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If marginal physical product is decreasing with additional input, marginal value product will be (1pts) increasing decreasing constant decreasing and equal to MPP Solution If marginal physical product is decreasing with additional input, marginal value product will be DECREASING. In economics, the marginal product of labor ( MP L ) is the change in output that results from employing an added unit of labor. Marginal Revenue Product (MRPL) measures the change in total revenue for a firm from selling the output produced by additional workers. MRPL = Marginal Physical Product x Price of Output per unit MC = ?VC??q; ?VC = w?L; ?L??q the change in quantity of labor to affect a one unit change in output = 1?MP L . Therefore MC = w ? MP L Thus if the marginal product of labor is rising then marginal costs will be falling and if the marginal product of labor is falling marginal costs will be rising (assuming a constant wage rate) The falling MP L is due to the law of diminishing marginal returns. The law states, .

If marginal physical product is decreasing with additional input, marginal value product will be
(1pts)
increasing
decreasing
constant
decreasing and equal to MPP
Solution
If marginal physical product is decreasing with additional input, marginal value product will be
DECREASING.
In economics, the marginal product of labor ( MP L ) is the change in output that results from
employing an added unit of labor.
Marginal Revenue Product (MRPL) measures the change in total revenue for a firm from
selling the output produced by additional workers.
MRPL = Marginal Physical Product x Price of Output per unit
MC = ?VC??q;
?VC = w?L;
?L??q the change in quantity of labor to affect a one unit change in output = 1?MP L .
Therefore MC = w ? MP L
Thus if the marginal product of labor is rising then marginal costs will be falling and if the
marginal product of labor is falling marginal costs will be rising (assuming a constant wage
rate)

The falling MP L is due to the law of diminishing marginal returns. The law states,

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Identifying Matter: Physical Properties (Section 1.4 15. The elements sulfur and bromine are shown in the photograph. Based on the photograph, describe as many proper tiles of each sample as you can. Are any properties the samme? Which properties are different? Sulfur and bromine. The sulfur is on the flat dish; the bromine is in a closed flask. ou see a crystal of the min- Solution Physical form - Sulfur is in solid form whereas Bromine is a mixture of liquid and vapour form. No similarity is present. This property is completely different Color - Sulfur is light yellow color whereas Bromine liquid and vapour both has dark orangish color. No similarity is present. This property is completely different. Volatility - sulphur is not volatile and kept open in the atmosphere whereas bromine liquid is volatile and kept in a closed flask otherwise all Bromine liquid will convert to Bromine vapour and this vapour will dissipate in atmosphere. No similarity is present. This property is completely different. .

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Identifying aclds and bases by their reaction with water Kri Some chemical compounds are listed in the first column of the table below. Each compound is soluble in water. Imagine that a few tenths of a mole of each compound is dissolved in a liter of water. The important chemical species that would be present in this solution are written in the second column of the table. Use the checkboxes to classify each compound. type of compound (check all that apply) important species present when dissolved in water compound strong weak strong weak acid acid basebase ionic mol KCI K CI, H,0 NH, HNO ?? NH OH NH, H20 H,o\'. C,H,0 Solution The species that give off their H+ readily are strong acids and those who dissociate partially are called weak acids. The species that give off OH- ions readily are strong bases and those who dissociate partially are weak bases. The ionic compounds have ionic bonds between the ions , whereas molecular compounds do not. So here : KCl = ionc , NH3 = molecular , weak base HNO2 = molecular , weak acid HCl = molecular , strong acid .

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If you had a system, that had large amounts of daily data inflows, that you were running queries on yearly data, how would you position Flume,Hive and Impala for this system Solution As we have system that have large amount of daily data inflows, and we also running queries on yearly data, in this case its important to collect and analyze the data. This collection of logs of the data is being done by Flume and Hive. This is why Flume and hive lots of importance in the system where we are dealing with large amount of data. We required to collect the logs because of following reasons: 1. In error scenario, if we have proper logs then its easy to go to the root cause of the problem. 2. These logs provides the proper picture of the system, its in\'s and out\'s of the system. Flume is basically a opne-source software used for log collection. Its also can be used for montioring the log files, by installing it to various host machines. Hive integration can be done with Flume to get more features. Impala is also used for data analytic\'s and its also open-source to use. .

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E13-7 On January 1, 2010, the stockholders\' equity section of Nunez Corporation shows: Common stock ($5 par value) $1,500,000; paid-in capital in excess of par value $1,000,000; and re tained earnings $1,200,000. During the year, the following treasury stock transactions occurred. Mar. 1 Purchased 50,000 shares for cash at $15 per share. July 1 Sold 10,000 treasury shares for cash at $17 per share. Sept. I Sold 8,000 treasury shares for cash at $14 per share. Instructions (a) Journalize the treasury stock transactions. Solution Journalize the treasury stock transactions. (For multiple debit/credit entries, list amounts from largest to smallest eg 10, 5, 3, 2.) Date Account/Description Mar.1 Dr Treasury stock 750,000 (50,000 x $15) Cr Cash 750,000 July 1 Dr Cash 170,000 Cr Treasury stock 150,000 (10,000 at COST of $15) Cr Paid-in cap. from treasury stock 20,000 At this point your Paid-in cap. from treasury stock stands at $20,000 (credit). Sept. 1 Dr Cash 112,000 (8,000 x $14) Dr Paid-in cap. from treasury stock 8,000 Cr Treasury stock 120,000 (8,000 at COST of $15) .

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Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...

Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...

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APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

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If marginal physical product is decreasing with additional input- marg.docx

1. If marginal physical product is decreasing with additional input, marginal value product will be (1pts) increasing decreasing constant decreasing and equal to MPP Solution If marginal physical product is decreasing with additional input, marginal value product will be DECREASING. In economics, the marginal product of labor ( MP L ) is the change in output that results from employing an added unit of labor. Marginal Revenue Product (MRPL) measures the change in total revenue for a firm from selling the output produced by additional workers. MRPL = Marginal Physical Product x Price of Output per unit MC = ?VC??q; ?VC = w?L; ?L??q the change in quantity of labor to affect a one unit change in output = 1?MP L . Therefore MC = w ? MP L Thus if the marginal product of labor is rising then marginal costs will be falling and if the marginal product of labor is falling marginal costs will be rising (assuming a constant wage rate)

2. The falling MP L is due to the law of diminishing marginal returns. The law states,