This question can be found in Chapter 3: Section 3.6.
Problem #78: Stopping Distances
The functions

models a car’s stopping distance, f(x) or g(x), in feet, traveling at x miles per hour.
Function f models the stopping distance on dry pavement and function g models
the stopping distance on wet pavement. The graphs of these functions are shown
for {x | x ≥ 30}. Notice that the figure does not specify which graph is the model
for dry roads and which is the model for wet roads.

a. Use the given functions to find the stopping distance on dry pavement and the
stopping distance on wet pavement for a car traveling at 55 miles per hour. Round
to the nearest foot.
b. Based on your answer to part (a), which rectangular coordinate graph shows
stopping distances on dry pavement and which shows stopping distances on wet
pavement?
c. How well do your answers from part (a) model the actual stopping distances
shown in Figure 3.43 on page 411?

d. Determine speed on wet pavement requiring stopping distance of one and onehalf football fields, or 540 feet. Round to the nearest mile per hour.
Instructions

You will have 2 attempts for each Chapter Application. As a precaution, be sure to
answer the question(s) on a separate sheet of paper prior to clicking on "begin".
Once started, the test must be completed in one sitting. Do not leave the test
before clicking Save and Submit. Follow the directions carefully for each problem.
The highest score will be recorded

 

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1) Read the historical background and scriptural passage below. Then, choose 2 of the following scriptural interpretation methods and describe how one might use these methods to analyze the passage: lexical, syntactic, historical critical, literary, contextual, feminist, racial/ethnic. Your essay must be approximately 2 paragraphs in length.

 

Passage:

The Feeding of Four Thousand. 1In those days when there again was a great crowd without anything to eat, he summoned the disciples and said, 2“My heart is moved with pity for the crowd, because they have been with me now for three days and have nothing to eat. 3If I send them away hungry to their homes, they will collapse on the way, and some of them have come a great distance.” 4His disciples answered him, “Where can anyone get enough bread to satisfy them here in this deserted place?” 5Still he asked them, “How many loaves do you have?” “Seven,” they replied. 6 He ordered the crowd to sit down on the ground. Then, taking the seven loaves he gave thanks, broke them, and gave them to his disciples to distribute, and they distributed them to the crowd. 7They also had a few fish. He said the blessing over them and ordered them distributed also. 8They ate and were satisfied. They picked up the fragments left over—seven baskets. 9There were about four thousand people.

 

He dismissed them 10and got into the boat with his disciples and came to the region of Dalmanutha.

 

Historical Background:

This shortest of all New Testament gospels is likely the first to have been written, yet it often tells of Jesus’ ministry in more detail than either Matthew or Luke. It recounts what Jesus did in a vivid style, where one incident follows directly upon another. In this almost breathless narrative, Mark stresses Jesus’ message about the kingdom of God now breaking into human life as good news and Jesus himself as the gospel of God. Jesus is the Son whom God has sent to rescue humanity by serving and by sacrificing his life.

The opening verse about good news in Mark serves as a title for the entire book. The action begins with the appearance of John the Baptist, a messenger of God attested by scripture. But John points to a mightier one, Jesus, at whose baptism God speaks from heaven, declaring Jesus his Son. The Spirit descends upon Jesus, who eventually, it is promised, will baptize “with the holy Spirit.” This presentation of who Jesus really is rounded out with a brief reference to the temptation of Jesus and how Satan’s attack fails. Jesus as Son of God will be victorious, a point to be remembered as one reads of Jesus’ death and the enigmatic ending to Mark’s Gospel.

Mark’s Gospel is even more oriented to christology. Jesus is the Son of God. He is the Messiah, the anointed king of Davidic descent, the Greek for which, Christos, has, by the time Mark wrote, become in effect a proper name. Jesus is also seen as Son of Man, a term used in Mark not simply as a substitute for “I” or for humanity in general or with reference to a mighty figure who is to come, but also in connection with Jesus’ predestined, necessary path of suffering and vindication.

The unfolding of Mark’s story about Jesus is sometimes viewed by interpreters as centered around the term “mystery.” The word is employed just once, at Mk 4:11, in the singular, and its content there is the kingdom, the open secret that God’s reign is now breaking into human life with its reversal of human values. There is a related sense in which Jesus’ real identity remained a secret during his lifetime, according to Mark, although demons and demoniacs knew it (Mk 1:24; 3:11; 5:7); Jesus warned against telling of his mighty deeds and revealing his identity (Mk 1:44; 3:12; 5:43; 7:36; 8:26, 30), an injunction sometimes broken (Mk 1:45; cf. Mk 5:19–20). Further, Jesus teaches by parables, according to Mark, in such a way that those “outside” the kingdom do not understand, but only those to whom the mystery has been granted by God.

 

2) Read the article linked below and write a 3-4 paragraph essay on the moral issues present therein. Within the first part of your essay, address 2 of the following: conscience, natural law, sin, and covenant/prophecy/discipleship. Within the second part of your essay, discuss intention, means used, and circumstances as applied to the situation described.

Article: Link (Links to an external site.)

3) Read the article linked below (same article as in the morality essay question) and write a 3-4 paragraph essay on the article’s implications for social justice. Within your essay, you must address 3 principles of Catholic Social Teaching.

 

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Part V:

As the human resources manager, you are now ready to complete your diversity training manual to be used for training and sensitizing your employees on diversity issues. This final section will cover actual legislation. You would like your employees to not only be aware of issues dealing with discrimination that may not be addressed in legislation (the moral component) but to be knowledgeable of the seriousness of the discriminatory practices that have been made into law.

Affirmative Action is one of the most contentious issues; its intent and the discriminatory result of applying it in practice has become a major issue in today’s workforce.

Using this Web site (or any others you find), write a paper of 4-6 pages that will summarize the following points and become part of the training manual:

What is Affirmative Action?

What was the initial intent of Affirmative-Action legislation?

What did the landmark Bakke v. Regents case conclude? Click here to read the case.

What was the basis for the conclusion?

What are the positive and negative results of Affirmative Action legislation?

In your evaluation, is Affirmative Action legislation is still appropriate?

Diversity Training Manual Part V

Student’s Name

Instructor’s Name

Course Title

Abstract

For completing diversity training manual; like the HR manager, this paper would cover definition of the Affirmative Action, describe what initial intent about Affirmative Action legislation had been. This would in addition talk of landmark Bakke vs. Regents case summarized, provide positive as well as negative outcomes of the Affirmative Action legislation, and also tell when Affirmative Action legislation has still been proper in such scenario.

Introduction

Some form of affirmative action had existed in the late 1800s but the extension and enforcement of it really started in the late 1900s. Effectively, the term “affirmative action” was first employed by President Lyndon Johnson in1965 in the Executive Order 11246. The order was applied to the federal government employees to make sure they were employed, treated without regard to their race, belief, color, and nationality. That order was expanded to protect women from discrimination in 1967 by Lyndon Johnson (What is Affirmative Action?, 2016).

Definition of Affirmative Action

Affirmative action is a set of public positive policies and practices designed to help eliminate past and present discrimination based on race, color, religion, sex, or national origin, against minorities in the search of employments, admission to colleges and universities or some government contracts (What is “Affirmative Action” and why is it so controversial?, 2016). Affirmative action is an effort to encourage equal opportunity between everybody and it is frequently established in government and educational sites to guarantee that minority groups inside a society are included in all programs.

The intent of Affirmative Action legislation

When first started at the federal level following passage of the landmark Civil Rights Act of 1964, affirmative action was designed to counteract the remaining effects of generations of past discrimination. The intent of affirmative action legislation was to extend equal opportunity for employment and financial improvement to those who in the past were automatically excluded. Affirmative action seeks to create more opportunities for women and minorities by giving them particular consideration and more choices relating in hiring, firing, promotion, college admissions, and government contracts. In all of these areas, women and minorities traditionally have been underrepresented.

The Bakke v. Regents case conclusion

Landmark Supreme Court scenario imposed limitations on the affirmative action for ensuring that giving the greater options for minorities may not come at cost of rights of majority. Affirmative action had been unfair when it led towards the reverse discrimination. Scenario included University of California, Davis, and Medical School that had 2 different admissions pools, one for the standard applicants along with other for the minority as well as economically disadvantaged students.

Allan Bakke, the white applicant had been rejected two times even if there had been minority applicants admitted with particularly low scores apart from his. Bakke maintained it judging him depending on his race had been violation of Equal Protection Clause of 14^thAmendment. Court held in the closely divided decision that race might be one of factors considered while choosing several student body within university admissions decisions.

But, Court in addition held, that utilization of quotas in that affirmative action programs had not been permitted. Supreme Court had split 5 to 4 in their decision on Bakke case as well as addressed just minimal number of several complicated problems, which had sprung up of affirmative action. As the outcome of decision, Bakke had admitted to medical school along with graduated in year 1982 (Court, 2016).

The basis for the conclusion

Conclusion of case had been dependent on Title VI of Civil Rights Act of year 1964 as well as equal Protection Clause. Clause said that; No person within US should, on ground of race, color/national origin, be excluded from participation within, being denied advantage of or being subjected towards discrimination in any program/activity getting Federal financial assistance.

Mr. Justice Powell, Mr. Justice Brennan, Mr. Justice White, Mr. Justice Marshall along with Mr. Justice Blackmun summarized following: Title VI proscribes just such racial classifications, which might violate Equal Protection Clause when employed through State or their agencies. Racial and also ethnic classifications of any kind have been inherently suspect and also call for most exacting judicial scrutiny. Whereas objective of attaining the diverse student body has sufficiently been compelling to justify consideration of the race within admissions decisions in certain situations, petitioner’s special admissions program that forecloses consideration to persons such as respondent has been unnecessary towards attainment of this compelling objective and thus invalid in Equal Protection Clause.

As petitioner might not satisfy their burden of proving such respondent might not have been admitted even when there are no special admissions programs, he should also be admitted. Racial classifications call for the strict judicial scrutiny. However, purpose of overcoming the substantial, chronic minority underrepresentation within medical profession has sufficiently been essential for justifying the remedial use of race of petitioner. Therefore, judgment below should be reversed in that it avoids race from being utilized like the factor within the university admissions (Court, 2016).

Positive and negative results of Affirmative Action legislation

We all know that everything in life has their positive and negative effects, which is also the case of the affirmative action legislation. One of the positive results of the affirmative action legislative is an increase in hiring women and black people. Enterprises try their best to hire at least 25 percent of women, 25 percent of black, and another 50 percent of men. The negative consequences of it was the fact that the majority society considered the minority to be less qualified than their white complements.

They also feel that this law was forcing them to hire less qualified black people in organizations just to fill in the positions. The biggest negative with Affirmative Action is the focus on employment and the lack of focus on ownership because the minority fields can have all the other positions and remain subordinates but they still cannot have the leadership ones.

Conclusion

In today’s work environment, affirmative action is not appropriate because they are so many other laws fishing against discrimination and trying to reinforce, solidify workers’ rights and protect all employees at the workforce from any kind of discrimination and others mistreatments. That is way it is important for all employees to know the laws and their rights when they are employed at an organization.

 

 

 

 

 

 

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Case Study 2: The Johnson Family

 

You are a first grade teacher at an elementry school. You are especially worried about one of the students in your class, Micheal Johnson. He always seems to arrive at the school extra early ( usually about 30 min.) He is never dressws appropriately for the weather, and his general appearance is sloppy. His school work is on gradelevel. However, at times his behavior is aggresive snd hostile ( especially toward classmates). On several occasions you have noticed bruises on him, and when you ask him about these, he is evasive. During your first parent-teAcher conference, youshare your concerns with the mother. She breaks down and tells you that her husband, Micheal’s stepfather is very hard on him. He is sarcastic,always belitting him, and at times gets physically violent with him. The mother ask for helps.

 

What is your role as a teacher? What assistance is available to Micheal and to his family in your community?

 

• The title of the case study and a summary of the problem/concerns
• Your response to the question(s) posed at the end of the case study, including what community services you would recommend (In examples that ask you to respond as a teacher, respond as a professional working with children and families.)
• Two general suggestions to foster communication, clearheadedness, and the development of a collaborative plan of action

 

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