Submitted By mrpoetic09

Words 1208

Pages 5

Words 1208

Pages 5

Todd Marbury

Dr. Lauren Goldstein

Intro to Psychology

June 7, 2015

2015

Todd Marbury

Dr. Lauren Goldstein

Intro to Psychology

June 7, 2015

Retrospective Analysis of Personality

Retrospective Analysis of Personality

Through the years I wondered what made me change my personality towards the way I look at things but now I see why I drastically made these changes due to the different people and environments I have been. I have changed in too many ways to recount all of them, but a few I will list. In this essay I will discuss the aspect of my life that has and has not changed, analyze the role of nature and nurture within my personality and discuss why most memories are bias, which makes systemic scientific more valued than individual accounts.

Psychologists strive to understand how personality develops as well as how it influences the way we think and behave. This area of psychology seeks to understand personality and how it varies among individuals as well as how people are similar in terms of personality. While there is no single agreed upon definition of personality, it is often thought of as something that arises from within the individual and remains fairly consistent throughout life. It encompasses all of the thoughts, behavior patterns, and social attitudes that impact how we view ourselves and what we believe about others and the world around us. Understanding personality allows psychologists to predict how people will respond in certain situations and the sorts of things they prefer and value.

In retrospect, three traits, openness, extraversion, and agreeableness of my personality, have increased, while the other two of the “big 5” traits, conscientiousness and neuroticism, have remained common (Myers, 2014). In other words, I have become more open to new experiences as I engaged in more activities, such as working part-time. In 2015, I…...

...MATH 3330 INFORMATION SHEET FOR FINAL EXAM FALL 2011 FINAL EXAM will be in PKH 103 at 2:00-4:30 pm on Tues Dec 13 • See above for date, time and location of FINAL EXAM. Recall from the ﬁrst-day handout that any student not obtaining a positive score on the FINAL EXAM will not pass this class. • The material covered will be the same as that covered on the homework from the start of the semester through Dec 6 (but not §6.3) inclusive. (Homework is listed at my website: www.uta.edu/math/vancliﬀ/T/F11 .) • My remaining oﬃce hours are: 3:30-4:20 pm on Thurs Dec 8 and 3:30-5:30 pm on Mon Dec 12. • This test will be, in part, multiple choice, but you do NOT need to bring a scantron form. There will be several choices of answer per multiple-choice question and, for each, only one answer will be the correct one. You should do rough work on the test or on paper provided by me. No calculator is allowed. No notes or cards are allowed. BRING YOUR MYMAV ID CARD WITH YOU. • When I write a test, I look over the lecture notes and homework which have already been assigned, and use them to model about 85% of the test problems (and most of them are fair game). You should expect between 30 and 40 questions in total. • A good way to review is to go over the homework problems you have not already done & make sure you understand all the homework well by 48 hours prior to the test. You should also look over the past tests/midterms and understand those fully. In addition...

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... prescribing an antibiotic called amoxicillin it is 45mg/kg twice a day so if a child weighs twenty two pounds they will take 225mg of amoxicillin twice a day for however many days the doctor thinks it is necessary. Doctors also have to know how to use math to determine how much of an IV to give the patient. Knowing the body mass index formula helps them to determine if their patients are overweight or underweight so that they can help them and give them directions on how to solve that. There are many people who think of becoming a doctor but do not realize that hardships it takes to get there and all the hard work they have to go through in the process. “There are some who do have a strong determination of entering the medical field, but after knowing about the studies, practicalities, and responsibilities in the medical field, they prefer to take their step...

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...Diana Garza 1-16-12 Reflection The ideas Stein presents on problem saving and just math in general are that everyone has a different way of saving their own math problems. For explains when you’re doing a math problem you submit all kinds of different numbers into a data or formula till something works or maybe it’s impossible to come up with a solution. For math in general he talks about how math is so big and its due in large measure to the wide variety of situations how it can sit for a long time without being unexamined. Waiting for someone comes along to find a totally unexpected use for it. Just like has work he couldn’t figure it out and someone else found a use for it and now everyone uses it for their banking account. For myself this made me think about how math isn’t always going to have a solution. To any math problem I come across have to come with a clear mind and ready to understand it carefully. If I don’t understand or having hard time taking a small break will help a lot. The guidelines for problem solving will help me a lot to take it step by step instead of trying to do it all at once. Just like the introduction said the impossible takes forever. The things that surprised me are that I didn’t realize how much math can be used in music and how someone who was trying to find something else came to the discovery that he find toe. What may people were trying to find before Feynmsn....

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...May 25, 2010 Shivam Patel Honors Geometry Student Dear future Geometry student, Honors Geometry with Ms. Hull is quite the challenge. It is a rigorous course that really challenges you intellectually. You may have thought Algebra was a piece of cake, but when you come to geometry, your opinion may vary. This class introduces a lot of new topics, which can be challenging, and take lots of practice outside of school if you do not pay attention or do your math homework. I strongly advise you to do your math homework everyday, not for just a grade, but it also helps you when it comes time for quizzes and tests. She rarely checks homework, but when she does, she will not tell you. It is also a great review for tests and quizzes. Ms.Hull’s tests and quizzes are not the easiest things you will take. The quizzes take new concepts and apply to the quiz. Also, her tests are usually always hard. It is a good idea to practice new concepts and review old ones from previous units, so you can get a good grade on the tests. I also advise you to be organized throughout the year. Organization is the key to success especially in math class. Tool kits are an extremely helpful resource to use. There are going to be a lot of conjectures and theorems that will be new, and it would be hard to just memorize them. My overall geometry year was not exactly the way I hoped it would turn out. It was extremely had, and it moves at a very quick pace, so keeping up was hard for me......

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... the student website. Reminder: Use the checkbox in the assignments link to acknowledge participation in the team during the week. Syllabus 2 MTH/209 Version 6 Week One: Polynomials Details Objectives 1.1 1.2 1.3 1.4 Simplify polynomials. Use the distribution property with polynomials. Perform polynomial operations. Use polynomials in real-world applications. Due 4/15/13 Points Reading Reading Participation Discussion Questions Nongraded Activities and Preparation ® MyMathLab Orientation Nongraded Activities and Preparation Week One Videos Nongraded Activities and Preparation PhoenixConnect Learning Team Instructions Learning Team Charter Individual ® MyMathLab Exercises Individual Week One Study Plan Read Ch. 5, sections 5.2–5.4 and 5.6 of Beginning and Intermediate Algebra With Applications and Visualization. Read the University of Phoenix Material: MyMathLab Study Plan. Participate in class discussion. Respond to weekly discussion questions. Resource: University of Phoenix Material: Using MyMathLab ® Log on to MyMathLab on the student website. ® Complete the MyMathLab Orientation exercise. ® ® 4/15/13 4/15/13 4/15/13 2 2 Watch this week’s videos located on your student website. Follow the Math Help Community in PhoenixConnect. The focus of the community is to help students succeed in their math courses. Post questions and receive answers from other students, faculty, and staff from the Center for Mathematics Excellence. Resource...

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...This article is about the study of topics, such as quantity and structure. For other uses, see Mathematics (disambiguation). "Math" redirects here. For other uses, see Math (disambiguation). Euclid (holding calipers), Greek mathematician, 3rd century BC, as imagined by Raphael in this detail from The School of Athens.[1] Mathematics is the study of topics such as quantity (numbers),[2] structure,[3] space,[2] and change.[4][5][6] There is a range of views among mathematicians and philosophers as to the exact scope and definition of mathematics.[7][8] Mathematicians seek out patterns[9][10] and use them to formulate new conjectures. Mathematicians resolve the truth or falsity of conjectures by mathematical proof. When mathematical structures are good models of real phenomena, then mathematical reasoning can provide insight or predictions about nature. Through the use of abstraction and logic, mathematics developed from counting, calculation, measurement, and the systematic study of the shapes and motions of physical objects. Practical mathematics has been a human activity for as far back as written records exist. The research required to solve mathematical problems can take years or even centuries of sustained inquiry. Rigorous arguments first appeared in Greek mathematics, most notably in Euclid's Elements. Since the pioneering work of Giuseppe Peano (1858–1932), David Hilbert (1862–1943), and others on axiomatic systems in the late 19th century, it has become...

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... – Oct 23 | 8.1: Arc Length8.2: Area of a Surface of Revolution | | 6 | Oct 26 – Oct 30 | 10.1: Parametric Equations10.2: Calculus with Parametric Curves | | 7 | Nov 2 – Nov 6 | Review for Midterm Exam 1Midterm Exam 1 | Exam 1 : Wed, Nov 5, 5:30-7:00pm Sections: 7.1-7.5, 7.8, 8.1-8.2 | 8 | Nov 9-Nov 13Nov 9 – Nov 13 | 10.3: Polar Coordinates10.4 Area and Length in Polar Coordinates | | 9 | Nov 16 – Nov 20 | 11.1 Sequences11.2 Infinite Series | | 10 | Nov 23– Nov 27 | 11.3: Integral Test and Estimates of Sums11.4: Comparison Tests | | 11 | Nov 30– Dec 4 | 11.5: Alternating Series | | 12 | Dec 7 – Dec 11 | 11.6: Absolute Convergence and the Ratio and Root Tests Review for Midterm Exam 2Midterm Exam 2 | Exam 2 : Wed, Dec 10, 5:30-7:00pm Sections: 10.1-10.4, 11.1-11.5 | 13 | Dec 14 – Dec 18 | 11.8: Power Series11.9: Representation of Functions as Power Series | | 14 | Jan 4 – Jan 8 | 11.10: Taylor and Maclaurin Series 11.11: Applications of Taylor PolynomialsComplex Numbers | | 15 | Jan 11 – Jan 15 | Review for Final Exam | Final Exam (comprehensive) | Math Learning Center (NAB239) The Department of Mathematics and Statistics offers a Math Learning Center in NAB239. The goal of this free of charge tutoring service is to provide students with a supportive atmosphere where they have access to assistance and resources outside the classroom. No need to make an appointment-just walk in. Your questions or concerns are welcome to Dr. Saadia Khouyibaba at...

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...Math 1P05 Assignment #1 Due: September 26 Questions 3, 4, 6, 7, 11 and 12 require some Maple work. 1. Solve the following inequalities: a) b) c) 2. Appendix D #72 3. Consider the functions and . a) Use a Maple graph to estimate the largest value of at which the graphs intersect. Hand in a graph that clearly shows this intersection. b) Use Maple to help you find all solutions of the equation. 4. Consider the function. a) Find the domain of. b) Find and its domain. What is the range of? c) To check your result in b), plot and the line on the same set of axes. (Hint: To get a nice graph, choose a plotting range for bothand.) Be sure to label each curve. 5. Section 1.6 #62 6. Section 2.1 #4. In d), use Maple to plot the curve and the tangent line. Draw the secant lines by hand on your Maple graph. 7. Section 2.2 #24. Use Maple to plot the function. 8. Section 2.2 #36 9. Section 2.3 #14 10. Section 2.3 #26 11. Section 2.3 #34 12. Section 2.3 #36 Recommended Problems Appendix A all odd-numbered exercises 1-37, 47-55 Appendix B all odd-numbered exercises 21-35 Appendix D all odd-numbered exercises 23-33, 65-71 Section 1.5 #19, 21 Section 1.6 all odd-numbered exercises 15-25, 35-41, 51, 53 Section 2.1 #3, 5, 7 Section 2.2 all odd-numbered exercises 5-9, 15-25, 29-37 Section 2.3 all odd-numbered exercises 11-31...

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...Compilation of Different Math Verbal Problems Number Problems: 1. Consecutive. The sum of two consecutive integers is 15. Find the numbers. Solution: I will represent the first number by "n". Then the second number has to be "n + 1". Their sum is then: n + (n + 1) = 15 2n + 1 = 15 2n = 14 n = The exercise did not ask me for the value of the variable n; it asked for the identity of two numbers. So my answer is not "n = 7"; the actual answer is: "The numbers are 7 and 8." 2. Consecutive Odd. The lengths of the sides of a triangle are consecutive odd numbers. What is the length of the longest side if the perimeter is 45? Solution: Let x = length of shortest side x + 2 = length of medium side x + 4 = length of longest side Plug in the values from the question and from a sketch. 45 = x + x + 2 + x + 4 Combine like terms 45 = 3x + 6 Isolate variable x 3x = 45 – 6 3x = 39 x =13 Check your answer 13 + 13 + 2 + 13 + 4 = 45 3. Consecutive Even. The product of two consecutive negative even integers is 24. Find the numbers. Solution: (n)(n + 2) = 24 n2 + 2n = 24 n2 + 2n – 24 = 0 (n + 6)(n – 4) = 0 Then the solutions are n = –6 and n = 4. Since the numbers I am looking for are negative, I can ignore the "4" and take n = –6. Then the next number is n + 2 = –4, and the answer is The numbers are –6 and –4...

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... when you have the formula Factoring: this is probably the easiest method for solving an equation with integer solutions. If you can see how to split up the original equation into its factor pair, this is the quickest and allows you to solve the problem in one step. Week 9 capstone part 1 Has the content in this course allowed you to think of math as a useful tool? If so, how? What concepts investigated in this course can apply to your personal and professional life? In the course, I have learned about polynomials, rational expressions, radical equations, and quadratic equations. Quadratic equations seem to have the most real life applications -- in things such as ticket sales, bike repairs, and modeling. Rational expressions are also important, if I know how long it takes me to clean my sons room, and know how long it takes him to clean his own room. I can use rational expressions to determine how long it will take the two of us working together to clean his room. The Math lab site was useful in some ways, since it allowed me to check my answers to the problems immediately. However, especially in math 117, it was too sensitive to formatting of the equations and answers. I sometimes put an answer into the math lab that I knew was right, but it marked it wrong because of the math lab expecting slightly different formatting Week 9 capstone part 2 I really didn't use center for math excellence because i found that MML was more convenient for me. I think that MML......

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...Sample Exam 2 - MATH 321 Problem 1. Change the order of integration and evaluate. (a) (b) 2 0 1 0 1 (x y/2 + y)2 dxdy. + y 3 x) dxdy. 1 0 0 x 0 y 1 (x2 y 1/2 Problem 2. (a) Sketch the region for the integral f (x, y, z) dzdydx. (b) Write the integral with the integration order dxdydz. THE FUNCTION f IS NOT GIVEN, SO THAT NO EVALUATION IS REQUIRED. Problem 3. Evaluate e−x −y dxdy, where B consists of points B (x, y) satisfying x2 + y 2 ≤ 1 and y ≤ 0. − Problem 4. (a) Compute the integral of f along the path → if c − f (x, y, z) = x + y + yz and →(t) = (sin t, cos t, t), 0 ≤ t ≤ 2π. c → − → − → − (b) Find the work done by the force F (x, y) = (x2 − y 2 ) i + 2xy j in moving a particle counterclockwise around the square with corners (0, 0), (a, 0), (a, a), (0, a), a > 0. Problem 5. (a) Compute the integral of z 2 over the surface of the unit sphere. → → − − → − → − − F · d S , where F (x, y, z) = (x, y, −y) and S is → (b) Calculate S the cylindrical surface deﬁned by x2 + y 2 = 1, 0 ≤ z ≤ 1, with normal pointing out of the cylinder. → − Problem 6. Let S be an oriented surface and C a closed curve → − bounding S . Verify the equality → − → − → → − − ( × F ) · dS = F ·ds − → → − if F is a gradient ﬁeld. S C 2 2 1 ...

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...Review the list of elements of QL. Identify and discuss the one in which you are weakest AND the one in which you are strongest. For my strongest ability I would say that is “Making decisions”. According to the “The Case for Quantitative Literacy handout”, “making decisions is the ability to use mathematics, make decisions and solve problems in everyday life”. In my everyday life I have to keep the balance in my check book, pay bills, take care of kids, run my house, cook, clean etc. With cooking I am using math, measuring how much food to make for four people (I still haven’t mastered that one). With bills I am using math, how much each company gets, to how much money I have to spare (which these days is not much). In my everyday life I do use some form of a math. It might not be how I was taught, but I have learned to adapt to my surroundings and do math how I know it be used, the basic ways, none of that fancy stuff. For my weakest ability I would say I fall into “Confidence with Mathematics”. Math has never been one of my favorite subjects to learn. It is like my brain knows I have to learn it, but it puts up a wall and doesn’t allow the information to stay in there. The handout “The Case for Quantitative Literacy” states I should be at ease with applying quantitative methods, and comfortable with quantitative ideas. To be honest this class scares the crap out of me, and I am worried I won’t do well in this class. The handout also says confidence is the opposite......

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... | | |on-line | | | | | |Times | | |on-line, or in Maier Hall , Math Lab, Peninsula College | | | | | |Start Date | | |Sept. 21, 2015 End Date Dec. 9, 2015 | | | | | |Course Credits | | |5...

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...Solution Nguyen Van Linh,11A2 Math, Highshool for gifted student, Ha Noi University of Science, Vietnam 4/1/2010 Problem: Given a cyclic pentagon ABCDE.AD ∩ EB = {X}, AD ∩ EC = {L}, AC ∩ EB = {Y }, AC ∩ BD = {Z}, EC ∩ BD = {T }. (EAX) ∩ (ABY ) = {A1 }, (ABY ) ∩ (BCZ) = {B1 }, (BZC) ∩ (DT C) = {C1 }, (DT C) ∩ (ELD) = {D1 }, (ELD) ∩ (EAX) = {E1 }. Prove that A1 B1 C1 D1 E1 is a cyclic pentagon. Solution: First we will express a lemma: Given a pentagon ABCDE.A1 , B1 , C1 , D1 , E1 , A2 , B2 , C2 , D2 , E2 are defined as the figure below. Then AA2 , BB2 , CC2 , DD2 , EE2 are concurrent. A2 A y1 E x3 z3 C1 x2 E2 E3 y 2 O B1 D1 x1 A3 D3 z2 C3 B B2 B3 E1 y3 A1 D2 D C2 z1 C Proof: Denote A3 = AA2 ∩ BE, similar we define B3 , C3 , D3 , E3 . Denote O1 = AA3 ∩ EE3 , O2 = AA3 ∩ BB3 . We will show that O1 ≡ O2 ⇔ Applying Menelaus’s theorem : AO1 EA3 E3 C1 . . =1 A3 O1 EC1 E3 A AO1 AO2 = .(∗) O 1 A3 O2 A3 AO2 A3 B B3 D1 . . = 1. A3 O2 BD1 B3 A EA3 E3 C1 A3 B B3 D1 So (∗) is true iff . = . (∗∗) EC1 E3 A BD1 B3 A Put BD1 = x1 , D1 C1 = x2 , C1 E = x3 , AC1 = y1 , C1 B1 = y2 , B1 D = y3 , CE1 = z1 , E1 D1 = z2 , D1 A = z3 . BA3 A3 C1 x2 (x2 + x1 ) We have A3 D1 .A3 B = A3 C1 .A3 E then = . So we can calculate EA3 = ,similar EA3 A3 D1 x1 + 2x2 + x3 with E3 C1 , E3 A, A3 B, B3 D1 , B3 A. and 1 y2 (y2 + y3 ) z2 (z2 + z1 ) x2 (x2 + x1 ) x2 (x2 + x3 ) + x3...

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...Math is used everyday – adding the cost of the groceries before checkout, totaling up the monthly bills, estimating the distance and time a car ride is to a place a person has not been. The problems worked this week have showed how math works in the real world. This paper will show how two math problems from chapter five real world applications numbers 35 and 37 worked out. Number 35 A person hired a firm to build a CB radio tower. The firm charges $100 for labor for the first 10 feet. After that, the cost of labor for each succeeding 10 feet is $25 more than the preceding 10 feet. That is, the nest 10 feet will cost $125; the next 10 feet will cost $150, etc. How much will it cost to build a 90-foot tower? Solving this problem involves the arithmetic sequence. The arithmetic sequence is a sequence of numbers in which each succeeding term differs from the preceding term by the same amount (Bluman, 2011). n = number of terms altogether n = 9 d = the common differences d = 25 ª1 = first term ª1 = 100 ªn = last term ª2 = ª9 The formula used to solve this problem came from the book page 222. ªn = ª1 + (n -1)d ª9 = 100 + (9-1)25 ª9 = 100 + (8)25...

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