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f510c121839e6b49e97010b99a492e4a | en la comunidad en la que resido, tenemos un problema grave respecto con el presidente, y es lo siguiente:
hace un año se contrato a un administrador para gestionar la comunidad y se nombró un presidente como marca la ley. el señor presidente esta gestionando mal la comunidad y llevando a una situación límite al propio administrador de la misma, proque él es contario a los administradores,y mi duda está en sí el administrador está pasando de todo, para que cuándo llegue final del periodo, dejar dicha comunidad.
se contatro una empresa de limpieza para nuestra comunidad, con unos parámetros concretos pactados por todos y así no contreñir demasiado la cuota debido a otras necesidades de la misma, la limpieza de la comunidad la hace una señora de aquí pero a través de la empresa contratada, pagándose por los servicios prestados y cotización a la seguridad social correspondiente a sus servicios.
el presidente de la comunidad como tíene asuntos personales desagradables con esta persona, no se atreve o no quiere, ( eso no se sabe ) a despedirla, porque muchas de la comunidad estan en contra, pero este señor , ni corto ni perezoso, ha contratado a otra persona para que haga la limpieza ( corre el rumor de contrato verbal ), este señor no puede trabajar sin contrato y sin seguro, mejor dicho , tampoco con seguro, porque ya hay una persona que hace la limpieza, que haga otras gestiones diferentes a la limpieza. el administrador ( cómo es lógico ) no va a pagarle, y los propietarios queremos inpugnar un acta con recogida de firmas falsas, diciendo que era para otra gestión, y resulta ser que erá para despedir a la señora de la limpieza y contratar a otra. la empresa de limpieza no tíene constancia y el administrador hasta ahora tampoco. ( el presidente vuelve a fallar en su gestión ). ¿ qué debemos hacer los vecinos independientemente del administrador ? ¿ puede cualquier vecino generar una asamblea para aclarar dichos temas, y luego dar nota al administrador de fincas?.
otra cuestión es que debido a un problema de tejados, se ha decidido repararlos, quedando fijada una cuota durante un período para su reparación. la sorpresa nos la hemos llevado hoy porque el presidente como no le ha gustado "parece ser" la decisión tomada por los vecinos, el se ha tomado la libertad de contratar a otro administrador, sin notificación a nadie, con lo que nos encontramos con dos administradores. cómo es lógico, se lo he comunicado yo personalmente al administrador que pertoca.
si seguimos así la cuenta comunitaria va a quedar vacía dentro de poco y sin poder afrontar los gastos , ya que se están disparando, porque cómo es lógico todo el mundo quiere cobrar por los trabajos que realizan, ademas de ir engrosando una cuenta de credito en una tienda para la comunidad "parece ser" sin comunicarlo al administrador.
se que podemos hacer impugnaciones y otras cosas más, pero antes de dejarnos llevar por otras causas, necesitamos saber la segunda opinión de otra persona experta en le tema, para tomar la mejor decisión.
y las preguntas son estas:
¿ el presidente puede imponer su ley y no la comunitaria, y tomar decisiones de libre albedrio ?.
¿ las reuniones extraordinarias, se pueden publicar como le dé la gana; es decir : 11 de septiembre a la 13.30 horas convoca reunión para el viernes 13 a las 20:00 h, ( todos sabiamos que iba ha ver puente largo ). hasta que punto es legal, muchas de las runiones las genera en puentes ).
¿ aparte de impugnar actas y presidencia, podemos hacer que los responsables, tanto presidente, como secretario, pagen de alguna manera el deficit que se va a generar por su mala gestión y que vamos a soportar todos los vecinos ?
| decisiones del presidente y
sus responsabilidad | porticolegal.com | 2021.25 | [
{
"text": "hola josep. entenc que tots els\nproblemes que planteges (doble servei de\nneteja, doble admi- nistrador, problemes\namb el president...) han de ser resolts\na través de junta de propietaris (art\n14 lph), que podrà ser convocada per\n1/4 part dels veins (art 16.1 lph), si\nbé pots trobar-te amb pro- blemes a\nlhora destablir les majories exigides\n(art 17 lph), si bé entenc que és\nsuficient la majoria simple. de totes\nformes, abans de tot, tantejaria els\nveins afins per tal de consensuar\nposicions. \r\npel que fa referència a les preguntes\ndel final, entenc que el president està\nsotmès en tot cas a la lph, els\nestatuts i les normes de règim\ninterior, per la qual cosa la seva\nllibertat dactuació està una mica\nlimitada, car en qualsevol moment, a\ntravés de junta, sel pot remoure en el\nseu càrrec (mira art 14a) lph). la\nforma de convocatòria de les juntes,\nordinàries o extraordinàries, es\nregula a lart 16 lph. finalment, entenc\nque sí es pot de- mandar per\nresponsabilitat a president i secretari,\nen base a lart 1902 cc, però aquesta\nés una op- ció bastant complexa. \r\nvenga, sort!",
"name": "",
"is_accepted": false
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] |
033c3daf2a9d5cc1d0dff463b74fcbc6 | bona tarda,
es possible fer aquest curs on-line? treballo durant tot el dia i no és possible assistir a classes presencials.
gràcies, | emagister.com | 2019.43 | [
{
"text": "hola, no, no és possible fer-lo on-line. només es fa en modalitat presencial. salutacions",
"name": "",
"is_accepted": true
}
] |
|
c495431bf927ef85d14ed4aa91a0c006 | sdfsdfsdafsdf sdfsdfsdafsdf sdfsdfsdafsdf sdfsdfsdafsdf sdfsdfsdafsdf sdfsdfsdafsdf sdfsdfsdafsdfsdfsdfsdafsdfsdfsdfsdafsdf | askiitians.com | 2021.31 | [
{
"text": "dear student please post academic queries only thanks",
"name": "",
"is_accepted": false
}
] |
|
7489c02fedb0224973896e3a80583f5a | asdfghjhgfddsaadadsfgf asdfghjhgfddsaadadsfgasdfghjhgfddsaadadsfgasdfghjhgfddsaadadsfgasdfghjhgfddsaadadsfgasdfghjhgfddsaadadsfgasdfghjhgfddsaadadsfg | askiitians.com | 2021.39 | [
{
"text": "dear student please post complete and clear question thanks",
"name": "",
"is_accepted": false
}
] |
|
131f8fa03ef0531d2fdfc6629d18dad8 | sir i may get biotechnology in dtu can there are options available so that i can upgrade my branch to cs after first year. also answer with respect to pec college. | askiitians.com | 2021.21 | [
{
"text": "as per my knowledge ther is no such option in dtu untill and unless u have really good contacts",
"name": "",
"is_accepted": false
},
{
"text": "yes there are options mr. avinash please recheck and please tell about pec chandigarh",
"name": "",
"is_accepted": false
},
{
"text": "there is a an upgradation of branch technically and now its a deemed university but as per sources of information and according to the reviews of alumni the the branch change option is not in action until and unless you have great contacts. hope u understood the language. for pec there is a clear option give on their website with criteria of cgpa >8 and in dtu they didnt mention any criteria. plz approve if u are satisfied with the answer",
"name": "",
"is_accepted": false
}
] |
|
113f323f6f32649c478ca2f846bb5dac | sir plz answer asap that is branch upgradation is applicable in nit rourkela .plz ask nit rourkela management also .it is very imp for my life | askiitians.com | 2021.21 | [
{
"text": "yes it is possible to upgrade the branch but condition apply... it depends on vacant seat in other branch you must have an excellent score to switch.. branch hod noc..",
"name": "",
"is_accepted": false
},
{
"text": "yes, it can be there and you can make this request on your own by visiting the official weblink of the institution and if you could not make it there, then go for some other leading institutions like – dtu, delhi,...........…...tkm college of engg, kollam,.....................lovely professional uni, phagwara",
"name": "",
"is_accepted": false
}
] |
|
9982c4d13c5512bffbfc49819b4e4179 | tanx/cotx)*cotx + tanx*sinx*cot^2xsecx + tanx*sinx*cot^2xsecx for x=pi/4 | askiitians.com | 2021.39 | [
{
"text": "let us omit the 1 st term so the remaining term each term will be equal to one so 2 times tanx*sinx*cot^2xsec=2 so answer is 3 since tanpi/4=1",
"name": "",
"is_accepted": false
}
] |
|
489f1cba3a6a99612eea264a617285d6 | if t1=(tanx)^cotx, t2=(cotx)^cotx, t3=(tanx)^tanx, t4=(cotx)^ tanx and 0 (a)t1t4>t3>t1 , (c)t1>t4>t3>t2 , (d)t1>t2>t3>t4 | askiitians.com | 2021.31 | [
{
"text": "dear student the range of x is not specified kindly check regards",
"name": "",
"is_accepted": false
}
] |
|
b9ea422de0658b2998e1b76854a39ec2 | 7 8 | askiitians.com | 2021.25 | [
{
"text": "5764081",
"name": "",
"is_accepted": false
}
] |
|
2049de4d547e83219160b220a1889bd5 | merhabalar 1901'den 2500'e kadar 1901 1902 1903 diye sıralamam lazım nasıl yapabiliriz acaba ? excel dışı | Çok acele ihtiyaç | r10.net | 2021.31 | [
{
"text": "1901\n1902\n1903\n1904\n1905\n1906\n1907\n1908\n1909\n1910\n1911\n1912\n1913\n1914\n1915\n1916\n1917\n1918\n1919\n1920\n1921\n1922\n1923\n1924\n1925\n1926\n1927\n1928\n1929\n1930\n1931\n1932\n1933\n1934\n1935\n1936\n1937\n1938\n1939\n1940\n1941\n1942\n1943\n1944\n1945\n1946\n1947\n1948\n1949\n1950\n1951\n1952\n1953\n1954\n1955\n1956\n1957\n1958\n1959\n1960\n1961\n1962\n1963\n1964\n1965\n1966\n1967\n1968\n1969\n1970\n1971\n1972\n1973\n1974\n1975\n1976\n1977\n1978\n1979\n1980\n1981\n1982\n1983\n1984\n1985\n1986\n1987\n1988\n1989\n1990\n1991\n1992\n1993\n1994\n1995\n1996\n1997\n1998\n1999\n2000\n2001\n2002\n2003\n2004\n2005\n2006\n2007\n2008\n2009\n2010\n2011\n2012\n2013\n2014\n2015\n2016\n2017\n2018\n2019\n2020\n2021\n2022\n2023\n2024\n2025\n2026\n2027\n2028\n2029\n2030\n2031\n2032\n2033\n2034\n2035\n2036\n2037\n2038\n2039\n2040\n2041\n2042\n2043\n2044\n2045\n2046\n2047\n2048\n2049\n2050\n2051\n2052\n2053\n2054\n2055\n2056\n2057\n2058\n2059\n2060\n2061\n2062\n2063\n2064\n2065\n2066\n2067\n2068\n2069\n2070\n2071\n2072\n2073\n2074\n2075\n2076\n2077\n2078\n2079\n2080\n2081\n2082\n2083\n2084\n2085\n2086\n2087\n2088\n2089\n2090\n2091\n2092\n2093\n2094\n2095\n2096\n2097\n2098\n2099\n2100\n2101\n2102\n2103\n2104\n2105\n2106\n2107\n2108\n2109\n2110\n2111\n2112\n2113\n2114\n2115\n2116\n2117\n2118\n2119\n2120\n2121\n2122\n2123\n2124\n2125\n2126\n2127\n2128\n2129\n2130\n2131\n2132\n2133\n2134\n2135\n2136\n2137\n2138\n2139\n2140\n2141\n2142\n2143\n2144\n2145\n2146\n2147\n2148\n2149\n2150\n2151\n2152\n2153\n2154\n2155\n2156\n2157\n2158\n2159\n2160\n2161\n2162\n2163\n2164\n2165\n2166\n2167\n2168\n2169\n2170\n2171\n2172\n2173\n2174\n2175\n2176\n2177\n2178\n2179\n2180\n2181\n2182\n2183\n2184\n2185\n2186\n2187\n2188\n2189\n2190\n2191\n2192\n2193\n2194\n2195\n2196\n2197\n2198\n2199\n2200\n2201\n2202\n2203\n2204\n2205\n2206\n2207\n2208\n2209\n2210\n2211\n2212\n2213\n2214\n2215\n2216\n2217\n2218\n2219\n2220\n2221\n2222\n2223\n2224\n2225\n2226\n2227\n2228\n2229\n2230\n2231\n2232\n2233\n2234\n2235\n2236\n2237\n2238\n2239\n2240\n2241\n2242\n2243\n2244\n2245\n2246\n2247\n2248\n2249\n2250\n2251\n2252\n2253\n2254\n2255\n2256\n2257\n2258\n2259\n2260\n2261\n2262\n2263\n2264\n2265\n2266\n2267\n2268\n2269\n2270\n2271\n2272\n2273\n2274\n2275\n2276\n2277\n2278\n2279\n2280\n2281\n2282\n2283\n2284\n2285\n2286\n2287\n2288\n2289\n2290\n2291\n2292\n2293\n2294\n2295\n2296\n2297\n2298\n2299\n2300\n2301\n2302\n2303\n2304\n2305\n2306\n2307\n2308\n2309\n2310\n2311\n2312\n2313\n2314\n2315\n2316\n2317\n2318\n2319\n2320\n2321\n2322\n2323\n2324\n2325\n2326\n2327\n2328\n2329\n2330\n2331\n2332\n2333\n2334\n2335\n2336\n2337\n2338\n2339\n2340\n2341\n2342\n2343\n2344\n2345\n2346\n2347\n2348\n2349\n2350\n2351\n2352\n2353\n2354\n2355\n2356\n2357\n2358\n2359\n2360\n2361\n2362\n2363\n2364\n2365\n2366\n2367\n2368\n2369\n2370\n2371\n2372\n2373\n2374\n2375\n2376\n2377\n2378\n2379\n2380\n2381\n2382\n2383\n2384\n2385\n2386\n2387\n2388\n2389\n2390\n2391\n2392\n2393\n2394\n2395\n2396\n2397\n2398\n2399\n2400\n2401\n2402\n2403\n2404\n2405\n2406\n2407\n2408\n2409\n2410\n2411\n2412\n2413\n2414\n2415\n2416\n2417\n2418\n2419\n2420\n2421\n2422\n2423\n2424\n2425\n2426\n2427\n2428\n2429\n2430\n2431\n2432\n2433\n2434\n2435\n2436\n2437\n2438\n2439\n2440\n2441\n2442\n2443\n2444\n2445\n2446\n2447\n2448\n2449\n2450\n2451\n2452\n2453\n2454\n2455\n2456\n2457\n2458\n2459\n2460\n2461\n2462\n2463\n2464\n2465\n2466\n2467\n2468\n2469\n2470\n2471\n2472\n2473\n2474\n2475\n2476\n2477\n2478\n2479\n2480\n2481\n2482\n2483\n2484\n2485\n2486\n2487\n2488\n2489\n2490\n2491\n2492\n2493\n2494\n2495\n2496\n2497\n2498\n2499\n2500",
"name": "",
"is_accepted": true
},
{
"text": "excel üzerinde sort işlemi mi yapmak istiyorsunuz? daha fazla detay verin lütfen.",
"name": "",
"is_accepted": false
},
{
"text": "word'e sayı dizisi oluşturacağım 1901 1902 1903.... 5000'e kadar nasıl yapabilirim",
"name": "",
"is_accepted": false
},
{
"text": "berkaysaatci adlı üyeden alıntı: mesajı görüntüle word'e sayı dizisi oluşturacağım 1901 1902 1903.... 5000'e kadar nasıl yapabilirim tabloda herhangi bir yeri seçin.\n\ntablo araçları > sırala’yı seçin.\n\nsıralama ölçütlerinizi seçin:\n\nsıralamada kullanmak istediğiniz sütunu seçin.\n\nİkinci bir sütuna göre sıralamak için, sonra'ya göre'yi seçin ve başka bir sütun seçin.\n\nartan veya azalan'ı seçin.\n\nÜst bilgi satırı tablonun en üstünde tutmak için Üst bilgi satırı öğesini seçin.\n\ntamam’ı seçin.",
"name": "",
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] |
4dc35d1a0d6a585a296e25844b94e628 | What is ductile glands | cosmicyogapower.com | 2021.04 | [
{
"text": "\nThe Ductile Glands:\n===================\n\n\n\nEndocrine glands, the hormone glands, secrete directly into the blood without any duct or tube, so these glands are known ductless glands. Endocrine glands are ductile glands. \n\n\nThese glands are-\n\n\n1. Pituitary gland \n\n\n2. Hypothalmus\n\n\n3. Pineal Gland \n\n\n4. Thyroid \n\n\n5. Parathyroid \n\n\n6. Thymus\n\n\n7. Testes \n\n\n8. Ovaries \n\n\n9. Adrenal glands \n\n\n10. Pancreas\n\n\nRead more - *[What are endocrine glands](https://cosmicyogapower.com/cypqa/index.php?qa=11&qa_1=what-is-endocrine-glands)*\n\n\n\n\n\n",
"name": "",
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|
2eef7bb59575858c49b98004eed16719 |
**I already have counting the number of elements programmed, which was fairly easy, but now I am confused with the comparisons. how exactly would I program this exactly?**
please help me understand what exactly to do bc the wording is really confusing me.
Problem Statement
In order to compute the average number of key comparisons made in a sort, all n! permutations must be taken into account. For a treesort, this means counting the number of comparisons made for each insertion in a particular permutation. The text file permutations.txt contains 153 lines, comprising all permutations of n! elements for n = 1 to 5. (The first line is the one permutation for n = 1, the next two lines are the two permutations for n = 2, and so forth.)
You are to write a main program named program3.cpp which for n = 1 to 5, computes the total number of key comparisons for all insertions (by building the binary search tree for each permutation) and also the total comparisons divided by n*log2n. (You may approximate log2n as 3.32193*log10n.) It should then output the results in the three columns to the screen; all except the last two lines of output (for n = 4 and n = 5) should look like:
n = Number of elements
c = Total number of comparisons
k = c/(n*log2(n)), output to two decimal places
n c k
- ----- -----
1 0 0.00
2 2 1.00
3 16 3.36 **<-- why 16?**
(Be sure to wait for a dummy character to be input at the end, as usual.) Even though the program will be tested by the grader using the permutations.txt just as it has been given to you, the main program should be able to be easily modified to work for up to n = 9. The following files may be used (and modified where necessary):
BST.h
BST.cpp
TreeNode.h
KeyedItem.h
**here are the permutations**
1
12
21
123
132
213
231
312
321
1234
1243
1324
1342
1423
1432
2134
2143
2314
2341
2413
2431
3124
3142
3214
3241
3412
3421
4123
4132
4213
4231
4312
4321
12345
12354
12435
12453
12534
12543
13245
13254
13425
13452
13524
13542
14235
14253
14325
14352
14523
14532
15234
15243
15324
15342
15423
15432
21345
21354
21435
21453
21534
21543
23145
23154
23415
23451
23514
23541
24135
24153
24315
24351
24513
24531
25134
25143
25314
25341
25413
25431
31245
31254
31425
31452
31524
31542
32145
32154
32415
32451
32514
32541
34125
34152
34215
34251
34512
34521
35124
35142
35214
35241
35412
35421
41235
41325
41352
41523
41523
41532
42135
42153
42315
42351
42513
42531
43125
43152
43215
43251
43512
43521
45123
45132
45213
45231
45312
45321
51234
51243
51324
51342
51423
51432
52134
52143
52314
52341
52413
52431
53124
53142
53214
53241
53412
53421
54123
54132
54213
54231
54312
54321
| need help with binary tree node comparisons | daniweb.com | 2021.31 | [
{
"text": "\n\ncan someone please atleast tell me why 3 elements gives me 16 comparisons\n\n\n\n",
"name": "",
"is_accepted": false
}
] |
d14cbe325d58c0599fbef8e9ff28ba5c |
hi
| hi | daniweb.com | 2021.31 | [
{
"text": "\n\nmoeny\n\n\n\n\n",
"name": "",
"is_accepted": false
}
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2f4949e3b70a74b421745b9bc25c05f2 | plot the step response for problem 4 using matlab. from your plots, find the time constant, rise time, and settling time. | plot the step response for using matlab. from your plots, | studysoup | studysoup.com | 2021.10 | [
{
"text": " week 10 week 9; day 27 4/8/2016: no notes. exam 3: day 28 4/11/2016: the 1918 flu project pedagogy and findings: 1918 influenza virus in the news during the time of this study. what was unique about the 1918 spanish flu?: ● it killed 2040 year olds. ● it killed fast (23 days). ● hemorrhagic symptoms. oshkosh, wisconsin in 1918 population: approx. 33,000. ● world war i was going on. ● soldiers were getting ready to be sent by ship to the war. ● maybe some of the people who were in the prime of their lives were not as healthy as we thought. ● no immunity = a really bad disease. ● the first soldier that died in wwi did not die by spanish flu. ● dr. lockhart: a doctor at what is ca“winnebago mental health” today. ○ in the past, it was cal“northern insane asylum.” 1918 “spanish” influenza pandemic : ● estimates range from 2150 million people (wwi took 9 million lives). ● true members can never be known. ● many places that were bludgeoned by the flu did not keep mortality statistics. ● even in the u.s. efforts at tabulating deaths were complicated by the fact that there were no definitive tests in those days to confirm flu. ● spread faster than any plague in history. ○ took 7 days to sweep across america. ○ took 3 months to sweep around the world. how deadly was it? : ● killed more people in less time than all the plagues in history. ● in alaska, 60% of the eskimo population was wiped out. ● islands in the south pacific (where respiratory illness is uncommon and nonlethal lost 20% of their populations. ● 25x more deadly than other influenza viruses. \n ● killed 2.5% of its victims (normally 0.1% of those who get the flu die). this number is wrong so do not memorize. where did it come from? ● experts discuss two waves of influen : ○ wave 1: ■ tourist season, san sebastian, spain, february, 918: ● nothing alarming, 3 days or so of fever, aches and pains. ● highly contagiousnearly everyone exposed, became ill. ● seemed to strike young, healthy adults. ■ the rest of the world fell ill. the name of “spanish flu” may have stuck because spain did not censor its news reports, unlike other european countries. spain’s flu, was no secret. ○ wave 2 at nearly the same ti: ■ u.s. army base, midwest (fort riley, kansas), march 918: ● spread to europe. ● 15th u.s. cavalry. ● in the lungs of soldiers headed for wwi. oshkosh, wisconsin knew the flu was coming. influenza was/is airborne. timeline of influenza epidemic oshk sh: ● the worst month is october. ● october 5:10 casereportedatient zewas a young man who grew up in oshkosh. he was livingillino as a car maker. he was 1819 years old and decided to join the army. ● october 7: first 2 deaths. ● october 10:63 casereported. flower shortage. library was closed. ● october 15 440 casereportedanin effect: no public gatherings (funerals, meetings, saloon, restaurant curfew). ● october 26: many vaccinated with anthnfluenza serum from mayo hospital. ● october 31: whiskey gets inning. said to be effective against influenza. ● november 2: ban to be lifted soon. situation 014 cases to da . oshkosh, wisconsin armistice day november 11, 1918. ● the war was coming to an end. ● everyone was so excited about this, that they forgot about the flu that was going around. timeline of influenza epidemic oshk sh: ● november 11: “terms of armistice.” oshkosh got up early to show joy at the good news. ● november 12: pease parade big. spirit runs high. \n ● november 15: flu cases growing. ● november 23: city keeps lid on. closing ban remains. ● november 25: now it is smallpox 12 cases quarantined. ● november 29: disease is abating, ban will be lifted. ● november 30: influenza ban lifted. ● december 3: schools reopen. attendance was about 75%. ● december 11: total cases to d083 ● december 18: flu climbs up a bit. ● december 24: raise of smallpox ban. ● december 26: epidemic is getting weak. bio 315 (virology) undergraduate assignmen : ● use of death certificates, newspapers, diaries and school yearbooks. ● students would draw from a hat and give the story for the one in which they picked. lol letters ● “little old ladies.” ● letters sent to our professor from survivors of influenza. cytokine storm: ● a potentially fatal immune reaction consistositive feedback lobetween cytokines andimmune cell, with highly elevated levels of various cytokines. in the lungs, fluids and immune cells suacrophages may accumulate and eventually block off the airways, potentially resulting in death. healthcare workers at risk for contracting the flu. morbidity/mortality rates spanish influ nza: ● winnebago city deaths 182 ● other “probable deaths” 46 ● wwi soldiers: 56; half of these died in camps. ● winnebago city cases/newspaper record: 2083 ● winnebago city cases/public health recor: 100 public health records register of reports of contagious disease winnebago co: ty ● number of cases and when: ○ november 1918: 100 ○ december 1918: 0 ○ january 1919: 7 ○ february 1919: 7 ○ march 1919: 0 ○ april 1919: 0 ○ may 1919: 0 \n ○ june 1919: 0 ○ the reportings/ers were not very good. numbers of influenza related deaths at hospital in winnebago county : ● alexian brothers hospita: 1 ● emergency hospital: 4 ● mercyhospita 7 ● northern hospital (insane asylum) 15 ● saint mary’s hospita: 5 ● southside hospital: 2 ● sunny view isolation sanitarium: 3 ● theda clark hospital (neenah): 17 day 29 4/13/2016: the 1918 flu project pedagogy and findings continued: for exam: symptoms. difference between this flu and regular flu. incubation period. infectious dose = 1,0002,000 particles. 1918 spanish influenza in the u.s: ● killed 675,000 americans. ● 4.39/1000 national average. u.s. records: ● march, 1918 ford motor company: ○ 1000 workers called in sick with the flu. ● aprilmay, 1918 san quentin prison: ○ 500 to 1,900 prisoners. flu remedies/pharmacists : ● dr. perry w. dought, stout, wi. ● 1918 day book and financial records. ● august: 35 prescriptions. ● september: 55 prescriptions. ● october: 293 prescriptions. profit was the highest in this month. ● november: 176 prescriptions. ● december: 120 prescriptions. \n the deadly strain returned the following year in oshkosh: ● during the months of jan. and feb. 1920, there was 49 influenza related deaths in winnebago city. ● 31 of these were oshkosh residents. ● the 1920 influenza produced the same deteriorating physical effects as in 1918. you can survive 3 minutes without air (on average). 3 days without water. and 30 days without food. *know for test* cycle of avian influenza viruses in animals: shore birds → waterfowl → domestic birds → mammals (primarily swine) → humans. mortality rate: 5060%, within 12 weeks after onset of symptoms. day 30 4/15/2016: microbes in the news update elizabethkingia case in illinois ● claimed lives in wisconsin, michigan and illinois same strain in all states. ● elizabethkingia found in soil and water. ● investigators now interviewing family members. ○ communityacquired infection. chapter 10 viral and prion diseases: the influenza pandemic of 1918 killed 50 to 100 million people worldwide in a single year. biology of influenza ● influenza symptoms are coldlike, with headache, high fever, muscle pain, severe cough, and congestion. ● the disease usually disappears within 2 weeks. ● infects humans and other species, including seals, dogs, pigs, and birds (particularly ducks). transmission of influenza: ● transmitted through droplets/aerosol. ○ sneezing, coughing. ● fomites play a secondary role. ● conditions of cooler temperatures and low humidity favor transmission. ● crowding, close intermingling favors transmission. ○ example: nursing homes, classrooms, army barracks. ● infectious dose: inhaled 1,0002,000 viruses. ● rnought (how many more people are going to get sick) : 13. \n influenza strains and vaccines ● influenza has two types of surface antigenic protein spikes. ○ h (hemagglutinin)spikes attach the virus to epithelial cells of the respiratory (sialic acid) mucosa and aid in viral entry into these cells. ○ n (neuraminidase)spikes play a role in the release of new virions from cells. ● 3 types/categories of influenza viruse : ○ influenza a: ■ causes epidemics and pandemics. ■ infects animals, birds, humans, etc. ○ influenza b: ■ less severe, causes epidemics, no animal reservoir. ○ influenza c: ■ causes mild respiratory illness in humans. ● influenza surface antigens undergo two types of antigenic change. ○ antigenic shif (type a only): a major, abrupt antigenic change in the h or n spikes; results from the recombination of genetic material from cells infected with different viral strains creates a “new” influenza strain. ○ antigenic drif: results from the slow accumulation of mutations affecting the antigenicity of h and n antigens. specific antibodies against the h and n proteins are protective, but these proteins are capable of rapid evolutionary change. antigenic shift results in rapid evolution of new strains of influenza virus. influenza strains and vaccines continued: ● influenza antiviral drugs: ○ block influenza neuraminidase activity. ○ must be taken within 48 hours after symptoms to reduce severity of illness. ● zanamivir (relenza/injectio fda approved. ● oseltamivir (tamiflu/pill fo, fda approved. ● peramivir, emergency approvalduring h1n1 pandemic of 2009. the coming flu pandemic?: ● antigenic shifts of influenza a. ● johan hultin. ● 1918 influenza research. ● why so deadly? the first flu pandemic of the twentyfirst century: ● major pandemics occurred in 1918, 1957, and 1968. ● pandemics happen every 3040 years. ● the world currently faces the threat of a potential pandemic. \n ● 2009 h1n1 swine influenza pandemic. ○ epicente mexico. ○ aprildecembe: 208 countries. ○ deaths in u 7,500 to 12,000. \n week 11 day 31 4/18/16: microbes in the ne : ● earthquake in japan. ● 7.2 magnitude. ● 42+ dead. ● 1000+ injured. ● what infectious diseases will surface? ● infectiotriangl aids: ● aids acquired immunodeficiency syndrome. ● caused by thuman immunodeficiencvirus (hiv). ● appeared in cdc’s morbidity and mortality weekl982 ort in 1 ● ispandemic, has spread throughout the world, particularly in africa. ● diagnosed by certain signs and symptoms: ○ hiv positive. ○ low cd4+ (helper t cell) cell count (below 200). ○ one or morepportunistinfection(bacterial, viral, protozoal, and fungal). ○ swollen lymph nodes, sudden weight loss, and a rare vascular cancer called kaposi’s sarcoma (caused by herpes v us). biology of hiv: ● hiv is a retrovirus. ○ its rna genome reversetranscribeinto dna. ○ new virus particles are released from udding by b ○ at least two types of hiv: ■ hiv: is the most common cause of aids worldwide. ■ hiv: is the most common cause of aids in west africa. \n origins of aids: ● genetic studies link hiv to the chimpanzee pan troglodytes. ● the first welldocumented case of aids occurred in an african man in 1959; he was diagnosed decades after his death. ● two researchers claimed discovery of hiv: ○ luc montagnier of the pasteur institute in paris. ○ robert galloof the national institute of health. ● the 2008 nobel prize in physiology or medicine was awarded to montagnier and his colleague francoise barresinoussi. transmission of aids: ● hiv can be transmitted in five ways: ○ sexualcontact with an infected partner: male to male, male to female, female to male, or female to female. ○ contact with contaminated blood or blood products. ○ sharing bloodcontaminated needles and syringe as with iv drug use (high frequency of transmission) or by accidental needle stick in health provider (0.5% risk of transmission). ○ transmitted from mother to child: ■ through passage of hiv across the placenta (about a 25% risk of mother does not take antivirals, 2% risk if mother on antivirals). ■ transmission to child via contact with contaminated blood and secretions during birth. ■ transmission via breast milk containing the virus. ○ premastication pre chewing food for infants (does not happen in the u.s.). aids the disease: ● hiv depletes the number of thelper cells, resulting in the individual’s becoming immunocompromised and vulnerable to opportunistic diseases caused by an array of microbes. ● hiv positive individuals, with rare exceptions, progress to clinical aids over an incubation period that can vary from a few years to 15 years or longer. ● the cdc describes four stages to hiv infection: ○ the prodromalstage is characterized by fever, diarrhea, rash, aches, headaches, lymphadenopathy, and fatigue, lasting a few weeks to a few months. ○ the latencyperiod, which can last from two to fifteen years (av: 10 years); persons may be asymptomatic but they can infect others and usually have detectable antihiv antibodies in their blood. ○ the lymphadenopathy, with swollen lymph nodes, recurrent fevers, night sweats, persistent diarrhea and cough, extreme fatigue, possible neurological impairment, and opportunistic infections. \n ○ conversion taids; death is likely within a few years, repeated opportunistic infections result as the immune system is severely weakened with the cd4+ tcell count dropping below 200. opportunisticinfection ● mycobacterium tb. ● herpe simplex virus. ● cytomegalovirus. ● varicellazoster virus. ● epsteinbarr virus. ● pneumocystis jirovecii. ● candida albicans. ● mycobacterium avium. cause of aids: ● evidence that hiv causes aids (based on koch’s postulates): ○ 1.pidemiologicaassociation: the suspected cause must be strongly associated with the dis(virtually all aids patients are hiv+). ○ 2.isolatio: the pathogen can be isolatedand propagatedoutside the host (true in virtually all aids cases tested). ○ 3.ransmissionpathogenesis: transfer of the suspected pathogen to an uninfected host, human, or animals results in disease idemonstrated in accidental infection of laband healthworkers, blood transfusion recipients, children of hiv+ mothers, etc.). ○ 4.reisolat: the pathogen must be reisolated from the infected host and be identical to the original patrue in aids cases tested). aids treatment and prevention: ● treatment: ○ despite great cost and effort in aids research, the goals of prevention and cure will not be met in the near future. ○ to prevent or cure aids any drug or vaccine must interfere with some aspect of hiv’s life cycle. ○ azt (the first clinically safe and effective antihiv drug) inhibits the reverse transcriptase and blocks synthesis of dna from rna. ■ azt resembles a building block of viral dna synthesis, and when it is mistakenly used by the virus dna synthesis stops. ○ proteaseinhibitor are approved for treating hiv infection and act by interfering with the processing of viral proteins used in assembly. ○ theaids cocktai” or highly acute antiretroviral therapy, uses two reverse transcriptase inhibitors and one protease inhibitor. antihiv therapies target hiv adsorption, entry of reverse transcriptase, assembly of new virions, etc. \n day 32 4/20/16: charlie sheen: ● november 17, 2015. ● diagnose approx. 2010. ● revealed hiv status. ● today show interview with matt lauer. hiv and seniors: ● growing problem. ● sexual performance meds= seniors having sex. ● symptoms of aging mimic aids: ○ fatigue. ○ pain. ○ night sweats. ○ infections. ● doctors may not think to test for hiv. ● remember we watched: dirty bird special (supplemental video). hiv epidemic in small town austin of indiana: ● over 180 cases (austin pop appro. 4,200). ● linked to injection drug use. ● generations of families inject opana or heroin together. ● worst hiv epidemic in state history. ● many reusing needles 300 times. ● tied to people injecting liquefied form of a painkiller opana. ● governor has authorized a needle exchange program. ● needleexchange program available for one year to try to reduce the number of hiv infections about 80% of cases also have hcv infection (hepatitis c virus). this can happen here!: ● winnebago county. ● 5 people died over weekend of february 67th, 2016. ● heroin overdose. ● 4 men, 1 woman. ● two in 30s. ● three in 50s. ● city of rockford. \n uw oshkosh campus: ● december 17, 2016. ● former uw oshkosh football player dexter charles. ○ delivered the heroin that killed oshkosh woman. ● charged with homicide by heroin. ○ may, 2014 overdose of 22 year old oshkosh woman deanna m. lake. aids in africa, caribbean, eastern europe, and central asia: ● since the late 1970s, over 20 million africans have died from aids. ● aids has left millions of children orphaned. ● life expectancy in some african countries is less than 40 years. ● hospital wards are overburdened. ● aids victims may be told to “go home and die,” because there are no drugs to help. ● in 1992, brazil started producing its own aids drugs and distributing them free of charge. ○ government laboratories now produce at least five aids drugs. ○ the number of aidsrelated deaths in rio de janeiro and sao paulo, the country’s hot spots of aids has plummeted. ● the caribbean has the second highest hiv prevalence after subsaharan africa. ● new infections in the caribbean region decreased by 25% in the dominican republic and jamaica and by 12% in haiti. ● decline associated with hiv prevention services for pregnant women. ● regions in eastern europe and central asia do not fit the pattern of decline or stabilization of hiv infections. ● the number of people living with hiv in eastern europe and central asia rose 250% from 2001 to 2010. ● russian federation and the ukraine have the fastestgrowing number of hiv cases. aids in the united states: ● the u.s. has one of the largest populations of hivinfected in the world. ● the annual number of new infections remains relatively stable. ● as of march, 2012: ○ 1.7 million people in the u.s. have been infected with hiv since the start of the epidemic in 1981. ○ 619,000 have died. ○ 1.2 million people living with hiv by the end of 2008. ■ 61% among men who have sex with men. ■ 46% of those living with hiv in the u.s. are african americans. ■ 1 in 5 people do not know they are infected with hiv. \n the future of aids: ● we do not know when the aids epidemic will end or when an effective aids treatment or vaccine will be found. ● active research in all phases of hiv infection and aids is under way, sponsored by the private and public sectors. hiv and influenza are discussed in chapter 16 (current plagues). gastroenteritis: ● gastroenteritis is characterized by stomach and abdominal pain, diarrhea, vomiting, and abdominal cramps. ● rotaviruses: *not on test* ○ about 200,000 er visits a year in the u.s. ● noroviruses (norwalk and norwalklike viruses: ○ infectiousdose< 10 viral particles. ○ viruses can persist in the environment. ○ naked viruses = no envelope. ○ viruses continue to be shed after recovery. ○ outbreaks associated with cruise ships, food service workers, hospitals, etc. ○ there are many different strains. ● hepatitis a: ○ usually mild and selflimiting, with an abrupt onset. ○ unusual, as recovery is usually complete without chronic infection. ○ transmission is by the fecaloral route, from contaminated food and drinking water. ○ approx. 50% of cases are subclinical. ○ good handwashing and sanitation is most effective at control. ○ diagnosis is based on detection of antibodies in the blood. ○ no specific treatment, but a vaccine is available. day 33 4/22/16: gastroenteritis: ● most cases of polio are asymptomatic, but a small number result in paralysis. ● replication in nerve cells causes paralytic poliomyelitis and limb deformities. ● transmission is from person to person, direct fecaloral contact, by indirect contact with infectious saliva or contaminated water. \n airborne viral diseases: ● usually spread through respiratory droplets from an infected person to a susceptible person. ○ respiratory syncytial virus (rsv). ○ common cold. ○ measles. ○ mumps. ○ german measles (rubella). ○ chickenpox and shingles. ○ hantavirus pulmonary syndrome. ○ severe acute respiratory syndrome (sars). ○ smallpox. ○ influenza covered in chapter 16 (current plagues). respiratory syncytial virus (rsv): ● highly contagious anndemic worldwide. ● rsv is the common cause of two serious respiratory diseasronchiolitand pneumonia and is lifethreatening to infants with preexisting lung or heart conditions. ● the symptoms of the infection are nonspecific (fever, runny nose, ear infection, and pharyngitis). ● outbreaks are a threat in pediatric wards and in nurseries. ● frequent and careful hand washing decreases the transmission. ● treatment is largely supportive, and oxygen therapy may be necessary in some cases. ● the antiviral drribaviri may be administered as an aerosol. ● there is no vaccine. common cold: ● about half of all colds are caused by two rna viruses: ○ rhinoviruses ○ coronaviruses. ● symptoms are sneezing, coughing, sore throat, stiffness, and malaise. ● within some viral groups there may be over 100 different strains. ● transmission is by droplets and fomites (hands, doorknobs, etc). ● most cold viruses possess mechanisms for attachment to nasal passages. ● diagnosis of a cold is symptombased. ● the illness is generally mild and selflimiting. figure 10.06. enterovirus diseases during the summer time. they are “naked”. table 10.02 study for exam. \n measles (rubella), mumps, and german measles (rubella): ● each is of these childhood illnesses is caused by a specific rna virus in the paramyxoviridae family. ● the mr vaccine was introduced in 1968. ○ mmr consists of a mixture of live, attenuated measles, mumps, and german measles viruses. ○ the vaccine has drastically reduced the incidence of these diseases, but immunization remains necessary to maintain herd immunity. measles (rubeola): ● highly infectious; humans are the only reservoir. ● transmission by respiratory droplets, exacerbated by: ○ overcrowding. ○ low levels of herd immunity. ○ malnutrition. ○ poor medical care. ● symptoms are coldlike, with the early developmeoplik’s spotin the mouth followed by a red rash on the face that spread to the extremities and most of the body. ● measles is usually mild and selflimiting, but one in 500 children develops potentially fatal complications, including pneumonia, ear infections, brain damage, and seizures. ● it is a significant cause of death in developing countries. ● immunity from infection is lifelong, and lasts 20 years. ● mmr controversial vaccine. ● andrew wakefield: lead researcher of the 1he lancetreport suggesting mmr vaccine caused autism. ● the lancet report was retracted in 2012. ○ wakefield was found guilty of unethical medical practice and scientific misconduct. mumps : ● humans are the only natural hosts for the virus. ● most commonly infects children under the age 15. ● infection of tparotid glancauses a large swelling on one or both sides of the face. ● many children are asymptomatic. ● the virus can spread to the testes, ovaries, meninges, heart, and kidneys. ● complications (rare) include sterility (males) and deafness. rubella (german measles): ● a highly infectious rna virus, it is the mildest rashforming virus. ● endemic worldwide. ● transmitted usually by respiratory secretions (urine also). ● asymptomatic carriers may transmit the virus. \n ● the characteristic rash starts on the face and progresses down the trunk and to the extremities; it resolves in about three days. ● prenatal transmission of rubella can cause cardiac lesions, deafness, ocular lesions resulting in blindness, and mental and physical retardation. ● immunization has been very successful, declared eradicated from the united states in 2004. 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ea74eaf3d29e209abc8e61c942da3ca8 | let carry out the indicated operation, or explain why it cannot be performed.5b 2c | solution: let carry out the indicated operation, or explain | studysoup | studysoup.com | 2021.04 | [
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"text": " additional notes for cathedral by raymond carver binary motif between sight and touch robert allows the narrator to see through touching him robert sees things through touch narrator can literally see, but not make a connection with anyone because he refuses intimacy (touch) intimacy the closer someone is to you in an intimate embrace, the lesser they are a visible object for you; you have to be kinda far away in able to be seen to what extent are the senses used to connect and communicate? love, religion, blindness: all make you see something that is not there cathedral is a literal synthesis of sight and touch the act of drawing is what brings together sight and touch at once sight (observation), touch (communication) task is to communicate to us what is unseen in the scene text needs to be read actively 3/2: understanding the text, p. 8592 1. plot theme: one common message action: the events recounted in a fictional work, the “what”, raw data, will never be accessed by the reader, the action will always be plotted plot: the way the author sequences and paces the events so as to shape our response and interpretation; gives significance to the action; the how, forcing us to ask why; conflict drives the plot, must be some destabilization of a situation sequencing: the precise order in which events are related in media res: “in the middle of things”; to start a work in the middle of the story; things have happened before the first scene and will happen after it flashbacks episode flashforward “a story might jump forward in time to recount a later episode or event in a flash forward” foreshadowing: when an author merely gives subtle hints about what will happen later in the story subplot: a plot that receives significantly less time and attention than another 2. pace \n pacing: the duration of particular episodes (events) discriminated occasion: when an author slows down the pace and homes in on a particular moment and scene, ex: “late that evening” or “the day before…” paragraphs devoted to minutes 3. conflinct conflict: struggle external: arise between characters and something or someone outside of them internal: when a character struggles to reconcile 2 competing desires, needs, or duties; or 2 parts or aspects of himself, ex. head vs. heart the shroud by jacob and wilhelm grimm lovable seven year old died and taken from mother son came back as ghost ad cried when mom cried in previous play sites son can’t pass to heaven unless mother stops grieving child passed and mother silently grieves instead of crying 5 parts of plot 1. exposition: introduces character, their situations a setting (time and place) all basic information usually revels some source of potential conflict in the initial situation; characters may be unaware \n 2. rising action: begins with an inciting incident (a destabilizing event) or some action that destabilizes the initial situation and incites open conflict complication: an event that introduces a new conflict or intensifies an existing one 3. climax/turning point: the moment when the outcome of the plot and the fate of the characters is decided epiphany: a sudden revelation of truth inspired by a seemingly trivial event crisis: precedes and precipitates the climax, the confrontation of the climax 4. falling action: brings a release of emotional tension and moves us toward the resolution of the conflict(s) deus ex machina: “god out of a machine” from ancient theatrical practice of using a machine to lower onto the stage a god who solves the problems of the human characters 5. conclusion: presents us with a new and at least somewhat stable situation, gives a sense of closure, conflicts have been resolved many plots end with a situation that is similar to one it began with why and how are things different? epilogue: ties up loose ends, updates on what happened to the characters after conflicts are resolved, provides commentary on story’s larger significance denouement: can be a synonym for falling action, conclusion, or resolution, or epilogue (not used much in the textbook) plot summary/synopsis: recount of plot briefly; define terms action and plot “guests… are a convention of chivalric romance and epic”… heroes are of high rank, sent by someone of higher power tragedy: trace a downward movement centering on the character’s fall from fortune into misfortune and isolation; end unhappily (death) comedy: end happily in marriage or celebration sonny’s blues by james baldwin (a punishing story) narrator learns of brother’s arrest and rehab for heroine druggy friend waits for narrator in schoolyard to tell about sonny’s incident narrator writes to brother in rehab after daughter gracie passes away flashback to memory of last time with mother who expresses concern for sonny gives light to a dead uncle who narrator didn’t know about, he died by being run over drunk by whites, destroyed narrator’s father stopped notetaking after p. 105 background context: post war middle of 20 century precivil rights harlem (ghetto) \n rising of jazz and musical expression ww2 for equal rights of others even though america itself was struggling for equality harlem not approached by whites, always a segregated circle rebuilding/coping all residents of harlem are african american must think of political context in order to realize the anchor of the story zero opportunities for advancement in harlem harlem is a world that offers its citizens no hope narrator’s coping strategies: teaches in harlem, embedded himself in education, obeys the rules to keep from drowning fear characterizes the narrator, fear of life, gives himself a safe life sonny can’t hide from life so he has the 2 outlets drugs and music reread last page and listen to blues for alice by charlie parker where are you going, where have you been? by joyce carol oates (1938) background: arnold friend character written in thought of “the pied piper of tucson” who raped and killed teen aged girls kids knew but kept his secret crazy because girls always gave in “the fateful attractions of death (or the devil)” setting: written in the 60’s, white middle class suburban, generic ambiguity of the setting maybe shows how the story can occur anywhere mother/daughter relationship is not universal but archetypal; a very immediate legibility to how connie feels about her mom and how her mom thinks connie feels about her connie’s fantasies referred to as “trashy daydream” connie’s duality or reality vs. fantasy arnold friend coming to her home clashes the separation between her 2 worlds fantasy almost overwhelms her reality connie wants to be special, to be looked at, to be wanted/desirable, reach sexual maturity (romanticized love), to be possessed, to find her value in/through others, to be an object not a subject, an object of desire connie gets her fantasies from music desire is based off of distance; we want the things that we don’t really want narration and point of view p. 174178 \n narrator: someone that mediates and tells us the events in fiction voice: the verbal quality of the narration focus: the visual angle, chooses direction of our gaze and the framework of which we see things style, tone, irony everything above ^ makes up the point of view types of narration 1. 3 person: narrator tells an unidentified listener or reader what happened, referring to all characters using pronouns he, she, or they always external, narrator isn’t a character omniscient/unlimited: has access to the thoughts, perceptions, and experiences of more than one character limited: tells story from a distinct point of view, usually that of a single character revealing that character’s thoughts and perspectives, also known as the central consciousness objective: does not explicitly report thoughts and perspectives but hints at them through the character’s speech and actions; consists mostly of dialogue 2. 1 person: pronoun i, can be major/minor character of story, making he/she an internal character, either tells a story about someone else or one from personal experience can address an auditor: a listener in fiction whose possible reaction is part of the story unreliable narrator: ironic, unintentionally reveal flaws when trying to impress, may make false claims first person plural: pronoun we, shared perspective of a community nd 3. 2 person: consistently speak to “you”, turns the reader into a character of the story, instructional manuals or “howto” books past and present tense used to be conversational implied author: thoughts and perspectives of both the narrator and the author the narrator is neither the real or implied author",
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1d759132da3a0b33cc76eee3c3b32ee0 | calculate the current in the circuit of fig. 4.69. what value of input voltage is necessary to make equal to 5 amps? | calculate the current in the circuit of fig. 4.69. what | studysoup | studysoup.com | 2021.31 | [
{
"text": "nutrition 2000: exam 3 study guide part i: write the correct word that corresponds with the given definition. 1. decreased bone mass due to aging, genetic background, and a poor diet. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 2. a condition resulting from protein deficiency, characterized by edema, mild to moderate weight loss, maintenance of some muscle and subcutaneous fat, growth impairment, a fatty liver, and onsets quickly. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 3. water that is inside the cell. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 4. the hardening of the cornea and drying of the surface of the eye, which can result in blindness. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 5. a condition caused by a vitamin d deficiency; characterized by bowed legs, enlarged head, joints, and ribcage, and a deformed pelvis.\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 6. a condition resulting from protein deficiency, characterized by severe weight loss, wasting of muscle and fat, severe growth impairment, and develops gradually. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 7. the movement of water across a semipermeable membrane. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 8. when the skin turns a yelloworange color, particularly on the hands and the soles of the feet. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 9. anemia that eventually leads to death. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 10. the softening of bones in adults due to a vitamin d deficiency. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 11. water that is outside of the cell. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ part ii: true/false: write true or false on the following statements. if the statement is false, write the correct answer or statement in the space provided. 12. proteins regulate and maintain body functions and provides the essential form of nitrogen. \n 13. the proteins in our bodies are made up of twenty different amino acids; eleven are essential, nine are nonessential. 14. the fat soluble vitamins are b and c. 15. vitamin d deficiency is the leading cause of blindness worldwide. 16. vitamin d helps to regulate blood calcium levels and bone metabolism. 17. water makes up 3060% of the body’s weight. 18. ions control the movement of water between the intracellular and extracellular compartments. 19. iron is the most abundant mineral in the body. 20. zinc deficiency was first discovered in the 1960’s in the middle east. 21. humans absorb 60% of the sodium they consume. 22. chloride is a major negative ion in the extracellular fluid. \n 23. vitamin e acts as a fatsoluble antioxidant. part iii: short answer. answer the question entirely. 24. what are the general functions of proteins? 25. in ages 5065, what is a low protein diet associated with? 26. in ages 66+, what is a low protein diet associated with? 27. what are the building blocks of proteins and what is their chemical structure? 28. is protein shape necessary for function? 29. how is a protein’s primary structure determined? 30. what does mrna do? 31. what is the amino acid structure? what makes an amino acid its own? 32. how are amino acids connected? \n 33. how can a protein be denatured? 34. what acid in the stomach denatures the proteins during digestion? 35. what enzyme breaks down the peptide bonds? where is it released and how does it work? 36. what hormone regulates the enzyme from question 35? how is it released? 37. what does the hormone cck do? 38. what is celiac disease? what is its prevalence in the us? 39. how are amino acids absorbed? 40. how are amino acids used in the liver? 41. what are the functions of proteins in the body? \n 42. what do amino acids leave behind in the body and how is it excreted? 43. what is the rda for protein? 44. what are the top five contributors of protein in a western diet? 45. what are the alternatives to a high protein diet? 46. what are the two proteinenergy deficiencies discussed in class? what are the symptoms? 47. what are vitamins? do they produce energy? 48. what are the fat soluble vitamins? 49. what are the water soluble vitamins? \n 50. what are the functions of vitamins? 51. what are the function of vitamin a? 52. what are the functions of vitamin d? 53. what are the functions of vitamin e? \n 54. what are the functions of vitamin k? 55. what are the functions of vitamin c? 56. what are the b vitamins that we discussed in class? briefly describe their function. 57. what controls fluid movement? \n 58. what are the functions of water? 59. describe what happens at the percentages of water loss. 60. what is aldosterone? 61. what does over consumption of water lead to? 62. what does bioavailability depend on? 63. what are the two mineral binders discussed in class? 64. what are the major minerals? 65. what are the functions of calcium? \n 66. how can you maintain bone density? 67. what are the functions of sodium? 68. what are the functions of chloride? 69. what are the functions of potassium? 70. what are the trace minerals? 71. what are the two types of iron? 72. what can iron deficiency cause? 73. how can excess iron hurt the body? \n 74. what are the functions of zinc? 75. how is zinc absorbed? 76. what are the functions of selenium? 77. what are the functions of iodide? 78. what can iodide deficiency cause? 79. what are the functions of copper? 80. how is copper absorbed? 81. what is wilson’s disease? \n part i: write the correct word that corresponds with the given definition. 1. osteoporosis 2. kwashiorkor 3. intracellular fluid 4. xerophtalmia 5. rickets 6. marasmus 7. osmosis 8. hypercarotenemia 9. pernicious anemia 10. osteomalacia 11. extracellular fluid part ii: true/false: write true or false on the following statements. if the statement is false, write the correct answer or statement in the space provided. 12. true 13. false; nine are essential and eleven are nonessential. 14. false; the fat soluble vitamins are a, d, e, and k. 15. false; vitamin a deficiency is the leading cause of blindness worldwide. 16. true 17. false; water makes up 5070% of the body’s weight. 18. true 19. false; calcium is the most abundant mineral in the body. 20. true 21. false; we absorb 100% of the sodium we consume. 22. true 23. true \n part iii: short answer. answer the question entirely. 24. regulates and maintains body functions and provides essential form of nitrogen (in the form of amino acids) 25. decreased mortality rates 26. increased mortality rates 27. amino acids are the building blocks of proteins. amino acids contain nitrogen bonded to a carbon 28. yes; primary structure lead to the protein higher order structure. this causes the protein to get into a specific shape. this shape is necessary for the protein to function properly 29. the protein's primary structure is determined by the dna. dna is kept in the cell's nucleus. 30. the information of the protein's primary structure gets transcribed into messenger rna (mrna). mrna leaves the nucleus and goes to the ribosome (rough er) where the protein gets translated (made). 31. one central carbon surrounded by an acid group, an amino group, some sort of side group, and hydrogen. the side group for each amino acid is different, making each amino acid unique. 32. amino acids are connected together by a peptide bond. 33. by heat, strong acids, bases, and heavy metals. 34. hydrochloric acid (hcl) 35. pepsin (enzyme) breaks the peptide bond of proteins resulting in protein fragments. pepsin is released in the stomach by cells in the stomach and is activated by the acidic environment. 36. gastrin regulates the release of pepsin. it's released in response to thinking about food and chewing and digesting food. 37. cck causes pancreas to release proteolytic enzymes that cleave proteins 38. incomplete gluten breakdown in small intestines leaving small peptides and amino acids. results in an inflammatory response to peptides and amino acids. prevalence in the us: 1 in 133 39. amino acids are taken up by the capillaries and taken to the liver by the portal vein. \n 40. used as building blocks for liver proteins, broken down for energy, can be released into the blood, and can be converted into nonessential amino acids, glucose, or fat. 41. producing vital body structures body is in a constant state of turnover. producing proteins and disassembling proteins. what happens in protein inadequacy producing proteins slows down muscles, blood proteins, and vital organs decrease in size. brain resists breakdown o maintaining fluid balance blood proteins attract fluids. if protein are inadequate, the fluid shifts into the tissues called edema. o contributing to acidbase balance act as buffers maintain ph within a narrow range keeps blood in an alkaline state. o forming hormones and enzymes hormones allow us to communicate between cells. enzymes catalyze reactions in the cells. transport and signaling receptors o transport brings nutrients into the cells. signaling receptors are used for communication in the cell o contributing to the immune function antibody production if there is protein deficiency, there is a decrease in immune function. o providing energy is need for prolonged exercise and calorie restriction however, cells use primarily fats and cho more efficient way to get energy. it wastes calories to metabolize amino acids for energy. o forming glucose amino acids can converted into glucose when blood sugar is low. during starvation: muscle wasting and edema results from protein breakdown. glucogenic amino acids are the only ones that can be used for glucose. use both nonessential and essential amino acids o contributes to satiety proteins provide the highest feeling of satisfaction after eating. may contribute to calorie control during weight loss \n 42. the breakdown of amino acids leave behind ammonia. ammonia is turned into urea in the liver and then excreted by the kidneys during urination. 43. 0.8 grams per kilogram per body weight. 44. beef, poultry, milk, white bread, and cheese. 45. vegetarian or a vegan diet. 46. 47. essential organic substances needed in small amounts in the diet for normal function, growth, and maintenance of the body. yield no energy. 48. a,d,e,k 49. b,c 50. to facilitate energy yielding chemical reactions and function as coenzymes. 51. promotes vision, prevents drying of the skin and eyes, maintains epithelial cells, promote immune function, and promotes growth. \n 52. helps regulate blood calcium levels and bone metabolism. it works with the parathyroid hormone, helps to regulate calcium and phosphorus absorption from the intestine, regulates the deposition of calcium in the bone and regulates the excretion of calcium from the kidney. 53. acts as a fatsoluble antioxidant to help protect the components of cells. 54. vital for blood clotting, and also activates proteins present in bone, muscle, and kidneys to give calcium binding ability to the organs. 55. formation of collagen which strengthens tissues, formation of other compounds (carnitine, serotonin, norepinephrine) and acts as an antioxidant. 56. what are the b vitamins that we discussed in class? briefly describe their function. folate: functions as a single carbon supplier or donor, and adds a coenzyme to help for dna and metabolize various amino acids and their derivatives. vitamin b6: needed for the activity of many enzymes, important in amino acid metabolism, necessary for the synthesis of neurotransmitters, important for hemoglobin synthesis, and is necessary for the conversion of tryptophan to niacin. vitamin b12: required to convert folate into its active form and maintains the myelin sheaths that insulate neurons. thiamin (b1): helps release energy from carbs. riboflavin (b2) and niacin (b3): both aid in energy metabolism and are coenzymes. 57. ions control the movement of water in between the intracellular and extracellular compartments. 58. solvent for chemical reaction in water, helps regulate temperature, helps remove waste products, cushions and lubricates. \n 59. 12%: thirst mechanism occurs 4%: muscle lose strength and endurance 1012%: heat tolerance is decreased. 20%: a coma and perhaps death. 60. released from the adrenal glands when blood volume decreases and communicates with kidneys to conserve water and salt. 61. dilutes the sodium levels causing nausea, confusion, vomiting, headaches, muscle weakness, and convulsions. 62. the soil it’s grown in and our ability to absorb it. 63. oxalates: found in spinach; binds calcium phytates: found in grains; binds calcium, iron, zinc, others. 64. calcium, phosphorus, potassium, sulfur, sodium, chloride, and magnesium. 65. regulates transport of ions across the cell membrane, helps maintain blood pressure, essential for muscle contractions, essential for secretion of hormones, enzymes, neurotransmitters, etc., & is essential for blood clotting 66. get an adequate amount of calcium and vitamin d in your diet, exercising and estrogen. 67. fluid balance between compartments, nerve impulse conduction and absorption of glucose. 68. a major negative ion for extracellular fluid and is used in producing stomach acid. 69. important in fluid balance and nerve transmission. 70. iron, zinc, selenium, iodine, copper, chromium, fluoride, etc. 71. heme and nonheme iron 72. anemia 73. impaired physical and mental activity, fatigue, loss of appetite, decreased learning ability, attention span. 74. growth, wound healing, sexual maturity, taste perception \n 75. absorption depends on body needs. phytic acid binds to zinc and limits availability. high calcium intake decreases zinc absorption. zinc competes with iron and copper for absorption. 76. indirect antioxidant, works with vitamin e to help protect cell membranes from oxidizing agents. binds to enzymes to protect against oxidation. may have anticancer properties. 77. used in the production thyroid hormone 78. cells of the thyroid enlarge in attempt to trap more iodine. called goiter. people are sluggish and gain weight. during pregnancy, deficiency can cause extreme and irreversible mental and physical retardation of developing baby. 79. involved in the metabolism of iron by functioning in the formation of hemoglobin and transport iron. also involved in the formation of connective tissue. is a cofactor for antioxidant enzymes. 80. absorption is highly variable. higher intakes associated with lower absorption efficiency. phytates, fiber, excess zinc and iron supplements interfere with absorption. 81. a genetic disorder that results in accumulation of copper in the tissues. characterized by damage to the liver, nervous system, and other organs.",
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26a71858310998f0f3c4b927bba69119 | ?problem 56e
lewis structures; resonance structures (sections)
based on lewis structures, predict the ordering, from shortest to longest, of n—o bond lengths in no+, no2 –, and no3– | lewis structures; resonance structures (sections)based on | studysoup | studysoup.com | 2021.31 | [
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"text": " tuesday 4/5/16 why did the united states enter the war? 1. financial commitment to the allies a. war was economic boom for us b. our money was going towards britain and france 2. shared principles of democracy a. opposition to german militarism b. not everyone was probritish 3. german attacks on american neutrality a. sinking of the lusitania because germans didn’t want america and britain to trade (?) b. “unrestricted submarine warfare” beings early 1917, america declares war with germany in april 1917 america at war: what was its contribution to victory? ● america didn’t determine the strategy ● the donkeys ( 1961) ● german 210mm guns artillery was the big killer of soldiers in the war of 19141918 ● war of attrition us didn’t have any tactics ● us needed, “men, men and more men” ● germans end the war agreeing to an armistice (armistice day, 11/11) problems of peacemaking wilson at versailles why did the us enter the war? 1. financial commitment to the allies 2. shared principles of democracy 3. german attacks on american neutrality and... 4. how could we influence the postwar peace, if we were not actively involved in fighting the war? ● “peace without victory,” wilson, january 1917 (before we enter the war) ● “fourteen points” speech, wilson, january 1918 ○ end to secret treaties, establish league of nations \n wilson’s new world order ● spread democracy because democracies did not engage in wars of conquest ● an end to trade barriers would reduce tensions that led to war ● a “league of nations” rather than arms and alliances would be the key to international order there were two problems: one was the europeans the reality of versailles ● britain would not accept freedom of the seas ● “open diplomacy” was conducted behind closed doors ● peace without victory became the “war guilt clause” for germany ○ made the germans resentful and determined to “get even” when the opportunity presented itself in the future ● selfdetermination for some; but other border realignments just created new problems the other problem was the us opposition to the treaty *** in textbook ● november 1918 elections gave control of congress to the republicans ○ president wilson did not involve republicans in the peace negotiations, even though he needed a republicandominated senate to approve any treaty (art ii, sec 2 of the constitution) ● irreconcilables did not want anything to do with a league of nations ● reservationists not necessarily against a league of nations but wanted restrictions on its authority over the united states ● opposition to article 10 did it commit nations to using force to maintain the peace and guarantee territorial integrity? the twenties events of 19181919 ● influenza killed 500,000 americans (more american soldiers died of this than at the hands of the germans) ● “red scare” generated by bolshevik (communist) revolution in russia and bombing campaign in us *** in textbook ● 1919 more strikes than in any other year of american history ● chicago white sox threw the world series! ● manufacturing inexpensive consumer goods (electric mixer, the vacuum, refrigerator, washing machine) ● age of consumption ● instant gratification, fulfillment with consumption \n a consumer culture ● a society in which the majority of people seek fulfillment and defines identity through acts of consumption ● new values like, “instant gratification” rather than selfdenial, restraint, saving for the future, and so on (the supposed values of the older generation) ● “problems” resolved through consumption the automobile: backbone of industry ● 1900 → 300 firms produced 4,000 cars ● 1922 → ford produced 2 million cars ● 1927 → one car for every 5.3 people in the us; in france one for every 44 people; in germany one for every 196 model t cost went down automobiles encouraged consumption i.e. general motors cadillac → different styles of cars came out every year so your car could complement your personality promote dissatisfaction so people buy new cars ● clyde barrow (bonnie and clyde) “i always prefer to steal a ford.” car industry set up credit for consumers (so people can get a loan) ● mass entertainment! ● 1929 40% houses had radios ● film industry! increasingly homogenized america… people dressing the same way, buying the same products, watching the same movies, but this creates tension in society because of this new culture culture clash *** in textbook ● the triumph of nativism (immigration restriction) ● “national origins” or immigration act of 1924 ● instituted a permanent quota system, with total immigration capped at 164,000 based on percentages (2 percent) of ethnic origins shown in 1890 census ● example: italy’s quota was 3,845, great britain’s was 65,361 \n thursday 4/7/16 culture clash ● the triumph of nativism (immigration restriction) ● the second ku klux klan ○ earlier kkk was in south, this one is in the midwest (oh, in, tx, ok, or) ○ 100% americanism no more immigrants! ● the scopes trial ○ can’t teach evolution too secular ○ similar to plessy vs. ferguson separate but equal politics of the 1920s resurgent republicanism warren harding (1920) ● “i can handle my enemies; it’s my damn friends i have to worry about!” ● ^^^ corruption during harding administration ● trickledown theory of economics calvin coolidge (1924) ● coolidge joke: “did you hear that former president coolidge was found dead?” “really! how could they tell?” herbert hoover (1928) ● hoover is “certainly a wonder and i wish we could make him president of the united states. there would not be a better one.” fdr the great depression (under the hoover administration) ● “great engineer” ● said he would donate presidential salary to charity why depression? ***in textbook ● the stock market crash, 1929? ○ shares decreased by about 40% ● depressed agricultural prices and farm closures ● lack of diversity in economy ● overproduction of consumer goods “... all of the policies of the new deal failed to end the great depression; it ended when the united states began rearming in 1941...” n economic history of the us so… in order to end a depression, go to war \n ● depressions happen about every 2530 years ● but this great depression is the only one that doesn’t go away immediately and becomes a worldwide depression some figures: ● national income: ○ $87.4 billion in 1929 ○ $41.7 billion in 1932 ● by 1932, 2025% national unemployment with higher statewide numbers: ○ 50% in cleveland ○ 80% in toledo ● bank closures to 1933 wiped out $7 billion in savings ● hoover believed the great depression was only temporary ○ government never did anything to help the depression and it would go away ○ hoover believes he should do the same as it got worse, he looked bad ○ democrats were trying to embarrass hoover ○ hoovervilles, hoover flags, “hard times are still hoovering over us” election of 1928 almost all the states election of 1932 only took 6 states fdr ● had the draft of a speech against high tariffs, another supporting it, and told his speech writers to mesh the two together ● new deal ● willingness to try new things ● confident grin ● attempted assassination of fdr, but wounding others ● fireside addresses road to recovery? ● bank holiday ○ emergency banking act, 9 march 1933 this bill was passed unanimously by the house (seven “no” votes in the senatenread by any member ● the hundred days 15 major pieces of legislation national recovery administration ● governmentsanctioned cartels ● industrial compacts and codes to set wages, hours, and working conditions ● part of the national industrial recovery act (nira) \n civilian conservation corps ● a workrelief program ● 3 million young men employed; paid $30 a month (had to send $25 home) ● national forests; flood control; beautification projects public works administration ● first of the major “makework” programs of the new deal ● allotted $3.3 billion for public works (idea is to put money into people’s pockets quickly) jmu was built using pwa project money! problems ● conservatives thought that new deal programs were corrupting “american ideals” fdr was going too far! ● radicals saw the great depression as proof that capitalism was dead fdr was not doing enough to recognize that reality! ● and economic indicators did not indicate that much recovery was taking place floyd olson of minnesota and the farmlabor party upton sinclair ● democratic candidate for governor of california in 1934 ● epic end poverty in california program; seize idle lands and factories and turn them over to workers’ and farmers’ cooperatives huey long of louisiana ● “share our wealth society” (1934) ● fdr: long was “one of the two most dangerous men in the country.” ● dictatorship the “second” new deal ● social security act (1935) ● wpa work progress administration ○ $11 billion works program (included the exslave interviews) ○ nation’s single largest employer ● wagner act, or national labor relations act (1935) \n ",
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0880ac878154e09fca1df0f1269ce177 | biol 2051 biol 2051 biol 2051 | biol 2051 | studysoup.com | 2021.10 | [
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"text": " study guide unit 1 – answers chapter 1 1. the study of living things 2. cells and organization, energy use and metabolism, response to environmental changes, regulation and homeostasis, growth and development, reproduction, and biological evolution 3. cells, tissue, organ, organism, population, community, ecosystem, biosphere 4. • cells: made of atoms and larger molecules • tissue: cells of the same type • organ: contains 2 or more tissue types • organism: anything that contains everything it needs to live • population: group of organisms living together • community: populations of 2 or more sp",
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897ffd338b33e522423fc12479f7f5b9 | math 111 uw uw math 111 math 111 psu | math 111 uw | studysoup.com | 2021.21 | [
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"text": " math 111 midterm 1 study guide in general, given the graph of something vs. time, (overall rate of change at time t) = change in something from time 0 to time t time elapsed from time 0 to time t this is also equal to: slope of the secant line through graph of something at time 0 to time t if the graph of something goes through the origin, then this is also a diagonal line incremental rate of change : rate of change from point a to point b = change in something from t=a to t=b change in time from t=a to t=b = slope of a secant line through something graph at t=a and t=b average speed: example: the average speed of t",
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bf2420d18f0c53ad108f823e7ca28778 | show that the parallel rlc circuit shown in fig. 16.105 is stable. | show that the parallel rlc circuit shown in fig. 16.105 is | studysoup | studysoup.com | 2021.04 | [
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"text": "nutrition 2000: exam 3 study guide part i: write the correct word that corresponds with the given definition. 1. decreased bone mass due to aging, genetic background, and a poor diet. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 2. a condition resulting from protein deficiency, characterized by edema, mild to moderate weight loss, maintenance of some muscle and subcutaneous fat, growth impairment, a fatty liver, and onsets quickly. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 3. water that is inside the cell. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 4. the hardening of the cornea and drying of the surface of the eye, which can result in blindness. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 5. a condition caused by a vitamin d deficiency; characterized by bowed legs, enlarged head, joints, and ribcage, and a deformed pelvis.\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 6. a condition resulting from protein deficiency, characterized by severe weight loss, wasting of muscle and fat, severe growth impairment, and develops gradually. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 7. the movement of water across a semipermeable membrane. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 8. when the skin turns a yelloworange color, particularly on the hands and the soles of the feet. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 9. anemia that eventually leads to death. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 10. the softening of bones in adults due to a vitamin d deficiency. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ 11. water that is outside of the cell. \\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_\\_ part ii: true/false: write true or false on the following statements. if the statement is false, write the correct answer or statement in the space provided. 12. proteins regulate and maintain body functions and provides the essential form of nitrogen. \n 13. the proteins in our bodies are made up of twenty different amino acids; eleven are essential, nine are nonessential. 14. the fat soluble vitamins are b and c. 15. vitamin d deficiency is the leading cause of blindness worldwide. 16. vitamin d helps to regulate blood calcium levels and bone metabolism. 17. water makes up 3060% of the body’s weight. 18. ions control the movement of water between the intracellular and extracellular compartments. 19. iron is the most abundant mineral in the body. 20. zinc deficiency was first discovered in the 1960’s in the middle east. 21. humans absorb 60% of the sodium they consume. 22. chloride is a major negative ion in the extracellular fluid. \n 23. vitamin e acts as a fatsoluble antioxidant. part iii: short answer. answer the question entirely. 24. what are the general functions of proteins? 25. in ages 5065, what is a low protein diet associated with? 26. in ages 66+, what is a low protein diet associated with? 27. what are the building blocks of proteins and what is their chemical structure? 28. is protein shape necessary for function? 29. how is a protein’s primary structure determined? 30. what does mrna do? 31. what is the amino acid structure? what makes an amino acid its own? 32. how are amino acids connected? \n 33. how can a protein be denatured? 34. what acid in the stomach denatures the proteins during digestion? 35. what enzyme breaks down the peptide bonds? where is it released and how does it work? 36. what hormone regulates the enzyme from question 35? how is it released? 37. what does the hormone cck do? 38. what is celiac disease? what is its prevalence in the us? 39. how are amino acids absorbed? 40. how are amino acids used in the liver? 41. what are the functions of proteins in the body? \n 42. what do amino acids leave behind in the body and how is it excreted? 43. what is the rda for protein? 44. what are the top five contributors of protein in a western diet? 45. what are the alternatives to a high protein diet? 46. what are the two proteinenergy deficiencies discussed in class? what are the symptoms? 47. what are vitamins? do they produce energy? 48. what are the fat soluble vitamins? 49. what are the water soluble vitamins? \n 50. what are the functions of vitamins? 51. what are the function of vitamin a? 52. what are the functions of vitamin d? 53. what are the functions of vitamin e? \n 54. what are the functions of vitamin k? 55. what are the functions of vitamin c? 56. what are the b vitamins that we discussed in class? briefly describe their function. 57. what controls fluid movement? \n 58. what are the functions of water? 59. describe what happens at the percentages of water loss. 60. what is aldosterone? 61. what does over consumption of water lead to? 62. what does bioavailability depend on? 63. what are the two mineral binders discussed in class? 64. what are the major minerals? 65. what are the functions of calcium? \n 66. how can you maintain bone density? 67. what are the functions of sodium? 68. what are the functions of chloride? 69. what are the functions of potassium? 70. what are the trace minerals? 71. what are the two types of iron? 72. what can iron deficiency cause? 73. how can excess iron hurt the body? \n 74. what are the functions of zinc? 75. how is zinc absorbed? 76. what are the functions of selenium? 77. what are the functions of iodide? 78. what can iodide deficiency cause? 79. what are the functions of copper? 80. how is copper absorbed? 81. what is wilson’s disease? \n part i: write the correct word that corresponds with the given definition. 1. osteoporosis 2. kwashiorkor 3. intracellular fluid 4. xerophtalmia 5. rickets 6. marasmus 7. osmosis 8. hypercarotenemia 9. pernicious anemia 10. osteomalacia 11. extracellular fluid part ii: true/false: write true or false on the following statements. if the statement is false, write the correct answer or statement in the space provided. 12. true 13. false; nine are essential and eleven are nonessential. 14. false; the fat soluble vitamins are a, d, e, and k. 15. false; vitamin a deficiency is the leading cause of blindness worldwide. 16. true 17. false; water makes up 5070% of the body’s weight. 18. true 19. false; calcium is the most abundant mineral in the body. 20. true 21. false; we absorb 100% of the sodium we consume. 22. true 23. true \n part iii: short answer. answer the question entirely. 24. regulates and maintains body functions and provides essential form of nitrogen (in the form of amino acids) 25. decreased mortality rates 26. increased mortality rates 27. amino acids are the building blocks of proteins. amino acids contain nitrogen bonded to a carbon 28. yes; primary structure lead to the protein higher order structure. this causes the protein to get into a specific shape. this shape is necessary for the protein to function properly 29. the protein's primary structure is determined by the dna. dna is kept in the cell's nucleus. 30. the information of the protein's primary structure gets transcribed into messenger rna (mrna). mrna leaves the nucleus and goes to the ribosome (rough er) where the protein gets translated (made). 31. one central carbon surrounded by an acid group, an amino group, some sort of side group, and hydrogen. the side group for each amino acid is different, making each amino acid unique. 32. amino acids are connected together by a peptide bond. 33. by heat, strong acids, bases, and heavy metals. 34. hydrochloric acid (hcl) 35. pepsin (enzyme) breaks the peptide bond of proteins resulting in protein fragments. pepsin is released in the stomach by cells in the stomach and is activated by the acidic environment. 36. gastrin regulates the release of pepsin. it's released in response to thinking about food and chewing and digesting food. 37. cck causes pancreas to release proteolytic enzymes that cleave proteins 38. incomplete gluten breakdown in small intestines leaving small peptides and amino acids. results in an inflammatory response to peptides and amino acids. prevalence in the us: 1 in 133 39. amino acids are taken up by the capillaries and taken to the liver by the portal vein. \n 40. used as building blocks for liver proteins, broken down for energy, can be released into the blood, and can be converted into nonessential amino acids, glucose, or fat. 41. producing vital body structures body is in a constant state of turnover. producing proteins and disassembling proteins. what happens in protein inadequacy producing proteins slows down muscles, blood proteins, and vital organs decrease in size. brain resists breakdown o maintaining fluid balance blood proteins attract fluids. if protein are inadequate, the fluid shifts into the tissues called edema. o contributing to acidbase balance act as buffers maintain ph within a narrow range keeps blood in an alkaline state. o forming hormones and enzymes hormones allow us to communicate between cells. enzymes catalyze reactions in the cells. transport and signaling receptors o transport brings nutrients into the cells. signaling receptors are used for communication in the cell o contributing to the immune function antibody production if there is protein deficiency, there is a decrease in immune function. o providing energy is need for prolonged exercise and calorie restriction however, cells use primarily fats and cho more efficient way to get energy. it wastes calories to metabolize amino acids for energy. o forming glucose amino acids can converted into glucose when blood sugar is low. during starvation: muscle wasting and edema results from protein breakdown. glucogenic amino acids are the only ones that can be used for glucose. use both nonessential and essential amino acids o contributes to satiety proteins provide the highest feeling of satisfaction after eating. may contribute to calorie control during weight loss \n 42. the breakdown of amino acids leave behind ammonia. ammonia is turned into urea in the liver and then excreted by the kidneys during urination. 43. 0.8 grams per kilogram per body weight. 44. beef, poultry, milk, white bread, and cheese. 45. vegetarian or a vegan diet. 46. 47. essential organic substances needed in small amounts in the diet for normal function, growth, and maintenance of the body. yield no energy. 48. a,d,e,k 49. b,c 50. to facilitate energy yielding chemical reactions and function as coenzymes. 51. promotes vision, prevents drying of the skin and eyes, maintains epithelial cells, promote immune function, and promotes growth. \n 52. helps regulate blood calcium levels and bone metabolism. it works with the parathyroid hormone, helps to regulate calcium and phosphorus absorption from the intestine, regulates the deposition of calcium in the bone and regulates the excretion of calcium from the kidney. 53. acts as a fatsoluble antioxidant to help protect the components of cells. 54. vital for blood clotting, and also activates proteins present in bone, muscle, and kidneys to give calcium binding ability to the organs. 55. formation of collagen which strengthens tissues, formation of other compounds (carnitine, serotonin, norepinephrine) and acts as an antioxidant. 56. what are the b vitamins that we discussed in class? briefly describe their function. folate: functions as a single carbon supplier or donor, and adds a coenzyme to help for dna and metabolize various amino acids and their derivatives. vitamin b6: needed for the activity of many enzymes, important in amino acid metabolism, necessary for the synthesis of neurotransmitters, important for hemoglobin synthesis, and is necessary for the conversion of tryptophan to niacin. vitamin b12: required to convert folate into its active form and maintains the myelin sheaths that insulate neurons. thiamin (b1): helps release energy from carbs. riboflavin (b2) and niacin (b3): both aid in energy metabolism and are coenzymes. 57. ions control the movement of water in between the intracellular and extracellular compartments. 58. solvent for chemical reaction in water, helps regulate temperature, helps remove waste products, cushions and lubricates. \n 59. 12%: thirst mechanism occurs 4%: muscle lose strength and endurance 1012%: heat tolerance is decreased. 20%: a coma and perhaps death. 60. released from the adrenal glands when blood volume decreases and communicates with kidneys to conserve water and salt. 61. dilutes the sodium levels causing nausea, confusion, vomiting, headaches, muscle weakness, and convulsions. 62. the soil it’s grown in and our ability to absorb it. 63. oxalates: found in spinach; binds calcium phytates: found in grains; binds calcium, iron, zinc, others. 64. calcium, phosphorus, potassium, sulfur, sodium, chloride, and magnesium. 65. regulates transport of ions across the cell membrane, helps maintain blood pressure, essential for muscle contractions, essential for secretion of hormones, enzymes, neurotransmitters, etc., & is essential for blood clotting 66. get an adequate amount of calcium and vitamin d in your diet, exercising and estrogen. 67. fluid balance between compartments, nerve impulse conduction and absorption of glucose. 68. a major negative ion for extracellular fluid and is used in producing stomach acid. 69. important in fluid balance and nerve transmission. 70. iron, zinc, selenium, iodine, copper, chromium, fluoride, etc. 71. heme and nonheme iron 72. anemia 73. impaired physical and mental activity, fatigue, loss of appetite, decreased learning ability, attention span. 74. growth, wound healing, sexual maturity, taste perception \n 75. absorption depends on body needs. phytic acid binds to zinc and limits availability. high calcium intake decreases zinc absorption. zinc competes with iron and copper for absorption. 76. indirect antioxidant, works with vitamin e to help protect cell membranes from oxidizing agents. binds to enzymes to protect against oxidation. may have anticancer properties. 77. used in the production thyroid hormone 78. cells of the thyroid enlarge in attempt to trap more iodine. called goiter. people are sluggish and gain weight. during pregnancy, deficiency can cause extreme and irreversible mental and physical retardation of developing baby. 79. involved in the metabolism of iron by functioning in the formation of hemoglobin and transport iron. also involved in the formation of connective tissue. is a cofactor for antioxidant enzymes. 80. absorption is highly variable. higher intakes associated with lower absorption efficiency. phytates, fiber, excess zinc and iron supplements interfere with absorption. 81. a genetic disorder that results in accumulation of copper in the tissues. characterized by damage to the liver, nervous system, and other organs.",
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d7f81acb12f20d0f987d670635417509 | ?problem 3e
visualizing concepts
consider the sample of gas depicted here. what would the drawing look like if the volume and temperature remained constant while you removed enough of the gas to decrease the pressure by a factor of 2? [section] | visualizing conceptsconsider the sample of gas depicted | studysoup | studysoup.com | 2021.25 | [
{
"text": " northcentral university assignment cover sheet student: this form must be completely filled in follow these procedures: if requested by your instructor, please include an assignment cover sheet. this will become the first page of your assignment. in addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. this should be left justified, with the page number right justified. for example: save a copy of your assignments: you may need to resubmit an assignment at your instructor’s request. make sure you save your files in accessible location. academic integrity: all work submitted in each course must be your own original work. this includes all assignments, exams, term papers, and other projects required by your instructor. knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. this will result in an unsatisfactory grade for the work submitted or for the entire course. it may also result in academic dismissal from the university. jtb70138 gisela salas, phd global marketing environment assignment 8 faculty use only <faculty comments here> <faculty name> \n 2 introduction the changes taking place in the international marketplace are more prevalent than ever. global firms are subject to competition, large supply sources of supply, rapidly changing political, economic, social, technological, and climatic environments. as global firms begin to operate in this large, fast changing environment, the firms must find new and unique ways to bridge the gap between the current environment and the projected environment. multinational corporations (mncs) need to not only to comply with their home country’s laws but the laws within the newly selected operational area. within the confines of an mnc, the company’s leadership is responsible for finding ways to operate around the globe. examples that will be discussed are those that include american versus chinese cultures and the leadership operating within another country’s constraints. in addition to working within constraints of various cultures, leadership and managers’ must take cultural differences into consideration and plan appropriately. by planning for the differences between the cultures, successful business operations can be conducted. this week’s assignment will discuss the following: (a) bridging the gap, (b) leadership, (c) cultural differences, (d) trust in business, and (e) global business responsibility bridging the gap to bridge the gap between an american mnc working in china, and local chinese companies, a number of factors must be taken into consideration. american companies need to be aware of how the chinese conduct business. one of the main considerations will be the chinese and their relationship building process. in business, the chinese focus on building long term business and personal relationships. they often will contact an individual they know from \n 3 their current business dealings that have an established relationship that has an existing relationship with and bring all parties together. if a trusted company and personnel conduct business with the potential new company this establishes a report as the current business partner vouches for new business in the relationship. this may be difficult avenue for new vendors to establish themselves within until other relationships have been built. as the chinese people and partners become more comfortable with the individuals in their friendships and partnerships, communications become much more direct, allowing the gap between cultures to be bridged. (park, levine, weber, lee, terra, botero, & wilson, 2012). the chinese businessmen and women focus on utilizing high context communication styles and relationships. the high context communication style is a very passive form of communication, offering a bit of interpretation and translation into any conversation. this form of communication leaves a significant area open to guessing and assuming while reading between the lines. while the chinese may operate on one side of the spectrum, american’s fall on the other side of the spectrum. americans, in general, are very pointed and direct in their business dealings and require very little context to develop an understanding of what the desires and wants of the company. while low context language is a characteristic of american communication styles, and high context language is representative of the chinese business practices. high context language requires a significant amount of body language and interpretation of symbolic gestures while low context requires very little interpretation (zhu, 2009). an american company desiring to move into the chinese marketplace must recognize the differences between the cultures and study the specific nuances between them. in addition, a \n 4 strong entry method for an american company moving into the chinese marketplace is to form a partnership with a local company. as the u.s company partners with a local corporation, the company begins to build rapport. building rapport in this fashion would significantly benefit an american company. another area that could be a problem for an american company is the use of children for labor. the estimated total of child laborers being utilized as recently as 2011, is between 2 and 3.5 million children. this includes the number of children forced into labor not only by employers but parents as well. this is a significant issue and is now becoming more prevalent due to the increased media coverage (minli & jun sung, 2011). while american’s and a significant portion of the world see utilizing child labor as a significant issue, the chinese tend to have a different mindset. in some cases, parents in a chinese household may be necessary for children to work to help the family keep from starving. in some families this is the only way the family can survive. to bridge this gap, the u.s. company must find an appropriate strategy to conduct business without offending the chinese. leadership a man that exuded leadership and a mentor to my own work is steve jobs. apple is one of the most successful global companies in existence due to his perseverance and insightfulness. his character consisted of many qualities that were not appreciated by many, but his level of success was extraordinary. he was a harsh man, driven, and had very little time for other peoples’ opinions. although, what he did have was a creative side that allowed him to focus upon and blend art, creativeness, and technology. his instruction was very clear and his focus and intention shared with his employees. jobs was also known for following a path in life and business that were unique. conforming to a standard other than his own was not part of his plan \n 5 (cusumano, 2011). as on of the most controversial leaders and ceos within the current history, a researcher could debate as to the effectiveness of job’s leadership. one could assume that his leadership style as unbending and direct as it was potentially lost business for apple, but his creativity and level of vision could be debated as the reasons why apple was so successful in the first place (hurleyhanson & giannantonio, 2013). cultural differences marketers have an increasingly difficult position as they are responsible for not only getting the product out to market but the nuances of the people in the country the product is being marketed within. while it may seem obvious that understanding cultural differences are second nature to a marketer, they are not necessarily so. american marketers, as most american’s in general, have an opinion that other cultures should bend to the will of the american. other cultures do not appear to be as forward with the same opinion. in many cases, while traveling abroad, other cultures have a tendency to shy away from americans as we are viewed as unbending, too direct, and often times brash and offensive. while cultural differences should be considered second nature and reflexive, a majority of the time they are not. the statement “all too often cultures are insufficiently studied or wrongly interpreted by newly entering outsiders” is true. many marketers focus on certain aspects of a culture and then begin to apply the aspect to all others within that culture. the term used for this concept is stereotyping. while culture is generally analyzed and evaluated at a societal or national level, the culture needs to be analyzed at the regional, organizational, and individual level to effectively uncover smaller cultures within a culture (samaha, beck, & palmatier, 2014). one of the main challenges for any mnc is negotiating deals with people or companies \n 6 within different countries with differing values and beliefs. the challenge while conducting business in a new environment is doing so in a way that will not offend the other culture. with one small slip of the tongue or the perception of the body language being presented, could put an end a deal before it begins. negotiating in a foreign county can be difficult due to the context, high or low, direct or indirect communication, and the underlying meanings of body language. the variations of each of the items noted can be the make or break decision within a deal (payne, 2013). while a negotiator may believe a certain culture will act a certain way, there are no clear cut guidelines. in addition, the rules and the line may become very fuzzy, the negotiator must stay cognizant of the other culture. a personal example to provide a further insight of this existed while serving on active duty as a contracts manager in afghanistan. the rule of taking gifts from a contractor over $25 was not allowed. the guideline was outlined in the regulations and was a policy throughout the department of defense. while the local national afghan contractors knew about the rule; it was their custom to bring gifts to those offering a contact for bid. as the solicitation document was advertised for twentyfoot twalls, an afghan business owner chose to bring a large gift of flowers to me personally as the deputy commander in theater, otherwise known as the war zone. the flowers were freshly picked from the local lands as their dirt caked roots were still attached when presented. the gesture for me was a bit out of the norm as a u.s. citizen, in a position of authority, but this concept was customary to them. the procedure was to make the attempt to politely refuse the gift if it exceeded the $25 threshold. if politely declining didn't work and if the person would be highly offended if the gift was refused, an individual could accost the gift and subsequent spread it amongst the office or turn it into the judge advocate general (jag). after the jag received the gift, a formal report was created and \n 7 placed on file. if the gift was valuable, for instance jewelry or silk rugs, the gift was later sold and the funds distributed back to the office. from the military standpoint, this type of gesture was considered to be an improper gift known as a bribe, while the afghan businessmen may see the offering a purely a custom and polite gesture. another challenge for any mnc entering a foreign market is what actually constitutes a crime. each country has a unique set of rules and laws that make up the justice system. the rules from one country to another can vary from slightly different to completely different in nature. an mnc or even just the individuals working within that company can find the way to a jail sentence rather rapidly if laws are not followed. ignorance and/or not knowing the rules is not an excuse that is acceptable to the lawmakers and enforcers of other countries. it is the individual's responsibility to know and ensure the country's rules are understood prior to traveling and functioning in a given environment. even if all of the specific rules are not understood, a mitigation technique would involve hiring a local to help walk through the customs and courtesies within each individual country. recently after conducting an interview with s. long, (personal communication, december 30, 2015) this concept i found to be true. she was discussing a story of her most recent experiences while working abroad. ms. long and her coworker participated in the doctors without borders and found out the customs were very different while working in saudi arabia. ms. long’s coworker, a british citizen, was unaware of certain laws in saudi arabia. as they traveled to one of their sites, her coworker decided to light a cigarette in the back seat of the taxi. after lighting up, the taxi driver pulled over, grabbed her coworker by the hair and beat her so severely she need an emergency room. even as \n 8 a british citizen, this woman had little to no rights in this country. she was not pulled out for the actual lighting of a cigarette, but rather that she was a woman and lighting the cigarette. ms. long and her coworker put themselves in a hostile situation by not knowing the customs and law in saudi arabia. the laws, no matter how obscene they may seem to the rest of the world, ms. long’s friend could have been killed without any repercussions of the saudi government. according to the saudi government, the taxi driver had every right to discipline a woman that was not conforming to certain standard. now, this may be an extreme example of culture and a country's custom, any incident could cause issues if the rules and laws are not followed nor translated appropriately. child slavery and trafficking are significant issues to contend with while working within china's borders. china is a developing country with and overcrowded population. trafficking, slavery, and child labor will affect those businesses operating in china. a business may come into contact with one or all of these issues while working within the county (payne, 2013) the important part each business owner must know and understand is how to battle each effectively to avoid unethical business dealings. trust in business china and india both have similar cultures in the sense that they are focused on building relationships in business. trust is a significant factor between entities that are conducting business within the chinese culture. not only is the relationship factor a significant attribute of any business wishing to conduct business within china, but reputation is important as well. the chinese release products and conduct business with corporations that are proven in safety as well as reputation. this also relates directly back to developing relationships. the chinese are loyal \n 9 to the products that have developed positive relationships within the marketplace (cayla & arnould, 2008). relationships are also important for the people of india. social structures, networks, and norms are areas that the people of india firmly believe in. the structures and networks are set up over time allowing relationships to be built over a period of many years. this concept allows for a certain level of trust to be maintained. larger nations such as the u.s. are primarily focused upon profit and contracts, and are generally not concerned about other areas outside of profitability (levien, 2015). the family and social element within both india and china support a barrier to entry for outside firms. an outside firm would best function in this type of environment by developing a relationship with a local business and creating a partnership first and foremost. with the partnership, the local company can serve as the face of that partnership, allowing for an outside firm to perform on the backend. this strategy may or may not be effective if the connection between the two companies is identified by the consumers and the consumers do not approve. consumers may see this as a betrayal to the overall system, but on the other hand, the opportunity cost may be worth the risk. global business responsibility one of the questions for this week’s assignment takes a look at milton friedman’s viewpoint towards corporate responsibility in the global business environment. as a researcher, one must ask, who is milton friedman and why do we care? milton friedman, according to wikipedia (2015) was “…an american economist who received the 1976 nobel memorial prize in economic sciences for his research on consumption analysis, monetary history and theory and the complexity of stabilization policy.” milton friedman’s contention that the only \n 10 responsibility of a global business is “to use its resources and engage in activities designed to increase its profits so long as it stays within the rules of the game?” friedman’s theory was that corporate social responsibility went only as far as to make and increase profits (wikipedia, 2015). the question was asked is if i personally agree with this philosophy. the answer to this question is no, not at all. corporations are entities and just as humans, they have responsibility and liabilities. as we can see from the past, companies that were not held accountable and were only in business to make money, did so at a cost to not only other people, but to wildlife and the environment as well. while people that enter into the business world may not consider the responsibilities they need to face if something goes wrong. it’s not a shock to most of the world that most companies would do what they could to not have to be responsible for a potential issue. when it comes to money, greed consistently brings out the worst in people and to defeat this, laws must be put into place to protect land, wildlife, as well as human life. an example of a corporate entity being made to take responsibility, even if saving face is what made the final determination to clean up the mess, was bp. bp’s oil spill in 2010 killed 11 workers, caused injuries to 17 others, created billions in environmental damage, as well as losses to companies in the business of seaside tourism and real estate (winkler, & gordon, 2013). other issues that need to be considered during an oil spill are ties to renewable sources, damage to ecosystems, future economic worries, and safety issues with seafood harvests in oiled areas. in addition, full ecosystems can be lost with the newly polluted water whether the aquatic life rests on the tainted waters or eats the prey living in the ocean that have been tainted (gill, ritchie, picou, langhinrichsenrohling, long, & shenesey, n.d). in addition, businesses closed and weren’t opened. if an area is a tourist attraction is \n 11 affected by an oil spill in the area and business are not able to take in enough income, the doors will close, and many on a permanent basis. once the businesses close, people may have to relocate to find employment or begin a new business, lessening the funds in the community even further. also, those individuals that fish and utilize the sea to provide an income, can also be affected. people that have lived their entire lives providing an income for their families are now faced with dire conditions. the company that had the spill needs to fully compensate individuals for the current and future loss. this issue can become very difficult when attempting to place a figure on the level of damage inflicted. during these types of scenarios, greed can be found on every end. no one wants to give up profit and those with the loss will want to do everything that can be done to acquire every last penny. finding an equitable adjustment for all parties involved is extremely to do as there are now more individuals involved. now, companies have to pay attorney’s fees, surveyors, assessors, judges, and the list goes on. in 2010, there was yet another oil spill that was large enough to make the news. there were eleven crew members of exxon’s deepwater horizon drilling rig killed, and others injured in a significant accidental spill. this large spill affected thousands of fishermen, marine life and organisms, as well as marshes and the lands along the coast of louisiana, mississippi, alabama, and florida. during this spill 4.4 million barrels of oil were discharged, and while exxon was able to clean up a significant portion of the oil, the effects of the spill will be seen for decades to come (griggs, 2011). while bp and exxon were charged with cleaning up the mess they created, there were mandated to pay out current as well as potential future losses as well. the companies were sued by hundreds of people, from employees to family members of employees, to land owners, to \n 12 wildlife associations. the damage that was caused was greater than anyone could have imagined and while that is a significant issue, the fact that the u.s. federal government had to assist the people affected by the spills. the government assisted with ensuring individuals were properly taken care of and housed, fed, and clothed during the time of crisis. the question that needs to be asked was; why are government funds, otherwise known as taxpayer dollars are being utilized to clean up a mess created by an extremely large global organization (mancuso, alemayehu, fox, & fulk, 2014). \n 13 conclusion the changes taking place in the international marketplace are more prevalent than ever. global firms are subject to competition, large supply sources of supply, rapidly changing political, economic, social, technological, and climatic environments. as global firms begin to operate in this large, fast changing environment, the firms must find new and unique ways to bridge the gap between the current environment and the projected environment. multinational corporations (mncs) need to not only to comply with their home country’s laws but the laws within the newly selected operational area. within the confines of an mnc, the company’s leadership is responsible for finding ways to operate around the globe. examples that will be discussed are those that include american versus chinese cultures and the leadership operating within another country’s constraints. in addition to working within constraints of various cultures, leadership and managers’ must take cultural differences into consideration and plan appropriately. by planning for the differences between the cultures, successful business operations can be conducted. this week’s assignment will discuss the following: (a) bridging the gap, (b) leadership, (c) cultural differences, (d) trust in business, and (e) global business responsibility \n 14 references cayla, j., & arnould, e. j. (2008). a cultural approach to branding in the global marketplace. journal of international marketing, 16(4), 86112. doi:10.1509/jimk.16.4.86 cusumano, m. a. (2011). the legacy of steve jobs. communications of the acm, 54(12), 26 28. doi:10.1145/2043174.2043184 czinkota, m. r., & ronkainen, i. a. (2013). international marketing. mason: southwestern gill, d., ritchie, l., picou, j., langhinrichsenrohling, j., long, m., & shenesey, j. (n.d). the exxon and bp oil spills: a comparison of psychosocial impacts. natural hazards, 74(3), 19111932. griggs, j. w. (2011). bp gulf of mexico oil spill. spill. energy law journal, 32(1), 5779 hurleyhanson, a. e., & giannantonio, c. m. (2013). staying hungry, staying foolish: academic reflections on the life and career of steve jobs. journal of business & management, 19(1), 79 levien, m. (2015). social capital as obstacle to development: brokering land, norms, and trust in rural india. world development, 747792. doi:10.1016/j.worlddev.2015.04.012 mancuso, l. c., alemayehu, b., fox, m. a., & fulk, h. k. (2014). covered in oil—again. entrepreneurial executive, 191934. milton friedman. (2015). in wikipedia. retrieved january 1, 2016 from https://en.wikipedia.org/ wiki/milton\\_friedman minli, l., & jun sung, h. (2011). child labor in the people’s republic of china: an ecological systems analysis. international social work, 54(4), 565. doi:10.1177/0020872810382804 park, h. s., levine, t. r., weber, r., lee, h. e., terra, l. i., botero, i. c., & wilson, m. s. (2012). individual and cultural variations in direct communication style. international journal of intercultural relations, 36179187. doi:10.1016/j.ijintrel.2011.12.010 payne, r. j. (2013). global issues. new jersey: pearson education, inc. samaha, s. a., beck, j. t., & palmatier, r. w. (2014). the role of culture in international relationship marketing. journal of marketing, 78(5), 7898. doi:10.1509/jm.13.0185 winkler, d. t., & gordon, b. l. (2013). the effect of the bp oil spill on volume and selling prices of oceanfront condominiums. land economics, 89(4), 614631 \n 15 zhu, y. (2009). managing business relationships in new zealand and china: a semantic perspective. management international review, 49(2), 225248. retrieved from http://www.springer.com/business+%26+management/journal/11575 personal interview. sarah long (2015) ",
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404e5413b8d1e1460fadff1489d19ba7 | determine the smallest couple moment that can be applied to the 150-lb wheel that will cause impending motion. the uniform concrete block has a weight of 300 lb. the coefficients of static friction are ma = 0.2, mb = 0.3, and between the concrete block and the floor, m = 0.4. | determine the smallest couple moment that can be applied | studysoup | studysoup.com | 2021.21 | [
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"text": " march 15, 2016 radical civil rights why did radical political visions spread across the us in the 1960’s? what is the connection between the nonviolent civil rights movement and later radical activists? militant civil rights o many young people didn’t think that nonviolent protests could be effective o in the north many aa’s are still segregated in practice, though not by law o many have given up on the promise of liberal reform o they don’t want to work with the government because they don’t think it works, so they turn to community selfhelp programs, to bring themselves up from poverty o others turned to militant groups, armed to protect from white violence race riots by the end of the civil rights act, the idea that conditions could change fostered not only nonviolent but also violent reactions harlem: black teen murdered by police, no real reaction riots watts, la: riots over living conditions spurred by an arrest over suspected drunk driving and subsequent jail time o 34 dead, over 1,000 injured 1967 is especially bad: 26 people killed in newark, detroit: 3 square miles erupt in race violence killing more than 40 people, etc. etc. etc. these differ from race riots of the 50’s and early 60’s o past riots typically started by whites o now, black rioters exploded in anger over the conditions of their lives o looted businesses that were white owned but also their own neighborhoods white rejection o many white completely rejected this violence o they perceived it as “senseless violence” o labeled them as ungrateful, why were aa’s venting frustration so destructively just when they were making progress in the civil rights struggle malcolm x o what is black nationalism: o political solutions black nationalism calls for in order to solve aa’s problems: change voting behavior, create own business, etc. o nation of islam: white people were cursed by the devil (all were born black but white people had been cursed) black power movement o malcolm x was assassinated in 1965 by members of the nation of islam who thought he was promoting too much racial equality as he adapted his views \n o he became a martyr and symbol of black defiance and selfrespect, as legislative rights and rioting continued o in 19666, stolkey carmichael, the chairman of sncc denounced white oppression (elect black candidates, make own schools, advocated for black power) o became a slogan for a form of civil rights that focused on african american activism, rejected white integration and nonviolence demanded that blacks work themselves to uplift their own communities, and instituted new standards of beauty focusing on aa features o that year sncc expelled its white members and repudiated nonviolence black panther party o founded in 1966 o blended black separatism with revolutionary communism (insurgency fighting meant to overthrow a capitalist or imperialist system in order to create a communist state) o black panthers dedicated to destroying both capitalism itself, and what they saw as the “military representatives” of us capitalism—white police in the ghettos o kills up to 11 police officers until 1970 o fred hampton, leader in chicago, hunted down by police and shot in his bed while sleeping o dressed in commando gear, carried guns, and talked openly about killing policemen o targeted by police and fbi o they also worked on community programs to help improve life in their neighborhoods. free breakfast and health care programs for children in ghettos courses in aa history created jobs and decent housing for the poor o their platform attracted many young aa’s o frightens a lot of whites told in two segments: first, “good”, nonviolent, and second, violent, which “undermines the gains” of the previous movement. they are told side by side rather than intertwined, but it wasn’t really just one then the other. students o baby boomer generation growing up: by 1960’s, 41% of population was under 20 o grown up in a youth culture catered to them o more highly educated than any previous generation o many were inspired by efforts of the aa civil rights struggle new left o on the left of the political spectrum, an emerging “new left” rejected federal government’s liberalism \n o also believed that liberalism was not enough and could never offer true democracy and equality port huron statement o 1962: founding of the students for a democratic society (sds), release of port huron statement o condemned racism, poverty in the midst of plenty, and cold war o called for participatory democracy, sds sought to wrest power from corporations, the military, and politicians, and return this power to the people universities o “en loco parentis” (?)—in place of parents. the universities had strict “parent like” roles, of course more tightly held to female students. o students had little choice in their course offerings, etc. university of berkeley, 1964 o in the fall, administers banned political activities from taking place where political activity had previously taken place. o created the free speech movement: finally won the right that students would be able to hold political gatherings, etc. when they wanted to. free speech movement o many saw the university administration’s actions as a failure of america’s democratic promises, and were radicalized by the experience o their successes demonstrated their potential power antiwar protests o sds holds first antiwar demonstrations in 65 o on campuses throughout the nation, students adopted tactics developed in the civil rights movement, picketing military buildings and protesting against military recruitment and research done on their campuses o organized teachins o in 67, 67% of people still considered themselves supporters of the war in vietnam youth culture and music o bob dylan, aretha franklin, the beatles, the grateful dead, etc. etc. youth culture o “counter culture” liberated from the competitive materialism and consumerism o celebrated the legitimacy of pleasure o new living communities outside nuclear family o experimented with sex, drugs, etc. o hippies were the most drastic 1968, “year of upheavals” o january: tet offensive shocked americans o johnsons could not point to victories in vietnam, he could not pa far more troops in vietnam, and he did not have the money to expand his great society programs \n o eugene mccarthy and robert kennedy challenge johnson for the presidential nomination o march 31, 1968 announcement o johnson refers to the vietnam war as the “bitch” that destroyed his “great lady” of the american great society o johnson in 1968 announces that he will not run again. o in the first 6 months of 68, students demonstrated at 101 colleges and universities o april 4, 1968 a white man assassinated martin luther king, jr. set off race riots in more than 130 us cities o vietnam is the first “televised war” hours after an event happened, people were watching it on tv watching the wealthiest most powerful nation in the world carpet bomb a poor developing nation march 17, 2016 civil rights movement in the 1970’s the 1970’s social change was inspired by and build off of those of the 1960’s splintering of the civil rights movement led to the development of a new “identity politics” advocates of identity politics believed that differences among american radical and ethnic groups were critically important and that group identity must be the basis for political actions. the women’s movement o the strength of a long winded movement came to fruition in the 1960’s o the feminine mystique, betty friedan—homemaker relays her dissatisfaction with her restrictive life o 1964: title vii of the civil rights act prohibited discrimination by employers on the basis of race, color, religion, sex or national origin o 1966: national organization for women these movements developed from the nations other radical movements toward social justice 1968 miss america pageant protest pejorative name for feminist: “bra burner” by the early 1970’s, consciousnessraising groups arose in many women across the country to discuss ways in which women were subordinate to men achievements of women’s movements o equal employment opportunity commission claims o 1972: title ix of the higher education act increased women’s access to high quality education this was approached by female athletics, where women were extremely underfunded and not given the scholarships of their male counterparts \n o field of women’s studies established o rape crisis centers o increase women’s sexual health 1971: boston women’s health collective, our bodies, ourselves 1973: roe v. wade equal rights amendment o main goal of now and many other women o (an amendment that would end all discriminatory treatment based on sex) o 1972: senate approves an amendment: “equality of rights under the law shall not be denied or abridged by the us or by any state on account of sex” stopera o opposition came from other women: afraid that this meant that they had to give up their gender roles lives and work in low wage, physically exhausting jobs o aa and latina women often came to regard feminism as a white movement that ignored their needs o worry that era would cancel all laws put in place to protect women (pregnancy, etc.) o conservative, often religiously motivated men and women condemned era as immoral (this was probably the most well organized opposition) o saw it as an attack on their personal choices o this movement stalled the era o era expired in 1982 and was never passed gay rights movement o following the women’s movement o widespread discrimination against homosexual, especially the past 20 years o until 1973 homosexuality was considered a mental disorder and was banned in many states for years o june 28, 1969: stonewall riot, which was the beginning of the gay liberation movement o because so many gays were closeted, it was difficult to find people for the cause and to rally people o dual agenda: legal equality promotion of gay pride, and the end of stigmatization of homosexuality in us society o more and more gay organizations were formed, mostly in big cities and college campuses o they became a political force, playing an increasingly visible role in the social and political life of the nation anti war movement \n o nixon lied and said he had a secret plan to end the war during the election, just trying to gain votes o ‘69: nixon ordered the bombing of neutral cambodia o 45 college campuses had students who went on strike, and many publically protested policy o students for a democratic society (sds) split, with a radical segment calling itself “weatherman” advocating the use of armed violence against the us government o kent state and jackson state universities (violence erupts at student protests) domestic violence o after 1970, nixon and congress knew that solid majorities could be expected to oppose any new missions for us ground troops in southeast asia african american civil rights o many aa’s were powerfully disillusioned by the racism that had outlasted the end of legal separation o looked to culture rather than narrow political action for social change o emphasized the distinctiveness of black culture and society o ideas attracted a large following even among older, less radical people o new aesthetics o pride in history and culture mexican americans o “brown power” and “red power” movements o mexican americans heavily concentrated in the southwest and california o formally classified as white by the federal government, but faced rampant discrimination o about ¼ were below the poverty line brown power movement o movement for social justice began with migrant workers from 9570, labor organizers cesar chaves and dolores huerta led migrant workers in a strike against large grape growers in california’s san joaquin valley (workers were being paid 10 cents an hour in an era where $1.25 was the minimum wage) the chicano movement o 1969: national chicano liberation youth conference, el plan espiritual aztlán o called for the liberation of “la raza”, “the brown people” from the oppressive force of american society and culture o effectively challenged discrimination on a local level o we are using the term mexican americans, but this is a term they themselves never would have used. they felt it distanced them even more \n from being “american” and instead opted for slang terms like chicano (which many dislike) o never as effective as its african american counterpart, it creates a local social change and helps mexican americans challenge their discrimination the native american movement o many na’s were greatly influenced by cultural nationalist beliefs o many young activists hoined traditionalists to challenge tribal leaders who advocated assimilation and cooperation alcatraz island o fight to return alcatraz island (sight of the infamous prison, having been abandoned years earlier) to native peoples. o pannative movement: shared native american identity that goes beyond tribal structures red power movement o 72: members of the radical american indian movement occupied a bureau of indian affairs office in washington dc o wounded knee (known now as a massacre: army gunned down hundreds of unarmed native americans)—1890 and 1973 o creating pride and community o national congress of american indians and the native american rights fund are examples of pan tribal organizations lobbied congress for greater rights and resources to govern themselves o 75: indian selfdetermination and education act o both concrete and cultural successes (though not everything resulted in success) o",
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e041a06d1c1db29b039929966c32f94f | consider a buffer solution where [weak acid] [conjugate base]. how is the ph of the solution related to the pka value of the weak acid? if [conjugate base] [weak acid], how is ph related to pka? | consider a buffer solution where [weak acid] [conjugate | studysoup | studysoup.com | 2021.04 | [
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"text": " russian 100 notes: week of 4/4/16 ● after the fall of communism... foreign ice cream vanilla is/was the most popular flavor hot dogs with buns (they had never eaten them with buns prior) new movie theatres with nice seats and food (popcorn for example) health clubs (gyms/fitness) aerobics was the fitness craze with women. women especially, wanted to lose weight. along with the aerobics, women of all ages went on all kinds of diets. sweat pants, sweatshirts, jogging shoes, etc… country club (just one in moscow) jewelry a russian man, giving his fiance a wedding ring was not the norm. women wear their wedding bands, men typically do not. wedding bands are worn on the right hand, not the left. amber was the thing to buy in terms of jewelry. in the 90’s, costume jewelry came in from china and became very popular. cosmetics what does a russian woman want to own more than anything? western brand cosmetics*** fashion women are incredibly invested in fashion. they dress in a very sexy way, especially the younger women. \n the men don’t like to dress up much, except maybe on their wedding day. a good businessman would buy italian clothes (italian leather shoes, belts, briefcases, suits, etc..) perfume (especially french) sunglasses reading glasses everyone could get them but they all had the same frames. pets pets were not a big part of russian life, there wasn’t usually room in the small apartments for any animal aside from a cat. cats were often used for pest control. in the new russia, big dogs were the fad. if your neighbor had a dog, you got abigger dog. artificial flowers and silk foreign cars stolen from germany (mercedes and bmw) stuffed animals/barbie dolls especially with young women movies mostly american movies (you could hardly find a russian movie) they were all dubbed these movies were very expensive (upwards of $20, $30, $40) nothing is edited on tv or in movies music videos/mtv american music was everywhere eventually, by the late 90’s, yeltsin had 50/50 russian/us music on the radio omens \n they believe in magnetic forces the are very superstitious they believe in palm reading, zodiacs, fortune tellers, etc… soap operas favorite tv shows*** american cop shows action films cartoons (among all age groups)*** books/literature**** they wanted to read everything in translation no one was writing anything of their own translations were usually very poor detective stories and mysteries were the most popular*** magazines (most popular: cosmopolitan*) anything western pornography/erotica there was nothing like this, prior billboards, tv advertisements, sex was everywhere strippers were everywhere (hotels, bars, etc…) american style bars and restaurants laundry detergent deodorant they had never had access to it prior foreign toothpaste russian toothpaste was horrible teeth quality was very poor real shampoo/hygiene products including hair dye for the women malls \n was very expensive cell phones russians wore their cellphones around their necks roller blading/tattooing/piercings/dog fighting drive in movie theatres built one in moscow, hardly anyone came, so that was the end of it motor cycle clubs most famous one was called night wolves bowling alleys night clubs/dance clubs casinos these were all closed and made ‘underground’ mafia came in poker became a sport gambling became an addiction only four areas of the country allows gambling but they are too far away for most to go to ● russians finally begin writing their own literature again, making their own movies, removing english words/phrases from their language (under putin) listening to russian music, etc… ● if they can afford it, politics aside, young people still prefer to buy something made in the united states*** for them, that is quality and it gives them some kind of status among their friends. ● favorite sports… hockey socker ● violence in sports (especially hockey) led many athletes to travel abroad to out of fear of being murdered ● there was so little crime under communism, that it was almost unheard of \n ● high crime rate started after the fall of communism ● russian heroin addicts have a 4 year life expectancy after they become hooked ● prostitutes in russia have an even shorter life expectancy ● in 1998, it was put into effect, that police could stop and search people on the street, looking for drugs usually. ● afghanistan produces the majority of the world’s heroin ● among the young, in russia, there is no stigma around doing drugs ● roughly 100,000 die in russia, annually due to drugs ● currently, russia is the #1 consumer of heroin, in the world ● exotic animals have become a new fad in russia, people owning eagles and hawks for example. mafia members might keep alligators, siberian tigers (becoming extinct), squirrels, etc… ● as a last resort for heroin addicts, there was a brain institute where neurosurgeons would perform a three hour surgery to attempt to neutralize the part of the brain that controls addiction. this institute reported that 70% of patients were successfully cured without any effects to their personality. by 2001, the government banned these surgeries. ● krokodil russian for crocodile, is one of the most dangerous drugs in the world. a synthetic heroin, extremely addictive and dangerous. a morphine derivative cheap homemade extremely lethal primary ingredient is codine much higher dosage for the same high causes your skin to scale up, turn black, and fall off, to the bone, hence the name crocodile (many/most developed gangrene) users typically die within a year of use, the most is 23 years \n ● russian government issued a statement last year that they will never legalize marijuana, they see it as a gateway to heroin. ● after the fall of communism, the russian youth turn to either drugs or religion*** they feel a spiritual emptiness. ● religion… freedom of religion by the late 80’s (strong revival in many religions: islam, christianity, orthodox, etc). many christians would wear crosses around their necks, they needed a cross to be baptised. the russian orthodox cross is slightly different from the traditional cross, with bars above and below the traditional cross. young people decorate their homes with religious icons, russians especially include a lot of color ● ***there are more russians who profess to being religious than those who do not. ● 75% of americans (december 2015) say they are christians, this number continues to drop. ● ***one of the major trends among young people during the gorbachev era, was an interest in prerevolutionary russia russia of the czars, before communism especially the last czar, and his family as part of that interest, was the restoration of churches ● all churches were restored, the people involved in these restorations were the young ● ***with the revival of religion, all of these religious groups from all over the world, went to russia, trying to convert the russians to a religion. ● ***new law in religion cracked down, there are now only 4 officially recognized religions today... \n russian orthodox judaism islam buddhism ● ***young people to this day (started after the fall of communism and intensified during the 90s) when asked, who do you trust the most? the number one answer is the orthodox church (doesn’t necessarily mean that they attend church). ",
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6767a8c1340a5c402c76f39e0aad6092 | two long, straight wires cross each other at right angles, as shown in figure p19.67. (a) find the direction and magnitude of the magnetic fi eld at point p, which is in the same plane as the two wires. (b) find the magnetic fi eld at a point 30.0 cm above the point of intersection (30.0 cm out of the page, toward you). | answer: two long, straight wires cross each other at right | studysoup | studysoup.com | 2021.10 | [
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"text": " 1 reproductive systems male vs female primary reproductive structure in males are the testicles. o occurs in pairs. internally divided into sections. (if dissected, would look internally same as an orange) each section (lobe) has a seminiferous tubules. each tubule is roughly 3 feet long. seminiferous tubules are where sperm production occurs. epididymis o extension of the tubules on the outside of the testicle. this is where sperm is stored for brief periods of time vas deferens connects to the epididymis moves sperm from the testicle to the urethra. o (urethra) this is the only structure shared by the reproductive and urinary system in males. o no structures are shared between the female reproductive and urinary systems. production of semen seminal vesiclenear the prostate gland toward the end of the vas deferens. prostate gland: production of semen. o surrounds the urethra, located at the base of the bladder o the prostate continues to grow throughout life. has a very fibrous outer covering which restricts oenlargement o as it grows, it may restrict flow within the urethra making it difficult to completely empty the bladder. o prostate is prone to develop cancer, easily treatable if caught early. cowper’s gland \n 2 o located at the base of the prostate o connects to the urethra urethra: drains the bladder and facilitates the introduction of sperm into the female reproductive tract. penile shaft made up of 2 types of tissue (corpus cavernosum and corpus spongiosum) collectively known as erectile tissue o when stimulated, these tissue fill with blood causing an erection interstitial cells found in the testicles major function: production of testosterone sperm: main regions o tail: used for swimming o midpiece: has numerous mitochondria mitochondria provide atp needed by tail o head region: nucleus (needed for fertilization) acrosome: package of digestive enzymes enzymes are used to degrade the outer portion of an ova (egg) seminal fluid (semen) structures that produce semen o testicles: contribute sperm to the semen o seminal vesicle & prostate & cowper’s gland: produce the rest of the semen contained in it: sperm, alkali solution (used to neutralize the ph of the female reproductive system. sperm are most active in a neutral environment (ph around 7) female reproductive tract tends to be acidic o fructose: produced by one of the 3 glands. o broken down by the sperm in order to produce atp \n 3 o prostoglandins: hormones that cause uterine contractions force sperm higher into the female reproductive tract external genitals testicles: o surrounded by scrotal sac scrotal sac expands and contracts under the influence of temperature suspended outside of the body (usually mammals) sperm production is greatly influenced by temperature 98.6 is too hot for functional sperm 93 is optimal temperature female reproductive system ovary: primary reproductive structure oproduces ova osolid structure oproduces some hormones (estrogen) o the ovaries take turns during each uterine cycle oviduct:is a tube that is loosely attached to the ovary o captures an ova when released conducts it towards the uterus is where fertilization occurs fallopian tubes; uterine tubes o at the tip of the oviduct where it loosely attaches to the ovary is fingerlike growths called fimbriae o are in constant motion and create a “water” current which forces any released ova into the oviduct uterus opear shaped organ, mostly smooth muscle, sits on top of the urinary bladder, where development will take place if fertilization occurs vagina (vaginal canal) ofacilitates intercourse oreceives male penis oserves as the birth canal olined with erectile tissue cervix ojunction between the vagina and the uterus \n 4 external genitals: oclitoris female organ of arousal; made up of erectile tissue, almost identical in structure to the male penis. olabia majoria and minora: folds of skin that cover the vaginal opening produce lubricants during intercourse menstrual cycle (uterine cycle) average length 28 days (can run anywhere from 1840 days) odays 15: menstruation, inner lining of uterus is discharged o days 613 proliferation stage (build up) o day 14 ovulation (ova released from ovaries) o days 1528 secretory phase, uterus prepares for implantation o birth control: o abstinence 100% o vasectomy almost 100% o tubal ligation (uterine tubes clipped) almost 100% o oral contraception (pill) almost 100% when tracked, it’s actually closer to 85% because the pill needs to be taken approx same time every day o contraceptive implants 95% o contraceptive injections 99% o intruterine device (iud) 90% device inserted into the cervix; usually made of copper or some kind of metal. does not prevent fertilization, just implantation o diaphragm 90% a device that covers the cervix; prevents sperm from reaching the ova o cervical cap 85% plugs the cervix; prevents sperm from reaching the ova o male condom 85% sleeve that fits the penis and traps sperm; the most effective method at preventing std’s o female condom 85% \n 5 sleeve that fits into the vagina and traps sperm very good at preventing std’s o coitus interruptus 75% removal of penis before ejaculation; couples that are attempting to get pregnant have only a roughly 25% success rate and 25% failure rate o jellies, creams and foams 75% chemicals that have spermicidal effects (kills sperm) are intended to be used with other forms of birth control o natural family planning 70% plan days of ovulation, avoid sex several days around that time o douche 70% contains spermicidal chemicals; while flushing some sperm out and some higher o sexually transmitted diseases aids caused by a virus; treatable but at present not curable acquired from an exchange of body fluids the immune system degenerates (targets helper tcells) victims tend to die from rare type of diseases genital herpes caused by a virus; treatable but not curable open sores on the genitals tend to be selfhealing tend to reoccur closely related to the virus that causes cold sores active outbreaks (individuals) tend to be caused by stress genital warts caused by a virus, warts develop on the genitals treatable but not curable; they tend to reoccur in females, there appears to be a link between genital warts and certain types of uterine/ovarian cancer gonorrhea caused by bacteria easily curable with antibiotics \n 6 one of the more common types of std’s symptoms: o white discharge from the penis/vagina o painful urination o in men: scar tissue can develop in the urethra may lead to a complete blockage medical intervention is required o in females: symptoms seem to go unnoticed scar tissue develops in the uterine tubes leading to sterility o at one point, was the most common cause of sterility medical intervention is required chlamydia probably the most common type of std but least reported most people are asymptomatic some people develop flu like symptoms but recover quickly some develop painful urination but recover quickly easily treated with antibiotics has a very weak immune response predisposes a person to contracting other std’s o most people diagnosed with an std, have chlamydia (85%) syphilis caused by bacteria easily treated in the early stages (antibiotics) impossible to treat in later stages stage 1: an (painless) ulcer develops on the genitals usually heal within a couple of weeks and may leave a scar stage 2: a rash develops on the palms of the hand/soles of the feet usually occompanied by flu like symptoms; may occur several months after the ulcer heals; rash clears in a couple of weeks stage 3: development of gumas (large weeping ulcers that develop throughout the body) the worst ones are the ones that develop on the internal organs (lead to death) untreatable \n 7 parasitic infection initial symptoms can last up to 9 months secondary can last up to 3040 years o fertilization: union of a sperm and an ova which forms a zygote. only 1 sperm penetrates the egg and the nucleus of the sperm and ova combine o takes place in the oviduct (fallopian tubes) requires hundreds of sperm/but only one penetrates the ova sperm: o head: acrosome, nucelus o middle piece: mitochondria for power o tail: swimming ova: o corona radiata: thick outer layer consists of cells from the ovary o zona pellucida: thickened middle layer o plasma membrane is not degraded during a fertilization event o the events of fertilization: o 1: thousands of sperm reach the ova and release the contents of their acrosome o 2: enzymes from the acrosome begin to degrade the corona radiata and zona pellucida o 3: eventually, one sperm comes in contact with the plasma membrane the remaining events take place within microseconds. a: plasma membrane separates from the zone pellucida this creates a gap making it difficult for additional sperm to enter b. a gap created fills with fluid c. the interior of the ova begins to spin o sperm and ova are unique because they each have a haploid nucleus so that when they combine they maintain the original chromosome count haploid means half. o development after fertilization: o cleavage: the zygote begins to divide without increasing in size, the cells numbers double after each division \n 8 (the cell size decreases by half during each division) o morula: solid ball of cells produced by cleavage events (mulberry) o blastula: cells from the center of the morula migrate to the outside leaving a hollow ball some cells remain in the cavity o gastrula: cells invade the space between the endoderm and the ectoderm (forming endoderm and ectoderm) cells reinvade the hollow space left by the blastula. this forms 2 layers of cells inner layer: endoderm o will eventually produce most of the internal organs outer layer: ectoderm o will eventually form the skin and nervous system toward the end of gastrulation, the cells invade the space between the endoderm and ectoderm (these cells form mesoderm) mesoderm will eventually produce skeletal and muscle tissue o neurula: notochord develops which will eventually be replaced by the spinal cord o germ layers: ectoderm: skin, brain and neurons, linings of the nose mouth and anus mesoderm: muscles, connective tissue, reproductive organs endoderm: digestive tract, glands, bladder (other internal organs) o implantation zygote embeds into the uterine lining oplacenta: a huge capillary bed (exchanges w/tissues) forms from fetal cells/blood vessels from the fetus intertwine with mothers blood vessels (forming a huge capillary bed) to provide nutrients and remove waste from developing embryo. is only present during pregnancy delivered after the baby (afterbirth) the placenta can develop anywhere within the uterus. umbilical cord attaches from the fetus to the placenta o embryonic development o 1st stages: first and second months of pregnancy \n 9 o week 1: preembryonic development implantation has not occurred, cleavage events occurring, nutrients are supplied by yolk, and blastula formation occur cell mass may split to form identical twins week 2: cell mass arrives at the uterus implantation occurs placenta begins to form tissues are being produced week 3: nervous system begins to develop (first system) o circulatory system begins to develop week 4: the appearance of a tail is present on embryo o head is much larger than rest of embryo o limb buds are present o eyes, ears, and nose all begin to appear o heart beats o liver produces blood cells osecond month: oarms and legs become more developed ostart getting fingers and toes by end of second month all major organ systems have developed o fetal development o third and fourth month: head growth slows (does not stop) eyelashes and eyebrows, hair on head, fingernails and nipples begin to appear bone begins to replace cartilage heartbeat may be heard approximately 6 in/6oz amniotic sac: filled with fluid, prevents drastic temp change, protects against mechanical damage. o fifth through seventh month: movement may be felt lanugo covers the baby (fine downy hair covering the entire body) eyelids open 12 in/3 pounds also covered with vernix casiosis (waxy substance looks like cheese) \n 10 prevents the fetus from becoming waterlogged o eighth and ninth month head begins to point down towards the cervix growth of fetus 21 inches/7.5 pounds o birth o stage 1: mucus plug, which has been at the cervix, is expelled amniotic sac breaks (water breaking) cervix dilates to 4 inches o stage 2: contractions every 12 minutes the uterus began contracting somewhere in the second/third month (called braxton hicks contractions) crowning: baby’s head appears in birth canal baby is expelled head first umbilical cord is cut after baby begins to breath normally o stage 3: delivery of the placenta ",
"name": "",
"is_accepted": true
}
] |
9a798ef390767aced893dade1a41402e | in exercises 920, start by drawing a number line that shows integers from 5 to 5. then graph each real number on your number line. 11 3 | answer: in exercises 920, start by drawing a number line that shows integers from 5 to | studysoup | studysoup.com | 2021.04 | [
{
"text": " genes & evolution chapters 14, 15.1 & 16.1, 20, 21, chapter 14 central dogma of molecular biology eukaryote transcription occurs in the nucleus, translation occurs in the cytoplasm deoxyribose gene expression is the process by which dna directs the synthesis of proteins ( or in some cases, just the rnas) facts! ● archibald garrod was the first to suggest that genes dictate phenotypes through enzymes that catalyze specific chemical reactions in the cell. ● the term codon is also used for the dna nucleotide triplets along the nontemplate strand ● the first codon was deciphered in 1961 by marshall nirenberg (uuu) the one gene–one protein hypothesis based on results from work in their lab on nutritional mutants, beadle and tatum proposed that the function of a specific gene is to dictate production of a specific enzyme that catalyzes a particular reaction. states that the function of a gene is to dictate the production of a specific enzyme transcription is the synthesis of rna using information in the dna. the two nucleic acids are written in different forms of the same language, and the information is simply transcribed, or “rewritten,” from dna to rna \n messenger rna (mrna) because it carries a genetic message from the dna to the proteinsynthesizing machinery of the cell. translation is the synthesis of a polypeptide using the information in the mrna.the cell must translate the nucleotide sequence of an mrna molecule into the amino acid sequence of a polypeptide ribosomes are the translation sites primary transcript. the initial rna transcript from any gene, including those specifying rna that is not translated into protein is called primary transcript triplet code the genetic instructions for a polypeptide chain are written in the dna as a series of nonoverlapping, threenucleotide words. template strand it provides the pattern, or template, for the sequence of nucleotides in an rna transcript. codons the mrna nucleotide triplets are called codons, and they are customarily written in the 5′→ 3′ direction rna polymerase an enzyme called an rna polymerase pries the two strands of dna apart and joins together rna nucleotides complementary to the dna template strand. they don’t need a primer promoter the dna sequence where rna polymerase attaches and initiates transcription is known as the promoter terminator the sequence that signals the end of transcription transcription unit the stretch of dna that is transcribed into an rna molecule facts! bacteria have single type of rna polymerase that synthesis not only mrna but also other types in contrast, eukaryotes have at least three types of rna polymerase transcription factors in eukaryotes, a collection of proteins called transcription factors mediate the binding of rna polymerase and the initiation of transcription. transcription initiation complex the whole complex of transcription factors and rna \n polymerase ii bound to the promoter is called a transcription initiation complex rna splicing a stage of rna processing in the eukaryotic nucleus is the removal of large portions of the rna molecule that is initially synthesized—a cutandpaste job introns the noncoding segments of nucleic acid that lie between coding regions are called intervening sequences, or introns. exons the regions that code are called exons. they are called exons because they are eventually expressed. spliceosome the removal of introns is accomplished by a large complex made of proteins and small rnas. transfer rna the message is a series of codons along an mrna molecule, and the translator is called transfer rna (trna). main function is to transfer amino acids from cytoplasmic pool to growing polypeptide. anticodon the particular nucleotide triplet that basepairs to a specific mrna codon. signalrecognition particle (srp) the signal peptide, a sequence of about 20 amino acids at or near the leading end (nterminus) of the polypeptide, is recognized as it emerges from the ribosome by a proteinrna complex called a signalrecognition particle (srp). this particle functions as an escort that brings the ribosome to a receptor protein built into the er membrane. \n mutations responsible for the huge diversity of genes found among organisms because mutations are the ultimate source of new genes point mutations changes in a single nucleotide pair of a gene. nucleotidepair substitution replacement of one nucleotide and its partner with another pair of nucleotides substitution silent mutation which has no observable effect on the phenotype missense mutations substitutions that change one amino acid to another one nonsense mutation a point mutation can also change a codon for an amino acid into a stop codon. insertion or deletion insertions and deletions are additions or losses of nucleotide pairs in a gene frameshift the # of nucleotides inserted or deleted is not a multiple of three immediate ( 1 pair insertion) extensive (1 pair deletion) no frameshift (missing amino acid) spontaneous mutations the incorrect base will be used as a template in the next round of replication, resulting in a mutation. such mutations are called spontaneous mutations. \n the p site (peptidyltrna binding site) holds the trna carrying the growing polypeptide chain, while the a site (aminoacyltrna binding site) holds the trna carrying the next amino acid to be added to the chain. discharged trnas leave the ribosome from the e site (exit site). the nucleotide base triplets uag, uaa, and uga do not code for amino acids but instead act as signals to stop translation. ● in a bacterium, the rna transcript is immediately usable as mrna; in a eukaryote, the rna transcript must first undergo processing. ● eukaryotic promoter commonly includes a tata box, ● during rna processing, both ends of the primary transcript are altered. ● the 5′ end is synthesized first; it receives a 5′ cap, a modified form of a guanine ● at the 3′ end, an enzyme adds 50–250 more adenine (a) nucleotides, forming a polya tail. chapter 15.1 and 16.1 this picture is about the tryptophan first, cells can adjust the activity of the enzymes that are already present second, cells can adjust the production level of certain enzymes; that is, they can regulate the expression of the genes encoding the enzymes. one basic mechanism for this control of gene expression in bacteria, described as the operon model, was discovered in 1961 by françois jacob and jacques monod operator the switch is a segment of dna called an operator. positioned within the promoter or, in some cases, between the promoter and the enzymecoding genes, the operator controls the access of rna polymerase to the genes. \n enchancer in genetics, an enhancer is a short (501500 bp) region of dna that can be bound by proteins (activators) to activate transcription of a gene. these proteins are usually referred to as transcription factors. operon dna sequence on a prokaryotic chromosome including (in 3’ to 5’ order): a promoter, operator, enzymes repressor the operon can be switched off by a protein called repressor regulatory gene changing the transcription or translation changes amount of mrna and potentially amount of proteins inducible gene expression transcription of the operon occurs when environmental conditions induce( turn on) transcription corepressor a small molecule that cooperates with a repressor protein to switch an operon off. \n inducer differentiation the process by which cells become specialized in structure and function. morphogenesis, the physical processes that give an organism its shape constitute morphogenesis, the development of the form of an organism and its structures. cytoplasmic determinants maternal substances in the egg that influence the course of early development induction such signals cause changes in the target cells, a process called induction chapter 21 microevolution we can define evolution on its smallest scale, called microevolution, as a change in allele frequencies in a population over generations. genetic variation differences among individuals in the composition of their genes or other dna sequences. hardyweinberg principle describes the expected frequency of genotype in a population for a single locus only with 2 alleles this principle states that the frequencies of alleles and genotypes in a population will remain constant from generation to generation, provided that only mendelian segregation and recombination of alleles are at work(textbook version) \n population a group of individuals of the same species that live in the same area and interbreed, producing fertile offspring. gene pool consists of all copies of every type of allele at every locus in all members of the population. if only one allele exists for a particular locus in a population, that allele is said to be fixed in the gene pool, and all individuals are homozygous for that allele. if multiple are present then individuals might be either homozygous or heterozygous. conditions for hardyweinberg equilibrium conditions for microevolution change in allele frequency in a population over generation a. genetic variation b. random selection a. genetic drift b. gene flow c. natural selection d. sexual selection genetic variation individuals of a population differ in their genetic make up 1. mutation 2. sexual reproduction a. crossing over b. independent assortment of homologous chromosomes c. fertilization. \n gene drift random events that change allele frequency without regard to whether traits provide a reproductive advantage. 1. genetic drift is significant in small populations 2. can cause allele frequencies to change at random 3. can lead to loss of genetic variation within populations 4. can cause harmful alleles to become fixed founder effect when a few individuals become isolated from a larger population, this smaller group may establish a new population whose gene pool differs from the source population bottleneck effect a sudden change in the environment, such as a fire or flood, may drastically reduce the size of a population. a severe drop in population size can cause the bottleneck effect, so named because the population has passed through a “bottleneck” that reduces its size ● bottlenecking a population tends to reduce genetic variation. gene flow the transfer of alleles into or out of a population due to the movement of fertile individuals or their gametes occurs when conditions favor individuals at one extreme of a phenotypic range, thereby shifting a population’s frequency curve for the phenotypic character in one direction or the other directional selection \n disruptive selection occurs when conditions favor individuals at both extremes of a phenotypic range over individuals with intermediate phenotypes stabilizing selection acts against both extreme phenotypes and favors intermediate variants. this mode of selection reduces variation and tends to maintain the status quo for a particular phenotypic character selection pressure some aspect of the env’t that reduces survival & repro of a phenotype chapter 20 phylogeny evolutionary relationships among organisms inferred by comparing traits between potential close relatives classification hierarchy of more inclusive categories taxon named unit at any level of hierarchy kingdom > phylum > class > order > \n family > genus > species sister taxa groups of organisms that share an immediate common ancestor and hence are each other’s closest relatives basal taxa refers to a lineage that diverges early in the history of a group and hence, lies on a branch that originates near the common ancestor of the group. homologies phenotypic and genetic similarities due to shared ancestry are called homologies analogy a potential source of confusion in constructing a phylogeny is similarity due to convergent evolution inferring relationships comparing traits between potential close relatives 1. morphology 2. biochemistry 3. pattern of embryonic development 4. dna sequence data basal taxon outage taxa that are each other's closest relatives because they share an immediate common ancestor. cladistics common ancestry is the primary criterion used to classify organisms. using this methodology, biologists attempt to place species into groups called clades, each of which includes an ancestral species and all of its descendants \n shared ancestral character a character that originated in an ancestor of the taxon. shared derived character an evolutionary novelty unique to a clade characters different from ancestors and unique to the clade. clade complete group of descendents from a single ancestor. outgroup an outgroup is a species or group of species from an evolutionary lineage that is known to have diverged before the lineage parsimony simplest explanation is the most likely ",
"name": "",
"is_accepted": true
}
] |
MQA
MQA is a Multilingual corpus of Questions and Answers (MQA) parsed from the Common Crawl. Questions are divided in two types: Frequently Asked Questions (FAQ) and Community Question Answering (CQA).
from datasets import load_dataset
all_data = load_dataset("clips/mqa", language="en")
{
"name": "the title of the question (if any)",
"text": "the body of the question (if any)",
"answers": [{
"text": "the text of the answer",
"is_accepted": "true|false"
}]
}
faq_data = load_dataset("clips/mqa", scope="faq", language="en")
cqa_data = load_dataset("clips/mqa", scope="cqa", language="en")
Languages
We collected around 234M pairs of questions and answers in 39 languages. To download a language specific subset you need to specify the language key as configuration. See below for an example.
load_dataset("clips/mqa", language="en") # replace "en" by any language listed below
Language | FAQ | CQA |
---|---|---|
en | 174,696,414 | 14,082,180 |
de | 17,796,992 | 1,094,606 |
es | 14,967,582 | 845,836 |
fr | 13,096,727 | 1,299,359 |
ru | 12,435,022 | 1,715,131 |
it | 6,850,573 | 455,027 |
ja | 6,369,706 | 2,089,952 |
zh | 5,940,796 | 579,596 |
pt | 5,851,286 | 373,982 |
nl | 4,882,511 | 503,376 |
tr | 3,893,964 | 370,975 |
pl | 3,766,531 | 70,559 |
vi | 2,795,227 | 96,528 |
id | 2,253,070 | 200,441 |
ar | 2,211,795 | 805,661 |
uk | 2,090,611 | 27,260 |
el | 1,758,618 | 17,167 |
no | 1,752,820 | 11,786 |
sv | 1,733,582 | 20,024 |
fi | 1,717,221 | 41,371 |
ro | 1,689,471 | 93,222 |
th | 1,685,463 | 73,204 |
da | 1,554,581 | 16,398 |
he | 1,422,449 | 88,435 |
ko | 1,361,901 | 49,061 |
cs | 1,224,312 | 143,863 |
hu | 878,385 | 27,639 |
fa | 787,420 | 118,805 |
sk | 785,101 | 4,615 |
lt | 672,105 | 301 |
et | 547,208 | 441 |
hi | 516,342 | 205,645 |
hr | 458,958 | 11,677 |
is | 437,748 | 37 |
lv | 428,002 | 88 |
ms | 230,568 | 7,460 |
bg | 198,671 | 5,320 |
sr | 110,270 | 3,980 |
ca | 100,201 | 1,914 |
FAQ vs. CQA
You can download the Frequently Asked Questions (FAQ) or the Community Question Answering (CQA) part of the dataset.
faq = load_dataset("clips/mqa", scope="faq")
cqa = load_dataset("clips/mqa", scope="cqa")
all = load_dataset("clips/mqa", scope="all")
Although FAQ and CQA questions share the same structure, CQA questions can have multiple answers for a given questions, while FAQ questions have a single answer. FAQ questions typically only have a title (name
key), while CQA have a title and a body (name
and text
).
Nesting and Data Fields
You can specify three different nesting level: question
, page
and domain
.
Question
load_dataset("clips/mqa", level="question") # default
The default level is the question object:
- name: the title of the question(if any) in markdown format
- text: the body of the question (if any) in markdown format
- answers: a list of answers
- text: the title of the answer (if any) in markdown format
- name: the body of the answer in markdown format
- is_accepted: true if the answer is selected.
Page
This level returns a list of questions present on the same page. This is mostly useful for FAQs since CQAs already have one question per page.
load_dataset("clips/mqa", level="page")
Domain
This level returns a list of pages present on the web domain. This is a good way to cope with FAQs duplication by sampling one page per domain at each epoch.
load_dataset("clips/mqa", level="domain")
Source Data
This section was adapted from the source data description of OSCAR
Common Crawl is a non-profit foundation which produces and maintains an open repository of web crawled data that is both accessible and analysable. Common Crawl's complete web archive consists of petabytes of data collected over 8 years of web crawling. The repository contains raw web page HTML data (WARC files), metdata extracts (WAT files) and plain text extracts (WET files). The organisation's crawlers has always respected nofollow and robots.txt policies.
To construct MQA, we used the WARC files of Common Crawl.
People
This model was developed by Maxime De Bruyn, Ehsan Lotfi, Jeska Buhmann and Walter Daelemans.
Licensing Information
These data are released under this licensing scheme.
We do not own any of the text from which these data has been extracted.
We license the actual packaging of these data under the Creative Commons CC0 license ("no rights reserved") http://creativecommons.org/publicdomain/zero/1.0/
Should you consider that our data contains material that is owned by you and should therefore not be reproduced here, please:
* Clearly identify yourself, with detailed contact data such as an address, telephone number or email address at which you can be contacted.
* Clearly identify the copyrighted work claimed to be infringed.
* Clearly identify the material that is claimed to be infringing and information reasonably sufficient to allow us to locate the material.
We will comply to legitimate requests by removing the affected sources from the next release of the corpus.
Citation information
@inproceedings{de-bruyn-etal-2021-mfaq,
title = "{MFAQ}: a Multilingual {FAQ} Dataset",
author = "De Bruyn, Maxime and
Lotfi, Ehsan and
Buhmann, Jeska and
Daelemans, Walter",
booktitle = "Proceedings of the 3rd Workshop on Machine Reading for Question Answering",
month = nov,
year = "2021",
address = "Punta Cana, Dominican Republic",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/2021.mrqa-1.1",
pages = "1--13",
}
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