A cart of mass M moves on a frictionless track. it attached to a string, which goes over a pulley wheel, and has a mass hanging from it, at At t=0 s the cart starts from rest and accelerates, what is the tension in the string, what is the acceleration of the cart. 

The health and safety executive s HSE safety culture maturity model SCMM is described in offshore technology Report 2000 /049 The SCMM is a tool that puts the focus on improving behavior and culture As a result, it should only be adopted by organizations that at least have safety basics in place. The SCMM is comprised of 5 levels Regardless of whether your

Seeing is believing, but atomic fingerprints don’t lie. In relation to this statement, give two examples of failures in electronic materials where it is more important to reveal the structural morphology than chemical composition. In addition briefly describe how SAM is used as a non-destructive technique in analyzing failures in materials.

C++ programint main() is given in the link in overviewOverviewFor this assignment, implement the methods for a class called Rectangle.int main() has already been written for this assignment. It is available for download from Blackboard or by using the following link:http://faculty.cs.niu.edu/~byrnes/csci240/pgms/240pgm9.cppRectangle classThis class

A vehicle moves along a straight road. The vehicle's position is given by $f(t)$, where $t$ is measured in seconds since the vehicle starts moving. During the first 10 seconds of the motion, the vehicle's acceleration is proportional to the cube root of the time since the start. Which of the following differential equations describes this relationship, where $k$ is a positive constant? A $\frac{d f}{d t}=k \sqrt[3]{t}$ (B) $\frac{d f}{d t}=k \sqrt[3]{f}$ C $\frac{d^{2} f}{d t^{2}}=k \sqrt[3]{t}$ (D) $\frac{d^{2} f}{d t^{2}}=k \sqrt[3]{f}$

Using LC-3 Programming Exercise 1 Use .BLKW to set up a remote array of 10 values, starting at memory location x4000, as in lab 3. Now programmatically populate the array with the numbers 0 through 9 (note - NOT the characters '0' through '9'!) – i.e. hard-code just the first value (0), then calculate the rest one at a time, storing them in the array as you go. Remember the proper way of setting a register to 0! After you've stored them all, grab the seventh value (i.e. 6) and store it in R2. Clearly, you can't access this location via a label, so you'll need its actual address. How will you obtain that? And how will you use that address to get the value stored there? As always, step through your program and examine the values as they are stored in the array, and examine the final value stored in R2, to make sure your program works as expected. Exercise 2 You'll notice that Exercise 1 didn't ask you to output to console the array you built. Why not? Because as you know by now, numbers are not characters! So now copy your exercise 1 code into lab4_ex2.asm, and add an output loop, making it output the characters corresponding to the numbers stored in your array. Exercise 3 Let's try another modification of our well-used array program from Exercise 1: This time, instead of calculating and storing the numbers from 0 to 9 in the array, calculate and store the first ten powers of 2, starting with 20 = 1 in array index 0. Finally, grab the seventh value (26) from the array, and store it in R2. In order to do this, you will have to figure out how to calculate powers of 2. Some hints: Mathematically speaking: How do I obtain 2n+1 if I know 2n? What LC-3 operation could I use to multiply a number by 2? As always, place a breakpoint in your program, and step through it, examining the values as they are being stored in the array, and examine the final value stored in R2,  to make sure your program works as expected. Pay attention to both the decimal and hex representations of the values being stored. You already understand that you can't simply output the values in the array to the console “as is”, so we have to manipulate them somehow to turn them into characters. But this time all but the first four are multi-digit numbers when represented as decimal values, so our trick from the last exercise won't work – it can only convert the numbers from 0 to 9 into the single-digit ascii characters '0' through '9'.  Exercise 4 For now, we will instead observe what happens if we attempt to do what we just said can't be done - output the contents of the array "as is", i.e. as if they were ascii codes (which they are not!). Copy your exercise 3 code into your lab4_ex4.asm file, and add a second loop that loads the content of each element of the array into R0 and outputs it to the console using OUT. Now place a breakpoint at the start of your display loop and step through it: You will need to keep an eye on the Console to understand what is going on!! Please add comments!!!

QN ; Compare [ a construction company ] against TEN of the requirements of the audit standard given in supporting document below. [ 30 marks ] 1.0 PlanningRequirements:1.1Establish audit programme.1.2Selection of and checks on competence of audit lead.1.3Establish the scope of the audit.1.4Set procedures for the