...John F. Kennedy was the 35th president of the united states. He was elected president in 1961 and was assassinated in 1963. His time in office will long be remembered because he did a lot for the US and with my understanding he was the most liked. Being president wasn't the only thing Kennedy accomplished in his life he also went to college and joined the army! John F Kennedy was born on May 29, 1917 in Brookline, Massachusetts to Joseph and Rose Kennedy he was the second of nine children. Kennedy's family were multimillionaire and had a history of politicial and public service. During his childhood he was very ill and caused him to miss a lot of school about two mouths at a time unfortionatly this forced him to withdraw from Princeton. Before attending Princeton he attended Canterbury parochial(1930-31)and Choate school(1931-35) after dropping out of Princeton he recovered and went to Harvard their he majored in international relations and government. After he majored this he wanted to join the army to support his country, sadly they didn't except him because of...
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...“What is "business ethics"?” Peter F. Drucker Drucker’s work takes a look at what is business ethics and what is not business ethics as it pertains to some of the major approaches taken by philosophers throughout time. No matter what the place in time the code of ethics as it pertains to Western tradition is based solely on one principle. That principle is “There is only one code of ethics, that of individual behavior, for prince and pauper, for rich and poor, for the mighty and the meek alike.” Drucker P. F. (1981). Given this principle what is business ethics or even ethics at all with given the implications that behavior which is neither immoral nor illegal for an individual would be immoral or illegal if committed by business? There seems to be a lack of compatibility with what ethics is supposed to be and business ethics. For example a person handing his money over to a mugger threatening physical harm isn’t considered unethical although the mugger is a criminal but in the business world paying off union racketeers to prevent disruption is considered to be unethical practice. The confusion around ethics in general and business ethics continues when we start looking at other business systems outside of the United States. Take for example the Japanese and German who consider the appointing of a counselor who was previously a distinguished civil servant based on the recommendation of his colleagues is essential to the public interest. However, if this practice were to...
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...John F. Kennedy was born on May 29, 1917 in Brookline, Massachusetts. Died on November 2, 1963 in Dallas, Texas. He had died at the age of 49. His family included: his mom, Rose Kennedy, his dad, Joseph P. Kennedy, Sr., his brothers Robert F. Kennedy, Ted Kennedy, Joseph P. Kennedy Jr., and his sisters Rosemary Kennedy, Eunice Kennedy Shriver, Kathleen Cavendish, Jean Kennedy Smith, and Patricia Kennedy Lawford. Kennedy's grew up in a very wealthy and dominant Irish Catholic Boston family. Kennedy had been nicknamed, "Jack", when he was younger by his older siblings who all were closely involved in each other's lives throughout the years. Kennedy had been a bad student and a mischievous boy when he was young. He had attended an all boys Catholic school named...
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...following statements, circle T for True and F for False. 1) Dr. Ouchi is the theorist who developed Theory Z in 1980. T/F 2) Theory Z focuses on decreasing employee loyalty to the company by providing jobs. T/F 3) Theory Z compares between Japanese and American companies, that which operate on the same level. T/F 4) In Theory Z management, a worker also stays longer in a job with receiving a promotion. T/F 5) Theory Z places a large amount of freedom and trust with loyal workers. T/F What is your opinion on Theory Z? Name: Theory Z Quiz For the following statements, circle T for True and F for False. 1) Dr. Ouchi is the theorist who developed Theory Z in 1980. T/F 2) Theory Z focuses on decreasing employee loyalty to the company by providing jobs. T/F 3) Theory Z compares between Japanese and American companies, that which operate on the same level. T/F 4) In Theory Z management, a worker also stays longer in a job with receiving a promotion. T/F 5) Theory Z places a large amount of freedom and trust with loyal workers. T/F What is your opinion on Theory Z? Theory Z Quiz For the following statements, circle T for True and F for False. 1) Dr. Ouchi is the theorist who developed Theory Z in 1980. T/F 2) Theory Z focuses on decreasing employee loyalty to the company by providing jobs. T/F 3) Theory Z compares between Japanese...
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...Fsa F Sa Fa F As Fa Sf As F Sa Fas F Sa Fsa F Sa F As Fas F Asf Sa Fas F Sa Fsa F As Fsa F As Fsa F Sa Fsa Fsa F Saf As Fsaf Safsafas fsa fasf a fasf asfa as fasfsafasf safa fas fsaf af asf asfasf asf asf asfasfa fas fasfsafa asfa fasfa fa fasfads fa df dsf ds f dsf s fsd f sdf sd fsd f dsfds fjsd fje kfj ewkjf ewkjf wke fkwe fkew kfj ewfkew fk ewf ewk fkwe fkjew kjf ewf ewkjf kjewfew kjf ewf ew few kjfw jewfkjew kjf ewf kjew fkew few fkjew kjfew kf ewf ewkf ewk fkew fkew kj ewkjf ewkjf ewf wekj fkjew fkew few fkjew kjf ewkf ewk fkew fkjew fekew fkew fkjew kjfew kjf ewf ewkjf kjew fkjew fkjew fkjew fkew kjfew kfewkjf kjew few fkew kjf ewkf ewf wef kewj fkwje fkew fkew kjf ewkjf ewkjf wekjf ewk fkwe fkjew fkjwe ef kjew fkew fkew kf kew fk ewf ew few few few few few few few few fwefewfwe few f ew f ew f ew f ew f ew f we f ew fewf ew f e few f ew f ewf ewf ew f ew f ew few fw ewf ew few f ewf ew f ew f ewf ew few f ew f ew f ew few few f ew few f ew f ewf ew f ew f ewf M.G. is an 8-year-old boy who has been brought to the emergency department by his parents with a fever of 104º F, lethargy, headache, and stiff neck. Laboratory analysis of a spinal tap demonstrates increased white blood cells in the cerebrospinal fluid (CSF). Discussion Questions 1. What is the most likely cause of M.G.’s signs and symptoms? What is the origin and pathogenesis? What other laboratory findings would be consistent with this etiology? 2. What are...
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...be able to: • recognise when a rule describes a polynomial function, and write down the degree of the polynomial, • recognize the typical shapes of the graphs of polynomials, of degree up to 4, • understand what is meant by the multiplicity of a root of a polynomial, • sketch the graph of a polynomial, given its expression as a product of linear factors. Contents 1. Introduction 2. What is a polynomial? 3. Graphs of polynomial functions 4. Turning points of polynomial functions 5. Roots of polynomial functions 2 2 3 6 7 www.mathcentre.ac.uk 1 c mathcentre 2009 1. Introduction A polynomial function is a function such as a quadratic, a cubic, a quartic, and so on, involving only non-negative integer powers of x. We can give a general defintion of a polynomial, and define its degree. 2. What is a polynomial? A polynomial of degree n is a function of the form f (x) = an xn + an−1 xn−1 + . . . + a2 x2 + a1 x + a0 where the a’s are real numbers (sometimes called the coefficients of the polynomial). Although this general formula might look quite complicated, particular examples are much simpler. For example, f (x) = 4x3 − 3x2 + 2 is a polynomial of degree 3, as 3 is the highest power of x in the formula. This is called a cubic polynomial, or just a cubic. And f (x) = x7 − 4x5 + 1 is a polynomial of degree 7, as 7 is the highest power of x. Notice here that we don’t need every power of x up to 7: we need to know only the highest power of x to find out the...
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...e|-12~-----------------------12------------------------| B|-12~--15-14----------12-12-----15-14-----------------| G|------------14-16--------------------14-16-18-16-14--| D|-----------------------------------------------------| A|-----------------------------------------------------| E|-----------------------------------------------------| e|-------12------------------------12---------------------------| B|-12-12------15-14----------12-12-----15-14--------------------| G|------------------14-16--------------------14-16-16/18-16-14--| D|--------------------------------------------------------------| A|--------------------------------------------------------------| E|--------------------------------------------------------------| or e|-7~-12--10-9----------7-7--12--10-9-----------------| B|--------------10-12------------------10-12-14-12-10-| G|----------------------------------------------------| D|----------------------------------------------------| A|----------------------------------------------------| E|----------------------------------------------------| e|-7-7--12...
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...boxes. 1. What is an argument? An argument is when we give a reason for thinking that a claim is true. 2. T or F: A claim is what you use to state an opinion or a belief. T 3. T or F: Critical thinking involves attacking other people. F 4. T or F: Whether a passage contains an argument depends on how long it is. F 5. T or F: When a claim has been questioned, an issue has been raised. T 6. Do all arguments have premises? Yes 7. Do all arguments have conclusions? Yes 8. T or F: If it is impossible for the premises of an argument to be true without the conclusion also being true the argument is deductively valid. T 9. T or F: The more support the premises of an argument provide for its conclusion, the stronger the argument. If the premises being true means that probably the conclusion is true, the argument is inductively strong. T 10. Can a conclusion be implied, or must it always be explicitly stated? IT CAN BE IMPLIED. 11. Explain the connection between an argument and an issue. ISSUE IS THE SUBJECT THAT TWO PEOPLE CAN HAVE AN ARGUMENT. 12. T or F: “Miller Lite tastes great” is a value judgment. T 13. Are all value judgments about matters of taste? T 14. T or F: All value judgments are equally subjective. F 15. T or F: Only claims subject to scientific testing are worth discussing. F 16. T or F: All arguments are used to try to persuade someone of something. T 17. T or F: All attempts to persuade someone of something are arguments. F 18. T or F: Whenever a...
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...Intro: B E G#m F# (2x Verse: B F# G#m Who am I? That the Lord of all the earth, F# E F# E F# Would care to know my name, would care to feel my hurt, B F# G#m Who am I? That the bright and morning star, F# E F# E F# Would choose to light the way, of my ever wondering heart, G#m F# G#m F# Not because of who I am, but because of what You've done, G#m F# E F# Not because of what I've done, but because of who You are CHORUS B F# G#m F# E I am a flower quickly fading, here today and gone tomorrow F# E F# B A wave tossed in the ocean, a vapor in the wind B F# G#m F# E Still You hear me when I'm calling, Lord, You catch me when I'm falling, F# E F# B E G#m F# And you've told me who I am, I am Yours. Verse 2: B F# G#m Who am I? That the eyes that see my sin, F# E F# E F# Would look on me with love, and watch me rise again, B F# G#m Who am I? That the voice that calmed the sea, F# E F# E F# Would call out through the rain, and calm the storm in me, G#m F# G#m...
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... 1. What is the Cartesian product of the set of real numbers and itself? Ans : The Cartesian product is every ordered pair in all of the quadrants of the coordinate plane. 2. What is the domain and range of the relation {(2, 4),(4, 8),(8, 16)} ? Ans: domain {2,4,8} and range {4,8,16} and the function can be given as f(x)=2x. 3. Decide whether the graph below is a function. Ans: The above shown graph is not a function since for a given x value it has multiple y values at certain points and hence cannot be a function. 4. What is the domain and range of the function f (x) = ? Ans: domain 0 ≤ x and range 0 ≤ f(x) 5. Is the following a function: y = ± x ? Ans : No it is not a function for a given x value it has two Y values . 6. Is the function f (x) = 4x even, odd, or neither? Ans : function f (x) = 4x is an odd function since f (x) = - f (- x) 7. Is the function f (x) = x - 5 even, odd, or neither? Ans : function f (x) = x - 5 is neither neither even nor odd. 8. What is the inverse of the function y = , and is it a function? Ans : The inverse is y = x2 +1 and It is a function. 9. A piecewise function is defined this way: f (x) = - x for x < 0 , f (x) = x2 for 0 ≤ x ≤ 3 , f (x) = 3x for x > 3 . What is f (- 4) + f (3) +...
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... P. 4 III. SAMPLING PROCEDURE P. 5 IV. COVER LETTER P. 6 V. QUESTIONNAIRE P. 7 VI. LITERATURE REVIEW P. 8 VII. DATA ANALYSIS P. 10 VIII. RESEARCH FINDINGS/CONCLUSION P. 18 IX. PROBLEMS ENCOUNTERED P. 19 X. REFERENCE LIST P. 20 I. INTRODUCTION GOAL STATEMENT: To find out who suffers from rape incidents in the state of Connecticut. INDEPENDENT VARIABLES: Gender Race Age Knowing the identity of the perpetrator Educational Level RESEARCH QUESTIONS 1. What gender is sexually assaulted more often in the state of Connecticut? 2. What race is arrested more often for sexual assault in the state of Connecticut? 3. What is the age group of the majority of those being raped in the state of Connecticut? 4. Are most cases of sexual assault committed in Connecticut by a person known by the victim? 5. What is education level of those being sexually assaulted in the state of Connecticut? II. HYPOTHESES/THEORIES H1: FEMALES ARE SEXUALLY ASSUALTED MORE OFTEN THE MALES IN THE STATE OF CONNECTICUT. T1: The possible theory surrounding this hypothesis is because possibly men are more apt to act physically to fulfill their sexual urges then women, thus increasing the number of successful rape attempts. H2: WHITES FEMALES ARE SEXUALLY ASAULTED MORE THE MINORITY FEMALES OR MALES OF ANY RACE IN THE STATE OF CONNECTICUT. T2: The possible theory surrounding this...
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...introduce you to art history as an academic discipline. It distinguishes the aims and methods o f art history from related disciplines like anthropology and aesthetics. It also attempts to answer two questions that are more complicated than they appear at first glance: What is art? and What is history? what do art historians do? The object of art history Art historians do art. But we don’t make it, we study it. We try to understand what artists are expressing in their work, and what viewers perceive in it. We try to understand why some thing was made at the time it was made, how it reflected the world it was made in, and how it affected that world. We talk about individual artists and their goals and intentions, but also about patrons (the people who commission artworks), viewers, and the kinds o f institutions, places, and social groups in which art is made and circulates—whether that’s an art school, temple, or government agency. What is “art”? “Art” is one o f those words that people use all the time but that is hard to define. All sorts o f cultural and political val ues determine what gets included or not included under this term, which makes it difficult for people to agree on precisely what art is. However, it’s important to make the attempt as a first step in discussing what art history, as a discipline, actu ally does. This process o f definition is complicated for two reasons:...
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...calculus, but a mathematics course about what calculus is. How do derivatives depend on limits? Just how are derivatives supposed to depend on limits? A derivative is supposed to be the rate of change of a function at an instant, what we’ll call “instantaneous rate of change.” On the face of it, that makes no sense at all, since an instant is a point in time, and nothing changes at a point in time. You need a time interval for anything to change. Start with a function y = f (x). To help us understand, let’s take x to be time, measured in some convenient time unit, and let’s take y = f (x) to be the distance travelled at time x, measured in some convenient distance unit. Then the derivative is what we know as velocity. The velocity doesn’t have to be constant, but may change over time. It might slowly at first with a small velocity, and later quickly with a large velocity, or vice versa. We’re trying to determine how to find the velocity f (x) when we know the distance f (x). Finding the derivative f (x) when you know f (x) is called differentiation. Average rates of change and slopes of secant lines. We can fairly easily compute the average rate of change, that is, the average velocity, over an interval. (b,f (b)) q (a,f (a)) q y = f (x) a b Suppose we take the time interval [a, b] which starts at time x = a and ends at time x = b. We can compute the distance travelled over that interval as the difference f (b) − f (a). But the length of the time interval...
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...xy 3. (11 pts) (a) (4 pts) Complete the following definition: The derivative of the function f (x) with respect to the variable x is the function f ′ (x) defined by f ′ (x) = (b) (7 pts) Use that definition to find f ′ (1) if f (x) = (x − 4)2 . You cannot use the power rule. 4. (10 pts) Find the values of a and b that ensure that the following function is continuous for all x in (−∞, ∞). You must show work to receive credit. Justify your work using complete sentences. −x2 + 3a x < 2 f (x) = b x=2 ax x>2 5. (16 pts) A hot air balloon is falling at the rate of 20 ft/sec. When the balloon is 30 ft above the ground, a car is 40 feet from the spot on the ground directly below the balloon. The car is traveling horizontally away from that spot at 40 ft/sec. What is the rate of change of the distance between the balloon and the car at this time? Answer with a complete sentence. 6. (11 pts) Using a named theorem from class, show that the function f (x) = 2−x − 5x3 at least one root on (−∞, ∞). 7. (18 pts) The function f (x) is defined for all x in (−∞, ∞). Below is the graph of f ′ (x), the derivative of f (x). The graph continues outside of the view in the directions indicated by the arrows. Use this graph to answer the following questions: y f ′ (x) 1 2 3 4 5 6 x (a) (5 pts) Over what intervals is f (x) increasing? Over what intervals is f (x) decreasing? Label each interval as increasing or decreasing. (b) (5...
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...as follows, y = f (x) this means y is related to x under the rule f . Also we say that the value of y depends on the value of x. This relation y = f (x) is called as a function if 1) the rule f assigns a single x value to single y value or 2) assigns multiple x values to single y value. 2 2.1 Shape of function When f (x) = ax + b Suppose that the function is given as follows. y = f (x) = ax + b ´ 1) Slope: f (x) = a and Y −intercept: b Y − axis is b.. b −a 2) Intersection with Y − axis: This is the case when x = 0. So from f (0) = b, the Intersection with 3) Intersection with X − axis: This is the case when y = 0. So the intersection with X − axis is from ax + b = 0. Example Suppose y = f (x) = ax + b. Draw this function in following each case. 1) When a > 0, b > 0 2) When a > 0, b < 0 3) When a < 0, b > 0 4) When a < 0, b < 0 Now suppose you want to find the linear function that passes through following two points,. x = (a, b) and y = (c, d). Then the linear function is defined as follows. ¶ µ b−d (x − a) + b f (x) = a−c µ ¶ b−d = (x − c) + d a−c ´ ³ ´ ³ b−d b−d So from f (x) = a−c (x − a) + b or f (x) = a−c (x − c) + d, ¶ (bc − ad) b−d x+ f (x) = a−c (c − a) | {z } | {z } µ 1 Here, the first term is the slope and the second term is Y-intercept. Example Find the linear function that passes through following two points. A = (2, 4) and B = (−4, −2) 2.2 When f (x) = ax2 + bx + c Suppose that the function is given as follows. y = f (x) = ax2 + bx +...
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