third-class lever

Examples of third-class lever in the following topics:

• Lever Systems

  • Classes of levers include:
  • 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.
  • The majority of muscles in the body are third-class levers and all act at a mechanical disadvantage as the force is applied closer to the pivot than the load.
  • An example of a third-class lever in the body is the biceps brachii, which flexes the forearm towards the shoulder.

• America and WWI

  • 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.

• Optimization by Tabu search

  • 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?

• Intersections of Class, Race, and Gender

  • 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.

• The Lower Middle Class

  • The lower-middle class are those with some education and comfortable salaries, but with socioeconomic statuses below the upper-middle class.
  • In American society, the middle class is often divided into the lower-middle class and upper-middle class.
  • The lower-middle class (also sometimes simply referred to as the middle class) consists of roughly one third of households—it is roughly twice as large as the upper-middle and upper classes.
  • The lower-middle class is among the largest social classes, rivaled only by the working class, and it is thought to be growing.
  • Lower-middle class occupations usually provide comfortable salaries, but put individuals beneath the top third of incomes.

• Cumulative Frequency Distributions

  • A cumulative frequency distribution is the sum of the class and all classes below it in a frequency distribution.
  • Each data value should fit into one class only (classes are mutually exclusive).
  • However, this time, you will need to add a third column.
  • The third column should be labeled Cumulative Frequency.
  • Next, start to fill in the third column.

• Regular equivalence

  • In figure 12.1 there are three regular equivalence classes.
  • The first is actor A; the second is composed of the three actors B, C, and D; the third is composed of the remaining five actors E, F, G, H, and I.
  • Actors B, C, and D form a class because a) they each have a tie with a member of the first class (that is, with actor A) and b) they each have a tie with a member of the third class.
  • B and D actually have ties with two members of the third class, whereas actor C has a tie to only one member of the third class; this doesn't matter, as there is a tie to some member of the third class.
  • Actor A is in a class by itself, defined by a) a tie to at least one member of class two and b) no tie to any member of class three.

• Class

  • According to the class social theorist Karl Marx, class is a combination of objective and subjective factors.
  • The upper class is the social class composed of those who are wealthy, well-born, or both.
  • Class mobility refers to movement from one class status to another--either upward or downward.
  • In this political cartoon, the Third Estate (commoners) is carrying the other two on its back.
  • Compare and contrast Marx's understanding of 'class' with Weber's class model

• Piaget's Stages of Cognitive Development

  • Children figure out ways to elicit responses by "doing", such as pulling a lever on a music box to hear a sound, placing a block in a bucket and pulling it back out, or throwing an object to see what happens.
  • Children begin to organize objects by classes and subclasses, and they can perform mathematical operations and understand transformations, such as addition is the opposite of subtraction and multiplication is the opposite of division.
  • The third child fails to show an understanding of conservation, and thus is likely still in the preoperational stage of cognitive development.

• Symmetry and Centricity

  • When a particular pitch-class is regularly the lowest, highest, loudest, or longest in a passage, that pitch-class becomes something like a tonic.
  • In the passage below—from Bartók's Music for Strings, Percussion, and Celesta—the third violin (3.
  • Pitch-class symmetry is very similar to pitch symmetry, but understood in pitch-class space.
  • Mapping this on the pitch-class circle shows the passage's pitch-class symmetry.
  • Unlike pitch space, pitch-class axes are always located at two different points in the pitch-class circle.