Archives: Solution Manual

Chapter 6 1. Why did The New York Times take such effort, give so much space in its paper and give so much attention to unraveling the lies and plagiarism committed by Jayson Blair? How and why was the 2. […]

Chapter 6 1. Meeting your ethical responsibilities as a journalist involves having a good sense of what your general responsibilities are. Think about the type of job you’d like to have after graduation (TV producer, sports 2. Discuss with your […]

Chapter 4 1. Some say that profits and good journalism are constantly in conflict. Do you agree? Can they co-exist 2. Are media businesses owned by families more immune to market pressures than publically owned companies? How might their pressures […]

Chapter 4 1. Pick two or three local news outlets in your region (a newspaper, a television station, a radio outlet). Find information about the ownership. Are the outlets owned by families, chains, a non-profit group? What other entities does […]

1. When the Pulitzer committee awarded The Tuscaloosa News the 2012 prize for breaking news coverage of a devastating local tornado, it cited the paper’s social media efforts as a factor in its decision. Read the Twitter feed submitted as […]

Chapter 2 1. Think back to the Rolling Stone example at the start of this chapter. How might the magazine’s search for a “perfect” victim to be the face of the campus rape problem have shaped or skewed how they […]

Chapter 1 1. American democracy today differs in many ways from the structure laid out by the founders. For example, virtually all citizens – not just rich, White, landowners – now have the right to vote. Further, 2. The title […]

20.2 Shaped Charge Jet Penetration Problem 3 – A conical liner is to be fabricated from copper and filled with Composition A-3 as the explosive. The thickness of the liner is to be 0.10 inches. The length of the 20º […]

19.2 Taylor Angles Problem 1 – A “Bangalore Torpedo” was a device built by the United States during the Second World War to clear beach (or any other) obstacles. It consisted of a long tube filled with explosive that was […]

      s3.698s7.343s6.354 μμμtshock =+= If we approximated it using twice the length divided by the longitudinal wave speed we would have gotten ( )( )   ( )   s2.562 s mm 941.5 […]

( )( )( ) ( )( )( ) 2 10101 490.1896.7569.4896.7 uuuup −+−= 765.11530.23765.11077.36077.36 1 2 111 +−++−= uuup Then ( )( ) 842.47607.595.0530.23607.59530.23 1 1 −=−=−= = u du dp uu the rarefaction velocity is the negative of this […]

Problem 1 – An experiment is set up in which a steel slab is shocked from both ends. The pressure generated in the left going shock is 20 GPa. The pressure generated in the right going shock is 10 GPa. […]

( )       =             =s m 461 ft m 3048.0 s ft 512,1 s V The angle needs to be put into degrees […]

16.1 Penetration and Perforation of Metals Problem 1 – A German 280 mm armor piercing projectile weighs 666 lbm and is about 34 inches in length. It strikes a British warship in the 1/2” thick vertical side plating at an […]

14.1 Non-Linear Forces and Moments Problem 1 – If the projectile in problem 9 happens to be flying at a limit-cycle yaw of 4 degrees with a spin rate of 130 Hz and velocity 1,764 ft/s. What would the non-linear […]

    1 ( )      +=  p M x LC k CT 2 ( ) ( ) ( ) 565 10204.710154.1634.810208.6 −−− =+=T Now we can write ( ) ( ) ( […]

( ) ( )   ( )   ( ) ( )     Hz.130 s rad 813 in ft 12 1 mm in 4.25 1 mm105 s ft 1500 ftlbm547.0 ftlbm377.5 019.0 2 2 min […]

Problem 1 – An 155mm M549A1 Projectile has the following properties and initial conditions 876.0 26 024.0 28.4 13.0 3.0 = −=+ −= = = =     p q p M MM l M L D C […]

( ) xVgV V       ++−=    p ND C V d SVmVSC dt d m 2 1 2 1 In this case x is the ball axis which will have to point […]

( ) ( ) ( ) 513.05.31sin11cos1 3==  i Which gives us We determine the direction of ω through the geometry ( ) ( ) ( ) ( ) ( )      +−=   […]

( ) ( ) ( ) ( ) ( ) ( )( ) ( )                 −       +  […]

         −+ = 0 1 21 x xVR t W t t going to hit the ground (y = 0). We’ll use.           […]

( )   ( )   2 2 2 2 2inlbm768.78 ft in 12ftlbm547.0 =       = P I t  803.1= t  The drag coefficient is 2 20   DDD […]

100 2 − = D DD C CC Error est Putting this in a table yields V [ft/s] CDest Error2[%] 1500 0.430 -21 2000 0.322 -5.3 2500 0.258 5.9 3000 0.215 14 Finally let’s look at the third model where […]

Course Syllabus Psychology of Mass Communication Professor Information Professor Name: Email: Phone: Office: Office hours: Course Information Course title: Psychology of Mass Communication PSY 315, Section 1, Spring 2018 NCWC Catalog description of this course: This course examines the social, […]

5699.0 2 2 0=+=   DDD CCC  DD CC  Problem 14 – It is desired to develop a close protection system using a 0.50 caliber machine gun. The muzzle velocity of the weapon is 2,950 ft/s. The […]

Ch. 11—Socially positive media: teaching good things to children (and the rest of us) Guidelines for in-class discussions and exercises: • In class, consider showing a clip from Sesame Street. Students may be amazed at the • Start a class […]

( )   s02344.0 s ft 1820 0 0 0x x xx x x xV x V x VV x V V V x t=       === Thus our table is simply Range (yards) […]

9.1 Vacuum Trajectory Problem 1 – A target is located at 20 km. A projectile muzzle velocity is 800 m/s, assuming a vacuum trajectory, at what QE should one set the weapon to hit the target? x y V0 = […]

7 Introductory Concepts Problem 1 – In a test range a 0.50 caliber M33 ball projectile has a velocity vector which is at an angle of 10º to the horizontal (assume zero azimuth) with a velocity of 3,013 ft/s. The […]

Problem 1 – You are asked to analyze the mass of the charge require to fire a 100mm recoilless system. A 15 pound projectile is to be fired at a muzzle velocity of 1,500 f/s. The propellant properties are listed […]

5.1 Fatigue and Endurance Problem 1 – It is desired to construct a 75 mm gun for a pressure of 43,000 psi. The chamber diameter has been chosen to be 3.1 inches. If we use AISI 4340 steel with a […]

So there are two pressure calculations; the chamber assuming 5,000 psi and the muzzle assuming 2,500 psi with a linear taper beginning at the peak pressure location. We shall assume that there actually is an axial force (assuming the projectile […]

( ) ( ) ( )   ( ) ( ) ( ) ( )          +       − =2 22 2 2 22 in25.205.3 in […]

Problem 1 – For the state of stress below, find the principal stresses and the maximum shear stress     MPa 900 0415 01520           − =σ Answer  […]

     + = w c p pmuzzle S 3 1 (36) Inserting the numbers yields ( ) ( )( )       =          […]

( ) ( ) ( )( ) ( ) ( )( )       =             + +       =22 […]

( ) ( )( ) ( )( ) ( )   2 22 11128 2fDfDfDDftc grain −++−++= (12) ( ) ( ) ( ) ( ) ( )   2 22222 112112128 2fDfDffDfDDftc grain −+−++−++= (13) ( ) […]

Ch. 10—Sex: Is tuning in turning us on? Sexuality through a media lens Guidelines for in-class discussions and exercises: • The text briefly discussed media depictions of sexuality throughout history. A more detailed and extensive research assignment on this topic […]

Problem 6 – Verify Equation (3.2.148) is valid for any θ. Solution: We start from ( ) ( ) ( )  − ==−      + x x c x x c cc dxrpAdxpAxVxV w c […]

Ch. 9—Violence: Media mayhem matters Guidelines for in-class discussions and exercises: • To start the discussion of this unit, have students reflect to themselves for a moment about a memorable scene of media violence that they remember. Most will easily […]

3.2 Lagrange Gradient Problem 1 – You are asked to analyze the pressure of a charge zero (igniter) firing in an M31 boom for a 120mm mortar projectile. You decide to examine it as a closed bomb first. Assume we […]

Ch. 8—Politics: Using news and advertising to win elections Guidelines for in-class discussions and exercises: • Ask students to discuss any memorable political ads in class. Why were they memorable? • Have students discuss which political candidates (national or local) […]