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Solve for the current i in the circuit of Fig. 4.103 using

Fundamentals of Electric Circuits | 5th Edition | ISBN: 9780073380575 | Authors: Charles Alexander ISBN: 9780073380575 128

Solution for problem 4.36 Chapter 4

Fundamentals of Electric Circuits | 5th Edition

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Fundamentals of Electric Circuits | 5th Edition | ISBN: 9780073380575 | Authors: Charles Alexander

Fundamentals of Electric Circuits | 5th Edition

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Problem 4.36

Solve for the current i in the circuit of Fig. 4.103 using Thevenins theorem. (Hint: Find the Thevenin equivalent seen by the 12- resistor.)

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4/4/2016 ETST 4 – Chicano History Monday Lecture – Week 2 [Lecture]  Assimilationist model o We associate with the American Dream o Focuses on the individual, it doesn’t matter who it is, your color, etc.  but you will be successful if you try o No one is preferred and no one is singled out o In this society we forget in Asian culture, Chicano structure, the family is very important  but in our society the focus is on the individuals o If you want to get ahead “sometimes your family is holding you back, and you need to think of yourself”  blowing your future because you’re focusing on the family o Situations where if a name was difficult to say it would most likely get changed o Assimilate – to conform, to blend in, to become part of o Cultures and people from Latin America, Africa, Asia, contribute more to the world culture than people give them credit for o There were no cowboys until the Mexicans showed the American settlers how to be cowboys o Sometimes there is conflict between the parents and the children  the children want to assimilate (change their name, embarrassed by the food they cook) 1 o *Groups who do not attain parity are those who for one reason or another have failed or refused to assimilate and to take advantage of the many opportunities*  our society blames the individual if they are not successful, not the society  There is this notion that everyone has the same opportunities is our society  Classic Colonialism o How racial groups were treated by colonizers  Internal colonialism o How racial groups are treated by members of their society that compares to classic colonialism o Some groups and individuals were forced to enter America  Acculturation – not totally assimilated  Assimilation – total immersion o Sometimes they feel more comfortable around Anglos than they do their own culture  Parity – equality  Secondary laborer, or secondary businesses – dependent on other businesses o Often when people of color own businesses they are secondary businesses  Marginalized people o In between cultures , not belonging fully to any one group  Marxist model – We have racism because we have classism 2 4/6/2016 ETST 4 – Chicano History Lecture – Film: Day of the Dead [Lecture]  Aztec goddesses –– La Virgin of Guadalupe appeared to peasant Juan Diego  Indigenous religion is most commonly the belief in many gods  Catholic religion – often pray to the saints o There is a strong sense of regionalism involved in Catholicism, because certain regions have certain saints that are favored over others [Day of the Dead Video]  Mexico’s heritage influenced by both: o Ancient pre-Hispanic heritage and the Spanish who conquered them and brought their Spanish culture along with them  Land flanked by two mountain regions o There is very little suitable agricultural land in these regions  The holiday is one week long  during which they clean and decorate the graves of their relatives in preparation for the Dayof the Dead  Children rehearse the dance of Santiago o Red masks represent the demons and the evil dead o The story is Christian but the interpretation is native Mexican  Cinnamon brought by Spaniards from India  Chiles, potatoes, and spices are at the center of Mexican cuisine o Potatoes originally came from Mexico 1  Mexican turkey is the ancestor to the American turkey eaten during Thanksgiving  In some cities there are informal schools where ancient dance and culture is taught  Produce comes from the rich highland jungles  Geese and chickens and donkeys and horses (there was an ancestor in Mexico but it died out and the Spaniards reintroduced it) came from Europe  Zacapoaxtla o Maria Mora Sosa – everyday she sits in her house with her friends talking about what goes on in town with her many customers  She has been making and selling liquors for 60 years  Liqueur made from wild mountain oregano – seeped in 60-80 proof alcohol  “Sholispta”  Farmers plant fields on the steep sides of the sierras  their ancestors were pushed into the unfertile sides of the mountains  it doesn’t yield much produce  The ways the people live haven’t changed much over the past 5 centuries  San Miguel o Language is the language of the ancient Aztecs with many Spanish words mixed in o Rebozos – shawls worn by women  Some have specific meanings  Mexican indigenous culture o Pottery is made exactly the same a prehistoric pots  They are shaped with corn cobs o The town welcomes visitors with dance and food – this tradition goes back to ancient times during Days of the Dead 2 o Dishes haven’t changed much o Maguey Plant  The heart of the plant is scraped out and the sap collects in the hollow  Pulque from the maguey plant sap  sap ferments into alcohol  Outer layer of plant used to ripen food, for paper, or for cooking  Needles of the plant are used  Aztec elites frowned on public drunkenness  Two days out of the week are set aside to mourn children specifically  Cholula o Has always been a religious center  When the Spanish arrived in Mexico theyknew the best way to conquer them was to control how they think and feel about the world  they did that through religion  Marx called religion the opium of the masses because it was a way to control people  Religion pretty much dominated how they looked at the world, their thoughts, etc.  Cholula was more than just a temple  it was a city o In “old religion” (indigenous religion) yellow was the color of the dead  It was believed that the dead could see the color yellow  So marigold flowers/petals are used to direct the dead souls to homes, altars, etc. o Tangible remains of the past found  pottery found in marigold fields o Teotihuacan is a cultural center o 500 years ago Cholula’s market was outdoors now it is indoors , it is also a destination dining place 3 o Stomach of lamb cooked with chile o Stuffed sheep intestines were brought by Europeans but they never heard of chiles before they came to Mexico o The most intense flavors come from chiles that have been dried o Corn rust – rot (black fungus) found on corn during the wet season  Made into tortillas, and other foods  The capital – Puebla is one of the best reserved colonial cities o The images portrayed during the Day of the Dead are often satirical, humorous, and as a reminder of one’s own inevitable death o Art is important for Day of the Dead  The children learn art from their parents o The Castillos’ art – vivid colors – all used from natural materials – just like pre- hispanic cultures  Cochineal insects crushed to make red dye o Figurines often poke fun at all the things people think are serious – as if to say in the end we are all equal – “equally serious, equally foolish, and equally dead” o When humans were sacrificed to the gods the skeletons were real  now the skeletons are made of candy  the skulls are made of sugar and are dried o Names of the customers are on the skulls to remind them of their own mortality o The dead cry because the dead mourn for the food they cannot enjoy, and because they are missing life o All the ancestors would “die for” for Mole Poblano dish  Mixture of Mexican and European ingredients ( 25 plus)  Chocolate originated in Mexico and was reserved for gods and kings  Nuns make the best mole  Mole is labor intensive – spicy, rich, and sweet 4  Mole can be made from any number of ingredients (one is made from round pumpkin seeds)  good restaurants will have 3 different types of mole  The historic way to make mole at home is in clay pots called cazuelas o Day of the Dead is breeding season for grasshoppers – are eaten and are cleaner than pigs or chickens because they eat nothing but grass seeds o Mosquito eggs and mosquitos are mixed into batter and made into croquettes o Almost every family sets up an alter for a family member or friend who has died o Pathways made of marigold petals – meant to lead the dead home because the dead are drawn in by the marigold petals  The hotlands – the land is dry for much of the year -- Actopan o Families spend the night in the graveyard o People gather at night to wait for the return of the spirits in graveyard  people here still practice the old customs of the Day of the Dead o Pre-Hispanic art makes the shape of the breads – but the yeast-raised bread is a European addition o Candies made at home – marzipan Mexican version made with ground pumpkin seeds o A respective history teacher died  the family sets out the professors’ favorite foods nd o All the preparations for the entire week lead to after midnight on Nov 2  The dead reunite with the living  In other cities the tradition is distorted, here it is the original  There are food vendors outside the graveyard to feed families throughout the night if they didn’t bring their own food  Pre-Hispanic religions said death was not the end of life  believed the spirits of the dead really did return 5  The incense is a pine resin used by all the pre-Hispanic peoples – in some traditions the smoke signals the departure of the dead, on others it signals their return/guiding back  Just before dawn the communion service is held – communion for the living and in memory of the departed  Memorials for the dead will continue through the next day  In the old days when beliefs in Day of the Dead are more powerful – the elders of every family would end with a prayer 6

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Chapter 4, Problem 4.36 is Solved
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Textbook: Fundamentals of Electric Circuits
Edition: 5
Author: Charles Alexander
ISBN: 9780073380575

The answer to “Solve for the current i in the circuit of Fig. 4.103 using Thevenins theorem. (Hint: Find the Thevenin equivalent seen by the 12- resistor.)” is broken down into a number of easy to follow steps, and 24 words. Fundamentals of Electric Circuits was written by and is associated to the ISBN: 9780073380575. This textbook survival guide was created for the textbook: Fundamentals of Electric Circuits, edition: 5. The full step-by-step solution to problem: 4.36 from chapter: 4 was answered by , our top Engineering and Tech solution expert on 11/10/17, 05:48PM. Since the solution to 4.36 from 4 chapter was answered, more than 328 students have viewed the full step-by-step answer. This full solution covers the following key subjects: Circuit, current, equivalent, fig, Find. This expansive textbook survival guide covers 18 chapters, and 1560 solutions.

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Solve for the current i in the circuit of Fig. 4.103 using