simple Linear Regression Previously we tested for a relationship between two categorical variables, but what if are interest involved two quantitative variables? You may recall from algebra the line equation: Y = mX + b where Y is the dependent variable; m is the slope of the line; X is the independent variable; and b is the y-intercept. In algebra you usually had a perfect line, i.e. each X and Y pair fell exactly on the line, however in statistics this rarely the case. The concept begins by considering some dependent variable, e.g. Final Exam. In looking at such scores you realize that not all of them are the same (i.e. not everyone scores the same on the final) so one may wonder what would explain this variation. One possibility is performance on the midterms. To see if there might be a linear relationship between these two variables one would start with a Scatterplot. [pic] From this plot you can see that a potential linear relationship exists as for the most part higher midterm avergages appear to coincide with higher final exam scores. To get a numerical aspect for a linear relationship one would consider the correlation with the symbol of r. From Minitab this correlation is 0.67. Thus correlation is a measure of the strength of a linear relationship between two quantitative variables. If a perfect linear relationship existed the correlation would be one. However, not all relationships are positive. For instance consider the variables Weight and...
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...065)2/(1.055)] - 1 = 7.51% Solution 4 a) If inflation is going up existing bonds, with given nominal values and coupons, do not offer a yield that compensates for inflation (r = real rate + expected inflation). Thus, demand is lowered and prices of bonds fall until they offer the required yield. In addition, if prices are expected to go up it makes sense to consume today (incl. buying capital goods) before prices increase. For business today’s bonds have a low real yield, why it is profitable to increase the supply of bonds and invest more. They will increase the supply of long term bonds and drive prices down. The outcome is a shift up in the yield curve, as the yield adjusts to higher inflation expectations. We can make a case for a steeper slope, in particular if expected inflation is associated with a boom in the economy. b) Coming bad times means that you have to save more for the bad times going. Cut down on current consumption and buy bonds that mature when the bad times are coming. Say that you expect bad times 18 months from now, then you buy bonds with a maturity, which in turn drives up the price of these bonds and brings down the yield. You could see the yield curve becoming humped shaped with lower mid –term bonds selling at higher prices than long-term...
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...|[pic] |Syllabus | | |College of Natural Sciences | | |MTH/208 Version 5 | | |College Mathematics I | | | | | |Group Number: ON11BCJ01 | | |Course Start Date: 07/28/2011 | | |Course End Date: 08/25/2011 | Copyright © 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving...
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...family groups are allowed but no difference in slope coefficients, versus an alternative hypothesis where also slopes are allowed to differ between family groups. What do you conclude?Perform a Chow test where the null hypothesis is that intercept differences between family groups are allowed but no difference in slope coefficients, versus an alternative hypothesis where also slopes are allowed to differ between family groups. What do you conclude?Perform a Chow test where the null hypothesis is that intercept differences between family groups are allowed but no difference in slope coefficients, versus an alternative hypothesis where also slopes are allowed to differ between family groups. What do you conclude?Perform a Chow test where the null hypothesis is that intercept differences between family groups are allowed but no difference in slope coefficients, versus an alternative hypothesis where also slopes are allowed to differ between family groups. What do you conclude?Perform a Chow test where the null hypothesis is that intercept differences between family groups are allowed but no difference in slope coefficients, versus an alternative hypothesis where also slopes are allowed to differ between family groups. What do you conclude?Perform a Chow test where the null hypothesis is that intercept differences between family groups are allowed but no difference in slope coefficients, versus an alternative hypothesis where also slopes are allowed to differ between family groups....
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...T5J 2R4 October 27 - 2011 City of Edmonton Drainage Branch Dear Madam / Sir, Request for Change Order: Regarding to our meeting dated July 30, 1993; WestBan Construction Limited needs City’s approval for extra time and cost to precede with additional scope of the construction work (changing slope in North and East banks, adding required shoring for stabilizing the soil, leaving shoring in the ground, pouring tank concrete walls instead of shotcrete), according to the option B for both North and East Slopes (Attachment F2), the chosen schemes for slope remedies are attached in this document. WestBan, due to the delays of City of Edmonton and UMA in providing requested services to this company, believed that the justifications in cost and schedule are necessary to complete the project within satisfactory quality. WestBan is proposing extra CAD$72,500 and additional 28 days to the original project duration according to general conditions to the contract clauses 410.1, 404.3 and 404.4. It is noteworthy that the total amount of money requested is additional to the insurance of North and South slopes which stipulated in Attachment G Section 1.2 (Course of Construction Insurance). The detailed cost breakdown and the revised schedules are attached for references. The revised milestone dates are as followed: Completion of Storage Tank: 17-Sept-1993 Completion of Mech./Piping: 08-Oct-1993 Completion of Electrical/Control: 15-Oct-1993 ...
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...q = quantity of a product FORMING LINEAR EQUATIONS I. Standard form of Linear equation Ax + By = C where A,B, and C are constants (A & B not both 0) ===> is a straight line It is a first-degree equation – each variable in the equation is raised to the first power. e.g.: 2x + 5y = -5 2s – 4t = -1/2 FORMING LINEAR EQUATIONS II. Slope-Intercept form of Linear equation y = mx + b Example: y = 2x + 1 y = -3x + 2 FORMING LINEAR EQUATIONS III. Point-Slope form of Linear equation y – y1 = m (x – x1) Is an equation of a line with slope m that passes through (x1, y1) It enables us to find an equation for a line if given a) its slope and the coordinates of a point b) two coordinates of two points on the line SLOPE -Slope of two points (x1,y1) & (x2, y2) is given by y2 y1 m x2 x1 y where x2 x1 (x2,y2) Slope = Rise/Run Rise (y2-y1) x (x1,y1) Run (x2-x1) (x2,y1) Example 1 Graph 3x – 4y = 12 Example 2 Find the slope of the line through each pair of points: a) (-2,5), (4,-7) b) (-3,-1), (-3,5) Solution Example 3 Find an equation for the line that has slope -2/3 and passes through (6,-1). Solution...
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