chengyewang/TexOCR-eval huggingface dataset:
\begin{figure}
\centering
\begin{subfigure}{\textwidth}
\centering
\includegraphics[width=\textwidth]{figure_3_1.pdf}
\caption{A}
\end{subfigure}

\begin{subfigure}{0.32\textwidth}
\centering
\includegraphics[width=\textwidth]{figure_3_2.pdf}
\caption{Lithology map}
\end{subfigure}
\begin{subfigure}{0.32\textwidth}
\centering
\includegraphics[width=\textwidth]{figure_3_3.pdf}
\caption{Slope angle map}
\end{subfigure}
\begin{subfigure}{0.32\textwidth}
\centering
\includegraphics[width=\textwidth]{figure_3_4.pdf}
\caption{Soil texture map}
\end{subfigure}

\begin{subfigure}{0.32\textwidth}
\centering
\includegraphics[width=\textwidth]{figure_3_5.pdf}
\caption{Soil thickness map}
\end{subfigure}
\begin{subfigure}{0.32\textwidth}
\centering
\includegraphics[width=\textwidth]{figure_3_6.pdf}
\caption{Land use map}
\end{subfigure}

\caption{Guinau et al.}
\label{figure_3}
\end{figure}
\section{Year 7 Assessment Schedule}

\begin{table}[h]
\centering
\begin{tabular}{|l|l|l|l|l|l|}
\hline
 & Task 1 & Task 2 & Task 3 & Task 4 & Task 5 \\
\hline
Unit & Introduction to science & Introduction to science/ Living Cells/ Solids, Liquids and Gases & Science & Forces/ Variety of Life/ Earth in Space & All topics \\
\hline
Type of Task & Practical & Half-Yearly Test & Practical & Yearly Exam & Assessment for Learning Activities. \\
\hline
Timing & Week 8 Term 1 & Week 6 Term 2 & Week 9 Term 3 & Week 7 Term 4 & Ongoing \\
\hline
Outcomes & 1VA-3VA, 5WS-8WS, 17CW. & 5WS-8WS, 14LW, 15LW, 16CW, 17CW. & 1VA-3VA, 7WS, 9WS, 10PW & 10PW, 11PW, 12ES, 13ES, 14LW, 15LW, 16CW, 17CW, 7WS & All \\
\hline
Components &  &  &  &  &  \\
\hline
Knowledge and understanding & ✓ & ✓ & ✓ & ✓ & ✓ \\
\hline
Science skills & ✓ & ✓ & ✓ & ✓ & ✓ \\
\hline
Teamwork and safety & ✓ &  & ✓ &  & ✓ \\
\hline
\end{tabular}
\label{table_1}
\end{table}

\section{Year 8 Assessment Schedule}

\begin{table}[h]
\centering
\begin{tabular}{|l|l|l|l|l|l|}
\hline
 & Task 1 & Task 2 & Task 3 & Task 4 & Task 5 \\
\hline
Unit & Compulsory Student Research Project & Elements and Compounds/ The Earth/ Plants and Animals & Energy & Energy/ Living Environments/ Chemical Changes/ Earth’s Resources & All topics \\
\hline
Type of Task & Research/ Practical & Half-yearly Test & Research & Yearly Exam & Assessment for Learning Activities. \\
\hline
Timing & Week 10 Term 1 & Week 7 Term 2 & Week 7 Term 3 & Week 7 Term 4 & Ongoing \\
\hline
Outcomes & 1VA-3VA, 4WS-9WS & 12ES, 13ES, 14LW, 15LW, 16CW, 17CW, 7WS & 11PW, 4WS, 5WS, 7WS, 9WS & 11PW, 12ES, 13ES, 14LW, 15LW, 16CW, 17CW, 7WS & All \\
\hline
Components &  &  &  &  &  \\
\hline
Knowledge and understanding & ✓ & ✓ & ✓ & ✓ & ✓ \\
\hline
Science skills & ✓ & ✓ & ✓ & ✓ & ✓ \\
\hline
\end{tabular}
\label{table_2}
\end{table}
\begin{table}[h]
\centering
\caption{Tablo 3b. VZA Modelleri Sonuç Tablosu (Model 8-13)}
\label{table_3b}
\begin{tabular}{lcccccc}
\hline
Karar Verici & 8 & 9 & 10 & 11 & 12 & 13 \\
\hline
Adana & 1 & 1 & 1 & 1,04671 & 1,04341 & 1 \\
Adıyaman & 1 & 1 & 1 & 1,05119 & 1 & 1 \\
Afyon & 1 & 1 & 1 & 1,54106 & 1,07639 & 1,045649 \\
Ağrı & 1 & 1 & 1 & 1,31885 & 1,26495 & 1 \\
Amasya & 1 & 1 & 1 & 1,28096 & 1,05885 & 1,022508 \\
Ankara & 1 & 1 & 1 & 1 & 1 & 1 \\
Antalya & 1 & 1 & 1 & 1,43071 & 1 & 1 \\
Artvin & 1 & 1 & 1 & 1,49109 & 1 & 1,007514 \\
Aydın & 1 & 1 & 1 & 1,49313 & 1,07369 & 1,026687 \\
Balıkesir & 1 & 1 & 1 & 1,38129 & 1,09950 & 1,032287 \\
Bilecik & 1 & 1 & 1 & 1,04824 & 1 & 1 \\
Bingöl & 1 & 1 & 1 & 1,05205 & 1,04819 & 1 \\
Bitlis & 1 & 1 & 1 & 1,09504 & 1,04222 & 1,009834 \\
Bolu & 1 & 1 & 1 & 1,32273 & 1 & 1 \\
Burdur & 1 & 1 & 1 & 1,27591 & 1 & 1,016762 \\
Bursa & 1 & 1 & 1 & 1,03927 & 1,01589 & 1,013623 \\
Çanakkale & 1 & 1 & 1 & 1,62946 & 1,01374 & 1,023463 \\
Çankırı & 1 & 1 & 1 & 1,25503 & 1 & 1 \\
Çorum & 1 & 1 & 1 & 1,19000 & 1,07307 & 1,005721 \\
Denizli & 1,00883 & 1,00883 & 1 & 1,58537 & 1,10524 & 1,050857 \\
Diyarbakır & 1 & 1 & 1 & 1,17913 & 1,17913 & 1 \\
Edirne & 1 & 1 & 1 & 1,29571 & 1,02593 & 1,022651 \\
Elazığ & 1 & 1 & 1 & 1,06710 & 1,03848 & 1,029292 \\
Erzincan & 1 & 1 & 1 & 1,25846 & 1,03219 & 1 \\
Erzurum & 1 & 1 & 1 & 1,10407 & 1,03046 & 1,00846 \\
Eskişehir & 1 & 1 & 1 & 1 & 1 & 1 \\
Gaziantep & 1 & 1 & 1 & 1 & 1 & 1 \\
Giresun & 1 & 1 & 1 & 1,17678 & 1,03259 & 1,018418 \\
Gümüşhane & 1 & 1 & 1 & 1,61242 & 1,00677 & 1,00497 \\
Hakkari & 1 & 1 & 1 & 1,03465 & 1,03465 & 1 \\
Hatay & 1,00343 & 1,00343 & 1 & 1,70434 & 1,25183 & 1,074564 \\
Isparta & 1 & 1 & 1 & 1,28400 & 1 & 1,030565 \\
İçel & 1 & 1 & 1 & 1,22783 & 1,08536 & 1 \\
İstanbul & 1 & 1 & 1 & 1 & 1 & 1 \\
İzmir & 1 & 1 & 1 & 1 & 1 & 1 \\
Kars & 1 & 1 & 1 & 1,61559 & 1,20782 & 1 \\
Kastamonu & 1 & 1 & 1 & 1,42969 & 1,24607 & 1,003236 \\
Kayseri & 1,00506 & 1,00506 & 1,005057 & 1,10879 & 1,08666 & 1,014579 \\
Kırklareli & 1 & 1 & 1 & 1,32031 & 1 & 1,025268 \\
\hline
\end{tabular}
\end{table}
\begin{table}
\centering
\caption{Table 3. Continued.}
\label{table_3}
\begin{tabular}{lccccccccc}
\hline
Coniacian Ostracods & Morocco E & Alg. E/Tun. & Libya NW & Egypt & Sen./Gam. & U. Benue T. & L. Benue T. & Cal./Cam. & Gabon \\
\hline
Parakrithe tananensis & x &  &  &  &  &  &  &  &  \\
Perissocytheridea ascalapha &  & x &  & x &  &  &  &  & x \\
Perissocytheridea konaei & x &  &  &  &  &  &  &  &  \\
Protobuntonia campania &  &  &  & x &  &  &  &  &  \\
Protobuntonia numidica &  & x &  & x &  &  &  &  &  \\
Protobuntonia sp. Off. \& Reym. &  &  &  &  &  &  & x &  &  \\
Pseudomonoceratina sp. 3 Andr. & x &  &  &  &  &  &  &  &  \\
Pterigocythere raabi &  &  &  & x &  &  &  &  &  \\
Pterigocythere sp. Andr. & x &  &  &  &  &  &  &  &  \\
Reticulocosta tarifayaensis & x &  &  &  &  &  &  &  &  \\
Reticulocosta vitiligosa &  & x &  &  & x &  &  &  &  \\
Spinoleberis yotvatzensis &  & x &  & x &  &  &  &  &  \\
Spinoleberis sp. 2 Andr. & x &  &  &  &  &  &  &  &  \\
Trachyleberidea keinzi &  & x &  &  &  &  &  &  &  \\
Veenia ughleli &  &  &  &  &  &  & x &  &  \\
Veenia sp. Swain &  &  &  &  &  &  & x &  &  \\
Veenia sp. Apost. &  &  &  &  & x &  &  &  &  \\
Xestoleberis deroimensis & x &  &  &  &  &  &  &  &  \\
Xestoleberis sp. Andr. & x &  &  &  &  &  &  &  &  \\
\hline
Number of species & 29 & 13 & 3 & 18 & 15 & 19 & 24 & 2 & 4 \\
\hline
\end{tabular}
\end{table}
\begin{table}[h]
\centering
\begin{tabular}{lccccc}
\hline
Langue & DF & Sum of Squares & Mean Square & F Value & Pr $>$ F \\
\hline
Anglais & 2 & 3.386218 & 1.693109 & 2.51 & 0.0849 \\
Fran\c{c}ais & 2 & 2.765573 & 1.382787 & 2.05 & 0.1325 \\
\hline
\end{tabular}
\label{table_1}
\end{table}

En mati\`ere de connaissance textuelle, nous avons pos\'e deux questions. La question DQ4 \og connaissance de l'utilisation appropri\'ee des transitions pour relier les id\'ees et les informations dans la communication \fg{} avait pour but d'obtenir des renseignements sur la connaissance des AEI dans la production d'un discours encha\^in\'e en utilisant des marqueurs de relation (et, mais, ensuite, parce que, etc.) dans leurs communications en fran\c{c}ais et en anglais. Selon les r\'eponses des trois groupes, nous avons observ\'e que le niveau de la connaissance des AEI varie entre interm\'ediaire et avanc\'e en anglais ainsi qu'en fran\c{c}ais (Figure \ref{figure_5_3}), mais aucune corr\'elation significative n'a \`ete constat\'ee.

\begin{figure}[h]
\centering
\includegraphics{figure_5_3.pdf}
\caption{Le niveau de connaissance des AEI \`a l'aspect \og Connaissance de l'utilisation appropri\'ee des transitions pour relier les id\'ees et les informations dans la communication \fg{}}
\label{figure_5_3}
\end{figure}
\begin{table}[htbp]
\centering
\caption{Number of species and zoogeographical endemicities in the nine zoological regions (endemicities are the ratios of endemics to total species)}
\label{table_1}
\begin{tabular}{lccccc}
\hline
 & All classes & Amphibian & Bird & Mammal & Reptile \\
\hline
\multicolumn{6}{l}{Totals} \\
Madagascar & 853 & 143 & 240 & 136 & 334 \\
Hawaii & 87 & 0 & 86 & 1 & 0 \\
New Zealand & 122 & 3 & 82 & 2 & 35 \\
Australasia & 4015 & 526 & 1610 & 674 & 1205 \\
Sub-Sahara & 5043 & 629 & 2046 & 1038 & 1330 \\
Indo-Malaysia & 4572 & 710 & 1780 & 830 & 1252 \\
Neotropics & 9259 & 2168 & 3687 & 1229 & 2175 \\
Palearctic & 3638 & 376 & 1568 & 905 & 789 \\
Nearctic & 1950 & 267 & 728 & 481 & 474 \\
\\
\multicolumn{6}{l}{Endemics} \\
Madagascar & 709 & 140 & 122 & 126 & 321 \\
Hawaii & 36 & 0 & 36 & 0 & 0 \\
New Zealand & 80 & 3 & 40 & 2 & 35 \\
Australasia & 3532 & 515 & 1285 & 607 & 1125 \\
Sub-Sahara & 4277 & 618 & 1536 & 919 & 1204 \\
Indo-Malaysia & 2497 & 565 & 555 & 438 & 939 \\
Neotropics & 8127 & 2092 & 3110 & 1023 & 1902 \\
Palearctic & 1353 & 231 & 211 & 471 & 440 \\
Nearctic & 758 & 192 & 95 & 258 & 213 \\
\\
\multicolumn{6}{l}{Ratios} \\
Madagascar & 0.83 & 0.98 & 0.51 & 0.93 & 0.96 \\
Hawaii & 0.41 & -- & 0.42 & 0.00 & -- \\
New Zealand & 0.66 & 1.00 & 0.49 & 1.00 & 1.00 \\
Australasia & 0.88 & 0.98 & 0.80 & 0.90 & 0.93 \\
Sub-Sahara & 0.85 & 0.98 & 0.75 & 0.89 & 0.91 \\
Indo-Malaysia & 0.55 & 0.80 & 0.31 & 0.53 & 0.75 \\
Neotropics & 0.88 & 0.96 & 0.84 & 0.83 & 0.87 \\
Palearctic & 0.37 & 0.61 & 0.13 & 0.52 & 0.56 \\
Nearctic & 0.39 & 0.72 & 0.13 & 0.54 & 0.45 \\
\hline
\end{tabular}
\end{table}

occurs in more than one zoological region, we count it as present in each region in which it lives.

\section{Statistical methods}

We transformed the variables $S$ and $AE$ to common logarithms. Then we performed univariate and bivariate linear regressions and calculated the usual statistics: intercepts, coefficients, probabilities, and $R^2$-values. We excluded Hawaii from the regression analyses for Amphibia and Reptilia because these classes are not found in that zoological region.
You may access the program learning outcomes for your major and particular courses in the Curriculum Management Handbook at http://www.sfasu.edu/academics/colleges/business/welcome/faculty-resources

\textbf{Course Calendar:}

\begin{itemize}
\item Week 1: Classes begin; Meet with supervisor and advisor
\item Week 2: Meet with supervisor and advisor
\item Week 3: Meet with supervisor and advisor
\item Week 4: Meet with advisor
\item Week 5: Meet with advisor
\item Week 6: Meet with advisor
\item Week 7: Meet with advisor
\item Week 8: Mid-semester evaluation of report
\item Week 9: Meet with advisor
\item Week 10: Meet with advisor
\item Week 11: Meet with advisor
\item Week 12: Meet with advisor
\item Week 13: Meet with advisor
\item Week 14: Meet with advisor
\item Week 15: Meet with advisor
\item Week 16: Final Report, Time Sheets and Evaluation
\end{itemize}

Student will check-in once a week and turn in a written report at end of internship detailing job activities and what was learned in internship. During the semester the student must also fill out the midterm and final student evaluation forms.

MGMT 4176 Three hours credit Fall 2021 Directed by Dr. Charlotte Allen

Student Printed name: \hspace{3cm} Date: \hspace{3cm}

Student Signature: \hspace{6cm}

Student ID: \hspace{4cm}
The text in the provided page image is too small and low‑resolution to read the table entries accurately. Please provide a higher‑resolution image or the original PDF page so the table content (vehicle types, engine numbers, chassis numbers, etc.) can be transcribed and converted to LaTeX reliably.
The rational function $\psi_{s+2}(-hA)$ is uniformly bounded and satisfies $\psi_{s+2}(0)=0$ due to (15a). The second and third term of (16) are thus bounded as in the previous theorem. For the term with $\psi_{s+1}$, we use the fact that due to (12) and (15b)

\[
\psi_{s+1}(-hA) = \psi_{s+1}(-hA) - \psi_{s+1}(0) = hA\,\psi^{(1)}_{s+1}(-hA)
\]

with $\psi^{(1)}_{s+1}(0)=0$. Thus, we have

\[
h^{s+1}\psi_{s+1}(-hA)f^{(s)}(t_n) = h^{s+1+\beta}\psi^{(1)}_{s+1}(-hA)(h\tilde A)^{1-\beta}\cdot A\tilde A^{-1}\cdot \tilde A^{\beta} f^{(s)}(t_n).
\]

With the help of Lemma 2, this term can be bounded in the desired way, which concludes the proof. $\square$

\textbf{Remark} The restriction to $\beta \leq 1$ in Theorem 3 was made just for simplicity. If the source term has higher spatial regularity, and if further conditions of the type (15) are fulfilled, then we can also show higher temporal order of convergence. The additional conditions can be derived by expanding the defect in (16) even further, and it can be shown as in Lemma 3 that they are implied by the underlying quadrature rule being of higher order. In particular, full (classical) order is achieved for sufficiently smooth source term with periodic boundary conditions.

\textbf{Example} To illustrate the sharpness of the bounds in Theorem 3, we consider the linear parabolic problem

\begin{equation}
\frac{\partial U}{\partial t}(x,t) - \frac{\partial^2 U}{\partial x^2}(x,t) = (2 + x(1-x))e^t
\tag{17}
\end{equation}

for $x \in [0,1]$ and $t \in [0,1]$, subject to homogeneous Dirichlet boundary conditions. For the initial value $x(1-x)$, the exact solution is $U(x,t) = x(1-x)e^t$.

We discretize this problem in space by standard finite differences, and in time by the exponential 2-stage Gauss method, respectively. The numerically observed temporal orders of convergence in different norms are displayed in Table~\ref{tab:table_1}.

\begin{table}[h]
\centering
\begin{tabular}{c|cccc}
$N$ & $H^1$ & $L^1$ & $L^2$ & $L^{\infty}$ \\
\hline
50  & 2.80 & 3.53 & 3.27 & 3.00 \\
100 & 2.76 & 3.50 & 3.26 & 3.01 \\
200 & 2.75 & 3.50 & 3.25 & 3.00
\end{tabular}
\caption{Numerically observed temporal orders of convergence in different norms for discretizations with $N$ spatial degrees of freedom and $h = 1/128$.}
\label{tab:table_1}
\end{table}

The attainable value of $\beta$ in Theorem 3 relies on the characterization of the domains of fractional powers of elliptic operators. The source function in (17)
\begin{table}[h]
\centering
\caption{Characteristics of studies included---preclinical studies using Wharton’s-Jelly- or umbilical-cord-derived MSCs ($n = 9$).}
\label{table_5}
\begin{tabular}{lllllll}
\hline
Authors & Animal Model ($n$) & Burn Depth & Cell Species & Administration Method, Medium & Cell Dosage Dose (Passage) & Cells/cm$^2$ & Results in MSC Group \\
\hline
Afzali et al. (2022) \cite{75} & Rat (40) & Superficial partial thickness & Xe UC-MSC, human & Cell scaffold and local injection, PRP cryogel and cell culture medium (two groups) & $2 \times 10^6$ cells (n/a) & n/a & Improved wound healing, increased wound closure rate, best results in scaffold group. Increased re-epithelialization and increased early neo-angiogenesis. \\

Cheng et al. (2020) \cite{76} & Porcine (4) & Full thickness & Xe WJ-MSC, human & Topical application, in situ fibrin--HA bioink & $1 \times 10^6$ cells/mL (P1) & n/a & Better healing with less inflammation, scarring and contraction. Increased re-epithelialization, better archeology. No infection. \\

Gholipour-Kanani et al. (2012) \cite{77} & Rat (12) & Full thickness & Xe WJ-MSC, human & Cell scaffold, Cs:PVA nanofibrous web & $4 \times 10^4$ cells/scaffold (P1) & $1.8 \times 10^4$ & Accelerated wound healing and wound closure rate. Less inflammation. Increased re-epithelialization and granulation, regular pattern of regenerated collagen. \\

Gholipour-Kanani et al. (2014) \cite{78} & Rat (12) & Full thickness & Xe WJ-MSC, human & Cell scaffold, PCL:Cs:PVA nanofibrous web & $4 \times 10^4$ cells/scaffold (P1) & $4.2 \times 10^4$ & Accelerated healing process, but longer than non-burn wound group. Increased collagen deposition, granulation, and re-epithelialization. No complications reported. \\

Hashemi et al. (2020) \cite{79} & Rat (32) & Full thickness & Xe WJ-MSC, human & Cell scaffold, HAM & $1 \times 10^6$ cells/scaffold (P3) & n/a & Increased rate of healing, re-epithelialization, granulation. Mature and organized scar tissue, less hemorrhage and inflammation. \\

Jehangir et al. (2022) \cite{80} & Rat (35) & Partial thickness & Xe WJ-MSC, human & Cell scaffold, A-PCL composite scaffold and collagen (two groups) & $1 \times 10^5$ cells/cm (P1) & $1 \times 10^5$ & Increased wound healing and complete epithelialization in both MSC groups, best in A-PCL-WJ-MSC group with complete epidermal restoration and near normal skin appendage. \\
\hline
\end{tabular}
\end{table}
\section{METHOMYL 90 SP}

\subsection{GENERAL DESCRIPTION}

Wettable Powder Formulation of 40 \% Methomyl

\begin{table}[h]
\centering
\begin{tabular}{lll}
CHARACTERISTIC & SPECIFICATION & METHOD OF ANALYSIS \\
AI, as Methomyl & 87.5 - 92.5 \% & High Performance Liquid Chromatography \\
pH (1 \% in water) & 4.0 - 8.0 & pH-meter \\
Appearance & White to cream powder & Visual \\
\end{tabular}
\label{table_1}
\end{table}
\section{Creating well defined streets and spaces}

Are buildings designed and positioned with landscaping to define and enhance streets and spaces and are buildings designed to turn street corners well?

\subsection{Good streets and spaces}

\textbf{7a} Good streets and spaces are created by enclosing them with buildings and a strong landscaping scheme. Are buildings used to create enclosed streets and spaces?

\textbf{7b} Good buildings `turn' corners. Do buildings turn corners well?

\textbf{7c} Do all fronts of buildings, including front doors, face the street?

\subsection{We recommend}

Creating streets that are principally defined by the position of buildings rather than the route of the carriageway.

Designing building that turn corners well, so that both elevations seen from the street have windows to them, rather than offering blank walls to the street\cite{14}. Consider using windows that wrap around corners to maximise surveillance and bring generous amounts of natural light into people’s homes.

Using a pattern of road types to create a hierarchy of streets and consider their enclosure, keeping to the well proportioned height to width ratios relative to the type of street\cite{15}.

\begin{table}[h]
\centering
\begin{tabular}{lcc}
Street type & Minimum & Maximum \\
Minor streets, e.g. mews & 1:15 & 1:1 \\
Typical streets & 1:3 & 1:1.5 \\
Squares & 1:6 & 1:4 \\
\end{tabular}
\label{table_1}
\end{table}

Source: Manual for Streets (2007) p.54. Respecting basic design principles when designing layouts. For example, forming strong perimeter blocks\cite{16}.

Orientating front doors to face the street rather than being tucked around the back or sides of buildings.

\subsection{We recommend that you avoid}

Streets that lack spatial enclosure by exceeding recommended height to width ratios.

Over reliance on in front of plot parking that tends to create over wide streets dominated by parked cars and driveways unless there is sufficient space to use strong and extensive landscaping to compensate the lack of built form enclosure.

Homes that back on to the street, or offer a blank elevation to the street.

Using garages and/or driveways or service areas to turn corners.
\begin{table}
\begin{tabular}{|l|l|l|l|l|}
\hline
Health System Dimension & Strengths & Weaknesses & Opportunities & Threats \\
\hline
\multicolumn{5}{|l|}{Community and Sociocultural} \\
\hline
a. Community-based &  &  &  &  \\
\hline
b. Mobile outreach &  &  &  &  \\
\hline
c. Social marketing &  &  &  &  \\
\hline
\end{tabular}
\end{table}
4. Let $X_1, X_2, \cdots, X_n$ be independent, uniformly distributed random variables on the interval $[0, \theta]$.

(a) Find the maximum likelihood estimator $\hat{\theta}$ of $\theta$.

(b) Is $\hat{\theta}$ an unbiased estimator of $\theta$?

(c) Is $\hat{\theta}$ a consistent estimator of $\theta$?

5. For a given experiment, $S$ denotes the sample space and $A_1, A_2, A_3, \ldots$ represent possible events. Assume that a number $P(A)$, called the probability of $A$, satisfies the following three axioms:

(Axiom 1) $P(A) \ge 0$ for every $A$;

(Axiom 2) $P(S) = 1$;

(Axiom 3) $P\left( \bigcup_{i=1}^{\infty} A_i \right) = \sum_{i=1}^{\infty} P(A_i)$ if $A_i \cap A_j = \varnothing$ for $i \ne j$.

Consider the experiment of rolling a fair die, where the experimental outcome is defined as the number of dots appearing on the upward face of the die. Show that the probability that one dot appears on the upward face of the die is $1/6$.

\begin{table}[h]
\centering
\caption{Area in Upper Tail: $t$ Distribution}
\label{table_1}
\begin{tabular}{ccc}
\hline
Degrees of Freedom & Upper 5\% point & Upper 2.5\% point \\
\hline
6 & 2.447 & 3.143 \\
7 & 2.365 & 2.998 \\
8 & 2.306 & 2.896 \\
9 & 2.262 & 2.821 \\
10 & 2.228 & 2.821 \\
$\vdots$ & $\vdots$ & $\vdots$ \\
$\infty$ & 1.645 & 1.96 \\
\hline
\end{tabular}
\end{table}
\begin{itemize}
\item Reading: Kim
\item Assignment: Finalize paper topic, begin outline
\end{itemize}

\subsection{October 23: International structure and levels of analysis}
\begin{itemize}
\item Reading: Waltz
\end{itemize}

\subsection{October 24: International structure and levels of analysis (continued)}
\begin{itemize}
\item Reading: Waltz
\item Assignment: Brief paper outline
\end{itemize}

\subsection{October 25: The intersection between domestic and international relations}
\begin{itemize}
\item Reading: Gourevitch
\item Reading: Putnam
\item Reading: Chung
\end{itemize}

\subsection{October 26: Conclusion of the course}
\begin{itemize}
\item Assignment: Detailed paper outline and presentation
\end{itemize}

\subsection{October 27: In-Class Final Exam}

\subsection{November 10: Final paper due on Canvas at midnight CST}

\section{Assignments, Grading and Due Dates}

\subsection{Class Participation}
Students must read the assigned material before engaging in discussion and must contribute as much as possible to the in-class discussions. Each student is likely to find considerable benefit in the exchange of ideas, doubts, and criticisms during discussions. Much of the value of a graduate class is in the sharing of the knowledge and perspective that each participant brings to the sessions.

\subsection{Final Exam}
A final exam will be distributed during the final class session. The exam will cover all readings assigned for the class, as well as material discussed in class.

\subsection{Analytical Paper}
Students will prepare an analytical paper about an international topic of their choice. The paper will model an outstanding form of analytical writing as discussed in class. It will be 5--7 pages (double-spaced) and will examine and evaluate a contemporary international issue from a particular theoretical perspective and level of analysis. The final paper will be due on November 10 via Canvas.

\subsection{Grading}
This is a letter-graded course: A, B, C, D, or F. The standard grade scale will apply: 90\%--100\% = A; 80\%--89\% = B; 70\%--79\% = C; 60\%--69\% = D; below 60\% = F.

\begin{table}[h]
\centering
\begin{tabular}{ll}
Assignment & Percent of Grade \\
Class Participation & 20\% \\
Analytical Paper & 40\% \\
Final Exam & 40\% \\
\end{tabular}
\label{table_1}
\end{table}

\textbf{Notice:} Failure to meet assignment due dates could result in a grade of I (Incomplete) and may adversely impact Tuition Assistance and/or Financial Aid.
The SPIE NCU student chapter will support the 7th Vacuum and Surface Sciences Conference of Asia and Australia. The 7th Vacuum and Surface Sciences Conference of Asia and Australia (VASSCAA-7) will be held from October 5th (Sunday) to 9th (Thursday), 2014 at National Tsing Hua University, Hsinchu, Taiwan.

VASSCAA-7

7th Vacuum and Surface Sciences Conference of Asia and Australia

October 5--9, 2014, Hsinchu Taiwan

Andreas Heinrich \\
IBM Almaden Research Center, USA

Shangjr Gwo \\
Physics Department at National Tsing Hua University, Taiwan

Toshio Ando \\
Kanazawa University, Japan

Michikazu Kinsho \\
Leader of Accelerator Section II, Accelerator Division, J-PARC Center, Japan