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Question 3 Consider the data in Table 3. Calculate three grade distributions for Coal A and B - mass $ \% $ in each class, and cumulative| mass\% less than grade G and cumulative $ \% $ with grade > grade G . Table 3: Data from a Jig Washer \begin{tabular}{|l|l|l|l|l|} \hline & \multicolumn{2}{|c|}{COAL A} & \multicolumn{2}{|c|}{COAL B} \\ \hline Density (g/cc) & Floats Product & Sinks Product & Floats Product & Sinks Product \\ \hline 1.3 & 106 & 1 & 60 & 5 \\ \hline 1.4 & 22 & 0 & 51 & 12 \\ \hline 1.5 & 1 & 1 & 26 & 22 \\ \hline 1.6 & & 4 & 7 & 19 \\ \hline 1.7 & & 6 & 2 & 32 \\ \hline 1.9 & & 27 & & 23 \\ \hline 2.1 & & 10 & & 22 \\ \hline \end{tabular}

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$E = \begin{cases} \frac{\rho_0 r}{3\epsilon_0} \hat{r}, r \leq R \\ \frac{\rho_0 R^3}{3\epsilon_0 r^2} \hat{r}, r > R \end{cases}$ $V = \begin{cases} \frac{\rho_0}{2\epsilon_0} (R^2 - \frac{r^2}{3}), r \leq R \\ \frac{\rho_0 R^3}{3\epsilon_0 r}, r > R \end{cases}$ $U = \frac{1}{2} \iiint \rho(r) V(r) d\tau$ $U = \frac{\epsilon_0}{2} \iiint |E|^2 d\tau$

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Spartan expects cost of borrowing using Equity to be 12%. If they are right, what discount rate should Spartan use for the Adjusted Present Value method of evaluating the project? Group of answer choices 9.20% 5.98% 12.00% 8.40%

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As noted in the text and module on socialization, G.H. Mead proposed that the play stage is the period of socialization and self-development in which: Ochildren can play well with others but can't yet develop a looking glass self. Ochildren begin to imitate significant others in a spontaneous manner. Ochildren play at games and thereby learn to take the role of the generalized other. O children play at particular roles and learn to see themselves from the point of view of specific others.

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Giving first aid only as you have learned is an example of of which key principle? Acting quickly Calling 911 for all serious emergencies Doing no harm Staying calm

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4.) (part-one) A derived class inherits all public member functions from its base class. i) True ii) False 4.) (part-two) If a member function is marked virtual in the base class, it is automatically virtual in all its derived classes. i) True ii) False 4.) (part-three) In C++, using virtual functions causes the program to use more what? i) Both memory and time ii) Time (run more slowly) iii) Memory iv) Neither memory nor time 4.) (part-four) If a derived class constructor does not explicitly invoke a base class constructor, then the default constructor of the base class will be invoked. i) True ii) False 4.) (part- Bonus (2pts):) Suppose an object takes up 80 bytes. Its class has virtual functions. How many bytes would the object instead use if all virtual member functions were removed? (Assume a 64-bit architecture.) Please provide an explanation for the answer.

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Must be written in Java, use either NetBeans or Eclipse please What Will You Learn Using inheritance to reuse classes Deliverables Person.java eeuapn5 StudentAthlete.java App.java Contents person First name Lait nane her ino tudent-thete ob EMajar Gm... persons 68 Shosni-et sports" senkere setirtoll: Using inheritance and the classes (below) The Person class has first name ast name age hometown a method called getInfo0 that returns all attributes from person as a String The Student class is a person with an id and a major and a GPA Student has to call super passing the parameters for the super class constructor a method called getInfo that returns all attributes from student as a String this methods has to override the method getInfo0 in person a ranking (a random number between 0 and 100) StudentAthlete has to call super passing the parameters for the super class constructor a method called getInfo0 that returns all attributes from student-athlete as a String Create an application (app) that: Creates one StudentAthlete object. Displays all information about the StudentAthlete object Does it in the most efficient way possible (avoids unnecessary duplication of attributes and methods) Uses the classes App Person Student inheriting from person * StudentAthlete inheriting from student

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P5.2: In the RC circuit shown in Fig. P5.2, voltage Vc lags voltage Vr by 90 degrees. P5.6: A series-parallel electric circuit consists of the components shown in Fig. P5.6. a) Write VR and Vc in rectangular form. b) Determine V=VR+Vc in both its rectangular and polar forms. VR + Figure P5.2: RC circuit for problem P5-2 P5-6: A series-parallel electric circuit consists of the components shown in Fig. P5.6. The values of the impedance of the two components are Z = R + jÏ‰L = 100 + j(120) and Zz = R - jÏ‰L = 100 - j(120). a) Write Z and Zz as complex numbers in both their rectangular and polar forms. b) Write down the complex conjugate of Z and calculate the product Z * Z in both rectangular and polar forms.

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c) Complete the timing diagram of the following circuit: (5 pts) a x b y f a b c x y f

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Factor? Are there problems with the ability to explain the ultimate reality of intelligence? The big picture of the development of intelligence is explained by various concepts such as linguistic, biological, and botanical intelligence. Sternberg and other psychologists have different concepts of musical and logical intelligence. However, feeble-mindedness is also considered a concept of intelligence, albeit one that is associated with individuals who are less intelligent than idiots. In school in 1938, there was a test described by Dr. C. Herbert and a sample verbal test with an average deficiency proposed by Thurston in 1967. Many psychologists in 1967 were interested in seeing this test. It was revised by a German psychologist, although it is not clear which psychologist carried out the revision. In 1904, there was an occupation and type of test that was explained by Ebbinghaus. In 1927, there was a pre-approved test that was explained by many psychologists. In the 19th century, Rice adopted 120 types of tests on April 23rd, which were verbal tests oversimplified by a psychologist. These tests dealt with three components of intelligence and were especially popular in 1905. In 1993, there was a positive experiment on the views of John and Gardner. Alfred Binet also developed scales of intelligence tests, but it is not clear when this happened. Gardner used these scales to measure the intelligence of morons and imbeciles, as well as farmers and landscape intelligence. In 1880, there were 30 tasks that were used to measure spatial intelligence. In 1999, Howard conducted a study on the intelligence of individuals throughout their life and death, based on their human experience. This study focused on individuals with intelligence levels that were less than average. The study asked questions about their ability to solve problems and their ways of solving them. McGrew in 2012 also conducted a study on intelligent sampling. The text does not provide a clear explanation of which tests are being referred to. In 1880, there was an important ability to solve nine intelligence test problems, which was based on the Triarchic theory of intelligence as proposed by a psychologist. Guilford, a mathematical and visual psychologist, also conducted studies on intelligence. It is not clear which college and psychologists are being referred to. The text also mentions the existence of new children and their intelligence, but it is not clear what is meant by this. The text cites something, but it is not clear what is being cited or what it means.

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eric m.