zilongwang/ReadingBank huggingface dataset:
Introduction to the Outlook Calendar Calendar is the calendar and scheduling component of Outlook that is fully integrated with email, contacts, and other features. Just as you write in a notebook, you can click any time slot in the Outlook Calendar and start to type. By using the Calendar, you can create appointments and events, organize meetings, view group schedules, and much more. Create appointments and events Click any day box in the Outlook Calendar and start to type to create your appointment or event. You can opt to have a sound or message remind you of appointments, meetings, and events, and you can color items for quick identification. For more information, see and . Organize meetings Select New Meeting on the Home tab and select the people to invite on the To line. Outlook helps you find the earliest time when all the invitees are free with the Scheduling Assistant. When you send the meeting request by email, the invitees receive the request in their Inbox. When the invitees open the request, they can accept, tentatively accept, or decline your meeting by clicking a single button. If your request conflicts with an item on the invitees' Calendar, Outlook displays a notification. If you, as the meeting organizer, allow this, invitees can propose an alternative meeting time. As the organizer, you can track who accepts or declines the request or who proposes another time for the meeting by opening the request. For more information, see . View group schedules You can create calendars that show the schedules of a group of people or resources. For example, you can view the schedules of all the people in your department or all the resources, such as conference rooms, in your building. This helps you schedule meetings quickly. Select from the Home tab, Calendar Groups, Create Calendar Groups. View calendars side-by-side You can view side-by-side multiple calendars that you created and calendars shared by other Outlook users. For example, you can create a separate calendar for your personal appointments and view both your work and personal calendars side-by-side.
class(treatment) # Run a t-test comparing the math scores of students between the treatment and control group #http://www.statmethods.net/stats/ttest.html # command: t.test(x~y) where y is numeric variable of interest and x is dichotomous grouping variable t.test(math.score~treatment, var.equal=TRUE) # This is the result when equal variances can be assumed t.test(math.score~treatment) # This does Welch's correction for unequal variances #ANOVA # Conduct a one-way ANOVA to compare the math scores across the four classrooms #http://www.statmethods.net/stats/anova.html #Need to make sure that classroom is "factor" class(classroom) classroom <- as.factor(classroom) # command: "aov," stands for "analysis of variance" anova.fit <- aov(math.score~classroom) #to get the summary table summary(anova.fit) #post hoc with Bonferroni correction # http://statistics.ats.ucla.edu/stat/r/faq/posthoc.htm pairwise.t.test(math.score, classroom, p.adj="bonf")
INTRODUCTORY FREE SKATE PROGRAM General event parameters: Skaters will skate to the music of their choice. Level will be determined by the highest free skate test passed. Skaters may compete at the highest level they have passed, or skate up to one level higher. Minimum number of spin revolutions are in parentheses following the spin description. Revolutions must be in position. Level Jumps Spins Step Sequences Qualifications Beginner 1:40 Maximum Max. 5 jump elements: Jumps with no more than one-half rotation (front to back or back to front). Max. 2 jump sequences Max. 2 of any same jump Max. 2 spins: Two upright spins, no change of foot, no flying entry (Min. 3 revolutions) Connecting moves and steps should be demonstrated throughout the program Skaters may not have passed higher than U.S. Figure Skating Learn to Skate USA free skating badge tests High Beginner 1:40 Maximum Max. 5 jump elements: Jumps with no more than one-half rotation (front to back or back to front including half-loop) Single rotation jumps: Salchow and toe loop only. Max. 2 jump combinations or sequences Max. 2 of any same type jump. Max. 2 spins: Two upright spins, change of foot optional, no flying entry (Min. 3 revolutions) Connecting moves and steps should be demonstrated throughout the program Skaters may not have passed tests higher than U.S. Figure Skating Learn to Skate USA free skating badge tests Compete USA competitions may include through the Preliminary well balanced free skate program. This chart can be found on the nonqualifying competition announcement page; Free Skate & Short Program – Singles; Singles Well Balanced Program Elements for No Test-Senior.
Change the edge names by selecting the edge, then right clicking on the edge and selecting Create Named Selection. Name left, right, bottom and top edges as inlet, outlet, axis and wall respectively. Your outline should look same as the figure below. File > Save Project. Save the project and close the window. Update mesh on Project Schematic by right clicking on Mesh and selecting Update. (Physics) click Setup and select Edit… Double Precision and click OK. Setup > General > Check. (Note: If you get an error message you may have made a mistake while creating you mesh. Review steps in mesh generation and make changes.) Setup > General. Choose Axisymmetric option shown below. Setup > Models > Viscous > Model. Select Laminar. Setup > Materials. Right click on air and left click on Create/edit… . Change the Density and Viscosity as per below and click Change/Create. Close the dialog box when finished.
From Pettijohn’s “Connectext.” Handout 5–1 Classical Conditioning Using the chart, analyze the experiences listed in terms of classical conditioning. Experience Unconditioned Stimulus Unconditioned Response Conditioned Stimulus Unconditioned Response A song reminds you of a former friend or romantic partner. with friend or romantic partner Thinking about friend or romantic partner Song Thinking about friend or romantic partner You cringe when you pass the intersection where you nearly had a car accident. Fear Cringe A place where you felt fear Cringe Opening a can of pet food with a can opener leads your pet to start jumping around. Food Pet jumping around Can opener Pet jumping around Walking by the gym where you hurt yourself working out makes you wince. Pain Wince A place where you felt pain Wince Smelling a perfume you wore during a great party makes you smile and feel good. Going to a great party Smile and feel good Smelling the perfume you wore to the party and feel good
Handout 5–3 Schedules of Reinforcement Provide an original example from your life for each of the following schedules of reinforcement. ANSWERS WILL VARY ratio: rewards given after fixed number of responses Example: . Variable ratio: rewards given after varying number of responses Example: Fixed interval: rewards given after fixed period of time Class example: Variable interval: rewards given after varying periods of time Class example: Handout 5–4 Effects of Role Models ANSWERS WILL VARY
Handout 8–5 Cultural Contributions to Eating Disorders Select four magazine articles that deal with weight or weight loss. Describe and comment on each article below. ANSWERS WILL VARY Article Title Content of Article and How It Treats the Topic of Weight or Weight Loss How Do You This Article Conveys Social Attitudes toward Weight or Weight Loss?
9. Clients are often sexually attracted to their therapists. True 59 36% False 92 57% 10. Often a psychological problem will go away without therapy. True 46 28% 102 63% Handout 12–4 Comparison of Therapy Methods ANSWERS WILL VARY Choose one disorder that interests you. For this disorder, show how treatment would be carried out according to each of the therapy methods. Method Approach Application to This Example Psychoanalysis Behavioral therapy Cognitive therapy Humanistic therapy Biomedical therapy
1010 Section 4 - Whistling 15 mins Classroom 1025 Section 5 – Signalling 10 mins Classroom 1035 BREAK & RULES TEST PREPARATION MODULE 4 – RULES TEST 1115 Rules Examination 60 mins Paper test MODULE 5 – PLAYER MANAGEMENT 1215 Section 1 – Awareness – Recognition -Action 10 mins Classroom 1225 Section 2 - Tackling 10 mins Visual Clips 1235 Section 3 – Ball off the Ground / Aerial Balls 15 mins Visual Clips 1250 Section 4 – Methods of Control 10 mins Practical 1300 LUNCH MODULE 6 – MANAGING SET PLAYS 1345 Section 1 – Free Hits / Self Pass 30 mins Visual Clips 1415 Section 2 – Penalty Corners 30 mins Practical 1445 Section 3 – Penalty Strokes 20 mins Classroom MODULE 7 – KNOWLEDGE DISCUSSION / QUESTIONS 1505 Section 1 – Round Up & Questions 25 mins Classroom 1530 Section 2 – Test Results & What Next? 15 mins Classroom 1545 Section 3 – Certificate Presentation 15 mins Classroom 1600 CLOSE
HOOK OR INTRODUCTION OR ICE BREAKER SKILL DEVELOPMENT APPLICATION For 2 minutes, talk about: 1) Overall learning goal(s)for this workshop are My hook or introductory activity (if students are participating actively engage students in this hook): For 10 minutes, have teacher and students experience how you develop skills with the exploration of materials. Provide materials. Show teacher (and students), the skill(s) that you will help them develop: Tell teacher (and students) the vocabulary that will be introduced. List artistic practice words: This is a/an: Small group Whole class activity Materials and equipment needed: For 5 minutes, take time to describe how those skills will be applied by students in their own artistic creation. Students will apply these skills by creating… (Describe end product. For example, a final dance performance which they have choreographed themselves to be performed for peers): Provide audio/visual documentation of final creations or culminating activities and/or student and teacher reflections or evaluations. Finally you will involve students in critical thinking about the creative process and their final product: In small group conversation In journal writing In a critique of others work guided by questions or a written form
EYFS trainees to teach a sequence of 5 maths one week and a sequence of 5 C and L lessons, in the alternate week. When not leading the session, plan guided group sessions for C and L or maths, using a session planning format. Teach PD, PSED, UW (Science focus) and a different area of learning. Develop own sequence of work and individual lesson plans from teacher’s MT plans. Annotate lesson plans and put AfL notes on bottom of plan. Maintain eRPD and School Placement File according to the Introductory Phase Booklet. Alternative key stage/age phase week w/c 27th Nov 3-7 trainees: Observation and group work supporting teacher(s) in KS2 (or in EYFS/KS1 depending on where experience is most needed). 5-11 trainees: Observation and group work supporting teacher(s) in KS1 (or KS2/EYFS) including observation and support of phonics/work. Return to own class in afternoon, or as directed by school. All: Maintain eRPD and School Placement File according to the Introductory Phase Booklet. Trainee may be directed by SBM to remain in base during final weeks in order to address key targets for next placement. Final Days 4th, 5th, 6th Dec 11th to 15th Dec Opportunity to take a wider role in whole school including involvement in end of term / Christmas activities. Take any opportunities to contribute to teaching and learning in expressive arts. Ensure completion of Standard 3 Portfolio, ready for review at university. Maintain eRPD and School Placement File according to the Introductory Phase Booklet. Weekly mentor meeting to take place and be uploaded onto eRPD Weekly reflection to be written and uploaded onto eRPD Days in school (inc. 0-3/KS3 experience) = 47 Key Contacts Partnership Office 01522 583766 Regional ITT Lead Shaun Thompson Course Leader Sue Lambert Placement Lead John Paramore
your students! *If the module is held as multiple sessions What went well with the lesson? Why do you think this went well? What was challenging with the lesson? Why do you think it was challenging? Video & Discussion: Using the Reasoning Tool Transition into the role of reasoning in argumentation by watching the video Activity: Reasoning Tool – Following the video, conduct a whole group discussion around the questions: What challenges have you experienced, or could you imagine experiencing, supporting your students in articulating their reasoning? What different ways could you envision using the reasoning tool to encourage students to explain the link between their evidence and claim? Key points to highlight during the discussion: Reasoning explains how evidence supports a claim, often incorporating science ideas and concepts Including reasoning an argument more convincing Students often experience challenges articulating reasoning The reasoning tool is a versatile scaffold that prompts students to consider how evidence connects to the claim 10 min. Activity: Writing with the Reasoning Tool Reiterate the purpose of using a reasoning tool, and provide the context for this activity. Have teachers work individually to complete the reasoning tool template. This activity, which builds off the arguments teachers have been working with in Session #’s 1 and 2, entails using the reasoning tool template to explain how two pieces of evidence support the claim that the fossil tooth came from a prehistoric shark. Once teachers have completed the task, ask them to share their work with another person After everyone has had an opportunity to give and receive feedback, share and discuss the sample reasoning tool that has been filled in After the activity, conduct a whole group discussion around the questions: What was your experience using the reasoning tool? What did you find helpful? What did you find challenging? 15 min.
The Women’s Council would like to thank you for using this study program. The program has nine topics based on the theme, “Assisting in Developing Gifts and Talents.” It is the hope of the Council that where there are branches or missions, domestically and overseas, women will gather together to use this material. Where there is not a branch or mission, if there are two or three - or even one sister - the material can still be used. The desire of the Council is that this program will draw us closer to God, closer to each other, and closer to our goal of the kingdom. The booklet contains nine lessons. Each lesson will have a worship, study, and fellowship/activity component. In the worship component, you will find scriptures, a hymn, and a short story to help focus your thoughts on the lesson. Next, you will find the study component. The material here will have scriptures, a narrative discussing the topic, and discussion questions to be utilized, if desired. Lastly, you will discover a suggested activity that will provide time for fellowship and interacting with each other. Please adapt and use this material according to your needs and interests. The intention of the Council is that this material will be used each month, starting in September. Again, the Council would like to thank you for your participation in this program. Whether you are in Iowa, India, Blackgum, or Belarus, we can gain strength knowing where two or three are gathered in the Lord’s name, touching on a common goal, the Lord will be there. May God bless you as you study this material. The Women’s Council 2017
suffering, trials and everyday annoyances of life, God still reigns and fills us with his joy - his joy is deeper than any of our circumstances that try to overwhelm us. Philippians 1:25 simply says, “And having this confidence, I know that I shall abide and continue with you all for your furtherance and joy of faith.” There is joy in having faith? Oh, yes. Luke 15:7 shares, “I say unto you, that likewise joy shall be in heaven over one sinner that repenteth…” Our faith and our joy are directly linked to Christ’s sacrifice on the cross so that we could be redeemed. Romans 5:11 puts it like this, “…we also joy in God through our Lord Jesus Christ, by whom we have now received the atonement.” Isaiah 61:2-3 announces, “To proclaim the acceptable year of the Lord, and the day of vengeance of our God; to comfort all that mourn; to appoint unto them that mourn in Zion; to give unto them beauty for ashes, the oil of joy for mourning, the garment of praise for the spirit of heaviness; that they might be called trees of righteousness, the planting of the Lord, that he might be glorified.” Hmmm. “The oil of joy.” Can you imagine a prophet of God pouring holy oil over your head until you are completely drenched? That’s the oil of joy that God provides. It completely covers us until it drives out any sorrow or grief. How does it do that? If we allow God’s oil of joy to work within us, he replaces our grieving sadness with memories of happier times. He wipes away the misery and leaves us with joyful and exciting expectation of things to come.
Click Curves… > Change the Pattern to the pattern seen below and click Apply. Incriment the Curve # by one and repeat. Do this for curves 0 through 7 then click Close. Click Plot. Save the picture as you did for the mesh and call it “CFD Pre-Lab 1 Laminar Pipe Flow Velocity at All Axial Locations with AFD Data” and save it in the folder you created. Close the Solution XY Plot window. Plotting Velocity Vectors Click Tree > Results > Graphics > Vectors > Set Up. To plot the velocity vectors at the region flow begin to becomes fully developed, copy the parameters as per below and click Display. Zoom into the region where the flow is almost fully developed. Save the picture as you did for the mesh and call it “CFD Pre-Lab 1 Laminar Pipe Flow Velocity Vectors at the Region Flow Begins to Become Developed” and save it in the folder you created. Close the Vectors window.
Exporting Wall Stress Distribution To export the wall shear stress distribution, click Tree > Results > Plots. Double click XY Plot. Copy the parameters as per below and click Write… Name the file “CFD Pre-Lab 1 Laminar Pipe Flow Wall Shear Stress Distribution” and leave the Files of Type: as XY Files. Click OK. Close the Solution XY Plot. File > Save Project. Save the project and the Fluent window. Normalizing Velocity Profile Open excel from Start Menu. Click File > Open, navigate to your folder you created on the network drive. Change the file type to all files. Select the file CFD Pre-Lab 1 Laminar Pipe Flow Developed Axial Velocity Profile and click Open. Select Yes on the Microsoft message. (You might not see this pop-up depending on the version of Excel being used, if not then please proceed to next step) Make sure delimited is selected and click Next. Make sure that Tab and Space Delimiters are checked and hit Finish. In Cell C5 enter the formula as seen in the Formula Bar below. Then take the fill handle and drag to the end of the data. This normalizes the velocity profile from the max velocity. Insert a Scatter Plot With Smooth Lines and Markers. For the x-axis use the radial position, and for the y-axis use the normalized velocity. Name it CFD Velocity Profile (Laminar). You can move this plot to a new tab by clicking on the chart Chart Tools > Design > Move Chart Location > New Sheet > OK Next open the file “Normalized-velocity-AFD-laminar-pipe.xy” in TextPad, highlight the data and paste it into your Excel spread sheet next to the CFD velocity profile data. Plot this in the same way as the other set on the existing plot and call this “AFD Velocity Profile (Laminar)”. Create axis titles and make sure the legend is shown. You should move the legend to the bottom of the chart. Call the axes Normalized Veloctity [-] and Radial Position [m]. Save this Sheet by selecting File > Save As, name it “CFD Pre-Lab 1 Developed Axial Velocity Profile”. Exercises
2.a A range of sociological theories Learners should describe a range of sociological theories The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b The key differences between sociological theories Learners should compare the key differences between sociological theories Further Information for Tutors/Assessors 2.1 Sociological theories: e.g. Marxism, Feminism, Functionalism, Interactionism etc. 3 The learner will Be able to carry out sociological research The learner must be able to: Assessment Requirements Evidence Location
Mid-Latitude Zones Marine West Coast Coast of SW South America Highlands Found in the ____________ areas Vary from moderate to cold Current Issues in Latin America Deforestation – Urbanization – Tourism Advantages Disadvantages Agriculture Cut down trees and brush Burn Plant Crops Move to new area Terraced Farming Major Islands Bahamas _____________ Antilles Cuba, Jamaica, Hispaniola (Haiti, Dominican Republic), Puerto Rico _____________Antilles Unique Physical Features Galapagos Islands Where Darwin wrote “Origin of the Species…” (1835-ish) Population = 1200 Amazing _____________ of life Easter Island 2000 miles from “civilization” Discovered in _________________________ Populated Hundreds (maybe 1000’s) of years ago Today “owned” by Chile Angel Falls World’s tallest (__________ ft.) Found by James ______ in _____ from his airplane
QUESTION 3: Social Control Theory proposes that people’s relationships, commitments, values, norms and beliefs encourage them not to break the law. The groups that could strengthen the bonds are family, school, peers and religious institutions; etc. QUESTION 4: By looking at agendas and practices of some organizations involved with women's literacy in Pakistan. To what extent these organizations are gender-aware concerning literacy in communities and how reflexive their approaches are in literacy promotion under present conditions. Being a Sociologist how you analyze the performance of such NGOs, discuss under the following (only one NGO). Name of NGO Objective (any four) Accomplishment (work to be done by specific NGO) (any four)
Quote of the day: Annuit coeptis English meaning: Providence has favored our beginnings (This is on the back of the dollar bill—meaning a higher has approved the start of our country) Phrase: Pro bono English meaning: for the good (Charity work—done for the good of the people, not for money) Quote of the day: novus ordo seclorum English meaning: A new series of generations (on the dollar bill) Everyday Phrase: et al.= et alii English meaning: and others (referring to a list of people that is too long to list)
Quote of the day: Ars gratia artis English meaning: Art for the sake of art (Creating art for the enjoyment, not just for money—MGM’s motto) Everyday Phrase: e.g.= exempli gratia English meaning: for the sake of an example (used before listing examples in a sentence) Quote of the day: Vita est brevis, ars longa English meaning: Life is short, art is forever Everyday Phrase: terra incognita English meaning: unknown land/territory (used to describe an unfamiliar or situation)
English meaning: Always prepared (Motto of the U.S. Coast Guard) English meaning: blank slate (The idea of a fresh/new start, starting over) Quote of the day: Sapere Aude English meaning: Have the courage to be wise (a common education motto) Everyday Phrase: placebo English meaning: I will please (fake medicine/pill – it pleases your mind by making you think you are taking medicine) Quote of the day: caveat emptor Everyday Phrase: caveat English meaning: let him/her beware
English meaning: You too, Brutus? (Julius Caesar’s last words--- he couldn’t believe his friend was one of his attackers, so this quote is an expression of betrayal) English meaning: into the middle of things (a literary device where a story starts out in the middle of the action and then goes back in time to explain what happened before) Quote of the day: pro patria English meaning: for the fatherland (doing something for your own country-- patriotic) Everyday Phrase: alma mater English meaning: nourishing mother (a name for your college or university)
CHRIST THE KING Ezekiel 34, 11 – 16, 20 – 24 In a forthright attack precedes our reading this morning, the prophet Ezekiel castigates the Israeli Government – they are like shepherds who neglect their flocks. Then he speaks for God as the faithful Shepherd who genuinely cares for His people. Ephesians 1, 15 – 23 From this triumphant passage in a letter (possibly written by St. Paul) we begin to understand how a crucified Galilean preacher came to be worshipped as Lord of All. Matthew 25. 31 – 46 Before he describes Our Lord’s Passion and Resurrection, St. Matthew has collected discourses on the End Time, and two parables on Judgement. This devastating parable leaves no that those who fail to love will face the consequence.
texts from the Psalms and the Prophets. Christians are pictured approaching the Divine presence through the curtain which separated the Holy of Holies from the public areas of the Temple. Mark 13, 1 – 8 In conversations with his disciples during the last week of his life, Our Lord read the of the times correctly, foreseeing the Jewish revolt which, in AD 70, led to the destruction of the Temple and the loss of the geographical nation of Israel until 1948. CHRIST THE KING Daniel 7, 9 – 10, 13 – 14 In St. Mark’s Gospel Jesus often called himself ‘The Son of Man’. The early Christians linked this title with the vision in the Book of Daniel, written during the second century BC., in which a ‘Son of man’ (or a human being) is presented to God and given supreme authority. Revelation 1, 4b – 8 The Book of the visions of St. John the Divine with a greeting in the name of the risen Jesus, who stands waiting in the future of all believers. John 18, 33b – 37 The scene is the Roman Praetorium in Jerusalem. Jesus has already been condemned for blasphemy by the High Priest’s Court, now he stands before the Roman Governor.
current expectation of a supremely evil event before God could finally establish his rule of justice). Luke 20, 27 – 38 Beliefs concerning life-after-death were as varied in Our Lord’s time as they are now. Observe how adroitly Jesus deals with an attempt to outwit him in public debate! THE SECOND SUNDAY BEFORE ADVENT Malachi 4, 1 - 2a The eternal struggle between Good and Evil – and the conviction that God is on the side of the righteous - is a theme common to most of the Old Testament prophets. 2 Thessalonians 3, 6 – 13 A mistaken belief that Jesus would soon return to establish his final kingdom led some Christians to abandon work, becoming a burden to the rest of the community. Paul will have none of this! Luke 21, 5 – 19 Facing the certainty of his own death, Jesus was acutely aware of the inevitable fate of Judaism at the hands of the Romans. As he foresaw, a Jewish revolt in AD 70 led to the total destruction of Jerusalem and its Temple. (Our Lord’s prediction of hatred and martyrdom rings true down twenty centuries.) THE Last SUNDAY BEFORE ADVENT - CHRIST THE KING Jeremiah 23, 1 – 6 The statesman and prophet Jeremiah did not his words when he attacked political corruption, but he spoke ‘in code’. For ‘shepherds’ read – King, Court and Aristocracy. For ‘sheep’ read – oppressed ordinary folk. As always there rings the hope that God will raise up a just ruler. Colossians 1, 11 – 20 Writing to converts who feel threatened by the mysterious powers of pagan gods and devils, Paul presents an overwhelming vision of Jesus – the image of a saving Creator. Luke 23, 33 – 43 As we reflect on the theme of Christ as ‘King’ – St. Luke reminds us that the Kingship of Jesus inverts human notions of sovereignty.
Test Bank for test 1 1. Introduction Site identifies a place by its 2. The arrangement of phenomenon across the Earth’s surface is A regional analysis B spatial analysis C spatial association D spatial distribution 3. The frequency of something within a given unit of area is A concentration B distribution C pattern D density E none of the above 4. is a form of expansion diffusion? A contagious B hierarchical C relocation D stimulational E A and B 5. A McDonald’s in India that serves a McCurry Pan Burger is an example of what type of diffusion A contagious B hierarchical C relocation D stimulus E none of the above 7. The concept that the physical environment determines human activities is A climate B environmental determinism C possibilism D spatial association E none of the above 8. Map projections attempt to correct for errors in 10. All of the following are very good examples of a Functional region except A newspaper circulations B broadcast television affiliates C marketable areas for shops D Internet site usage E Drivable areas 16. All of the following are effects of globalization except A the growth of the importance of distance decay B time-space compression C uneven development D interdependence E none of the above 18. If someone said that people living in the desert did not have as many opportunities because of a lack of resources, this would be an example of what geographic approach A cultural ecology B environmental determinism C Environmental possibilism D spatial association E none of the above Charts 21. In the years before globalization (pre1990), the world had A Less specialization at the local level B More specialization at the local level C No specialization D Equal development distribution E None of the above 23. Which is true? A large scale maps have a large fraction and tend to show a larger area in less detail because they have fewer miles represented per square inch on a map. B small scale maps have a smaller fraction and represent a more area in less detail because they have more miles per square inch on a map represented C large scale maps have a small fraction and show a larger area in more detail
Exploring Thermochemistry Name_____________________ Each group of 4-5 is work cooperatively and discuss observations and opinions related to acids and bases, and then present one section of the activity on one large sheet of butcher paper. The group will assign the following task managers: Lab Technicians (2-3) to conduct the experimentation for the group. Recorder to compile the findings of the group on their individual worksheets and submit them to the teacher for the collective group Director who keeps the group on task, makes certain that the various questions are being answered, progress is being made, and tasks completed. Learning Goal: TSW explore the important properties of thermochemistry. TSW apply thermochemistry concepts and laws to real life. TSW formulate the basic understandings of heat, temperature, and enthalpy. Pre-Activity Questions: What do you know about Heat, that is what is heat? How could you define temperature? How are temperature and heat related? Why do some things get hotter faster than others? Describe what happens with energy related to bond breaking and forming. How is energy transferred with changes in state?
C# [QueryMetadata(Name = "Coho Auto", Description = "Nothing beats a good price on a Coho. We can't keep these things in stock.", ImagePath = "Images/coho.jpg")] public class CohoQuery : CarQueryBase { // Removed code ... } (Code Snippet – Intro to MEF Lab - Ex2 Task2 Step5 - CohoQueryMetadata VB) Visual <QueryMetadata(Name:="Coho Auto", Description:="Nothing beats a good price on a Coho. We can't keep these things in stock.", ImagePath:="Images/coho.jpg")> Public Class CohoQuery Inherits CarQueryBase // Removed code ... End You will repeat the same process on the FabrikamQuery class. To do this, remove the constructor and replace the class definition in the FabrikamQuery class. (Code Snippet – Intro to MEF Lab - Ex2 Task2 Step6 - FabrikamQueryMetadata CSharp) C# [QueryMetadata(Name = "Fabrikam Company", Description = "Low Mileage, Low Price FMCs that have wonderful resell value.", ImagePath = "Images/fabrikam.jpg")] public class FabrikamQuery: CarQueryBase { // Removed code ... } (Code Snippet – Intro to MEF Lab - Ex2 Task2 Step6 - FabrikamQueryMetadata VB) Visual Basic
You will start adding a new Silverlight 4 application project to your solution. To do this, right click on the ContosoAutomotive solution node and selecting Add | New project. In the Add New Project dialog, select Silverlight Application as the project type and enter ContosoAutomotive.Silverlight in the project name field. Figure Adding Silverlight 4 project (C#) Figure Adding Silverlight 4 project (Visual Basic) In the New Silverlight Application options dialog accept all defaults. Ensure Silverlight 4 is selected in the Silverlight Version list. Figure New Silverlight Application options dialog Copy all the images files from the ContosoAutomotive WPF project into the Silverlight version. To do this, right click on the Images folder in the ContosoAutomotive project and select Copy. Then, right click the ContosoAutomotive.Silverlight project and select Paste. Add a reference to the MEF library on the ContosoAutomotive.Silverlight project. You will include the Initialization assembly as well. To do this: Select the ContosoAutomotive.Silverlight project in the Solution Explorer and select Project | Add Reference… The Add References dialog appears. Select the .NET tab and then select the System.ComponentModel.Composition and the System.ComponentModel.Composition.Initialization components. the OK button to add these references to the project. Figure 1 Add a Reference to the MEF library. Add a reference to the System.Windows.Controls.Data and System.Windows.Controls.Data.Input on the ContosoAutomotive.Silverlight project. The Cash Maker UI will use these libraries to show data. To do this:
Answer Key Student Activity—Hand Tools Tool Picture Proper Name & Function/Use Figure 1 HACKSAW Figure 2 SQUARING FOOT SHEAR Figure 3 DIVIDERS Figure 4 BEVERLY SHEAR Figure 5 ENGLISH WHEEL Figure 6 COMBINATION SQUARE Figure 7 JEWELLER’S SAW Figure 8 AVIATION SNIPS Figure 9 HAMMERS Figure 10 COMBINATION ROLLER Figure 11 MICROMETER Figure 12 LETTER STAMPS Figure 13 HOLE SAW Figure 14 SCRIBER Figure 15 CENTRE Figure 16 STEP DRILL Figure 17 ALLEN WRENCH Figure 18 STRIKER Figure 19 TAP & DIE Figure 20 TINSNIPS Figure 21 SLIP ROLLER Figure 22 EMERY CLOTH Figure 23 RIVETS & RIVET GUN Figure 24 BAR FOLDER Figure 25 FILES Figure 26 VERNIER CALIPERS Figure 27 TWIST DRILLS Figure 28 WRENCHES Figure 29 PIPE BENDER Figure 30 SOCKET SET Figure 31 CHISELS Figure 32 PLIERS Figure 33 REAMERS Figure 34 Figure 35 PUNCHES
Tool Picture Proper Name & Function/Use Figure 36 SCREWDRIVERS Figure 37 SIDE CUTTERS Figure 38 ROPER WHITNEY PUNCH Figure 39 DI-ACRO BENDER Figure 40 BOX & PAN Figure 41 NUMBER STAMPS Figure 42 FILE CARD Student Activity—Power Tools and Machines Power Tool/ Machine Picture Proper Name & Function/Use Figure 1 BUFFER Figure 2 AIR RIVETER Figure 3 OXYACETYLENE Figure 4 ANGLE GRINDER Figure 5 ARC WELDER Figure 6 COLD SAW Figure 7 HAND Figure 8 VERTICAL BANDSAW Figure 9 SOLDERING PENCIL Figure 10 TIG WELDER Figure 11 LATHE Figure 12 MIG WELDER Figure 13 IMPACT DRIVER Figure 14 DRILL PRESS Figure 15 HORIZONTAL BANDSAW Figure 16 MILLING MACHINE Figure 17 FOUNDRY Figure 18 ABRASIVE SAW Figure 19 DREMEL (ROTARY TOOL) Figure 20 SANDBLASTER Figure 21 BENCH GRINDER Figure 22 SPOT WELDER Figure 23 FORGE Figure 24 PLASMA CUTTER
curve to determine how far above or below a standard score of zero you’d have to go until you hit the start of the most extreme 5% of this distribution. In other words, how far above or below zero do you have to go until you hit the start of the least likely 5% of sample means that you’re likely to get when the null hypothesis is true. If we take our one sample mean and convert it to a standard score our knowledge of the normal now tells us that if this standard score is greater than or equal to +1.96 or if this standard score is less than or equal to –1.96 we’ll know that our sample mean falls among the 5% of sample means that you’re least likely to get when the null hypothesis is true. We would know that the odds are less than 5% that our 25 seventh graders (remember them) were members of a population of typical, average seventh graders. See Figure 3.5. The only left at this point is to convert our sample mean to a standard score. Figure 3.5 To convert a number to a standard score you take that number, subtract the mean of all the other numbers in the set, and then divide this deviation score by the standard deviation of all the scores in the set. A standard score is the deviation of one number from the mean divided by the average amount that numbers deviate from their mean. The equation to convert a raw score to a standard score was… X – ZX = -------- σ It’s the same thing to take a sample mean and convert it to a standard score. We need to take the number that we’re converting to a standard score (our sample mean of 135), divide it by the average of all the sample means in the set, and then divide this number by the standard deviation of all the sample mean in the set. The equation for the standard score we need here becomes… - Z = -------- σ Z represents the standard score for a particular sample mean. M is the sample mean that is being converted to a standard score. represents the mean of the population (or the average of all the sample means). σ represents the standard deviation of all the sample means.
<sap:WorkflowItemPresenter Margin="3" Item="{Binding Path=ModelItem.Pre, Mode=TwoWay}" HintText="Drop activity here"/> The Activities collection uses the WorkflowItemsPresenter to create a design surface that can hold a collection of activities. In the XAML you see how you can create a design surface that looks similar to the Sequence. XAML <sap:WorkflowItemsPresenter Margin="3" Items="{Binding Path=ModelItem.Activities}" HintText="Drop activities here"> <sap:WorkflowItemsPresenter.SpacerTemplate> <DataTemplate> <Grid> <Path Fill="Red" Width="20" Height="30" HorizontalAlignment="Center" Data="M 0,10 l 20,0 l -10,10 Z" /> </Grid> </DataTemplate> </sap:WorkflowItemsPresenter.SpacerTemplate> <sap:WorkflowItemsPresenter.ItemsPanel> <ItemsPanelTemplate> <StackPanel Orientation="Vertical"/> </ItemsPanelTemplate> </sap:WorkflowItemsPresenter.ItemsPanel> </sap:WorkflowItemsPresenter> Press CTRL+SHIFT+B to build the solution Task 6 – Linking the Activity Designers to the Activity Now you have designers for your activities but they will not be used until you link the designers to your custom activities. There are two ways to do this, a declarative way and an imperative way. We will use the declarative approach. Open DiagnosticTrace.cs (C#) and add the following namespace directives C# using HelloWorkflow.Activities.Designers; Add the Designer attribute to the class as shown
significant and we are more than 99% confident when we say that there is a difference between the groups’ means. This is an overall difference and even if we have an indication from the graph, we cannot tell which mean is significantly different from which. This is because the ANOVA is an “omnibus” test: it tells we that there is (or not) an overall difference between our means but not exactly which means are significantly different from which other ones. This is why we apply post-hoc tests. Post hoc tests could be compared to t-tests but with a more stringent approach, a lower significance threshold to correct for familywise error rate. We will go through post-hoc tests more in detail later. Example (File: protein expression.csv) Let’s do it in more details. We want to find out if is a significant difference in terms of protein expression between 5 cell types. As usual, we start by designing our experiment, we decide to go for an analysis of variance and then, we get to the point where we have to decide on the sample size. Power analysis with an ANOVA We are quite confident in our hypothesis so we decide to go ahead. First we need to see whether the data meet the assumptions for a parametric approach. Well it does not look good: 2 out of 5 groups (C and D) show a significant departure from normality (See Table below). As for the homogeneity of variance, even before testing it, a look at the box plots (see Graph above) tells us that there is no way the second assumption is met. The data from groups C and D are quite skewed and a look at the raw data shows more than a 10-fold jump between values of the same group (e.g. in group A, value line 4 is 0.17 and value line 10 is 2.09). A good idea would be to log-transform the data so that the spread is more balanced and to check again on the assumptions. The variability seems to be scale related: the higher the mean, the bigger the variability. This is a typical case for log-transformation.
Section 5G – Reading, Understanding, Solving and Graphing Inequalities (pages 134-146) Chapter 5 Review (pages 147-151) Chapter 6 – Equation Applications (pages 152-188) Section 6A – Formula Applications (pages 152-156) Section 6B – Bar Graphs, Pie Charts and Percent Applications (pages 157-168) Section 6C – Commission, Interest, Tax, Markup and Discount (pages 169-175) Section 6D – Classic Algebraic Problem Solving (pages 176-182) Chapter 6 Review (pages 183-188) Chapter 7 – Equation of a Line, Slope and Rectangular Coordinates (pages 189-269) Section 7A – Rectangular Coordinate System and Scatterplots (pages 189-199) Section 7B – Slope of a Line and Average Rates of Change (pages 200-219) Section 7C – Finding the Equation of a Line (pages 220-241) Section 7D – Systems of Linear Equations (pages 242-251) Chapter 7 Review (pages 252-269) Appendix A: Answer Keys to various Problem Sets (pages 270-298) Chapter 1 Answers (pages 270-271 , odd answers only) Chapter 2 Answers (pages 271-273 , odd answers only) Chapter 3 Answers (pages 274-277 , odd answers only) Chapter 4 Answers (pages 278-280 , odd and even answers) Chapter 5 Answers (pages 281-286 , odd answers only) Chapter 6 Answers (pages 287-288 , odd answers only) Chapter 7 Answers (pages 289-298, odd answers for 7A-7C only)
Microsoft PowerPoint Assignment Create a slide show named “All About Me”. Follow the criteria for each slide. For this presentation, you will use a design template. (Design Tab). For any images, you may use clip art, or pictures of yourself that are stored on the internet. DO NOT ADD ANIMATIONS, please only use transitions. Slide 1: – “All About Me” – Sub-Title – Presented By: Your Name Image – Man or Woman Transition – Your Choice Slide 2: Title - “In the Beginning …” Word Art – date of birth, hospital you were born at and your Astrological sign. Image – picture of a baby Transition – Your choice Slide 3: Title – “The Early Years” Describe your early years in 3 bullets. Image – relational Transition – Your choice Slide 4: Title - “My Interests” List at least 3 of your interests (bullets) – relational Transition – Your choice Slide 5: Title - “Future Endeavours” List your future career(s) (bullets) Image – relational Transition – Your choice Slide 6: Title – “My Family” List members of your family (bullets) Image – any relational picture Transition – Your choice Slide 7: Title – “My Friends” List some of your friends (bullets) – any relational picture Transition – Your choice Slide 8: A list of FIVE things you want to do before you turn 50 (bullets) Image – any relational picture Transition – Your choice Slide 9: Your choice of topic about yourself Image – any relational picture Transition – Your choice Slide 10: You for Attending my Presentation” Image – any relational picture Transition – Your choice
Arriving at a Medical Diagnosis Dr. Gary Mumaugh Disease Names - Essential Diagnostic Labels For thousands of years, physicians have recorded observations and studies about their patients. In accumulating these facts, they have recognized patterns of pathological structure and function. When these categories were distinctive, they were termed diseases and given specific names. Two Meanings of “Diagnosis” The name of the patient’s disease or state of altered function is termed “diagnosis” or “a diagnosis” In this instance, diagnosis is a name The act of searching for or determining the patient’s disease is commonly referred to as “a diagnosis” or “the making of a diagnosis” In this instance, diagnosis is a process The word diagnostician is rarely used The Diagnostic “Four Step” Step 1 – Acquisition of Facts Step 2 – Evaluation of Facts Step 3 – Listing of Hypotheses Step 4 – Choosing Between Hypothesis – also known as Differential Diagnosis (DD) Step 1 – Acquisition of Facts The medical history gives a chronology of the symptoms Symptoms are subjective They are reported by the patient The physical examination discloses physical signs Physical signs are objective Step 2 – Evaluation of Facts As new facts are acquired, you will repeatedly tests these facts for accuracy, reliability, and relevance to the patient’s problem. You must judge if the facts have been colored by the patient’s emotions. You must question the motives that may lead to distortion. You must conclude if the items are relevant or trivial to the identification of the patient’s disease.
In selecting the diagnosis from the list of the hypotheses, start first with one single disease to explain all the patient’s manifestations rather than explain them by the coincidence of several diseases This is called the law of parsimony For example, if a patient has dilated heart, hepatomegaly, ascites and pedal edema, the single likely diagnosis would be cardiac failure – which is more likely than heart disease producing enlargement and cirrhosis with hepatomegaly
Introduction Discussion In your first post: Introduce yourself and your current position. Tell us what made you decide to study mammography? Where do you see yourself in 5 years after obtaining this certification? Post responses to at least two classmates. Points Possible: 6
Product SAP ERP G.B.I. Release 6.07 Lecturer All Case Studies Authors Torsten König Chris Bernhardt Version 2.30 Last Change July 2014 MOTIVATION The GBI Monitoring Tool aims to enable the lecturer to recognize potential failures of their students during execution of the GBI case studies. Furthermore the tool is capable of giving an overview of the users progresses in a comfortable manner. Note: At the moment this tool is in beta-status. Therefore it is available only for the SD case study. Errors or unexpected behaviors are unlikely but still may occur. Also we would like to ask you to send any feedback or error descriptions regarding this GBI Monitoring Tool to: NOTES This tool is only available for the Global Bike Inc. (G.B.I.) data set, which has exclusively been created for SAP UA global curricula.
Transaction Task Learn how to effectively make use of SAP transaction codes and parameters. Time 10 Min. There are several possibilities to call up transactions in the SAP system. Transaction Concept The quickest way to run a transaction in the SAP system is to enter the transaction code. Every transaction has a code, which generally has four characters. Transaction Code SAP Easy Access Menu SAP Easy Access Menu Transaction Code Every business transaction (not every screen) has a corresponding transaction code in SAP. To display transaction codes choose Extras ► Settings and select Display technical names. Transaction Code Note: the command in which transaction codes are entered can be found on the upper left. By clicking the small triangle you set it to visible/invisible. You can use various control parameters to influence what happens to the session when you call a transaction. /n /i /o Exercise 4 Which business function is displayed with the transaction code VA03? .
Attention Grabber: General Statement, Quote, Statistic or Question? Interpretation and Connection to Thesis Thesis (claim and answer to the argumentative question) Preview (briefly main points that support the thesis) Overall Score: 1 (low)-6 (high) and Analysis 1. 2. 3.