zilongwang/ReadingBank huggingface dataset:
= 0.04 c. P(GG) = P(G) P(G) <ART FILE="02_16eq03.eps" W="38.194pt" H="19.401pt" XS="100%" YS="100%"/> = (0.5)(0.5) = 0.25 d. P(R  W) = P(R) (the events are independent and hence the conditional probability equals the marginal probability) <ART FILE="02_16eq04.eps" W="23.739pt" H="20.223pt" XS="100%" YS="100%"/> = 0.40 2-17. The distribution of the nails is as follows: Type of Nail Number in Bin 1 inch 651 2 inch 243 3 inch 41 4 inch 451 5 inch 333 Total 1,719 a. The probability of getting a 4-inch nail is <ART FILE="02_17eq01.eps" W="48.329pt" H="21.072pt" XS="100%" YS="100%"/> = 0.26 b. The probability of getting a 5-inch nail is <ART FILE="02_17eq02.eps" W="48.329pt" H="21.93pt" XS="100%" YS="100%"/> = 0.19 c. The probability of getting a nail 3 inches or shorter is the probability of getting a nail 1 inch, 2 inches, or 3 inches in length. The probability is thus P(1 or 2 or 3)
PL = poll predicts loss P(W) = 0.50 P(L) = 0.50 P(PW | W) = 0.80 P(PL | W) = 0.20 P(PW | L) = 0.10 P(PL | L) = 0.90 2-49. Let S = successful restaurant U = unsuccessful restaurant PS = model predicts successful restaurant PU = model predicts unsuccessful restaurant P(S) = 0.70 P(U) = 0.30 P(PS | S) = 0.90 P(PU | S) = 0.10 P(PS | U) = 0.20 P(PU | U) = 0.80 2-50. Let D = Default on loan; D' = No default; = Loan rejected; R = Loan approved Given: P(D) = 0.2 P(D') = 0.8 P(R | D) = 0.9 P(R' | D') = 0.7 (a) P(R | D') = 1 – 0.7 = 0.3 (b) <ART FILE="DM.02.001.eps" W="160.695pt" H="52.459pt" XS="100%" YS="100%"/> 2-51. (a) F0.05, 5, 10 = 3.33 (b) F0.05, 8.7 = 3.73 (c) F0.05, 3, 5 = 5.41 (d) F0.05, 10. 4 = 5.96 2-52. (a) F0.01, 15, 6 = 7.56 (b) F0.01, 12, 8 = 5.67 (c) F0.01, 3, 5 = 12.06 (d) F0.01, 9, 7 = 6.72 2-53. (a) From the appendix, P(F3,4 6.59) = 0.05, so P(F 6.8) must be less than 0.05.
XS="100%" YS="100%"/> 2 <ART FILE="02_56eq03.eps" W="88pt" H="20.809pt" XS="100%" YS="100%"/> .205 3 <ART FILE="02_56eq04.eps" W="86.559pt" H="20.578pt" XS="100%" YS="100%"/> .051 4 <ART FILE="02_56eq06.eps" W="94pt" H="20.117pt" XS="100%" YS="100%"/> .0064 5 <ART FILE="02_56eq05.eps" W="98.248pt" H="20.809pt" XS="100%" YS="100%"/> .00032 1.0 XP(X) X – E(X) (X – E(X))2 (X – E(X))2P(X) 0.0 –.9985 .997 .326 .41 .0015 0 0 .41 1.0015 1.003 .2056 .153 2.0015 4.006 .2043 .024 3.0015 9.009 .0541 .0015 4.0015 16.012 .0048 .9985 .7948 E(X) = .9985 1.0 2 = (X – E(X))2P(X) = .7948 0.80 Using the formulas for the binomial: E(X) = np = (5)(.2) = 1.0 2 = np(1 – p) = 5(.2)(.8)
12 Week - Schedule Week Topics Target Competencies Assignments/Assessments Due Date 1 CHAPTER 1: DEVELOPING A SOCIOLOGICALPERSPECTIVE CHAPTER 2: CULTURE Competency 1; Competency 2; 2 CHAPTER 3: DOING SOCIOLOGICAL RESEARCH Competency 3; . 3 CHAPTER 4: SOCIALIZATION AND THE LIFE COURSE CHAPTER 5: SOCIAL INTERACTION AND SOCIAL STRUCTURE Competency 5; Competency 5; CHAPTER 6: GROUPS AND ORGANIZATIONS Competency 5; 5 CHAPTER 7: DEVIANCE AND CRIME Competency 4; 6 CHAPTER 8: SOCIAL CLASS AND SOCIAL STRATIFICATION CHAPTER 9: GLOBAL STRATIFICATION Competency 7; Competency 7; 7 CHAPTER 10: RACE AND ETHNICITY Competency 7; 8 CHAPTER 11: GENDER CHAPTER 12: SEXUALITY Competency 7; Competency 7; 9. CHAPTER 13: FAMILIES AND RELIGION Competency 6; 10. CHAPTER 14: EDUCATION AND HEALTH CARE Competency 6; 11. CHAPTER 15: POLITICS AND THE ECONOMY Competency 8; 12. CHAPTER 16: POPULATION, THE ENVIRONMENT, AND SOCIAL CHANGE Competency 9;
Storage Building 400,000 400,000 1,284 1,284 Totals 1,580,000 104,000 976,000 87,303 191,303 c) 2012 depreciation is $374,295. Description Cost Sec. 179 Expense Bonus MACRS Basis Current MACRS Expense Total Expense Office Equipment 10,000 - - Machinery 560,000 70,000 17,143 17,143 Used Delivery Truck 15,000 15,000 4,800 4,800 Computers & Info. System 40,000 20,000 20,000 4,000 24,000 Luxury Auto 80,000 8,000 72,000 3,060 11,060 Assembly Equipment 475,000 104,000 185,500 185,500 26,508 316,008 Storage Building 400,000 400,000 1,284 1,284 Totals 1,580,000 104,000 213,500 762,500 56,795 $ 374,295 d) 2011 depreciation is $205,931. Description Cost Sec. 179 Expense MACRS Basis Current Expense Total Expense Office Equipment 10,000 - - - Machinery 560,000 70,000 17,143 17,143 Used Delivery Truck 15,000 15,000 4,800 4,800 Computers & Info. System 40,000 40,000 8,000 8,000 Luxury Auto 80,000 80,000 3,060 3,060 Assembly Equipment 475,000 104,000 371,000 53,016 157,016 Storage Building 400,000 400,000 1,284 1,284 Inventory 20,000 n/a - - Office Furniture 30,000 30,000 4,287 4,287 Machinery 50,000 50,000 7,145 7,145 Patent 98,000 98,000 2,178 2,178 Goodwill 2,000 2,000 44 44 Building 130,000 130,000 974 974 Land 20,000 n/a - -
PROBLEMS _CH8_ 8.12, 8.20, 8.33 ASSIGNMENT CHAPTER 8 8.12 Following is tabulated data that were gathered from a series of Charpy impact tests on a ductile cast iron. Temperature (°C) Impact Energy (J) –25 124 –50 123 –75 115 –85 100 –100 73 –110 52 –125 26 –150 9 –175 6 (a) Plot the data as impact energy versus temperature. (b) Determine a ductile-to-brittle transition temperature as that temperature corresponding to the average of the maximum and minimum impact energies. (c) Determine a ductile-to-brittle transition temperature as that temperature at which the impact energy is 80 J. Solution (a) The plot of impact energy versus temperature is shown below. (b) The average of the maximum and minimum impact energies from the data is As indicated on the plot by the one set of dashed the ductile-to-brittle transition temperature according to this criterion is about –105C. (c) Also, as noted on the plot by the other set of dashed lines, the ductile-to-brittle transition temperature for an impact energy of 80 J is about –95C.
PROBLEM 8.20 8.20 The fatigue data for a ductile cast iron are given as follows: Stress Amplitude [MPa (ksi)] Cycles to Failure 248 (36.0) 1 × 105 236 (34.2) 3 × 105 224 (32.5) 1 × 106 213 (30.9) 3 × 106 201 (29.1) 1 × 107 193 (28.0) 3 × 107 193 (28.0) 1 × 108 193 (28.0) 3 × 108 (a) Make an S–N plot (stress amplitude versus logarithm cycles to failure) these data. (b) What is the fatigue limit for this alloy? (c) Determine fatigue lifetimes at stress amplitudes of 230 MPa (33,500 psi) and 175 MPa (25,000 psi). (d) Estimate fatigue strengths at 2 105 and 6 106 cycles. Solution (a) The fatigue data for this alloy are plotted below. (b) The fatigue limit is the stress level at which the curve becomes horizontal, which is 193 MPa (28,000 psi). (c) As noted by the “A” set of dashed lines, the fatigue lifetime at a stress amplitude of 230 MPa is about 5 105 cycles (log N = 5.7). From the plot, the fatigue lifetime at a stress amplitude of 230 MPa (33,500 psi) is about 50,000 cycles (log N = 4.7). At 175 MPa (25,000 psi) the fatigue lifetime is essentially an infinite number of cycles since this stress amplitude is below the fatigue limit. (d) As noted by the “B” set of dashed lines, the fatigue strength at 2 105 cycles (log N = 5.3) is about 240 MPa (35,000 psi); and according to the “C” set of dashed lines, the fatigue strength at 6 106 cycles (log N = 6.78) is about 205 MPa (30,000 psi).
Answer 4.2: In the data “real Lima,” the absolute temperature peaks are found in 1983 and 1997. These two years were very strong El Niño years (see figure of the Niño 3.4 Index below: red marks El-Niño, and blue La Niña phases). Recognize anomaly patterns Continue to the page “Climate detective”. Now you should be ready to attribute global anomalies to specific climate modes and events. Who is the best detective; who in the class is able to obtain the highest score in the “High Scores List”? Instructions: you will be presented with five separate cases to solve – your high score is determined by the average of all five scores. You will solve cases one at a time. Once you make your guess by clicking on the combination of climate factors (i.e. the dice) and submit your solution by clicking on “Check your solution”, your answer is final and you can’t try to solve the same case again (but you will see the correct solution immediately afterwards!). To solve the next case click on “Roll” but not “Start over”, or you will lose your previous guesses. Good luck! Answer 5: The tutor may reward the winner of the game with a small price (e.g. some chocolate).
known as formal communication. 2.Flexibility Formal is not flexible. It is flexible. 3.Degree of control Formal communication is totally controlled by the management. It cannot be controlled like formal communication. 4.Evidence It has documentary evidence. It has no documentaryevidence. 5.Discipline Official discipline is strictly maintained in formal communication. Official decorum and discipline are not followed. 6.Flow of information In formal communication information can flow only upward and downward. But in informal communication information flows freely to all direction. Here speed of communication is slow. Informal channels are very fast; here information can be transmitted instantly. 8.secrecy In case of formal communication secrecy can be maintained. Here maintaining secrecy is very difficult. 9.Rumor is no scope forcreation of rumor in formal communication. Due to its flexible nature rumor can be created. 10.Distortion Generally information is not distorted. As official decorum is not followed information can be distorted. 11.Time It is time consuming. Less time is taken for transmitting information. 12.Misunderstanding In case of formal communication caution, there is almost no chance of misunderstanding. Due to lack of control misunderstanding can takes place? 13.Cost It is expensive. It is less expensive than formal communication. 14.Mistakes As official discipline is maintained chance of mistakes is very low. On the other hand, as strict rules are not followed possibility of mistakes is very high. Establish the differences between general writing and technical writing in detail. A: GENERAL Writing: It is based on third personal narrative It can be an end in itself It can have artistic, aesthetic and rhetorical aims It may merely delight and move It can be an affair of the heart It can use emotions and fantasy It can be vague, suggestive, equivocal, very plain or very elite in diction It can be expansive, inflated and roundabout It can be so personal that the expression of the personality of the author makes everything else irrelevant A story can begin at the end. An essay can begin with a startling statement and introduce the theme after having produced the desired effect. TECHNICAL Writing is just opposite to the list above. SECTION – B (5 marks * 1 Questions = 5 Marks)
Part 4: Solubility & Concentration Some substances dissolve easier than others. This property is called “solubility” Definition: solubility – the ____________ of a solute that will dissolve in a certain amount of solvent. Substances have different solubility. Some will dissolve completely in water , while others will dissolve only a small amount. The amount of solute dissolved in a solvent affects its concentration. Definition: _______________ – a description of the amount of a solute in a certain amount of solution. Think of concentration as being how “strong” a solution is. “Concentrated” substances have lots of solute. “Diluted” substances only have a little solute. When a solvent can no longer hold any more solute, we called it “saturated”. Definition: saturated solution – a solution that ___________ dissolve any more of a solute. Definition: unsaturated – a solution that _________ hold more solute. Sometimes, a solvent can be made to hold more solute than normal. The solution is called “supersaturated”. Definition: supersaturated – a solution that has _________________________. A HOT solution can hold lots of solute. When it COOLS, it becomes supersaturated. Supersaturated solutions are unstable. The extra solute can “fall out” if the solution is shaken!
is most different, as that layer is linked with the fast recovery and elastic characteristics in the vessel. Explain why duct tape peeled off skin or using a loofah sponge in the shower is a very small, kind of weight loss regimen? Solution: The process of dislodging aged keratinocytes as they have ruptured, flattened, and spread on the most distal layers of the skin surface is called exfoliation. Both tape removal and abrasive scrubbing are examples of processes that thin the outer layers of skin due to the low cohesive strength in the corneocyte layers. Explain what is the effect of moisturizers on the corneocyte layer in skin. What is the physical sensation and would one expect one treatment of a moisturizer to be a permanent solution to dry skin? Solution; if skin cells are capable of absorbing amphiphilic content in the moisturizers, then the moisturizers will likely change the outer composition of those cells and soften them due to the compositional difference. Anything that leads to more gel like or liquid like cells on the skin surface will be perceived as softer. How is it that skin might be sensed as drier in one location than another? Solution: Skin pore density and hair density varies across the body surface. As a result, some areas of skin are more co-located where sebaceous oils can be more easily released. Perspiration can aid in releasing these oils as well. Areas with less inherent oil release may feel drier and less lubricated.
added. The capacity to evaluate both cellular stress and live/dead assay after a specific exposure protocol allows pathologists to identify compounds sufficiently toxic as to not warrant further study. If you think about all of those advertisements on TV for pharmaceuticals, often liver failure is a common concern and something that patients are often presented with in terms of potential complciatons. Artificial livers however are very useful to identify overdose thresholds for potential drugs that are sufficiently toxic that it isn’t possible to evaluate directly. Explain why tissue engineered organs have lagged the more widespread use of transplants. Solution: The allure of a transplanted organ that looks, smells, and feels just like the failed organ is really appealing. If the complications associated with trying to replicate the metabolic potential of organs that secrete any number of important and vital proteins are stark, its also worth noting that the transplant teams already have a head start on any potential tissue engineered solution. The more complex the function of any organ in terms of metabolism and secretion, the more nuanced the requirements are to produce cellular engineering strategies capable of co-culturing multiple cell types in a mixed system. Its a lot easier to solve the donor/host issues by suppressing the immune function and inserting away. Perhaps the use of decellularized organs is a nice happy medium, but the stark reality is that none of these transplant options from originally viable organs are available in supplies capable of addressing a long donor list;
Two-Step and Inequalities INSTRUCTION 1: INSTRUCTION 2: Classwork Solve, check and graph the following inequalities. 10 + 7x < 17 -1 + 3x ≥ -28 -4x + 2 > -46 3 + 5x + 3x ≤ 19 -6x – 6 + 3x > -24 -4 – 2x + 5x ≤ 8 6x – 8 > 1 + 3x 3x – 9 > -41 + 7x 4(-7 + 3x) ≥ 32 5(-7x + 8) ≤ 275 x - ≤ –x + < Write an inequality for each situation, then solve. You want to spend $20 for a taxi ride. Before you go anywhere, the taxi driver sets the meter the initial charge of $2. The meter adds $1.50 for each mile and you plan on giving a $2 tip, what is the farthest you can go? On a trip from New Jersey to Florida, your family wants to travel at least 436 miles in one day from 8am to 5 pm. You plan on only stopping for a total of 1 hour. What must your average speed be? Homework check and graph the following inequalities. 5x + 1 > 51 6x + 6 ≤ 24 -6x – 3 > -63 4 – 3x – 5x ≥36 3 + x + 6x < -53 2 + 2x ≤ 3x + 2 -8 + 7x ≤ 4x -52 2x + 8 > -x -1 4(-3x -5) < -164 6(3x + 9) ≥ 126 x +
(1) Which cab company should they utilize in order to spend less money? (2) How much money will the Smith’s save in their stay in NY if they have five, fifteen mile trips to take? The Verizon cell plan charges a monthly fee of $30 and $0.15/minute. Cingular charges a monthly fee of $25, and $0.20/minute. an equation that represents the cost of each cell phone company’s fee. Let c = cost. For what number of minutes will the total cost for each of the cell phone companies be the same? Mary will talk for approximately 150 minutes/month. What plan should she purchase? Explain your answer.
Mention the different stages of software development process. (4m) June 2013 Sol: A software development process provides a basis for the organized production of software, using a collection of predefined techniques and notations. Development Stages System Conception Conceive an application and formulate tentative requirements Analysis Deeply understand the requirements by constructing models System design Devise the architecture Class design Determine the algorithms for realizing the operations   Implementation  Translate the design into programming code and database structures  Testing  Ensure that the application is suitable for actual use and actually satisfies requirements  Training  Help users master the new application  Deployment  Place the application in the field and gracefully cut over from legacy application  Maintenance Preserve the long term viability of the application Analysis To specify what must be done. Domain analysis focuses on real-world things whose semantics the application captures. Application analysis addresses the computer aspects of the application that are visible to users System Design Devise a high-level strategy — the architecture — for solving the application problem. The choice of architecture is based on the requirements as well as past experience. Class Design  To emphasis from application concepts toward computer concepts.
public abstract RentalPlace { ----------- 1 ----------- /4 private int floor; protected double area; protected double rentalPricePerM; public RentalPlace(int f, double a, double r) { floor = f; area = a; rentalPricePerM = r; } public RentalPlace(RentalPlace p) { ----------- 1 = p.floor; area = p.area; rentalPricePerM = p.rentalPricePerM; } public abstract double calculateRent(); ----------- 1 public int getFloor() { return floor; } ----------- 1 public double getArea() { return area; } } public Shop extends RentalPlace { ----------- 1 ----------- /6 private int frontSide; public Shop (int f, double a, double r, int fs) { super(f, a, r); ----------- 1 frontSide = fs; } public Shop (Shop s) { ----------- 1 super(s); ----------- 1 frontSide = s.frontSide; } public double calculateRent() { ----------- 1 return ((area * rentalPricePerM) + (frontSide * 3000.0) ); } public int getFrontSide() { ----------- 1 return frontSide; } } Exercise 3: Let’s consider the same class RentalPlace and its sub-classes as described in exercise 2. Building class:
Solver Use excel solver to solve for a nonlinear system: u(x,y)=x2+xy-10=0 v(x,y)=y+3xy2-57=0 use initial guess x=1 y=3.5 خطوات الحل: قيم x,y ثم نعوض عنهم في المعادلات u(x,y) & v(x,y) بدلالة الخلية (أي في المثال الموضح قيمة x =1 يعبر عنها بخلية B3 ) وفي الخلية الأخيرة نحسب مجموع مربعي u(x,y) & v(x,y) أيضا بدلالة الخلية كما هو موضح. أداة الsolver كالآتي: File Options Add-Ins
Mrs. Rich said, "The thief must have worn glasses. I found a bottle of lens cleaner near the safe. The maid stated, "I found some brown hair on the windowsill where the thief entered. Does that help?" The gardener "Could it have been that short person I saw running toward the gate?" . "I'm sure it was a woman," piped in Jeeves the butler. "And I noticed she was short like the gardener said." The cook added, "I'll never forget those cold green eyes! She was very scary." With that, you took these clues back to the office where you entered opened your database that contained the lists of suspects. With your skills of running quarries, list the thief below: Creating Queries: To create a query, complete the following steps: Open your Mystery Database table. Drop down the new object menu and choose new query. Choose design view, then click OK. Choose the field you wish to find information about (you can double click the fields and it will automatically fill in the field for you). In the following queries you will choose glasses, because the first clue was that the thief wore glasses. After selecting the field, you will need to determine the criteria. Click in the criteria cell and put a check mark in the checkbox to indicate that yes, the thief wore glasses. The second clue was that the thief had brown hair. Click in the second field box and select hair. In the criteria cell, type the word brown. The third clue was that thief was short. In the third field box, choose height, and then typed short into the criteria cell. The forth clue given was that the thief was a woman. Click in the fourth criteria cell and type woman. The last clue was that the had green eyes. Select eyes as the field, then type green in the criteria cell. Your query dialog box should look like the one below: To run the query, click the run query button on the formatting toolbar. You should have only one suspect listed. Write the answer to mystery 1 on a separate piece of paper to turn into your teacher. You now are the expert on running quarries. Solve the second mystery below using the same Mystery Database and include your answer on the same piece of paper that you used for the mystery above.
Solving Word Problems Billie runs as part of an exercise plan. On Sunday she ran 8.3 miles, on Monday 5.1 miles, on Tuesday 5.75 miles, on Wednesday 5.6 miles, on Thursday 4.25 miles, and 6 miles on Saturday. How many miles did she run this week? Scene: key words: Number of groups: operation(s) needed: Amount per group: Total: A gallon of water weighs about 8.3 pounds. How many gallons of water are there in 614.2 pounds? Scene: key words: Number of groups: operation(s) needed: Amount per Total: Find the cost of this food. 4 lb. steak @ $3.89 per pound, 4 doz. eggs @ $1.05 per dozen, 2 gallons of milk @ $1.99 a gallon, and 3 loaves of bread @ $1.79 a loaf. Scene: key words: Number of groups: operation(s) needed: Amount per group: Total:
8. Solve the following equations. (Hint: Find a common denominator!) a) + = 3 b) + = + 9. Rearrange each formula to isolate the indicated variable. a) y = mx + b, for x b) I = Prt, solve for P c) d = st, solve for t d) A = , solve for b
Solving Equations with Fractions: Cross-Multiplication 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Solving Equations with Fractions: Cross-Multiplication 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Solving Equations with Fractions: Cross-Multiplication ANSWERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Solving Equations with Fractions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Solving Equations with Fractions 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Solving Equations with Fractions - ANSWERS 1. 2. 3. 4. 5. 6.
Homework – Solving Equations 5m+2=47 4n+20=48 5p–3=37 5x+2=22 6x–1=11 4x+3=3x+7 2y–3=y+2 35n+2=3n+6 4m+7=m+19 Your presentation is important here. Consider your layout. Homework – Solving Equations 5m+2=47 4n+20=48 5p–3=37 5x+2=22 6x–1=11 4x+3=3x+7 2y–3=y+2 35n+2=3n+6 4m+7=m+19 Your presentation is important here. Consider your layout. Homework – Solving Equations 5m+2=47 4n+20=48 5p–3=37 5x+2=22 6x–1=11 4x+3=3x+7 2y–3=y+2 35n+2=3n+6 4m+7=m+19 Your presentation is important here. Consider your layout. Homework – Solving Equations 5m+2=47 4n+20=48 5p–3=37 5x+2=22 6x–1=11 4x+3=3x+7 2y–3=y+2 35n+2=3n+6 4m+7=m+19 Your presentation is important here. Consider your layout. Homework – Solving Equations 5m+2=47 4n+20=48 5p–3=37 5x+2=22 6x–1=11 4x+3=3x+7 2y–3=y+2 35n+2=3n+6 4m+7=m+19 Your presentation is important here. Consider your layout. Homework – Solving Equations 5m+2=47 4n+20=48 5p–3=37 5x+2=22 6x–1=11 4x+3=3x+7 2y–3=y+2 35n+2=3n+6 4m+7=m+19 Your presentation is important here. Consider your layout.
Example: Factor 6x2 – 2x – 4 Solution: Every term is a multiple of 2. That is, 2 is a greatest common factor, so we first factor that: 6x2 – 2x – 4 = 2(3x2 – x – 2) Then we factor the trinomial in parentheses: 6x2 – 2x – 4 = 2(3x2 – x – 2) = 2(3x + 2)(x – 1) 4. The Difference of Squares Some quadratic binomials are the difference of two perfect squares. When this is the case, they can be factored as a difference times a sum, and the following formula applies: a2 – b2 = (a – b)(a + b) Example: Factor 9x2 – 4 Solution: 9x2 = 3x.3x and 4 = 2.2, so this binomial is the difference of two squares. It factors as: 9x2 – 4 = (3x – 2)(3x + 2) Example 2: Factor 3x2 – 48 Solution: 3x2 and 48 are not perfect squares, but both have 3 as a common factor. Therefore we start by factoring out 3: 3x2 – 48 = 3(x2 – 16) Now x2 – 16 is the difference of squares, so it can be factored: 3x2 – 48 = 3(x2 – 16) = 3(x – 4)(x + 4) 5. Solving Equations by Factoring
14 – Conducting Interviews and Investigations 10 – Interviewing and Investigation Skills 15 - Procedure 7 – Civil Litigation 16 – Criminal Law and Procedure 8 – Criminal Law and Procedure 17 – Legal Research and Analysis 12 - Legal Research 18 – Computer-Assisted Legal Research 4 – Technology and the Paralegal 12-Legal Research 19 – Writing: Form and Substance 11 – Legal Writing and Critical Thinking (comparison to this text is not mentioned in text) Introduction to Paralegalism, Statsky The Paralegal Professional Chapter – Topic Chapter – Topic 1 – Introduction to a New Career in Law 1 – The Paralegal Profession 2 – Paralegal Employment 3 – The Paralegal Workplace 3 – On-the-Job Realities: Assertiveness Training for Paralegals 1 – The Paralegal Profession 3 – The Paralegal Workplace 4 – The Regulation of Paralegals 2 – Ethics and Professional Responsibility 5 – Attorney Ethics and Paralegal Ethics 2 – Ethics and Professional Responsibility 6 – Introduction to the Legal System 5 – American Legal Heritage and Constitutional Law 7 – Introduction to Legal Analysis 11 – Legal Writing and Critical Legal Thinking 8 – Legal Interviewing 9 – Interviewing and Investigation - Skills 9 – Investigation in a Law Office 9 – Interviewing and Investigation Skills 10 – Litigation Assistantship 6 – The Court System and Alternative Dispute Resolution 7 – Civil Litigation 11 – Legal Research 12 –Legal Research 12 – Legal Writing 11 – Legal Writing and Critical Legal Thinking 13 – An Introduction to the Use of Computers in the Law Office 4 – Technology and the Paralegal 14 – Introduction to Law Office Administration 3 – The Paralegal Workplace 15 – Informal and Formal Administrative Advocacy CHAPTER 1 – The Paralegal Profession Teacher to Teacher Notes
Prohibition Smuggling __________ and ______________ GREAT DEPRESSION Causes: Overspeculation of __________ (1929 crash) Federal Reserve’s failure to prevent collapse of _____________________ High protective _________ - resulting in tariffs from other countries Tariff Act of 1930 - Act Impact: Unemployed and _________________ Collapse of _____________________ Political unrest (growing militancy of ___________________) Farm foreclosures and _____________ Franklin Roosevelt’s New Deal Acronym Acronyms mean? How did this program help WPA Works Progress Administration Employed people to do ______________ with direct payment for immediate help AAA Agricultural Adjustment Administration Recovery programs to nation out of depression over time Increased government regulation of _______________ and made payments to farmers FDIC Federal Deposit Insurance Corporation Corrected unsound banking and investment practices Insured _______ in individual bank accounts Social Security Unemployment insurance for those _____________ Pensions for __________ over the age of 65 Payments for blind, disabled and elderly – and to wives and children of male workers who die rallied a frightened nation in which one in four workers was unemployed. What famous quote from this era was spoken by ? ___________________________________________________
Among the identified sources of finance by both Spain and Mexico, as co-leaders in the Renewable Energies Working Group expressed specific funding options: Ministry of Energy of Mexico - availability of funds from the Sustainable Energy Fund (Fondo de Sustentabilidad Energética) which could serve for pilot activities to be developed under the JIRI with the participation of Mexican groups. The FSE (for its acronym in Spanish), is an instrument created by the Government of Mexico to promote scientific research and applied technology, as well as the adoption, innovation, assimilation and technological development in four lines: energy efficiency, renewable energy sources, use of clean technologies and diversification of primary energy sources. The Ministry of Energy in Mexico reached an agreement with IADB ideas+the Mexican Sustainability Fund in Energy wherefrom a call for international cooperation projects on energy efficiency and renewable energies use for Mexican, Latin American and European institutions was launched. This call will be open again this year for innovative proposal aimed at increasing energy efficiency and access to renewable energies. The call is open to regional consortia coordinated by a Mexican legal entity for up to $400,000/project. IBEROEKA Innovation Projects as a tool designed to promote cooperation in technological research and development between industrial sector companies and which could be the seeds for future joint coordinated activities. Instruments Joint calls for research, involving EU and different key LAC countries. Sustainable Energy Fund- Mexico de Sustentabilidad Energética). National funding options up to what each country will be willing to collaborate with, in addition to other opportunities that may arise either from 7FP, the European Commission, BID, or/and other alternatives. Other entities funding or working on renewable energies like GEEREF Global Energy Efficiency and Renewable Energy Fund, IRENA, AIE, etc, which activities will be taken into consideration for possible synergies funding alternatives: InterAmerican Development Bank (IADB) Latin American Investment Facility (LAIF) 6. Indicators According to construction. 7. Self-assessment The cooperation in the working group has been supported mainly by Mexico, Spain, Brazil, Argentina, Nicaragua y Costa Rica. Opportunity to reinforce the participation of Peru and other interested countries. The involvement of the members of the working group has been smooth and Active role of European Technology Platforms, strong commitment from the members from Spain Extremely good participation of American and European experts in the activities supporting the WG
If the room is highlighted, then will be a fee associated. Student Affairs has $100 per student group in our budget which can be used towards this fee each year for each RSO- contact for details. All rooms have a wireless internet and Ethernet connections, unless otherwise noted. You may need a valid UW NetID to access the network. Room # Type Capacity Room Features & Equipment Image A420 (Hogness Auditorium) Lecture Hall 482 PA system, 2 overhead projectors, 2 slide projectors (request projectionist from Classroom Services, hsbav@uw.edu, 2 weeks in advance of event), DVD/VCR, LCD projector during the BB1602 Classroom 32 overhead projector, slide projector D209 (Turner Auditorium) Lecture Hall 168 PA system, overhead projector, 2 slide projectors, VCR/DVD, LCD projector Note: The booth is now kept locked; pick up key from Classroom Services, T291A. D210 Special Event Space 40 Connected to E-court Cafe. Available after 3:30pm, Monday – Friday E212 Conference Room 20 overhead projector, LCD projector E214,216 Seminar Room 16-30 overhead projector, slide projector, LCD projector I132 Conference Room 30 (50) LCD projector, overhead projector, slide projector, 20 add’l stacker chairs, 2 active phone lines but no phone. Note: Always kept locked; pick up key from Classroom Services, T291A. K069 Lecture Hall 94 PA system, overhead projector, 2 slide projectors, DVD/VCR, LCD projector RR134 Lecture Hall 50 PA system, overhead projector, 2 slide projectors, VCR, LCD projector, 8-panel x-ray view-box
T641 Conference Room 10 No AV or Ethernet Connection in room. T663 Seminar Room 30 overhead projector, projector, LCD projector T739,747,733 Lecture Hall 121 PA system, overhead projector, 2 slide projectors, VCR, 2 LCD projectors, course casting Health Sciences Lobby Special Event Space 200 No AV in Note: Alcohol is not permitted at anytime. Rotunda Foyer Special Event Space 100 No AV in this space. To reserve the raised dining area and rooms I140-142 found in the Rotunda, contact the UW Catering Office at 685-2051. at South Campus Center All rooms have wireless internet connection and Ethernet connection, unless otherwise noted. You may need a valid UW NetID to access the network. Room # Type Capacity Room Features & Equipment Click thumbnail for image(s) SCC 222,224,228 (Portage Bay Room) Conference Room 12 overhead projector, LCD projector Portage Bay Area Special Space 225 No AV in space. Note: Must reserve SCC 222, 224, 228 in order to book this space SCC 254 (Sub-Crow’s Nest) Special Event Space 26 overhead projector, LCD projector, no Ethernet connection Note: Conference room layout. SCC 300 Lobby Special Event Space 150 No AV or Ethernet connection in
buckling load. It is obtained b y dividing the buckling load by a suitable factor o f safety (F.O.S). Safe load = Buckling load /Factor of safety 3. State Hooke’s law. It states that when the material is loaded, within its elastic limit, the stress is directly proportional to the strain. Stress α Strain 4. Define Factor of Safety. It is defined as the ratio of ultimate tensile stress to the permissible stress(working stress). 5. State the tensile stress & tensile strain. When a member is subjected to equal & opposite axial pulls the length of the member is increased. The stress is included at any cross section of the member is called Tensile stress & the corresponding strain is known as Tensile strain. EXPERIMENT NO.-3 TITLE: - Impact test AIM: - To determine the Impact toughness (strain energy) through Izod test and Charpy test THEORY: - In a impact test a specially prepared notched specimen is fractured by a single blow from a hammer and energy required being a measure of resistance to impact. Impact load is produced by a swinging of an impact weight W (hammer) from a height h. Release of the weight from the height h swings the weight through the arc of a circle, which strikes the specimen to fracture at the notch (fig.. Kinetic energy of the hammer at the time of impact is mv2 /2, is equal to the relative potential energy of the hammer before its release. (M gh), where m is the mass of the hammer and is its tangential velocity
EXCEL SKILLS: LINE/SCATTER GRAPHS, ROWS AND COLUMNS, INDEX, MATCH Line and Scatter Graphs Line Graphs Scatter Graphs Show change over time Show paired numerical data Show change in continuous variables Show correlation between variables X-axis have numerical value (year, ID number X-axis has numerical value How to Make a Line Graph Source: IPEDS: National Center for Education Statistics To start, you should have two sets of data, one for the X-axis and Y-axis Go to the “Charts” tab and select the line option. Select one set of data for your X-axis and one for the Y-axis. You can either type the cells in or copy and paste them. To write a title, legend, and labels for the axes, click the “Chart Layout” tab, select Format, and select each element that want to create. How to Make a Scatter Graph You should have your data ready to be able to insert the graph. Go to the “Charts” tab and select the scatter option. Select one set of data for the X-axis. To write a title, legend, and labels for the axes. Click the “Chart Layout” tab, select Format, and select each element that want to create. To edit later, you can right click the graph and click “Select Data” which brings you to this menu.
99.7% will fall within three Standard Deviation Normal Distribution – two types of random variables Discrete Random Variables - (count things) for example, number for heads in a 10 coin flip, number of females of democrats in a sample. Continuous Random Variable : – on measurements) unaccountability infinite number of values (values within an interval on the real line) many possible values. For example, time to complete a task, exam score – complete a task is continuous because it can take you 5 min – 3 hours not a specific time to count (continuous). A continuous random variable X has a normal distribution if its value falls into a smooth (continuous) curve with a bell-shaped pattern. Changing an x-value to a z-value – z-formula STEPS: To find Probabilities for a Normal Distribution Draw a picture of the distribution Translate the problem into one of the following: p(X<a), p(X>b), or p(a<X<b). Shade the area on your picture. Standardize to a Z score formula using the Z-formula: Z=x- µ/σ Look up the z-score on the Z-Table and find its corresponding probabilities (USE Z-TABLE) 5a. If you need a “less than” probability (p(X<a) you are done) 5b.If you need a “greater than” probability p(X>b) take 1- result from step 4. If you need a “between –two-values” probabilities – that is, p(a<X<b) – do Steps 1-4 for b (the larger of the two values) and again for a (the smallest of the two and subtract the results) Standard Normal Probability Distribution A random variable that has a normal distribution with properties of mean (μ) = 0 and a standard deviation (σ) =1, has a standard normal probability distribution. Letter z designates this particular normal random variable. Example Mean (μ) =18 Standard deviation (σ) =6 If P(x ≥ 22) =?
It is quite a pleasure to stand in front you – To present to you, on behalf of the Council of Molemole municipality; The state of the municipal address outlining the 2018/19 IDP and Budget; This is an outcome of a tedious IDP and Budget process plan - As we strived to give meaning to the integrated nature of the strategic blueprint of this Council; The Integrated nature of our IDP resonates with one of the songs made famous by one Ray Chikapa Phiri – LOOK, LISTEN AND DECIDE! We LOOKED at our performance during the 2017/18 financial year; To introspect on the progress made towards the commitments we made since the 30th May 2017; We looked at our revenue collection against our projections at the start of the financial year; We looked at our human resource capacity in carrying out their assigned duties and functions; We looked at the effectiveness of our policies; We looked at the changing legislative and operating environment; We looked at our internal controls to enhance good governance; The above is often referred to as Analysis phase of the IDP;
Reverse Fishbone Diagram Purpose The fishbone diagram is most commonly used to identify all of the potential causes of a problem. If reversed, it can be used to help a team make a decision about which of multiple actions to take when faced with more than one option. The reverse fishbone provides a framework for systematically working through each of the options and identifying and discussing all of the effects that particular option may have on a system or program. The options a team has to work with may have come from a brainstorming session, or another method that is used to generate ideas to support problem-solving. Methods The basic fishbone situates the problem on the far right on the “spine” and the “bones” each represent a potential cause of the problem. With the reverse fishbone, the diagram itself may first be reversed (to differentiate it more clearly from the cause-driven, basic fishbone) with the idea or option on the far left on the spine. The bones, now to the right, become the anticipated effects of that particular option. In the example a team has brainstormed ideas for explaining why their program’s parent satisfaction survey results are low. Not all domains of the survey are low. Answers to questions from two domains in particular are lowest: bridging school-to-home to support learning, and ease of communicating with the program about children’s progress or behavior. The team suspects that solutions might address both domains as they are intertwined. In their brainstorming session, the team comes up with four options for addressing the low parent satisfaction in these two related areas: Hire two program communication leads who are available at the beginning and end of each day to offer in-person opportunities to touch-base with parents about how children are doing. These staff can also develop home activity packets that reflect current lessons being taught each week that can be sent home with each child the Friday before. Change curriculums. The current curriculum lacks adequate content and supports for creating the bridge from the program to home learning and there are others on the market that are better in this area. Offer more parent nights that focus on one key aspect of current lessons over dinner. These events will provide parents with background on what children are currently learning in the classroom and the specific ways they can reinforce those activities at home. Parent nights are currently held once per calendar quarter. This option would increase frequency to once per month.
Original currency (e.g. USD, Euro) Exchange Rate Equivalent USD ($) 0.00 $ Commitments and Disbursements Implementer Amount Committed or Disbursed (Original Currency- Please Specify) Date of Commitment or Disbursement
-7- Monday, December 10, 2018 7:30 AM - 5:30 PM - Exhibits open 8:15-9:45 Concurrent Session Group C (Part 1) Will it be repeated at 10:15? Room title Presenters Yes Bayshore 1,2 Laura Zierer and Dona Sauerburger Yes Bayshore 3,4 Eileen Siffermann and Dr. Bill Wiener Yes Bayshore 5,6 TBA NOT repeated! Gasparilla 1,2 Sarahelizabeth Baguhn and Dr. Dawn Anderson 9:45-10:15 BREAK in Exhibit area Sponsored by Invision Services, Inc. THANK YOU! 10:15-11:45 Concurrent Session Group C (Part 2) Was it presented at 8:15? Room Title Presenters Yes Bayshore 1,2 Laura Zierer and Dona Sauerburger Yes Bayshore 3,4 Eileen Siffermann and Dr. Bill Wiener Yes Bayshore 5,6 TBA NOT repeated! Gasparilla 1,2 Sue Glaser -8- Monday, December 10, 2018 (continued) 11:45-1:15 Lunch (on your own)
Will it be repeated at 9:45? Room Title Presenters Yes Bayshore Lindsey Moore Yes Bayshore Stephan Sauerburger and Dona Sauerburger NOT repeated! Gasparilla 1,2 Amy Gunn and Kelly Chadwick 9:45-10:45 Concurrent Session F (Part 2) Was it presented at 8:30? Room Title Presenters Yes Bayshore Lindsey Yes Bayshore Stephan Sauerburger and Dona Sauerburger NOT repeated! Gasparilla Lukas Franck 10:45-11:00 Break with snacks in Exhibit area 11:00-11:45 Concurrent Session Group G (Part 1) Will it be repeated at 12:00? Room Title Presenters Yes Bayshore Howard Kaplan NOT repeated! Bayshore Rod Haneline NOT repeated! Gasparilla Franck and Mickey Damelio -11- Tuesday, December 11, 2018 (continued) 12:00-12:45 Concurrent Session Group G (Part 2) Was it presented at 11:00? Room Title Presenters Yes Bayshore Howard Kaplan NOT repeated! Bayshore Joy Bieder
(IV) The unification of Italy and Germany 10 21ST FEB.- 6TH MAR.tentatively. The process of unification in detail, factors involved, consequences and impact. (v) social and economic changes 08 7TH Detail study of various social and economic changes during the period and effects in all arenas. (vi) Imperialists conflicts: W.W1 08 20THMAR.- 02 APR.tentatively. Imperialism and its features, reasons of conflicts, W.W1. (VII) rise of Fascism and Nazism 08 03RD APR.- 13TH APR. Tentatively Origin of fascism and Nazism, factors responsible and impacts (VIII) Origin of W.W.2 08 14THAPR….onwards tentatively. Genesis of W.W.2, reasons, factors of origin in detail, consequences and impact.
Some Common Kinds of Academic Writing Assignments “This table outlines the purpose, real life audience, tone of writing and structural features of some assignments. It will give [students] a start when [they] are trying to work out what style of writing [they] should try to produce. Task Purpose Audience Tone Structure Answer a question Present an argument based on facts Peers Academic community Factual Concise Logical flow Clear structure Active voice Intro Body Conclusion Usually without headings Lab/prac report To explain what you did To draw conclusions Peers Researchers wanting to replicate Past Step by step Clear Objective Passive voice Intro Methods Results Discussion (IMRD) - headings Case study (report) Examine a situation Identify positives and negatives Make recommendations Professionals - not always academics Politicians Public Factual Authoritative Concise Easy to follow Numbered headings Table of contents Executive summary Review of an article Evaluate or critique the data, research methods and results Peers Interested people in your profession Analytical Evaluative Present tense Active No headings Brief summary Comment on quality of work review Identify key ideas across literature Understand current thinking Find a 'gap' for research Researchers Academics Fellow professionals Formal Objective Tentative opinions based on text Intro, body, conclusion without headings Explanation of similarities and differences plus critical comment Identify key articles on a topic Researchers Academics Fellow professionals Formal Objective Title of work listed alphabetically by author
Evaluate usefulness of articles in relation to topic Inform others Indented 1-2 paragraph summary and critique in relation to topic journal Identify your understanding Reflect on your thinking Understand how and what you have learned Yourself Conversational Thinking aloud Can use "I" Not necessarily formal, but still clear Refers to text, lectures and practical situations Links between formal learning and personal meaning Project report To report on work done or a plan for work to be done Often for an outside organisation, such as an NGO or government Factual Past tense (for work completed) Future tense for proposed work Present tense to describe current situation Title page Acknowledgements Executive summary or abstract Table of contents Intro and body (no heading) Conclusion / recommendations References or bibliography Glossary Appendices
The graph crosses the y axis at approximately 0.055 this is 1/f 1/f = 0.055 , f = 18.2cm Q33 M = 3, that is v/u = 3 or v = 3u 1/v + 1/u = 1/f 1/3u + 1/u = 1/f 1/3u + 3/3u = 1/f 4/3u = 1/f Now M = 2.5, that is v/u = 2.5 or v = 2.5 u that is (3u -20) = 2.5 x, where x = new object distance. (3u-20)/2.5 = x and 1/v + 1/u = 1/f, Combining and reducing to 1/f = 3.5/(3u-20) substitute for 1/f = 4/3u 10.5 u = 12u - 80 1.5u = 80 u = 53.3 cm therefore 1/f = 4/3u = 4 / 3 x 53.3 f = 40 cm
BRING FORM 882 (E) Scantron, # 2 pencils, eraser and or white out Anatomical names and directions Anatomical planes Anatomical regions of the body Body cavities of transport Glycolysis - what makes it run, what makes it stop Function of enzymes; what allows them to run, what ruins them and their reactions What is an isotope? What is special about a solution that is acidic or basic, and how is this status measured? Function of a chemical buffer? Function of all the macromolecules, both monomers and polymers Microscope parts and their functions How to determine the size of a cell drawn in a field if given the field diameter, the total magnification, and a table relating these two What Parts/organelles of a cell and what their functions are How does a cell use DNA to make protein? Be able to transcribe and translate a DNA template strand. What associated with this?
Solomon Islands Extradition (Solomon Islands) Regulations 2010 Slovenia Extradition (Slovenia) Regulations 2004 Thailand Extradition (Thailand) Regulations made in 1995 Tonga Extradition Regulations 2010 Tuvalu Extradition (Tuvalu) Regulations 2009 United Kingdom Extradition (United Kingdom) Regulations 2004 Vanuatu Extradition (Vanuatu) Regulations 2010