Examples of first class lever in the following topics:
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- Classes of levers include:
- In a first class lever, the load and force
sit on either side of the pivot like a seesaw.
- First-class levers are relatively
uncommon in the body, but one example is the triceps brachii muscle of the
upper arm which acts to extend the forearm.
- Second-class
levers are also relatively uncommon in the body.
- In a third-class lever the force is applied
between the load and the pivot.
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- The method requires that the subject perform behaviors that at first merely resemble the target behavior; through reinforcement, these behaviors are gradually changed, or shaped, to encourage the performance of the target behavior itself.
- The target behavior for the rat was to press a lever that would release food.
- For example, Skinner would reward the rat for taking a step toward the lever, for standing on its hind legs, and for touching the lever—all of which were successive approximations toward the target behavior of pressing the lever.
- For example, once the rat had touched the lever, Skinner might stop rewarding it for simply taking a step toward the lever.
- First, she cleans up one toy and is rewarded.
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- Research regarding this principle of learning was first studied by Edward L.
- As with most early psychological research, the first testing of behaviorist learning theory was done on animals.
- Cats were placed in a box that could be opened if the cat pressed a lever or pulled a loop.
- To prove this, he placed rats in a box with a lever that when tapped would release a pellet of food.
- Over time, the amount of time it took for the rat to find the lever and press it became shorter and shorter, until finally the rat would spend most of its time near the lever eating.
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- The first and most famous, the Modigliani–Miller theorem, forms the basis for modern thinking on capital structure.
- In the above equation, VL is the value of a levered firm, VU is the value of an unlevered firm, TC is the corporate tax rate, and D is the value of the company's debt.
- By relaxing the assumption of no taxes, Modigliani-Miller tells us that there are advantages for firms to be levered, since a company's interest payments are tax-deductible.
- The value of a levered firm equals the value of an unlevered firm plus the tax rate times the value of debt.
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- Among these were the Smith-Lever Act, and Fuel and Food Control Act, the U.S.
- In 1914, Congress passed the Smith-Lever Act, which created the Cooperative Extension Service in order to develop more effective agricultural and animal husbandry classes, programs, and use of land grant institutions such as Washington State University, Texas Agriculture & Mining, and the University of Wisconsin.
- Distinguish the purposes of the Smith-Lever Act, the Fuel and Food Control Act, the U.S.
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- Research regarding this principle of learning was first conducted by Edward L.
- Almost half a century after Thorndike's first publication of the principles of operant conditioning and the law of effect, Skinner attempted to prove an extension to this theory—that all behaviors are in some way a result of operant conditioning.
- In his first work with rats, Skinner would place the rats in a Skinner box with a lever attached to a feeding tube.
- Whenever a rat pressed the lever, food would be released.
- After the experience of multiple trials, the rats learned the association between the lever and food and began to spend more of their time in the box procuring food than performing any other action.
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- Set class lists reveals all of the other possibilities.
- The "Forte Number" (3-1, 9-1, etc.), often adjacent to the prime form, was given to each set class by the famous music theorist [Allen Forte][4], who was one of the first to describe the set class list.
- The interval class vector next to each set class's prime form is particularly valuable.
- If a set class has a single interval class 1, it will have the digit 1 in the interval class vectors first placeholder.
- The IC vector <001110>, for example describes a trichord with 1 interval class 3, 1 interval class 4, and 1 interval class 5; that is, the major or minor triad, set class (037)!
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- The upper-middle class refers to people within the middle class that have high educational attainment, high salaries, and high status jobs.
- Sociologists use the term "upper-middle class" to refer to the social group consisting of higher-status members of the middle class.
- This is in contrast to the term "lower-middle class," which is used for the group at the opposite end of the middle class stratum, and to the broader term "middle class. " There is considerable debate as to how to define the upper-middle class.
- Wright Mills conducted one of first major studies of the middle class in America.
- Moreover, members of the upper-middle class are generally more economically secure than their lower-middle class counterparts.
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- The first class (actor 7) has dense sending ties to the third (actors 5 and 2); and receives information from all three other classes.
- The second, and largest, class sends information to the first and the third class, and receives information from the third class.
- The third class (5 and 2) send information to the first and second class, as well as among themselves; they receive information from the second class.
- The last class (actor 6), sends to the first class, but receives from none.
- what is the position of each class, as defined by its relations to the other classes?
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- Economic class, in conjunction with race and gender, shape the opportunities, the privileges, and the inequalities experienced for individuals and groups.
- In New Orleans, the roles of class, race, and gender were made apparent to the U.S. public.
- Though the storm displaced hundreds of people from all backgrounds, classes, colors and gender ‘equally,' all were not affected the same.
- In the sinking of the Titanic in 1912 for example, 60% of first class passengers survived, while only 24% of third class passengers survived.
- One child in first class died, while 49 children in third class died.