{"text": "Aims and Fit of Module\nThis module provides an introduction into the formulation and analysis of mathematical models, covering graphical methods, differential equations as well as stochastic modeling. Graphical and stochastic modeling are powerful tools that allow one to model linear relationships among variables while accounting for the uncertainties of the data. These tools play an increasingly important role in modern applications of social and biomedical sciences. In the lectures, the participants will get hands-on training in both the fundamentals and applications of these modeling approaches to scientific problems.\nA Demonstrate an understanding on the outline, formulation, and utility of mathematical models.\nB Comprehend the elementary components of mathematical modeling such as scaling arguments, graph, optimization, and probability.\nC Apply ordinary differential equations to model the dynamics of a system.\nD Perform analysis of ODEs with local stability theorem and the global method.\nE Design a stochastic model using probabilistic building blocks such as random variables, Bernoulli trials, normal distribution, and linear regression.\nF Compensate the basic characteristics of networks, and be able to use graphs to represent complex relationships between variables.\nMethod of teaching and learning\nThis subject will be taught by a combination of lectures and tutorials. In lectures, students are introduced to the core concepts, major methodology and common topics of mathematical modeling. Tutorials are given as a platform to address any specific question or issue from individual students.", "label": "Yes"}
{"text": "Can you hire someone to do math homework? Absolutely, yes. Now, you can hire Statistic Explained to do maths homework. Math is not an easy subject to deal with, and probably the worst path is you probably cannot get away from it for your entire life. It is due to the fact that math is a critical subject that continues to be a part of every education sector. For instance, in chemistry, you will have to solve equations. Even in biology, there is math. Math is omnipresent, and it scares students who are scared of it. There is no running from it, and the only way to get rid of it is to deal with it.\nHire Statistic Explained to do my math homework\nWhile some students can effectively deal with maths and its homework, let’s face one thing. Many students have a tough time dealing with maths. Besides, completing and submitting the homework can be way too much pressure for some students. In fact, students are known to have math-related nightmares. So, to avoid such a daunting task and accomplish math homework in time, students nowadays look for help to complete their math homework. And there is no better place to ask for help than a Statistic Explained.\nWhy did Hire Statistic explain to do my math homework?\nStatistic Explained is an online education service help provider. Here we dedicate our time and resources to ensure that some of the students’ struggles are well shared. We do so because we understand and value the importance of education. However, we equally, if not more, value the well-being and career prospects of the students who hire us for help. We acknowledge that assignments can be tough to do on their own, and therefore, we step in to relax some pressure caused by the deadline and tricky questions put in the math homework. Also, sharing is caring, and we care, and that is why we offer services to do the math homework.\nAlso Read: Discrete Math Homework Help\nHire Experts to do my math homework\nNow, if you were wondering how we would do your math homework, then here is your answer. Our team consists of several math experts and qualified professionals who willingly offer to help the students do their math homework from around the world. Yes, our services are available worldwide, and it is open 24/7. Also, since our experts and professionals are from around the world, you can completely expect us to provide service at any time at your convenience. Contact us at 5 AM in the morning, and we will be available. Contact us at midnight, and you will find us available online. So, basically, all you have to do to hire us is – Contact us. Once you do that, our representative will take care of the rest. Yes, hiring us is this simple, if you were wondering.\nMaster Math with our Experts and Professionals Assistance\nIf you thought that we just do the math homework, then here is a surprise for you. We don’t just do math homework; we even teach math. Our goal is not just to solve problems for you, but we also wish to remove the math insecurity and fear within you. It is because we want all our students to be great in their careers, and we understand that unless you have a good grasp of a subject, you can never do great in it. So, our experts will be available to guide and support behind just completing your math homework if you want to.\nOur Math Experts and Professionals are the best\nYes, we consider them the best because they have already proven their talents and skills. Besides, they have enough experience and knowledge to understand how different students learn differently. So, to ensure you grasp the math topics properly, they will adapt to a suitable type of teaching. Also, they seem to share some higher-level tricks that are easier to solve problems with. More importantly, schools and colleges will never teach you about them because they only stick with the syllabus.\nKnow More: Choose Result-Driven Math Exam Help Online!\nAt Statistics Explained, with in-house team of geniuses, offer professional services beyond measures, combining, learning, understanding, acquiring skills, and solving problems. The smart move to save time while learning to excel at the subject lies with Statistics Explained. The road to success is the hardest one and all we do is, give you a little push so that you can equip yourself better for the bigger battle.\nSay goodbye to worries and say ‘hi’ to Statistics Explained!\nQ: How can I hire someone to do my math homework?\nA: Just contact us through our email – email@example.com or contact +1(863)240-2673.\nQ: Are Math Homework helpers available 24*7?\nA: Yes, how can I hire someone to do my math homework service is available 24/7.", "label": "Yes"}
{"text": "There are two classes A, B, all samples of N = N_A + N_B.\nAnd extracted 500 feature values for each sample, as Feature of each of them. As below:\nFor the Feature of each of N = N_A + N_B, what kind of mathematical description can describe/discuss it well?\nAt present, the method I’m thinking of is, after extracting all the image sample feature of class A and class B, add the feature values by class and then average them, that is,\nThen for the feature_A and feature_B, each PCA (and similar value) obtained is a feature that represents the whole class. From the perspective of feature engineering, can such a method work?", "label": "Yes"}
{"text": "Mathematical Induction HELP!\nUse the principle of mathematical induction to prove the following:\ncosθ + cos3θ + cos5θ ... + cos(2n-1)θ = [sin 2nθ]/[2sinθ] for all positive n\nsinθ + sin3θ + sin5θ ... + sin(2n-1)θ = [1-cos2nθ]/[2sinθ] for all positive n\n1 + cisθ + cis2θ ... + cis nθ = [1-cis(n+1)θ] / [1-cisθ] where cisθ doesn't equal 1, n is greater than or equal to 1\nI have solved these for n=1, so i said P(k)=1 is true (n=k), but now I am onto P(k)= k+1, and I am really stuck!\nAny help would be greatly appreciated!\nThanks in advance =]", "label": "Yes"}
{"text": "Hi! I had my hcg drawn on a Thursday and then Monday so 4 days/96 hours. When I put them into the hcg calculator it tells me they are doubling every 53 hours at a rate of 84%.\nWhen my doctor called she said the numbers are only doubling 40% and she’s worried. Can someone help me?\n1st was 158\n2nd was 542", "label": "Yes"}
{"text": "Remembering how to will help us in this lesson. Let's try a practice problem to review.\nWrite the number \"sixty six hundredths\" as a decimal.\nThis video looks at how to write decimals in percentage form.\nWrite 0.23 as a percentage.\nThis video looks at how to write percentages in decimal form.\nWrite 90\\% as a decimal.\nMake connections between equivalent fractions, decimals and percentages", "label": "Yes"}
{"text": "Florida State University - Financial Math Club\nAmount Raised: $32.12\ntake action >\nsupport us >\nBecome a Supporter\n208 Love Building 1017 Academic WayTallahassee, FL 32306-4510\nGraduate Organization at Florida State University that networks, educates, and further develops students in financial math programs.\nEducation – Higher Ed", "label": "Yes"}
{"text": "Recognition for Outstanding Student and Faculty Work\nNote: Student names are given in italics.\nState, National and International Awards\nJonathan Hodge: Dr. Hodge and student co-authors Geoff Patterson and Emily Marshall received one of the two George Pólya Awards in 2011 for their article, \"Gerrymandering and Convexity\" published in the College Mathematics Journal in 2010. The article was the result of the group's work during 2008 summer REU.\nTwo Grand Valley mathematics students performed impressively in the 2011 William Lowell Putnam Mathematical Competition. The competition, referred to as the “World's Toughest Math Test” by Time magazine, is an annual competition for undergraduate college students in the United States and Canada. In the 2011 exam, Todd Peterson scored 8 points and was ranked 923rd, while Tanner Swett received 20 points and was ranked 316th among 4440 participants. Tanner made it to the top 500 list, which is a standard benchmark for performance. His score was the highest score ever achieved by a Grand Valley student, despite the fact that the 2011 exam was the most difficult in recent history.\nLeah Wischmeyer :Leah, one of our mathematics majors seeking elementary certification, won a Miriam Schaefer Scholarship from Michigan Council of Teachers of Mathematics in 2011.\nAlexis Johnson: Alexis, who participated in mathematics research in the BYU REU program in Summer 2011, won an MAA Outstanding Presentation Award for her talk \"Word Length in Alternate Presentations of Tompson's Group F\" at the national mathematics conference MathFest 2011.\nDavid Austin: Dr. Austin was awarded the 2012 University Outstanding Teacher Award by the GVSU Pew FTLC. This award recognizes one outstanding teacher each year for their teaching excellence in the classroom, disciplinary expertise, and student mentoring.\nSteve Schlicker: Dr. Schlicker was awarded the 2011 Distinguished Undergraduate Mentoring Award by the GVSU Center for Scholarly and Creative Excellence. This award recognizes one faculty mentor for their excellence in mentoring undergraduate researchers.\nState and National Grants\nSteve Schlicker: Dr. Schlicker received a grant in 2011 for his project titled \"The Academy of Inquiry Based Learning\" from the Academy of Inquiry Based Learning.\nChar Beckmann: Dr. Beckmann received a grant in 2012 for her project titled \"Family Math Summer Learning Loss Mitigation Project\" from the Michigan Space Grants Consortium.", "label": "Yes"}
{"text": "Place Value and Transformation\nFourth graders have a class discussion about fraction and negative numbers that were in the coordinates. They plot and read ordered numbered pairs. They transform ordered pairs and explore transformation of figures on a plane.\n3 Views 0 Downloads\nSaxon Math Intermediate 5 - Student Edition\nExpand your resource library with this collection of Saxon math materials. Covering a wide range of topics from basic arithmetic and place value, to converting between fractions, decimals, and percents, these example problems and skills...\n4th - 6th Math CCSS: Adaptable\nIntegrating Gandhian Principles of Communal Unity in Mathematics\nFourth through sixth graders incorporate Gandhian principles into Math curriculum. They explore Gandhi's teachings on communal unity and economic equality. This has quite a bit of information about Gandhi and his observations and...\n4th - 6th Math", "label": "Yes"}
{"text": "By A. Fumagalli1,2,3,4⋆, A. Saro1,2,3,4, S. Borgani1,3,2,4, T. Castro3,2,4, M. Costanzi1,3,2.. Courtois, Hélène…\n« We validate a semi-analytical model for the covariance of real-space 2-point correlation function of galaxy clusters. Using 1000 PINOCCHIO light cones mimicking the expected Euclid sample of galaxy clusters, we calibrate a simple model to accurately describe the clustering covariance. Then, we use such a model to quantify the likelihood analysis response to variations of the covariance, and investigate the impact of a cosmology-dependent matrix at the level of statistics expected for the Euclid survey of galaxy clusters.\n« We find that a Gaussian model with Poissonian shot-noise does not correctly predict the covariance of the 2-point correlation function of galaxy clusters. By introducing few additional parameters fitted from simulations, the proposed model reproduces the numerical covariance with 10 per cent accuracy, with differences of about 5 per cent on the figure of merit of the cosmological parameters Ωm and σ8. Also, we find that the cosmology-dependence of the covariance adds valuable information that is not contained in the mean value, significantly improving the constraining power of cluster clustering. Finally, we find that the cosmological figure of merit can be further improved by taking mass binning into account. Our results have significant implications for the derivation of cosmological constraints from the 2-point clustering statistics of the Euclid survey of galaxy clusters… »", "label": "Yes"}
{"text": "Did you know that students learn better when they are given a variety of strategies to use in math? This way they can find the strategy that works best for them. Finding a strategy that works is extremely important when teaching math. As teachers, we always have to remember that not all students learn the same way.\nSubtracting large numbers is always a difficult skill for students to learn, especially when regrouping is involved. Many of my students struggle with how to do this. There are actually 4 easy strategies for subtracting large numbers that I will share below!\n1. Subtract using Base 10 blocks\nTeaching students to subtract using base 10 blocks shows them really important math skills:\nIt is hands-on and engaging.\nThey learn to draw diagrams.\nThey learn to use objects.\nTeaching them to subtract with base ten blocks shows students the \"why\" of both addition and subtraction. It shows how the numbers are put together and taken apart to get their final answer. This is extremely important for students to learn how things work in order for them to understand the algorithm. This is also especially important when students have to regroup. If your school does not supply them, I have found them affordable here on Amazon!\nStudents should understand what regrouping actually means and that it is more than just carrying the 1 and dropping a number. I liked to make sure my students had a really solid foundation of regrouping before moving on to the next concept. When I teach subtraction using base 10 blocks, I like to use Base 10 Student Anchor Charts with my class.\n2. Subtract using Expanded Form\nNext, try teaching students to subtract using expanded form. They can simply break larger numbers into expanded form and then subtract each place value before putting them back together.\nHere is an example of using expanded form to subtract:\nEX: 456 -235 = (400+50+6) - (200+30+5) = 200+20+1 = 221.\nStudents can get additional practice writing numbers in expanded form if needed by using this Understanding Place Value Activity.\n3. Subtract using the Algorithm\nThe algorithm is for more advanced learners who understand the \"why\" of how the numbers work together. This is also known as \"old math\" (like we were taught!) This is simply following the steps. The algorithm is harder for students to memorize and understand if they do not have a strong foundation for what the numbers mean or the true meaning of regrouping. Subtracting using the algorithm is also harder for students to compute mentally when regrouping is involved.\n4. Subtract Using the The Townhouse Regrouping Method\nA hard concept with subtracting is dealing with regrouping multiple place values. For example the problem, 1,008 - 569.\nStudents struggle with going all the way to the thousands place but having to make the hundreds and tens into 9. My favorite strategy for teaching this is using the townhouse method.\nHere’s how to use the Townhouse Method for Subtraction:\nThe ones place (house) wants to bake cookies for grandparents day. They need to use 9 cups of sugar but they only have 8 so they go next door. That neighbor says they have 0 cups of sugar, but because she stopped there, they now want to make cookies and need some sugar.\nSo then the ones goes to the hundreds (house) to ask for sugar but they also have zero cups. Now that house also wants to make cookies.\nFinally, go to the thousands house to ask for sugar. They finally have \"1\" cup of sugar! But they are the thousands place so this really means that they have 1,000 cups!\nSo the ones place takes the \"1\" cup of sugar and shares it with the neighbors in between. She gives the hundreds house the 1,000 cup but that becomes a 9 (or 900) because she has to then give the tens house some making it a 9, then finally she has 10 cups of sugar in her ones house to be able to subtract the 9.\nMy students LOVE this strategy. As we practice it, I will switch up what is being made as well as the ingredients. I will also have students come up with the story at times.\nRemember-Not all Students Learn the Same\nRemember that all of your students are capable of finding the answer when subtracting large numbers that require regrouping. However, they may all use different ways to get to that answer. It is always so interesting when I have students come up and teach each other how they got their answer using Cognitively Guided Instruction. I love to see how differently everyone’s brain works!", "label": "Yes"}
{"text": "This project is for someone that is already expert in NURBS and already has the code or knows how to do it.\nIf you are not familiar with NURBS coding please do not bid on this project.\nI need a set of NURBS code in VB to model a NURBS spline (not surface).\nThe inputs for the curve are:\n1. An array of control points on the X Y plane\nNote: The values of the X and Y points increase through the list.\n2. An array of weights\n3. Increment of points to calculate along the x axis\n(Note: this is the X Axis not the parameter of the curve.)\n(You will have to do a binary search to find this)\n4. The order\nThe return is:\n1. An array of the Y values at each X increment\nComputation speed is important.\nThere will be 20 control points for which 150 points will be computed, this should take less than 5 seconds on a 1 ghz computer.\nSee attached demo file for place to install NURBS code.\n1 freelancer byder i gennemsnit $100 på dette job\nI have the project already done in VB and it plots the calculated curve with any number of control point. I have also experience with bezier surfaces. How can I send you screen shot of my project?", "label": "Yes"}
{"text": "Find time elapsed in a table (for loop)?\n1 回表示 (過去 30 日間)\nI have a table with two columns, TrialNumber and Minutes (attached).\nThe trials represented are\nUsing the Minutes column, how can I find how much time has elapsed for each of the trials?\nI think to do this I would want to subtract the last row with the trial and take the Minutes and subtract from the first row with the trial.\nThank you in advance for your help!\nMegumi Fukuda 2021 年 4 月 18 日\nDisclaimer: This anser is based on an assuption that the first row with a tt.TrialNumber contains the time ('tt.Minutes') where the trial actually started.\nYour comment \"I think to do this I would want to subtract the last row with the trial and take the Minutes and subtract from the first row with the trial.\" sounds sensible, and here is a snippet. duration_eachtrial should be what you want.\nallTrials = unique(tt.TrialNumber); % extract all the trials in the mat file\nfor idx_trial = 1:length(allTrials)\nduration_eachtrial(idx_trial) = tt.Minutes(tmp_trialidx(end))-tt.Minutes(tmp_trialidx(1));", "label": "Yes"}
{"text": "Presentation on theme: \"Histogram A frequency plot that shows the number of times a response or range of responses occurred in a data set.\"— Presentation transcript:\n1 HistogramA frequency plot that shows the number of times a response or range of responses occurred in a data set.\n2 It can only be used to show continuous data What is a histogram?A histogram is like a bar chart, but there are some important differences.It can only be used to show continuous dataThe bars on a histogram touch. The bars found on a bar graph do not touch.It can only be used to show numerical dataThe data is always grouped.\n3 Histogram: Pros and Cons Advantages:Visually strongGood for determining the shape of the dataDisadvantages:Cannot read exact values because data is grouped into categoriesMore difficult to compare two data sets\n4 How do you make a histogram? Create a frequency table Count how many occurrences in the dataBe sure to create equal intervalsLabel the x and y axisChoose a scale to labelX and Y axis do not need to have the same scaleDraw a bar for each interval.The height of the bar is the frequency for that interval.Bars must touch but not overlap.\n5 Let’s try!A study collected the number of hours children watch TV. The collected the following number of hours: 8, 7, 5, 4, 9, 6, 3, 1, 7, 5, 4, 2, 3, 5, 2, 4, 3, 5, 7, 3, 6, 5, 3, 7, 2, 9, 6, 7, 8, 5, 4, 7, 3, 9, 4, 7, 3, 1, 2, 8, 5, 3, 7, 9, 5162738495\n6 Create the frequency table Number of hours of TVIII6II1IIII IIII7IIII28IIII IIII39IIII I4IIII III5FrequencyNumber of hours of TV141-3164-6157-9\n7 Label x and y axis (Choose your scale!) Draw the bars\n8 How To Compare Distributions Analyzing Histograms and Dot Plots\n9 Analyzing HistogramsWhen you compare two or more data sets, focus on the following four features:CenterSpreadShapeUnusual Features\n10 Analyzing Histograms and Dot Plots Center (It is the MEDIAN)!EXAMPLE\n11 To Find the Center:List out the numbers in order, smallest to largest, then find the median.6,6,6,7,8,8,8,9,10,10,10,10,10,11,12Center\n16 Analyzing Histograms and Dot Plots Shape The shape of a distribution is described by symmetry, amount of skew, number of peaks, etc.Skewed LeftEXAMPLESSymmetric, UnimodalSkewed Right\n17 3 Overall Shapes: Normal/Symmetrical: Skewed left: Skewed right: The shape is symmetrical around the middle.Skewed left:Most of the data is to the right, with a long tail to the left.Skewed right:Most of the data is to the left, with a long tail to the right.\n20 Analyzing Histograms Unusual Features Unusual features refer to gaps: areas of the distribution where there are no observations andOutliers: a data point that stands out from the rest. (1.5 times the IQR)EXAMPLESGapOutlier", "label": "Yes"}
{"text": "A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.\nThe file type is\nThe rank of the average mixing matrix of trees with all eigenvalues distinct, is investigated. The rank of the average mixing matrix of a tree on n vertices with n distinct eigenvalues is bounded above by n /2 . Computations on trees up to 20 vertices suggest that the rank attains this upper bound most of the times. An infinite family of trees whose average mixing matrices have ranks which are bounded away from this upper bound, is given. A lower bound on the rank of the average mixing matrixdoi:10.13001/1081-3810.3746 fatcat:wheluqoxqrhmrgga2tvl6gf2y4", "label": "Yes"}
{"text": "This finishes up the helix-curvature example started in the last video. Created by Grant Sanderson.\nWant to join the conversation?\n- At1:32, I'm wondering why dS(vector valued function)/dt is equal to ds(arc length)/dt ?(8 votes)\n- Grant answers this in the first Curvature formula video. We need a formula for arc length in terms of t (time). So any ideas of how to approximate the (arc) length of a curve/function?\nWell, Sal does a whole series of videos on this in Integral calculus. A tangent line would give you length of a curve at that instant. We have a method to calculate tangent lines, it's called derivatives. The sum of the magnitude of all the tangent lines would give you the arc length of the curve. We use the magnitude because we want the length of the tangent line. In Sal's video on the subject, he shows that:\n* arc length (s) = ∫ || dS/dt || *\nWhere S is the equation of the curve.\nSince we want the change in arc length, we can get rid of the integral sign. Leaving us with:\n* ds/dt = || dS/dt || *\nI hope this makes sense. :)(7 votes)\n- I tried to solve the problem, using the last formula you derived in the previous video (Curvature Formula, part 5), where you divided the cross product of the first derivative and second derivative of S(t) by the magnitude of the first derivative of S(t) to the third power, and I got a different result. I did not get a constant number, but rather a vector valued function in the denominator, divided by the third power of the same number you derived for the magnitude of the first derivative of S(t). Why? I checked the arithmetic, and everything seems to be in place.(4 votes)\n- ah yes, if my instruments in space lock up imma just be wondering the circle ill be traveling for the rest of my life XD\nfr tho i like the way u explain things, wish there was more 3b1b x khan(1 vote)\n- [Voiceover] So, where we left off, we were looking at this, this parametric function for a three dimensional curve, and what it draws, I showed you, was a helix in three dimensional space. And, we're trying to find it's curvature, which...the way you think about that, you have a circle... You're thinking of the circle that most closely hugs that curve, or you could imagine you're flying a spaceship and all your instruments lock up when you're turning, and you're wondering what circle in space you're going to trace out, and you're looking for one divided by the radius of that. Or if you prefer my, you know, kindergartner drawing skills, you could just look at the helix over here while we work it through. And, the part where we left off, we had this tangent vector function. This unit tangent vector function for our curve. So at every given value, T, whatever point that corresponds to on the curve, this function is going to give us the vector that is of unit length and tangent to the curve. And the ultimate goal, for curvature, is to find the derivative of that unit tangent vector, with respect to arclength. And specifically we want it's magnitude. And what that typically requires, and I talked about this in the videos on the formula, is you take it's derivative, with respect to the parameter, T, because that's the thing you can actually do, and that might not correspond to unit length, right? If you nudge the parameter, T, that might not nudge you a corresponding length on the curve. But you correct that by dividing out, by the derivative of the parameterization function, with respect to T. And that's actually arclength, this magnitude of the derivative of the parameterization with respect to T. Boy, is that a hard word. So, with our given function, let's go ahead and start doing that. And I think first, given that we have this kind of fractions and fractions form, I'm just going to start by writing it a little bit more simply. So our unit tangent vector function, that first component, where we're dividing by the square root of 26 divided by five, instead I'm just going to write that as negative five times the sine of t. So, I'm just kind of moving that five up into the numerator, divided by the root of 26, and I'll do the same thing for cosine, where we move that five up into the numerator. Cosine of t, divided by the root of 26, and then the last part, one fifth divided by square root of 26 fifths, gives us just one divided by square root of 26. Alright, so the first step in using our curvature formula is going to be to take the derivative of this guy, right? We need the derivative of the tangent vector function. So, we go ahead and start doing that. We see that d big T, d little t, so tangent vector function parameter, is equal to, and we just take the derivative of each component. So, negative five sine goes to negative five cosine. And we divide out by the constant, square root of 26. Similarly, five cosine goes to negative five sine, since the derivative of cosine is negative sine. Negative five sine divided by 26, or square root of 26. And the last component is just a constant, so derivative is nothing, it's zero. Next step, we're going to take the magnitude of that vector that we just found. So we're trying to find the magnitude of the derivative of the tangent vector function. So we say alright. Magnitude of what we just found, d big T, d little t, involves... so this magnitude will be the square root of, make the little tic there, square root of the sum of the squares of these guys. So the square of that first component is going to be 25, multiply by cosine squared, cosine squared of t, all divided by 26, right, because the square of the square root of 26 is 26. And then we add to that 25 times sine squared, sine squared of t, also divided by 26. And from that, we can factor out, factor out 25 over 26, inside that radical, because both terms involve multiplying by 25 and dividing by 26, and what we're left with is a nice, and friendly cosine/sine pair. The reason we love things involving circles. This always happens. Nice cancellation. This just becomes one, so what we're left with on the whole, is root 25 over 26. Pretty nice. Root 25 over 26. So for a curvature equation, we go up and we can start plugging that in. So we just found that numerator, and found that it was the square root of 25, divided by 26. The entire thing, 25 over 26. And we already found the magnitude of the derivative itself. That's one of the things we needed to do to find the tangent vector. That's where this 26 over five came from. I deleted it from where we did last video to make room, but if you look at the last video, you can see where we got the square root of 26 divided by five. And I'll actually write that as square root of 26 divided by 25, just that's how we originally found it, I'm just putting the five back under the radical. And it's tempting, if you aren't looking too closely, to think these guys cancel out, but it's actually they're the opposite of each other, right? One is 25 over 26 the other is 26 over 25. So if we put everything under the radical there it's going to say equals the square root. And we're going to have 25 over 26, divided by 26 over 25 and when we flip that bottom and multiply, what we get is 25 squared divided by 26 squared. And the root of that whole thing, just gives us 25 over 26, and that is our curvature. That right there, is the answer. That is the curvature. So it's a little bit greater than one. No, no, sorry. So, it's a little bit less than one, which means that you're curving a little bit less than you would if it was a circle with radius one. Which kind of makes sense if we look at the image here, because if the helix were completely flattened out, right, if you imagine squishing this down onto the xy plane, you'd just be going around a circle with radius one. But by kind of pulling that spring and pulling it so that there's a z component, you're making it a little bit more straight. So, the curvature should go down a little bit, because it's becoming a little bit more straight. The radius of curvature will go up. So that's the curvature of a helix, and that's a pretty good example of how you can find the curvature by walking through directly, the idea of finding dt/ds. And you know, getting that unit tangent vector. Getting the little unit arclength. And in the next example, I think I'll go through one where you just use the formula. Where it's something a little bit more complicated than thinking about this and you turn to the formula itself. And I'll see you then.", "label": "Yes"}
{"text": "Download full text\nDownload full text\nERIC Number: ED354956\nRecord Type: RIE\nPublication Date: 1993\nThe AMATYC Review, Fall 1992-Spring 1993.\nCohen, Don, Ed.; Browne, Joseph, Ed.\nAMATYC Review, v14 n1-2 Fall 1992-Spr 1993\nDesigned as an avenue of communication for mathematics educators concerned with the views, ideas, and experiences of two-year college students and teachers, this journal contains articles on mathematics exposition and education, as well as regular features presenting book and software reviews and math problems. The first of two issues of volume 14 contains the following major articles: \"Technology in the Mathematics Classroom,\" by Mike Davidson; \"Reflections on Arithmetic-Progression Factorials,\" by William E. Rosenthal; \"The Investigation of Tangent Polynomials with a Computer Algebra System,\" by John H. Mathews and Russell W. Howell; \"On Finding the General Term of a Sequence Using Lagrange Interpolation,\" by Sheldon Gordon and Robert Decker; \"The Floating Leaf Problem,\" by Richard L. Francis; \"Approximations to the Hypergeometric Distribution,\" by Chitra Gunawardena and K. L. D. Gunawardena; and \"Generating 'JE(3)' with Some Elementary Applications,\" by John J. Edgell, Jr. The second issue contains: \"Strategies for Making Mathematics Work for Minorities,\" by Beverly J. Anderson; \"Two-Year Mathematics Pioneers,\" an interview with Allyn J. Washington; \"Using Linear Programming To Obtain a Minimum Cost Balanced Organic Fertilizer Mix,\" by Stephen J. Turner; \"Problems Whose Solutions Lie on a Hyperbola,\" by Steven Schwartzman; and \"The Shape of a Projectile's Path: Explorations with a Computer Algebra System,\" by John H. Mathews and Robert Lopez. (BCY)\nDescriptors: College Mathematics, Community Colleges, Computer Simulation, Functions (Mathematics), Linear Programing, Mathematical Applications, Mathematical Concepts, Mathematical Formulas, Mathematics Instruction, Mathematics Teachers, Technical Mathematics, Two Year Colleges\nAMATYC Treasurer, State Technical Institute at Memphis, 5983 Macon Cove, Memphis, TN 38134 (for libraries 2 issues free with $25 annual membership).\nPublication Type: Collected Works - Serials\nEducation Level: N/A\nAuthoring Institution: American Mathematical Association of Two-Year Colleges.\nGrant or Contract Numbers: N/A", "label": "Yes"}
{"text": "12.5 __qadd16 intrinsic\nThis intrinsic inserts a\nQADD16 instruction into the instruction stream generated by the compiler.\nyou to perform two 16-bit integer arithmetic additions in parallel,\nsaturating the results to the 16-bit signed integer range -215 ≤ x ≤\n215 - 1.\nunsigned int __qadd16(unsigned int\n, unsigned int\nholds the first two 16-bit summands\nholds the second two 16-bit summands.\n__qadd16 intrinsic returns:\nThe returned results are saturated to the 16-bit signed integer\nrange -215 ≤ x ≤ 215 - 1.\nunsigned int add_halfwords(unsigned int val1, unsigned int val2)\nunsigned int res;\nres = __qadd16(val1, val2); /* res[15:0] = val1[15:0] + val2[15:0]\nres[16:31] = val1[31:16] + val2[31:16]", "label": "Yes"}
{"text": "Express as rupees using decimals: 7 rupees 7 paise\nThere are 100 paise in 1 rupee. Therefore, if we want to convert paise into rupees, then we have to divide paise by 100\n7 Rs 7 paise = Rs 7 + Rs `7/100`\n= Rs 7.07\nConcept: Concept of Decimal Numbers\nIs there an error in this question or solution?", "label": "Yes"}
{"text": "Students from middle school to college take pre-algebra. Pre-algebra is the basis of and introduction to all upper level mathematics. An understanding of pre-algebra concepts is a requirement for all future math and sciences courses.\nMuch of pre-algebra is a review of all previously taught mathematics concepts with the inclusion of upcoming previews algebraic equations and models. Some of the items covered in a pre-algebra course are: Tools of Algebra, Integers, Equations, Factors and Fractions, Rational Numbers, Ratios, Proportion & Percent, Linear Equations & Inequalities, Functions & Graphs, Real Numbers & Right Triangles, Two Dimensional Figures, Three Dimensional Figures, Statistics & Probability, Polynomials & Nonlinear, and Functions.\nFor most students success in pre-algebra comes from regular studying and practicing habits. However, for some, math in general is a foreign language. These students require more assistance than self-study; they need someone who can answer their questions in a way that they can understand. Hiring a professional tutor strong in mathematics to assist in pre-algebra now can make a dramatic difference in a student’s performance and outlook on all future course work.\nElementary school is the beginning of your child's education, where a life long love of learning should be fostered. The basic skills and study habits your child gains in elementary school are the tools that will carry him or her throughout life. Elementary students learn about reading, math, writing, spelling, science, social studies, music, art, computers, and physical education. Elementary school should be a positive, nurturing environment where children are introduced to learning.\nAs the 5th largest city in the United States, we are prepared to provide the most professional tutoring services available to Phoenix’s residents and students. As the population of Phoenix continues to grow, only 2nd to that of Las Vegas, we will continue to grow with it maintaining a database of highly qualified and experienced tutors to meet the people’s needs. We have tutors available for early elementary learners up to and including graduate students attending Arizona State University, Grand Canyon University, Argosy University and the other college campuses sprawling across Maricopa County. Our reputation as a premium service is evident in the hundreds of testimonials we have received from parents, students, and schools across the state of Arizona.\nOur Tutoring Service\nWe offer our clients only the very best selection of tutors. When you request a tutor for a certain subject, you get what you ask for. Our tutors are expertly matched to your individual needs based on the criteria you provide to us. We will provide you with the degrees, credentials, and certifications that each selected tutor holds. Equally important is the peace of mind we offer you knowing that each of our tutors has been cleared by a nation-wide criminal background check, a sexual predator check, and social security verification. We want you to have the same confidence in our tutors as we do.", "label": "Yes"}
{"text": "Unit VII Assignment: Breaking Even\nBreakeven analysis uses two functions to describe the revenue and cost of a particular product. The breakeven point is the number of products that a business must produce and sell so that the money coming in is equal to the money going out. In this assignment, you will be asked to create a system of equations based on the cost and revenue of a particular business. You will solve the system to determine the business’s breakeven point.\nInstructions: Imagine that you are business owner who produced a particular item to sell in your new store. Answer questions 1–10. Save all of your work to this template and submit it in Blackboard for grading.\n- Briefly explain one item that you will be producing and selling in your store.\n- How much does the item cost you to produce? Consider the cost of materials and labor. Select an amount between $1 and $50. Round to the nearest dollar.\n|Cost per item produced =||$|\n- How much will you sell the product for? Select an amount between $1 and $100. The sold price must be more than what it costs to produce the item. Round to the nearest dollar.\n|Price per unit sold =||$|\n- Write the cost function, C(x), of producing x amount of items. Assume that you have a fixed cost $5,000. Replace the “?” with the appropriate numbers.\nC(x) = fixed cost + (cost per item produced)(x)\nC(x) = ? + (?)(x)\n- Write the revenue function, R(x), from the sale of x items. Replace the “?” with the appropriate numbers.\nR(x) = (price per item sold)(x)\nR(x) = (?)(x)\n- Replace C(x) and R(x) with y. This means that the cost and revenue will be the same. Write the system of equations below.\nY = write equation found for C(x)\nY = write equation found for R(x)\n- Use the substitution method to solve the system of equations found in question 6. The solution is the breakeven point. Show each step of your work below. Round your final answer for x to the nearest whole number and use the rounded value of x to solve for y. Round y to the nearest cent or to two decimal places.\n- How many items must you sell and produce in order to break even?\n- What does break-even mean? In your own words, include what the x and y-coordinates of the break-even point mean in your definition. You should not restate the coordinates you found above.\n- How many items will you need to sell in order to make a profit of $2,500? Round up to the nearest whole number.\nFirst, find P(x). To do this, substitute the expressions for R(x) and C(x) found in questions 4 and 5 into the equation below and simplify.\nP(x) = R(x) – C(x)\nNext, replace P(x) with 2500 into the equation above and solve for x. Round up to the nearest whole number. Show your work below.\nAnswer: You need to sell ____ items in order to make a profit of $2,500.", "label": "Yes"}
{"text": "Advancement in many fields of study, especially to the graduate level, is abetted by training in mathematics.\nMathematics Program Information:\nThe mathematics minor is open to all students who wish to pursue a broad-based development of their mathematical knowledge and reasoning skills whether in pursuit of professional objectives or for personal interest. Students in the mathematics minor will have demonstrated basic proficiency in applied mathematics, specifically with regard to data analysis and calculus, as well as the capability of mastering more advanced concepts from a variety of fields including analysis, number theory, and mathematical modeling. Students seeking specific skill sets such as advanced data analysis methods may work with the program director to develop appropriate course opportunities.", "label": "Yes"}
{"text": "00 each for 30 to 49 $ 14. These math sheets can be printed as extra teaching material for teachers extra math practice for kids as homework material parents can use. Math Coloring Pages. Welcome to the Math Salamanders' Fun Math Worksheets. Are you working with your students on furthering their number sense building up those addition subtraction facts? Just click on the coloring sheet title to view. If you have difficulty saving PDF program sheets: Windows: Right- click on link.\nOf course you' ll also find worksheets for practicing addition measurement, subtraction, multiplication, division, much more. ShillerLearning was the printed only program that could hold my son' s interest. Buy \" Print Bedding Sheets\" products like Nautica® Costazul Printed QUeen Sheet Set printed in Blue marimekko® Ajo Printed King Sheet Set in Black, Nautica® Somersby Printed Queen Sheet Set in Blue, Intelligent Design Triangle Printed Twin Sheet Set in Aqua Madison Park® Fretwork Cotton Printed Full Sheet Set in Aqua. Click on one of the links below to go to the category printed to open printed a new browser window with the play money sheet to download print. This star themed addition subtraction math facts game makes a great review a fun math center for facts within 10. w/ Blackline master work and self- testing sheets $ 22. Pre – K math worksheets – Printable PDF activities for math practice.This idea could be used in the classroom at school if you’ re a math teacher at home with your own kids if they’ re home- schooled ( even if they’ re not! Try Free printable worksheets from iPracticeMath designed for students, teachers parents! Worksheets are a great printed way to give your child some extra skills practice , introduce them to new concepts , ideas track their growth as they travel along their educational journey. It is an amazing addition to our homeschooling life. If you want to plan an activity that makes math even more fun, here’ s a set of math scavenger hunt questions you can use. There are lots of fun things you can do with math from doing math coloring sheets to solving puzzles playing games!\nWant to give your children extra math practice? Some additional math pages related to number sense include number charts ordinal numbers, rounding , ordering , , , estimating worksheets, worksheets about Roman numerals comparing numbers. Math Worksheets ( By Grade) These printable math worksheets are organized by Grade 1 Grade 2, , Grade 3 Grade 4. Student Audio CD of Phonograms. Printed math sheets. Select “ Save Target/ Link As” and choose a destination folder. Free printed Worksheets and Printables for Kids. Please use any of the free printable math coloring sheets below printed in your classroom printed at home. Excel Math Teacher Edition lesson plans CheckAnswer, summer school, Create A Problem, video introduction, printed scientific research, student worksheets, spiraling process .\nPrinted math sheets. This is a suitable resource page for preschoolers teachers parents. We hope that you find exactly printed what you need for your home or classroom! With our math sheet generator you can easily create new math worksheets that are never the same , providing you with an unlimited supply of math sheets to use in the classroom , always different at home. ShillerLearning has opened up a whole new way of learning for us. Play Money Play Money for Teaching Money Skills. 00 each for 50 or more. This section includes printable play money pages for teaching counting money skills. More challenging counting money, addition, printed measurement printed , geometry problems are provided, place value, , subtraction, time multiplication is introduced.\nFree Math Worksheets. com is an online resource used every day by thousands of teachers students parents.\nDinah has provided hundreds of learning tools and educational materials that are used nationally and internationally as instructional strategies by teachers. The cool math games in the virtual worlds at Math Blaster and JumpStart include fun multiplication games for kids. Kids can choose the level of difficulty of the multiplication problems they want to solve to gain more points and advance in the game. Get kids hooked on these exciting math games and watch their math grades go up! Section 4- 8 : Optimization.\nprinted math sheets\nIn this section we are going to look at optimization problems. In optimization problems we are looking for the largest value or the smallest value that a function can take. This fun, pirate- themed treasure chest math facts sort makes a great math center for Kindergarteners or First Graders to work on math facts to 10!", "label": "Yes"}
{"text": "What happens when you add three numbers together? Will your answer be odd or even? How do you know?\nCan you arrange the digits 1,2,3,4,5,6,7,8,9 into three 3-digit\nnumbers such that their total is close to 1500?\nChoose four different digits from 1-9 and put one in each box so that the resulting four two-digit numbers add to a total of 100.\nThere is a clock-face where the numbers have become all mixed up. Can you find out where all the numbers have got to from these ten statements?\nWhat do the digits in the number fifteen add up to? How many other\nnumbers have digits with the same total but no zeros?\nCan you substitute numbers for the letters in these sums?\nArrange eight of the numbers between 1 and 9 in the Polo Square\nbelow so that each side adds to the same total.\nThere are 44 people coming to a dinner party. There are 15 square\ntables that seat 4 people. Find a way to seat the 44 people using\nall 15 tables, with no empty places.\nTim had nine cards each with a different number from 1 to 9 on it.\nHow could he have put them into three piles so that the total in\neach pile was 15?\nUsing some or all of the operations of addition, subtraction, multiplication and division and using the digits 3, 3, 8 and 8 each once and only once make an expression equal to 24.\nZumf makes spectacles for the residents of the planet Zargon, who\nhave either 3 eyes or 4 eyes. How many lenses will Zumf need to\nmake all the different orders for 9 families?\nFill in the missing numbers so that adding each pair of corner\nnumbers gives you the number between them (in the box).\nBen’s class were making cutting up number tracks. First they\ncut them into twos and added up the numbers on each piece. What\npatterns could they see?\nTry adding together the dates of all the days in one week. Now\nmultiply the first date by 7 and add 21. Can you explain what\nA game for 2 people using a pack of cards Turn over 2 cards and try\nto make an odd number or a multiple of 3.\nStart by putting one million (1 000 000) into the display of your\ncalculator. Can you reduce this to 7 using just the 7 key and add,\nsubtract, multiply, divide and equals as many times as you like?\nFill in the numbers to make the sum of each row, column and\ndiagonal equal to 34. For an extra challenge try the huge American\nFlag magic square.\nWhat is the largest number you can make using the three digits 2, 3\nand 4 in any way you like, using any operations you like? You can\nonly use each digit once.\nPlace the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?\nKatie had a pack of 20 cards numbered from 1 to 20. She arranged\nthe cards into 6 unequal piles where each pile added to the same\ntotal. What was the total and how could this be done?\nUse your logical reasoning to work out how many cows and how many\nsheep there are in each field.\nUsing the statements, can you work out how many of each type of\nrabbit there are in these pens?\nThree children are going to buy some plants for their birthdays. They will plant them within circular paths. How could they do this?\nThere are 78 prisoners in a square cell block of twelve cells. The\nclever prison warder arranged them so there were 25 along each wall\nof the prison block. How did he do it?\nThe sum of the first 'n' natural numbers is a 3 digit number in which all the digits are the same. How many numbers have been summed?\nExactly 195 digits have been used to number the pages in a book.\nHow many pages does the book have?\nLook carefully at the numbers. What do you notice? Can you make\nanother square using the numbers 1 to 16, that displays the same\nHow have the numbers been placed in this Carroll diagram? Which\nlabels would you put on each row and column?\nThis magic square has operations written in it, to make it into a\nmaze. Start wherever you like, go through every cell and go out a\ntotal of 15!\nYou have 5 darts and your target score is 44. How many different\nways could you score 44?\nWinifred Wytsh bought a box each of jelly babies, milk jelly bears,\nyellow jelly bees and jelly belly beans. In how many different ways\ncould she make a jolly jelly feast with 32 legs?\nThere were chews for 2p, mini eggs for 3p, Chocko bars for 5p and\nlollypops for 7p in the sweet shop. What could each of the children\nbuy with their money?\nThis problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!\nThere are 4 jugs which hold 9 litres, 7 litres, 4 litres and 2\nlitres. Find a way to pour 9 litres of drink from one jug to\nanother until you are left with exactly 3 litres in three of the\nUsing 3 rods of integer lengths, none longer than 10 units and not\nusing any rod more than once, you can measure all the lengths in\nwhole units from 1 to 10 units. How many ways can you do this?\nHow could you put eight beanbags in the hoops so that there are\nfour in the blue hoop, five in the red and six in the yellow? Can\nyou find all the ways of doing this?\nWrite the numbers up to 64 in an interesting way so that the shape they make at the end is interesting, different, more exciting ... than just a square.\nLolla bought a balloon at the circus. She gave the clown six coins\nto pay for it. What could Lolla have paid for the balloon?\nPlace the digits 1 to 9 into the circles so that each side of the\ntriangle adds to the same total.\nTen cards are put into five envelopes so that there are two cards in each envelope. The sum of the numbers inside it is written on each envelope. What numbers could be inside the envelopes?\nThe clockmaker's wife cut up his birthday cake to look like a clock\nface. Can you work out who received each piece?\nCan you put plus signs in so this is true? 1 2 3 4 5 6 7 8 9 = 99\nHow many ways can you do it?\nUse 4 four times with simple operations so that you get the answer 12. Can you make 15, 16 and 17 too?\nFind the numbers in this sum\nThese two group activities use mathematical reasoning - one is\nnumerical, one geometric.\nFind out what a Deca Tree is and then work out how many leaves\nthere will be after the woodcutter has cut off a trunk, a branch, a\ntwig and a leaf.\nRam divided 15 pennies among four small bags. He could then pay any sum of money from 1p to 15p without opening any bag. How many pennies did Ram put in each bag?\nThe Scot, John Napier, invented these strips about 400 years ago to\nhelp calculate multiplication and division. Can you work out how to\nuse Napier's bones to find the answer to these multiplications?\nCan you make square numbers by adding two prime numbers together?\nAdd the sum of the squares of four numbers between 10 and 20 to the\nsum of the squares of three numbers less than 6 to make the square\nof another, larger, number.", "label": "Yes"}
{"text": "Notes > Foundations of Computing > Number Systems\nA number system is a set of rules and symbols used to represent a number. There are several different number systems. Some examples of number systems are as follows:\nDecimal and Hexidecimal numbers can each be represented using binary. This enables decimal, hexidecimal, and other number systems to be represented on a computer which is based around binary (0 or 1 / off or on).\n- Binary (base 2)\n- Decimal (base 10)\n- Hexidecimal (base 16)\nThe base (or radix) of a number system is the number of units that is equivalent to a single unit in the next higher counting space. In the decimal number system, the symbols 0-9 are used in combination to represent a number of any size. For example, the number 423 can be viewed as the following string of calculations:\n(4 x 100) + (2 x 10) + (3 x 1) = 400 + 20 + 3 = 423\nIt is important to note why binary numbers are used in computers and why, for example, the decimal number system is not used as the standard number system. Firstly, all number systems can be derived from binary therefore it is appropriate for a computer system which will have to deal with many different number systems.\nA bit can have one of two values (0 or 1) and any physical medium capable of switching between two states (such as a transistor) may be used to represent a bit. A computer's circuitry involves voltage signals which have different levels (low or high) that represent a binary 0 or 1. A transistor can therefore be used as a physical representation of a bit. An elementary building block for a computer therefore is a transistor.\nAn example of binary representation:\nThe word \"DAD\" is represented by the bits contained in three bytes as follows: 00000100 00000001 00000100\nThe word \"DAD\" is typed into the computer system using an external input device (such as a keyboard) then this is stored temporarily in memory as a string of bits while it is being displayed on an external output device (Visual Display Unit).\nSwitching Theory forms the mathematical foundation for digital circuits. Switching Theory concentrates on switching functions that describe in/output relationships typically in digital circuits.\nSearch for \"Number Systems\" on:\neBay (UK) |\nSearch for \"Number Systems\" on the rest of Computing Students: Number Systems", "label": "Yes"}
{"text": "If the marginal revenue is MR=25-5x-2x^2 and marginal cost is MC=15-2x-x^2 where x is the output, find the output that maximizes profit and the maximum profit.\nThe marginal revenue is given by MR = 25 - 5x - 2x^2 and marginal cost MC = 15 - 2x - x^2.\nProfit is maximized when MR = MC\n=> 25 - 5x - 2x^2 = 15 - 2x - x^2\n=> x^2 + 3x - 10 = 0\n=> x^2 + 5x - 2x - 10 = 0\n=> x(x + 5) - 2(x + 5) = 0\n=> (x - 2)(x + 5) = 0\n=> x = 2 and x = -5\nBut as x cannot be negative, the root x = -5 can be eliminated.\nProfit is maximized at an output of x = 2.\nTo find the maximum profit the value of revenue - cost at x = 2 has to be determined but this cannot be done as integration introduces a constant that cannot be determined.\nThe profit is maximized at an output of 2 though the maximum profit cannot be determined.", "label": "Yes"}
{"text": "One of the most well-known lottery games is the Pick 3 game. Pick 3 games are not just luck-based. There are a few lottery games that involve numbers and the player can win money. One clever and calculated guess can make a player rich in no time. Pick 3 lottery games, which are numbers betting, is the best of all. Pick 3 lotteries have low risks and are easy to win if you apply mathematics correctly.\nOne strategy is to count the number of times a particular digit appears in a given time period. This could be 30 days. This can be repeated for all digits of a pick three game. Next, take the three digits appearing the most often and then box. You can play straight or as starting or end pairs in the next drawing.\nSearch for winning pick3 strategies in your browser to learn how you can win the lottery. Then, review the strategies and methods you find. You can find many websites, including some by well-known people, that will help you win at pick three games.\nThere may be a lot of uncertainty in lotteries because numbers might not be involved. Luck games like dice, casino, etc. It is live draw sgp extremely difficult to achieve success in these games where numbers are not used. There is always a chance to win if numbers are involved. This can be done by using mathematical formulae and tools. Experts have advocated theories that can identify the likelihood of numbers appearing in lotteries. Guaranteed 3 number methods are a good way to ensure you get the best 3 numbers possible and place a bet.\nLotteries don’t just make easy money. However, there are many ways to earn good money. Lotteries can be a great way to make a living and try your luck. It is possible to win the lottery without it being illegal. You can win in number games that you can use mathematics to your advantage and be certain of winning.", "label": "Yes"}
{"text": "Brian Rotman, 27 November 1997\nShow More Fermat’s Last Theorem: Unlocking the Secret of an Ancient Mathematical Problem by Amir Aczel.\nViking, 147 pp., £9.99, May 1997, 0 670 87638 0Show More\n“... explication for a non-specialist audience presents a serious challenge. It is to his credit that Amir Aczel makes an effort to provide just such an account. In his delightfully simple and brief book, part detective chase and part mathematical popularisation, he manages to convey not the substance of these connections (which is impossible) but the ...”", "label": "Yes"}
{"text": "Expanding convex immersed closed plane curves\n- First Online:\n- Cite this article as:\n- Lin, TC., Poon, CC. & Tsai, DH. Calc. Var. (2009) 34: 153. doi:10.1007/s00526-008-0180-7\n- 101 Downloads\nWe study the evolution driven by curvature of a given convex immersed closed plane curve. We show that it will converge to a self-similar solution eventually. This self-similar solution may or may not contain singularities. In case it does, we also have estimate on the curvature blow-up rate.", "label": "Yes"}
{"text": "This is a tutorial on how to find the area of a triangle. To show the viewer how it is done, the video walks us through a simple example step by step. The first step is to find the base and the height (in this example 5 and 6). The next step is to multiply them together (making 30). Next, the answer is divided by two (to get 15). Finally, the units are written next to the answer (in this case inches squared). This is beneficial as it is a very easy and user friendly way of learning how to find the area of a triangle.\nWant to master Microsoft Excel and take your work-from-home job prospects to the next level? Jump-start your career with our Premium A-to-Z Microsoft Excel Training Bundle from the new Gadget Hacks Shop and get lifetime access to more than 40 hours of Basic to Advanced instruction on functions, formula, tools, and more.\nOther worthwhile deals to check out:\n- 97% off The Ultimate 2021 White Hat Hacker Certification Bundle\n- 98% off The 2021 Accounting Mastery Bootcamp Bundle\n- 99% off The 2021 All-in-One Data Scientist Mega Bundle\n- 59% off XSplit VCam: Lifetime Subscription (Windows)\n- 98% off The 2021 Premium Learn To Code Certification Bundle\n- 62% off MindMaster Mind Mapping Software: Perpetual License\n- 41% off NetSpot Home Wi-Fi Analyzer: Lifetime Upgrades", "label": "Yes"}
{"text": "The postcritical set P(f) of a rational map f: P1→ P1 is the smallest forward invariant subset of P1 that contains the critical values of f. In this paper we show that every finite set X⊂ P1(Q¯) can be realized as the postcritical set of a rational map. We also show that every map F: X→ X defined on a finite set X⊂ P1(C) can be realized by a rational map f: P(f) → P(f) , provided we allow small perturbations of the set X. The proofs involve Belyi’s theorem and iteration on Teichmüller space.\nASJC Scopus subject areas\n- General Mathematics", "label": "Yes"}
{"text": "View Full Version : volum of solid\nThe front, side, and bottom faces of a rectangular solid have areas of 24 square cm, 8 square cm, and 3 square cm, respectively. What is the volume of the solid, in cubic centimeters? :?: :?: :?:\nThe sides are a, b & c\nThat gives three equations in three unknowns.\nwhat should I do next to solve for a, b, c?\nThe first step might be dividing\nac/bc = a/b = 8/3\nThat gives two equations in two unknowns.\nThanks alot for your help\nI've figured out a=4,b=3,and c=2.\nBetter check your work.\nand don't forget you are after the volume.\nI think I know where I made the mistake\nis a=8, b=3, c=1?\nYa got it now.\nPowered by vBulletin® Version 4.2.2 Copyright © 2014 vBulletin Solutions, Inc. All rights reserved.", "label": "Yes"}
{"text": "Any pixel in a digital movie file can be described as a point in 6-dimensional Euclidean space [x,y,R,G,B,t]. the rotations in 6-dimensioal space converts curve in form to gradation in colour, colour to motion in time axis, motion to curve and curve to colour. relations beween all of pixels are mathematically conserved through the conversion.\nthis visual object is “mathematically” digital colour movie data itself as sequence of numbers. it’s a nature of data.", "label": "Yes"}
{"text": "Degrees and Certifications:\nMr. Jason Thompson\nIm a graduate from Clements High School and Texas Southern University. I have began my teaching and coachng in 2009, I have been at Clements High School since 2020. I will be teaching Algebra I and Algebraic Reasoning this school year.", "label": "Yes"}
{"text": "We are sorry to announce the death of distinguished mathematician and educationalist Dame Kathleen Ollerenshaw.\nBorn in 1912 and deaf since the age of eight, Kathleen was an undergraduate at Somerville College where she completed her doctorate in 1945 on \"Critical Lattices\" under the supervision of Theo Chaundy. She wrote five original research papers which were sufficient for her to earn her DPhil degree without the need of a formal written thesis.\nAfter the Second World War. Kathleen worked as a part-time lecturer in the School of Mathematics at Manchester University (it was not until after the war that at the age of 37 she received her first effective hearing aid). Kathleen wrote many important research papers, her best-known work being on most-perfect pandiagonal magic squares. She became President of the Institute of Mathematics and its Applications from 1978-1979 and an annual public lecture at the School of Mathematics in Manchester is named in her honour.\nKathleen was also politically active, serving as a Conservative Councillor for Rusholme for twenty-six years (1956–1981), and as Lord Mayor of Manchester (1975–1976). She was also involved in the creation of the Royal Northern College of Music. She was made a Freeman of the City of Manchester and was an advisor on educational matters to Margaret Thatcher's government in the 1980s.\nComposer Sir Peter Maxwell Davies dedicated his Naxos Quartet No.9 to her. She died in Didsbury, Manchester on August 10th 2014.", "label": "Yes"}
{"text": "NATIONAL MATHEMATICS DAY\nMathematics is the language of numbers, it has become a basic necessity for everyone like daily transactions, calculating wages and more. For school students, Mathematics is a bipolar subject either it’s your favorite subject or worst nightmare. But when you really understand the subject, you’ll fall in love with it.\nOne such person was ‘Srinivasa Ramanujan’ a renowned Indian mathematician who dedicated his life for the subject. Indian government to honor on Srinivasa Ramanujan contributions to mathematics decided to observe National Mathematics day annually on his birth anniversary. National Mathematics day 2018 will be on 22nd December, Saturday.\n10 Interesting Facts about Srinivasa Ramanujan\nIndia is known for its contributions to the field of mathematics, many brilliant mathematicians have represented India and Srinivasa Ramanujan was one of them\n- Born in a Tamil Brahmin family on 22nd December 1887, Ramanujan was a bright student winning many academic prizes. From an early age, Ramanujan was exposed to the world and the mystery of mathematics.\n- The earlier writers of Srinivasa Ramanujan Biography describe him as a strictly religious person as an introvert with quiet and shy nature.\n- His first mathematical paper on Bernoulli numbers was published in Indian Mathematical Society Journal in the year 1911.\n- Ramanujan got his breakthrough when the mathematician G.H Hardy validated his work and he became the scholar at the University of Madras. Hardy enthusiastically invited Ramanujan to Cambridge, in the year 1914 Ramanujan went to England for a collaboration with Hardy.\n- One of the significant results of Hardy-Ramanujan collaboration was a formula for the number p(n) of partitions of a number n. “I have never met his equal, and can compare him only with Euler or Jacobi” were Hardy’s opinion of Ramanujan.\n- In 1916 Cambridge conferred him the ‘Bachelor of science degree’\n- He was also the first Indian to get the fellowship of the royal society in the year 1918.\n- The change in environment deteriorated Ramanujan health and he returned to India in 1919. The later year 1920, he died at the age of 32.\n- Ramanujan was best known for his intuitions and handling infinite series, continued fractions.\n- Apart from Ramanujan’s published work, he left behind several handwritten notebooks which have become a significant object for research. Many Mathematicians have written papers on these notes.\nMathematics day celebration\n- Math day is celebrated with educational events in numerous Indian schools and universities with many dignitaries inspiring students by their national mathematics day speech\n- Former Prime Minister Manmohan Singh on Ramanujan’s 125th birth anniversary dedicated the year 2012 as National Mathematics Year.\n- Karnataka State Council for Science and Technology officially organizes many activities and science projects every year for the Math day celebration\n- Maths day in schools is observed with many educational activities like interacting with experts, workshops, writing essay on mathematics day and Srinivasa Ramanujan etc.., to eradicate the mathematics phobia in kids and inspire them to enjoy learning mathematics.\nSrinivasa Ramanujan was a brilliant mathematician who made India renowned with his contributions, Himalai IAS coaching salutes this great personal on National mathematics day as a part of our India with world events.", "label": "Yes"}
{"text": "Title . Requests to retake the test are likely to be denied. Dependent upon the test scores received you may be eligible to receive course credit. Learn the good & bad for 250,000+ products It may have a special use for abstract visualization Free DIY food testing lab guide This new ionomics method was developed and has been used extensively by the Baxter lab Getting a Clue: 000F7EEC Getting a Clue: 000F7EEC. Dependent upon the test scores received you may be eligible to receive course credit. southampton press real estate transfers; phrases with scream in them A summary of course placements is below: Algebra score of 0-11.9 out of 30: Math 1103: Fundamentals of Algebra. HOW THE TEST SEQUENCE WORKS. Year . Solve for x and y: 1. x - y = 3 x + y = 2 2. x2 - 4y2 = 5 xy = 3 3. x2 + y2 = 4 x2 - 2y2 = 1 Part II: Equations of lines. Please talk to your advisors for alternative options. Choose either the Foundations Placement Pre-Test or the Advanced Placement Pre-Test, based on your child's general level of understanding. 7984: The Department of Mathematics has compiled a\nBrandeis University offers a test optional policy, which allows students to be considered for admission without SAT or ACT scores. Medical Labs (310) 337-9675. What do short answer and essay questions have in common Missouri S&T students seeking full-time employment after graduation or co-op or internship for the semester will have an opportunity to meet with a record number of employers at the 2019 Spring Career Fair on Tuesday, Feb Connect with hundreds of employers at our bi-annual career fair The exam will be given this term on. CHOOSE A PRE-TEST. YEARS WITH (657) 999-7972. Math Mammoth placement tests for grades 1-7 (free math assessment) These free diagnostic tests help you discover your child or student's level in math, and to find out EXACTLY where they have gaps (if any). Search: Kellogg Pointing Labs. See full list on microsoft One thing to consider is research experience for undergraduate (REU) placements over the summer New IRIM Research Accolades Machine Learning Reading Group @ CUED Machine Learning Seminar Group Advanced Tutorial Lecture Series on Machine Learning Non-Parametric Bayes Tutorial Course (October 9, 16 and 28, 2008) , SemRep, CaseOLAP, Many people make art to:1. Have student complete the appropriate sections while you observe. M,W 10:00 AM11:30 AM. Curso superior de psicologia a distancia gratuito IT Career Fair Handshake (Virtual) 9am-12:30pm: Hosted by the IS/CS Department in the College of Business, this event connects employers with students for internships and full-time jobs in the Information Systems and Computer Science disciplines facing national security, state, and industry Start studying Gatech CS If you need to take the exam at some other time (not necessarily at the beginning of the school year), this can be arranged, and you should contact me to make arrangements to take it. We are a leading research group in the field of quantum information processing with semiconductor quantum dots, and we are looking for a postdoctoral associate to join our team to pursue research in cutting edge problems in quantum The fall of Roe v. Wade equals the end of equitable educational access for women, Christina Christie and Eileen Strempel write. The result of your Placement Test will establish whether you enter a college Algebra course, spend a semester in a Remedial course of study or place out of the initial College Algebra class. BBB Rating: A. Website Directions More Info. Placement Diagnostic. Express personal thoughts and feelings. Mathematics Placement. You have the opportunity to utilize the free prep, review, and practice tools within ALEKS Published since 1866 continuously, Lehigh University course catalogs contain academic announcements, course descriptions, register of names of the instructors and administrators; information on buildings and grounds, and Lehigh history. Lack of preparation for the test is not cause for retaking the test. There is no time limit for the exam. The scores should be provided from the testing agency directly. Bellarmine Prep Math Placement Exam Information. Prerequisite: MATH 1B or AP Calculus AB or SAT Mathematics or ACT Mathematics. To help us address security risks, review the required protections, and learn how to implement them on Information Security for the HMS Community Authors may submit articles electronically, in In 1998, students at MIT and Harvard cre-ated the Harvard-MIT Math Tournament, an innovative and exciting math competi-tion, to encourage an 2000. For students who entered Brown University in the 2018-19 academic year, the middle 50% of students had composite YEARS WITH (888) 495-3593. No placement test is needed to take MATH 1000: Deans Seminar, MATH 1007: Mathematics and Politics or MATH 1009: Mathematical Ideas.\nDefault; Distance; Rating; Name (A - Z) Ad UDC Corporation. Computer Science Placement. Sort:Default. Lehigh Course Catalog (2000-2001) Date Created . Take the math placement exam if you plan to take Precalculus or Calculus 1. Search: Gatech Cs Career Fair. We've got articles, videos and forum discussions that provide answers to all of your test prep, admissions and college search questions. Search: Student Evaluation Form Pdf. Published since 1866 continuously, Lehigh University course catalogs contain academic announcements, course descriptions, register of names of the instructors and administrators; information on buildings and grounds, and Lehigh history.\nAP Calculus AB with a minimum score of 3. 6. Undergraduate Programs. New Student Programs provides your scores and placement to academic advisors prior to Advising & Registration and Transfer Advising Days. Search: Harvard Math Pdf. Through the points (1, 2) and (4, 5).\nAs a member, you'll also get unlimited access to over 84,000 lessons in math, English, science, history, and more. Brandeis is known for preparing students for medical school. For the question (s) you selected \"Unsure\", follow these steps: Download and print the Quick Check PDF for Student and Instructor. You can use our free online placement tools in math and/or English. Submit transcripts or AP test scores for any college-level Precalculus, Calculus 1, or higher level math courses you have earned. East Hass 3 08-09. The Math Placement Test can place students out of Math 1148 College Algebra, Math 1149 Trigonometry, and Math 1150 Precalculus. However, scores are recommended to help determine scholarship eligibility and Math & English placement. Make sure your preparation only includes the topics on the test - nothing more and nothing less. The profit, P, realized by a company varies directly as the number of products s it sells. The best test prep courses emphasize efficiency. Visit our COVID-19 resource page. Search: Kellogg Pointing Labs. 6167 Bristol Pkwy. Team Evaluation Form Completion of this form is mandatory and must be submitted to your faculty advisor Due to potential compatibility issues with various operating systems, we highly recommend that you install Evidence-Based Complementary and Alternative Medicine seeks to apply scientific rigor to the study of complementary and alternative medicine, emphasizing on health outcome, If youre being asked to take a math placement exam, you should expect to see questions covering a wide variety of math topics. Math Placement Exams for the Class of 2026 will be held on campus May 6 and 9, 2022. Search: Gatech Cs Career Fair. Science, Tech, Math Science Math Social Sciences Computer Science Animals & Nature Humanities History & Culture Visual Arts Literature English Geography Philosophy Issues Languages English as a Second Language Spanish French German Italian Japanese Mandarin Russian Resources For Students & Parents For Educators For Adult Learners About Us Brandeis University Department of Economics Sample Math Placement Test Part I: The calculus placement exam is a pdf document with three parts: Part A consists of 24 questions on topics in algebra and precalculus, Part B of 16 questions on topics from differential calculus and Part C of 16 questions on topics from integral calculus. If you are ineligible to apply but have the experience and interest to help out, you can become a reviewer or a mentor. Default; Distance; Rating; Name (A - Z) Ad UDC Corporation. Search: Harvard Math Pdf. MATHhelp.com offers a complete math placement test prep course. If a company makes a profit of $7800 on the sale of 325 products, what is the profit when the company sells 5000 products? Step 2: Use the answer key to grade your own test. It can also be given in the spring semester by request. Search: Gatech Cs Career Fair. Auto Repair & Service Automobile Salvage Automobile & Truck Brokers (7) Website More Info. Precalculus Mathematics. Caution: While you can administer the Placement Test, if Saxon was not used for the previous course, the it may place your student lower than necessary. Kellogg and Kells feather whackers bloodlines This area is known for its excellent waterfowl and upland hunting and provides us with many training opportunities Coteau View Kennels pointing Labrador stud dogs, like our females, are extensively DNA tested for 7 common diseases in the Labrador breed Subjects Genre: newspaper ( sobekcm ) newspaper ( 2. Sort:Default. Syllabus. Please call (334) 844-2539 if you have questions about what credit you are eligible to receive.Note: Auburn University does not accept CLEP credit. View full document. Description . The ALEKS is designed to ensure that students entering college are placed into the appropriate curriculum. Please call (334) 844-2539 if you have questions about what credit you are eligible to receive.Note: Auburn University does not accept CLEP credit. SAT Mathematics with a minimum score of 650. The Placement Assessment results will be used to determine the most appropriate mathematics course. 4th Grade- Math 5/4, 3rd Edition. YEARS WITH (657) 999-7972. Prior to Northeastern, he held positions as an assistant professor of CMSE and Mathematics at Michigan State (2015 2021), and as a visiting assistant professor of Mathematics at Duke University (2011 2015). About Search Results. Do not use a calculator. Search: Gatech Cs Career Fair. ACE Exam 2. MATH 1B with a grade of C or better. Plus, get practice tests, quizzes, and personalized coaching to help you succeed. Recent History | University of Maryland-College Park from My Chances SAT Score 1230, Top 20% Interested in University of Maryland-College Park Enrolled in the APPS (Advanced Placement Power Scholars) Program since my freshman year, have taken 8 AP classes,Current Cumulative GPA: 3 From the college: University of Maryland encourages applicants to seek AP In fall of 2015, the exam will be given on. Sponsored Links. BARTON COLLEGE PRACTICE PLACEMENT TEST PAGE 4 OF 12 25. More information and registration will be forthcoming. Research paper declaration of independence Welcome to Handshake The College of Computing is happy to announce that Handshake is our new online career portal which includes job and internship postings for on-campus and online students, as well as details about on-campus recruiting, events, workshops, employer contact information and Send an email from your New Mexico Tech email account to firstname.lastname@example.org to request access to the test. 3. For Math, students are able to enroll in the open enrollment courses MATH 104b, MATH 116, MATH 120E, MATH 124E, or MATH 126 E without taking a placement test. Ratcliff Construction in Brandeis, CA. Through point (4, 5), with slope 1/3. not be placed more than one level below their grade* in the chart below. 6.\nStay on top of the information you need to navigate the admissions process amid the COVID-19 pandemic. ATSU Mission Center for Health Equity, Diversity, & Inclusion (CEDI) COVID-19 Updates; Health Sciences Building Map; IDs, Badges, and Cards; Leave of Absence or Curricular Expansions; Student Handbook and Other Academic Policies; University of Washington Resources Second Street Pomona, California 91766-1854 (909) 623-6116 Address Texas Tech University, Department of\nMeeting times for this course are listed in the schedule of classes (in ET). The difference is that a Placement Assessment is designed to determine what a student knows and what a student needs to work on. See Course Catalog for Special Notes. ALEKS PPL is a Placement Assessment, not a test. If you are unsure about your math preparation, try to complete the Chemistry 11a/15a placement exam without a calculator. Spring 2019 College of Computing Career Fair Participants Integrated farm project in tigaon philippines University of punjab affiliated colleges Wednesday, September 14 8 a Georgia Tech is home to about 25,000 students, and owing to its immense popularity and reverence in academic circles, the university has opened several satellite About Search Results. Serving the Brandeis area. Should you want to schedule a retest, please give us a call at (508) 531-1780 or email us at email@example.com. While Boston College will be test optional for the 2021-2022 admission cycle, we encourage homeschooled students to submit any available testing results. Default; Distance; Rating; Name (A - Z) Ad 1 800 Car Buyers.\nACE Practice Exam. Best Game Design Certificate Programs.\nSearch Brandeis.edu. Study Materials: The Math Placement D Test assesses students precalculus skills. If you do not know the answe Find your yodel Kellogg Pointing Labs PuppyFind provides a convenient and efficient means of selecting and purchasing the perfect Black Lab puppy (or Black Lab puppies) from the comfort of your home, 24 hours a day, 7 days a week Jan 17, 21 03:32 PM He was a highly respected economic geologist described as the brains, the ideas and the energy i got a 4 on calc BC, which i think gets me out of 31A. Math Programs. Description . The placement diagnostic is required of everyone (regardless of AP Calculus credit) to enroll in the courses listed in the chart below unless youve already taken the prerequisite course at Stanford. Stay on top of the information you need to navigate the admissions process amid the COVID-19 pandemic. Answer the following questions. Ceeba centro de educao especial da bahia 2016 | Engineering / High-Tech Career Fair We keep our interview process pretty simple, starting with two technical screens, either on campus or by phone NASA Astrophysics Data System (ADS) Wintz, P Look at list At many collegiate career fairs, recruiters are also there to A career fair can benefit applicants The Math Placement Test is a one-time test with scores valid for 5 years. toggle menu Forums Community Discussions Schools Find Your Best Fit Careers Choose the Right Path Guidance Expert Advice & Insights Search Forum; Advanced Search Search: Gatech Cs Career Fair. Pre-Algebra Practice Problems. Here's what will happen after choosing a pre-test below: 1. By Craig Roland and Susan Amster There are many reasons that people and the world make art. 2. ACE Exam 1 Answer Key.\nSince earning my Ph Free handy geiger counter use guide It consists of lecture-based classes as well as weekly clinical assignments in lab settings, hospitals, nursing homes, or other patient care facilities Excellent hunter prospects with proven sire being experienced in duck hunting and upland bird hunting Learn the good & bad for 250,000+ The Math-U-See, Singapore, Saxon, RightStart and Horizons Math placement tests are FREE and we highly recommend that your child take at least one math placement test before you choose your math materials. The College Placement Test (CPT) provides an assessment of every incoming students basic skill levels in Mathematics, Reading and Writing. Applicants for employment need to be able to obtain and maintain a DOE Q-level security clearance, which requires U.S. citizenship. Instruction for this course will be offered remotely. Plus, get practice tests, quizzes, and personalized coaching to help you succeed. COE 2001, CS 1371, MATH: 1551, 1552, PHYS 2211 Virtual Drop-in Availability: Wednesdays 4:30pm-6:00pm At the Herbert Wertheim College of Engineering in Gainesville, Florida, we are powering the new engineer to transform the future Always intimidated in career fair and cannot get interviews from companies you have talked to? General Contractors Steel Erectors Sheet Metal Equipment & Supplies. Reviewers typically see about five applications from the best math, science, engineering, and computer science teachers around the state. 2000-01-01. Search: Health Science Building Map. We've got articles, videos and forum discussions that provide answers to all of your test prep, admissions and college search questions. ACE Exam 1. That is, your ALEKS Math placement test score will remain valid for one academic year. The Math-U-See, Singapore, Saxon, RightStart and Horizons Math placement tests are FREE and we highly recommend that your child take at least one math placement test before you choose your math materials. which level of Math-U-See will be appropriate for your student. If the following questions apply to you, there is no need to complete the Placement Test. You can proceed directly Are you looking for a pre-school maths program that will give your student a fun introduction to maths? Lehigh Course Catalog (2000-2001) Date Created . Math Panther Math Prep is a free online placement tool that allows you to assess your current math skill level and receive a course placement via an online proctored math placement test in a platform called ALEKS. View Books. View full document. General Contractors Steel Erectors Sheet Metal Equipment & Supplies. The Nichol Group in the Department of Physics and Astronomy at the University of Rochester seeks applications for a postdoctoral research associate. Title . Students who have not taken pre-calculus are strongly advised to take MATH 5 in their first (or second) semester at Brandeis, and postpone taking General Chemistry until their second year. Include your name and NMT Banner Student ID number. About Search Results. The Georgia Tech Career Center uses third-party platform, CareerEco, to facilitate your registration for, and participation in, the All-Majors Virtual The Purdue School of Aeronautics and Astronautics is a top-ranked program providing aerospace engineering education, research and innovative learning experiences If you are looking for other information, The scores should be provided from the testing agency directly. wondering about the math placement test during orientation. sugar cone pie crust recipe; best homemade mosquito trap; plural demonstrative pronoun Menu Toggle. YEARS IN BUSINESS. This preview shows page 6 - 8 out of 8 pages. Seek personal enjoyment and satisfaction. Take the test as soon as possible. Kris Chellani is a Strategy Consultant at Deloitte with strong experience advising B2B tech companies and non-profit organizations on digital business building, strategy, and marketing & 1. The Math 23b exemption is given each year early in the fall semester. Sit down and take it like a real test (no calculators, notes, books, or internet). Please thoroughly review for the test and take the test in a Lifescan. If youre headed for college or university, a math placement test might be in your very near future. Schools use these tests as a tool to determine the appropriate level of math classes for incoming students. MATH 5A 1.\nBBB Rating: A. Website Directions More Info. If you do not know the answer to a question, you should not guess.\nTexas needs you. Culver City, CA 90230. Jose Perea is an associate professor in the department of mathematics and the Khoury college of computer sciences. Most students should be placed at or no lower than one grade level below. Brown's typical ACT scores are similar to the ACT scores for all the Ivy League schools.You're going to need a score in the 30s to be competitive. Dedicated and compassionate student at Brandeis University, well-versed in helping people around me with a kind heart. Past Algebra Competency Exams. Placement in Math courses Social sciences, arts, humanities students. Whether through a for-credit or non-credit internship, on-campus employment, part-time job or volunteer work - taking advantage of opportunities to build your resume while you are attending school will be imperative to your success upon graduation In September Daelin will be a member of Georgia Tech's robotics club, Robojackets Breastfeeding 2000-01-01. You will need to demonstrate good knowledge of the Scanner, String, and Math classes, familiarity with fundamental concepts of classes and objects, and fluency working with arrays. Use the Instructor portion of the Quick Check as a guide. National ACT score data reveals that Brown students typically score among the top 4% of all test-takers. 62. The BEAR Exam is available to be taken both in person and online. The fall of Roe v. Wade equals the end of equitable educational access for women, Christina Christie and Eileen Strempel write.\nWhile Boston College will be test optional for the 2021-2022 admission cycle, we encourage homeschooled students to submit any available testing results. Brandeis University Department of Economics Sample Math Placement Test Part I: System of equations. This is a multiple choice exam. WHY DO PEOPLE MAKE ART? 62. Barnard College.\nIt will test your knowledge of Java syntax, control flow, ability to trace code, primitive data types vs reference types. Take the exam without referring to any books or notes. This preview shows page 6 - 8 out of 8 pages. Testing options include, but are not be limited to the SAT, ACT, SAT Subject Tests, Advanced Placement (AP) exams, and predicted test scores for the International Baccalaureate (IB). Stay on top of the information you need to navigate the admissions process amid the COVID-19 pandemic. Search: Gatech Cs Career Fair. This drop-in help service is staed by calculus course assistants who will be available to work with you on your homework medical schools There is also a non-refundable $75 application fee pi day [pi day] student number [student number] There are more than 18'000 degree candidates at Harvard That is, X 1(B) 2Afor all B 2Bwhere Bis the Borel View Test Prep - math_test_sample from EC 542 at Boston University. WHY DO PEOPLE MAKE ART? Algebra score of 12-17.9 out of 30: Math 1120: College Algebra. Here is some basic information related to these courses and to the placement process. Undergraduate Degree Programs ; Requirements ; Combined BA/MA Program ; Mathematics Placement.\nNew Mexico Tech offers an optional, online math placement exam. About Search Results. See Page 1. As part of the first steps, students need to complete the English Self Guided Survey or provide an alternative method of placement.\nThere are ve possible answers to each question and only one answer is correct. They are end-of-the-year (EOY) tests in other words, meant to be taken AFTER studying the particular grade. The Math 23b exemption is given each year early in the fall semester. CSN allows students to place into courses to allow. ACT Mathematics with a minimum score of 29. effects of remote working on productivity; commode with large opening; jewelry appraiser jobs near bengaluru, karnataka Cerias security watermarking relational databases 2 6 facing national security, state, and industry Research paper declaration of independence Career Fair : CareerEco: UTSOA students and recent alumni: February 23, 2021 at 10 AM 5 PM: Julie Latcham 512-471-1333: Students Employers: Big 12 Virtual Career Fair : CareerEco: Virtual event open to Seek personal enjoyment and satisfaction. This child should try the 3rd grade (or possibly even the 2nd grade) math placement test to ensure they are placed with optimally challenging math material. Yes! Year . Step 3: Use the guidelines to get a course recommendation (scroll down to \"IV. Students are unable to place into MATH 1220 in Spring semesters. Sort:Default.\nSearch: Kellogg Pointing Labs. ALEKS Practice Test  An ALEKS practice test is designed to help students prepare for this important math placement test. The ALEKS is designed to ensure that students entering college are placed into the appropriate curriculum. ALEKS math placement test practice is an essential step to ensure that you dont score lower than your skill level, thus having to take extra courses. It saves you time and money.", "label": "Yes"}
{"text": "Received Date: March 16, 2015; Accepted Date: March 23, 2015; Published Date: April 07, 2015\nCitation: Hasbiyati I, Suwilo S, Salim O, Tulus (2015) Simple Techniq of Projected Lagrangefora Class of Multi-Stage Stochastic Nonlinear Programs. Global J Technol Optim 6:179. doi: 10.4172/2229-8711.1000179\nCopyright: © 2015 Hasbiyati I, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.\nVisit for more related articles at Global Journal of Technology and Optimization\nThis paper presents a techniq for solving multi-stage stochastic nonlinear programs. The techniq is based on projected lagrange approach which generates the search direction by solving parallelly a set of quadratic programming subproblems with size much less than the original problem at each iteration. Mathamatically, can be pointed out that Lagrange’s projection method can solve problem multi-stage stochastic nonlinear programs.\nMulti-stage stochastic nonlinear programs; Projected langrange; Scenario analysis; Decomposition\nMulti-stage stochastic nonlinear programs emerges in there are many practical situation, as production and manpower planning, portfolio’s selection etc.. Have a lot of research that gets contribution to solve Multi-stage stochastic nonlinear programs amongst those methodics decomposition that is utilized on nonliner’s program also linear [1,2]. Most of that literature in reference to principle decomposition that introduced by Dantzig and Wide .\nDecomposition method experience development which is with marks sense L-shape decomposition method that enough effective being utilized to troubleshoot multi-stage stochastic nonlinear programs.\nSeverally methods the other to troubleshoot multi-stage stochastic nonlinear programs is analyzed among those by Birge . Since all method is gone upon on special structure of programs characters linear stochastics, so is hard generalisation to solve nonlinear stochastic programs, Gongyun Zhao introduces iterasi’s method that bases to analisis scenario which is a method that reduces nonantisipativity constraints by lagrange dual’s approaching and combine with barrier logarithmic’s method.\nHereafter Gongyun Zhao  developing decomposition method which is by use of sequential quadratic method’s programming. Gongyun Zhao also propose conjugate’s gradient method that can determine estimation of associate dual coefficient with nonantisipativity constraints. Gongyun Zhao  also develop lagrangian dual’s method to solve nonlinear’s program multi’s stochastic phase.\nLagrange’s projection algorithm was analyzed by Murtagh and Sander  to troubleshoot sparse nonlinear constraints. Algorithm untieding to troubleshoot nonlinear large scale’s program with logistic objective and constrain smooth’s function and continu diferensiable. Algorithm is included lagrange’s projection type with logistic objectif in forms lagrange’s modification.\nBase research already being done researchers former to solve multi-stage stochastic nonlinear program, in this paper, writer propose a method for solve to program multi-stage stochastic nonlinear programs which is by use of lagrange’s projection method. This method is expected gets to give alternative solution to solve multi-stage stochastic nonlinear programs.\nConsider the following multi-stage stochastic program with recourse:\nthe recourse function\nSubject to c1 (x, y1,ξ1 ) = 0 (1.2)\nAnd for t = 2,...,T −1, recursively we have\nSubject to (1.4)\nQT = 0. is the deterministic vector, is the realization of the random vector is the decision vector in the i-th stage, which is generated recursively by hence represents actually. cˆ0\nFor the discrete random vector if ct has finite realizations then all these cti form the constraint functions on stage t. The details on the formulation of multi-stage stochastic programs can be found, e.g. in Kall and Wallace .\nLet and assume that (Ω,θ , P) is the associated probability space. Suppose that we have S scenarios which has a fixed and known probability distribution Then (1.1)-(1.4) can be reformulated as the following nonlinear programming problem:\nConstraints (1.7) are the so-called non-anticipativity constraints, which reflect the fact that scenarios sharing a common history up to any moment of time must have a common decision up to that moment. Readers can refer to Rockafellar and Wets  for more details on this reformulation.\nLagrange’s function in common is deep shaped as follows,\nFor q parameter.\nLet say to be given by parameters q and r, therefore form augmented lagrange of equation upon is as follows,\nLet say to be\nTo a f = Ax .\nTherefore objective function for problem to multi-stage stochastic nonlinear programs is as follows,\nIn this paper, Lagrange’s projection method will be utilized for multi-stage stochastic nonlinear programs. The methods based lagrange augmented modified.\nAssume that are two continu diferensiable functions, is matrix row with full rank and has special structure.\nSo equation (1.5) – (1.7) are formulated as forms as follows, min f (x)\nA(x) = 0 Where are matrix m x n with m ≤ n .\nThat note function of x assumed continu diferensiable.\nWith Lagrange’s projection method, objektif’s function takings f(x) one equal to form commons of Lagrange augmented’s functions,\nVector λT is lagrange’s coefficient vector and ρ is penalti’s parameter.\nLinear Aproksimation from constraints nonlinear is make iterasi along starting point x(k) from iterasi process followings;\nA(x(k +1)) = A(x(k)) + h(k)(x(k +1) − x(k))\nSo algorithm that presented to solve subproblem constrain’s line linear with function objective is modify lagrange augmented and linear aproksimation f(x) on the x(k) are as follows\ns.tA = 0,1≤ x ≤ u\nWhere is function objective is modify lagrange augmented and is aproksimasi f (x) on the x(k) and,\nWhere fk and Jk is cconstraints vector and jacobi’s matrix that evaluated with x(k) .\nDefinition 1. To ρ = 0 , one that constitute Lagrange’s solution and coefficient that corespondence to a subproblem.\nDefinition following to give convex requisite to form lagrange’s modification.\nSolving problem multi-stage stochastic nonlinear programs by use of lagrange’s projection method depends on penalti’s parameter ρ . If ρ too large therefore will be hard to find solution. On the contrary, if ρ too little x(k), one that is expected as solution will go away to reach convergence.\nHere after partision x as form xL (x linear) and form xN (x nonlinear). And partision also as [B S N] with matrix B (basic) is matrix square and nonsingular, S (super basic) are matrix m× s by 0 ≤ s ≤ n − m, and N (nonbasic) are residues column of matrix A., therefore constraints active becomes as follows;\nwhere xB , xS , xN called by basics’s variable, superbasics and nonbasics what do accordingly with [B, S, N].\nNote: basics’s variable and superbasic is variable one free on bounds.\nTheorem following to give that surety nonlinear’s program have solution.\nTheorem 3. Let say nonlinier’s program has t nonlinear’s variable (well on objektif’s function or constrain even), therefore an optimal solution available on each superbasics’s variable number s one accomplishes s ≤ t.\nProof. Let is variable non linear regular on appreciative optimal. Problem is rest is linear program for a basic’s solution whatever available (s=0). Its result is trivial if variable nonlinear is regarded as superbasic on early problem. If s=t, available variable nonlinear that current on bounds is nonbasic the so called. Therefore has s ≤ t.\nFrom Theorem 3 secure to mark sense optimal solutions so base 3 get to be made by defenition followings.\nDefinition 4. Optimal solution available for number of smaller superbasic variable or equal to nonlinier variable number.\nHereafter been given simple algorithm for multi-stage stochastic nonlinear programs.\nSet 1. Let K=0, Choose some initial estimates x0, y0 and λ0. Specify a penalty parameter ρ ≥ 0 and convergence tolerance ∈c > 0 .\nSet 2. Given xk, yk, λk and ρ , solve the lineraly constrained subproblem (1.8) to obtain new quantities xk+1, yk+1, and π (where π is the vector of Lagrange multipliers for subproblem).\nSet 3. Let λK+1 = the first componenets of π.\nSet 4. Test convergence (see Definition 5). If optimal, exit.\nSet 5. Relinearize the constraints at xk+1.\nSet 6. Let K= K+1 and repeat from step 2.\nDefinition 5. The point (xk, yk), are solution for problem nonlinier if following condition are satisfied, (xk, yk), satisfies the first-order Kuhn Tuckere’s conditions for a solution to the linearized problem.\nFrom the theorems, definitions and algorithm that is given gets to be seen that lagrange projection method can utilized to solve multistage stochastic nonlinear programs.\nA projected Lagrangian method is a very effective approach for solving medium-size nonlinear programming. By using lagrange augmented modified, strategy a for solving a class of multi-stage stochastic nonlinear programs is proposed, which choise of ρ with size much less than the original problem at each iteration. Generelaized reduced gradient methods can be introduced to derive the estimates of the dual multiplier associated with the nonanticipativity constraints.\nMake the best use of Scientific Research and information from our 700 + peer reviewed, Open Access Journals", "label": "Yes"}
{"text": "Mathematics, Science, and Technology\nThe Mathematics, Science, and Technology (MST) curriculum integrates these three connected disciplines. Throughout the MST sequence, students learn to:\nUnderstand how scientific and mathematical ideas have developed throughout history\nActively explore mathematical and scientific content\nIdentify new problems and pose original questions\nCarry out original investigations in pure and applied mathematics and science\nApply their learning to new situations\nMST classes harness students' natural curiosity about the natural and man-made world, the origins of our universe, and human history. Students learn important habits of mind, understand and assimilate information, and master technical skills through a combination of investigations, laboratory activities, and traditional approaches. These experiences make it possible for students to find answers to the questions that they pose themselves.\nDivision One (Grades 6 and 7)\n+ Engineering with Robotics and Computer-aided Design\nThe essential question explored in this course is “How can we apply scientific, mathematical, and technical facts and methods to the solution of real world problems?” Beginning with the book Catastrophe! by Fred Bortz, the class develops a timeline and learns about inventors, inventions, and their impact throughout history. Students learn both the theoretical and practical sides of many disciplines as they design and build machines and then robots to address a variety of challenges. Engineering problem-solving methods guide the students as they first develop vehicles that can navigate about the room and then build robots to perform helpful tasks or compete with each other in a Robot Olympics. These projects require students to learn and apply ideas from physics (velocity and acceleration, simple machines and mechanical advantage, force, torque, energy, and material science), geometry (measurement, similarity), and algebra (proportion and linear behavior) to succeed in their efforts. Students write a research paper on an application of robotics (e.g., a self-driving car or surgical assistant). The second half of the course explores Computer-Aided Design (CAD) and Computer-Aided Manufacturing (CAM) as students use 3-D printers laser cutters, and other automated tools to produce real versions of their virtual illustrations, learning about measurement (surface area and volume) and the forms of 3-D geometry in the service of their projects. At the end of the year, they use the design/engineering process to identify a problem, evaluate possible solutions, prototype their ideas, and then write a patent application and deliver an investor pitch for their invention. The course includes themes of sustainability and appropriate technologies for developing nations.\n+ Doing Research in Mathematics and Science\nThis course asks the question “How is new knowledge acquired in math and science?” To this end, students explore a range of scientific and mathematical settings as they practice asking questions, posing problems, and developing theories. In the first trimester, students grapple with how a conjecture differs from a theorem and how a hypothesis differs from a theory as they carry out original research for their Connect the Dots project. In parallel, students learn about classification and the structure of plants, readying them to participate in Project Budburst, a national citizen science venture. In addition to collecting data, students use an existing dataset and their growing understanding of algebra to ask rigorous scientific questions about climate change and plants. Course topics include experimental design and the statistical analysis of data, number theory, algebra, geometry, and statistics. This integrated biology and mathematics research curriculum culminates in original microbiology investigations and the application of graphing skills in the construction of flags. Some texts for this course include Reading the Forested Landscape and Tardigrades in Science.\nDivision Two (Grade 8)\n+ Marine Science\nMarine Science develops and applies biological, physical, algebraic, and geometric ideas to the study of the environment. Much of our studies are driven by questions, such as “How can we identify and describe patterns using math and science?” and “How can math and science be used to improve or optimize circumstances?” During the first term, students develop an understanding of physical oceanography and sustainability by studying the Great Pacific Garbage Patch and developing sequences to describe its projected growth. Later, building on these algebraic methods, students learn how to use linear programming to optimize a situation of their own design. In the final term, to facilitate their research of the Charles River, students build SeaPerches – remotely operated submersible vehicles designed at MIT – while in parallel working to understand electricity and currents. Students use their SeaPerches to conduct research into a question that they develop themselves. Additionally, students study ecology and evolution, presenting an independent research project on the historical and intellectual contexts in which Darwin made his discoveries. We draw from a number of texts throughout the year, including Flotsametrics, Tracking Trash, Spineless: The Science of Jellyfish, Resilience Thinking, and Into the Jungle.\nDivision Three (Grades 9 and 10)\n+ Revolutions in Math and Science\nThis course compares and contrasts the relatively recent historical evolution of a truly scientific understanding of chemistry with the ancient development of a rigorous approach to mathematics and the blossoming of geometry that were reflected in Euclid's Elements. Working from this foundation, the course asks, \"Within mathematics and science, what are our standards for asserting the truth of a statement?\" \"What types of evidence do we accept?\" and \"How do the mathematical and scientific communities work to reach agreement on what knowledge is valid?\" Students study these questions as they explore similarity and congruence for polygons and carry out original investigations into the properties of quadrilaterals and then produce proofs of their claims. Through Chemistry experiments, students build their understanding from observation, deciding as a group what constitutes theory or truth as they explore the nature and behavior of matter and interactions between molecules and compounds. In the final trimester, students see how one intellectual revolution begets another with the surprising discovery of non-Euclidean geometries and investigations of acids, bases, and various reactions. Readings include Flatland, The Disappearing Spoon, Crucibles, Napoleon's Buttons, What Einstein told his Cook, and Radioactive: A Tale of Love and Fallout.\n+ Human Biology and Decision-Making\nThis course compares the biology of different organisms with an\nemphasis on human biology through the lens of molecular, developmental, genetic, and evolutionary concepts. In all of these contexts, we ask “How does form inform function?” Beginning with fundamentals, students explore macromolecules, cells, and how cells differentiate into complex tissues and organ systems. The class then consolidates their learning by working together to write their versions of sections of a human biology textbook. Concurrently, they learn about function families and their shapes in order to model experimental data. In our introduction to neuroscience and sensation, students make connections between trigonometry and sound, light waves, music, vision, and neural activity. As students learn modern lab techniques for exploring DNA, they discuss different bioethics questions prompted by our new biological technologies. Students read the book Predictably Irrational and connect their understanding of the brain to human behavior. Their studies of descriptive and inferential statistics prepare them to design and carry out original psychology and physiology experiments. Readings also include the books Gulp and Your Inner Fish.\nDivision Four (Grades 11 and 12)\n+ Calculus, Physics, and Modeling\nThroughout this course, students refine their abilities to model situations and see the myriad historical connections between math and science. Driven by the question “How do we describe change?” students are introduced to calculus concepts by modeling disease epidemics with a system of differential equations. Students combine algebraic analyses with numeric approximations solved using spreadsheets. These two approaches enhance student intuitions about the central calculus concepts of differentiation and integration. The concepts are reinforced through the study of Newtonian physics, enabling students to develop a rigorous analytical approach to their scientific work. Students conduct investigations and analyze data and graphs to come up with models describing different situations. They practice and deepen their understanding of these models by solving problems and posing new questions, and they apply their skills to projects such as a calculation of the efficiency of pathways that channel energy from natural resources into applications. The physics curriculum includes motion, forces, orbital motion and gravitation, work and energy, linear momentum, radioactivity, and optics. The mathematical concepts of limits, derivatives, integration, optimization, conic sections, and trigonometric, exponential and logarithmic functions are all integrated within the course. In the final term, the startling ideas of twentieth century physics, such as special relativity, are introduced. Research and current events articles, the ASU Physics Modeling Instruction program, Physics Principles with Applications, Calculus in Context: The Five College Calculus Project, Isaac Newton, and How to Teach Relativity to Your Dog are among the text resources used by the students.\n+ Mathematical Modeling and Computer Science in the Social and Natural Sciences\nMathematical Modeling is the process of bringing a mathematical perspective to the study of real-world issues. In addition to its utility, math is studied because of the beauty of its patterns, the elegance of its ideas, and the pleasure one can experience exploring its structures and techniques. This course investigates the intertwined nature of applied and theoretical mathematics and how each stimulates the other. Students learn how to apply, to real problems and in original contexts, all of the mathematics they have learned and are learning with problem-posing at the heart of each project. During the first unit, students study multivariable functions of three or more dimensions and their application to rating and ranking everything from the quality of a college to whether or not a patient is a suitable organ transfer recipient. They write a 15-20 page paper describing a measure that they have developed to rank a setting of interest, justifying the operations involved in their function, and explaining the hyperdimensional geometry of their function’s graph. The class then learns computer programming in the language Python and each student develops a simulation of a stochastic model to predict the outcomes of a dice game, sports situation (e.g., the likelihood of Dimaggio’s 56-game hitting streak), or board game (e.g., expected length of a game of Chutes and Ladders). Students study probability, combinatorics, and game theory to better understand situations arising in politics, sports, business, and other competitive settings. Their modeling work culminates with a month-long project investigating an original question posed by each student pair. During the pure mathematics portion of the course, students learn more about conjecturing, methods of proof (including induction), and many of the accessible classic theorems such as the proofs of the infinitude of primes, the irrationality of the square root of two, and Cantor’s proofs about countable and uncountable infinities.\n+ Introduction to Computer Programming\nStudents study how to analyze a problem and to design a structured solution to that problem in computer languages, such as Python and SNAP, which provide powerful and accessible graphical tools. Students learn about variables, loop structures, conditional reasoning, procedures, functions, and recursion. Projects include games, mathematics explorations, animations, and more.\n+ Computer Science - Atoms, AND Gates, and Abstraction: How Computers Work\nStudents explore how computers work from the electronic level to logic gates, chips, and computer structure. Students study base number systems, infix and postfix representations, and other topics that help them understand the inner workings of the devices that pervade our lives. All topics are linked to new programming skills and projects that extend their understanding of Python and good programming design. Readings include Tracy Kidder's Pulitzer Prize winning book Soul of a New Machine.\n+ Computer Science - Data, Algorithms, and the Ideas that Make the Internet Work\nStudents study how to represent data, design algorithms, and connect the two in programs. Students build a number of applications both individually and through group projects which require the class to coordinate their programming specifications. Projects include code-making and code-breaking tools, computer graphics, searching methods, games, and applications to mathematics and science. Nine Algorithms That Changed the Future: The Ingenious Ideas That Drive Today's Computers serves as a main source for understanding our networked world.\n+ Non-hierarchical Systems, Fractals, and Chaos\nThis class instroduces programming in the graphically powerful and parallel processing programming language NetLogo, which makes possible explorations in real-world science and social science settings. Students explore how simple rules followed by many agents (e.g., termites, molecules, people, etc.) lead to unexpected emergent behaviors and patterns, such as elaborate ant homes, a zebra's stripes, cooperating communities, and more. They investigate underlying mathematical structures that explain complex behaviors and systems. Resources include An Introduction to Agent-Based Modeling: Modeling Natural, Social, and Engineered Complex Systems with NetLogo.\n+ Mathematics Research Seminar\nThis class provides the opportunity to do sophisticated investigations in pure mathematics. Students study proof techniques including induction, proof by contradiction, and proof by exhaustion. Topics vary according to class interest, but have included combinatorics, the geometry of complex numbers, difference equations, Pythagorean triples and Fermat's Last Theorem, number theory, and graph theory. Students develop an original line of inquiry that they explore in depth.\n+ Computer-Aided Design and Manufacturing\nThis class provides the opportunity to study Computer-aided Design (CAD) and Manufacturing (CAM) and three-dimensional geometry and algebra. Using the school's 3-D printers, laser cutter, and CNC (computer numerical control) technology, students invent, design, and build both functional objects and sculptural works of art. Students work with the powerful and professional CAD program Onshape.\n+ Advanced Placement Physics\nThis class is offered in partnership with Boston University. Students complete some of their studies online and some on site at B.U. Course goals include: developing a deep understanding of foundational principles of physics in classical mechanics and modern physics by applying these principles to complex physical situations that combine multiple aspects of physics. Students will design and conduct inquiry-based laboratory investigations to solve problems through first-hand observations, data collection, analysis and interpretation.", "label": "Yes"}
{"text": "Are you looking for NCERT solutions for Class 12 Maths? Here is all you need.\nClass 12 is an important stage of life on which the hinge of academic life rotates. The future career largely depends on the performance you make here. Maths, as a subject is the most important subject of concern throughout life. More so, if you opt for Engineering, and wish to be qualified in the reputed universities for further studies, securing good marks in Maths is a must.\nDisha Publication is here with detailed Class 12 Maths NCERT Solutions, at the same time makes the task of preparation easy and smooth. The Maths Class 12 NCERT Solutions are designed with the purpose to put you in the top of success. The biggest asset for your future endeavours will be getting well-equipped with all the basics of Maths.\nChapter-list for Class 12 Maths NCERT Solutions\nThe Chapters of NCERT Maths Syllabus needs additional focus as it Maths Class 12 NCERT Solutions, as it carries weightage in most of the competitive exams. Here is an outline of the chapters which you should go through to fruitfully understand the NCERT Solutions for Class 12 Maths.\nChapter 1: Relations and Functions\nChapter 2: Inverse Trigonometric Functions\nChapter 3: Matrices\nChapter 4: Determinants\nChapter 5: Continuity and Differentiability\nChapter 6: Applications of Derivatives\nChapter 7: Integrals\nChapter 8: Applications of Integrals\nChapter 9: Differential Equations\nChapter 10: Vector Algebra\nChapter 11: Three-dimensional Geometry\nChapter 12: Linear Programming\nChapter 13: Probability\nWhy Maths Class 12 NCERT Solutions is Important?\nClass 12 Maths NCERT Solutions strengthens the base for conceptual understanding. It gives a comprehensive view of the prescribed syllabus, as the textbook does not have a detailed description of the topic nor solutions. All the important formulas and theorems of Class 12 are fully solved, which works to build the concepts and find new connections to them. Importantly, the NCERT Solutions for Class 12 Maths is the point of reference for those students preparing for competitive entrance exams like JEE Main/Advanced, BITSAT & VITEEE, in the engineering level.\nWhen the NCERT textbook is accompanied by the solutions, the understanding of concepts becomes easy and in-depth. Moreover, students can trail into the solutions without break in concepts, as it is designed to provide a step-by-step explanation.\nTry out the Maths Solutions and learn from the resources.\nWhy try Free Samples of Disha Publication NCERT Solutions for Class 12 Maths?\nThere are enough Class 12 Maths NCERT Solutions already available on the internet, and you would ask, why should I choose Disha Publication Maths Class 12 NCERT Solutions? Well, here are the practical reasons why you should and must try out the NCERT Solutions Mathematics Free Samples of Disha Publication.\n- Has ERRORLESS solutions with 100% Reasoning\n- Quality of solutions is incomparable\n- Provides in-depth knowledge with notes immediately after the solutions with tips, shortcuts, alternative methods & points to remember\n- Provides quick revision of the concepts involved along with important Formulas and definitions on the chapters, which acts as an instant refresher.\n- Designed step-by-step to give 100% Concept Clarity\n- Solutions are complete (each and every question is solved), & inflow (exactly on the flow of questions in the NCERT Maths book)\nWhy wait for some other time to try out the samples, when you can do it now? Explore and take solutions to your Maths problems.", "label": "Yes"}
{"text": "Hey, folks, I'm Hemanth doing my 3rd year engineering at Bangalore Institute of Technology.\nI can teach mathematics and physics right from secondary school up to college level.\nMy classes will be fun-filled, friendly, fresh and innovative.\nThe class structure will primarily depend upon you, as each individual is different.\nLooking forward to having some fun!\nI've been giving lectures in classes, participated in various seminars, attended technical talks and exposed to the real world for some time now.\nMy logical approach will be very helpful in understanding the student and take instant decisions depending upon the situation.\nB.E 3rd year(pursuing)\nAbove average student\nI love physics, which was the reason I chose mechanical engineering.\nmaths classes closeby? Here's a selection of tutor listings that you can check out.\nSuperprof can also suggest algebra classes to help you.\nLearning isn't a problem, trigonometry classes for all!\nTaking arithmetic classes has never been easier: you're going to learn new skills.\n|at his home||at your home||By webcam|\n|1 hour||Not available||₹500||₹300|\n|5 hours||Not available||₹2,000||₹1,500|\n|10 hours||Not available||₹4,200||₹3,000|", "label": "Yes"}
{"text": "Joint and Marginal Diagnostic Tests for Conditional Mean and Variance Specifications\n32 Pages Posted: 20 Jun 2007\nDate Written: June 12, 2007\nThis article proposes a general class of joint and marginal diagnostic tests for parametric conditional mean and variance models of possibly nonlinear non-Markovian time series sequences. The use of joint and marginal tests is motivated from the fact that marginal tests for the conditional variance may lead misleading conclusions when the conditional mean is misspecified. The new tests are based on a generalized spectral approach and, contrary to existing procedures, they do not need to choose a lag order depending on the sample size or to smooth the data. Moreover, the proposed tests are robust to higher order dependence of unknown form, in particular to conditional skewness and kurtosis. It turns out that the asymptotic null distributions of the new tests depend on the data generating process, so a new bootstrap procedure is proposed and theoretically justified. A simulation study compares the finite sample performance of the proposed and competing tests and shows that our tests can play a valuable role in time series modeling. Finally, an application to the S&P 500 highlights the merits of our approach.\nJEL Classification: C12, C14, C52\nSuggested Citation: Suggested Citation", "label": "Yes"}
{"text": "This is a bit different kind of help that I need compared to most other threads in this forum. I was not sure of where exactly to post this. But, since it is pretty much homework, and it's for my AP Calculus AB course, I thought this would be an appropriate place to put this thread. If not, could a moderator please tell me where a proper location would be? In order to pass the AP Calculus AB course I am enrolled in, each student must submit a project to \"show their understanding of advanced mathematics\". The idea behind the project is that each member of the class present a new area of math or science that uses a type of math that is considered advanced (so basically just Calculus +). It has to be something that can be taught within 30 minutes of instruction. And, that is the only restriction, basically. To give you guys an idea of the topics discussed in our class to this point, this is an appropriate list of things we have covered: -limits -derivatives of all non-polar, real-number functions -integration (definite and indefinite; by parts and substitution; reimann sums) -slope fields -applications of differentiation (related rates; optimization) -applications of integration (volume by slicing; disk/washer method; shell method; arc length) So, with that in mind, ideally, I want a topic that is advanced enough to fulfill the requirements, but not advanced enough to derail the class and confuse half of the people. I took the Calculus BC exam, so I have a good understanding of taylor series/taylor polynomials and the like. I look forward towards hearing your ideas and suggestions.", "label": "Yes"}
{"text": "Multiplication-word-problems-3rd-grade-worksheets, subtraction with regrouping two digit multiplication multi step word problems it's all part of the third grade math curriculum and it's not always easy to digest but our third grade math. After watching this video lesson you will know how to set up and solve addition problems where you have two or more variables you will learn what steps you need to take to solve for each variable 2, order does not matter in multiplication; adding times problem or this check mocking a first grade counting exercise is being used as an example of common core math being unduly.\nAlison friedman's third grade son spends his free time in math allow students like diego santiago to simply write down multiplication tables committed to memory diego had to solve a word problem, the ipads whispered and blinked to life then loaded the afternoon's work: a website chock full of long addition long multiplication long division even word problems from thomas fifth grade to. These fifth grade word problems worksheets incorporate a range of math operations including addition subtraction multiplication and division as well as concepts of place value and fractions many, would you rather read a book about mythical sea creatures or do a sheet of multiplication problems given the choice between listening to a hilarious read aloud featuring elephant and piggie or.\nGreg mahar's height is written on the whiteboard in front of stephanie tham's third grade class at the josiah quincy elementary school it's being used as a way to create a word problem unable to, as applied to common core and instruction one should also be aware of problems that until fourth grade it is important to note that in ccss m the word \"algorithm\" appears for the first time in.\nA bafflingly graded third grade maths quiz caused a firestorm on to \"interpret products of whole numbers\" and to \"use multiplication and division within 100 to solve word problems \" absent from, take quiz optional lesson 3 the commutative and associative properties and take quiz optional lesson 5 writing solving multiplication word problems with one variable score:", "label": "Yes"}
{"text": "I want to use the \"one step subgroup test\".\nThe identity is\nTherefore H is not empty since .\nNow I have to show that for any two elements , is in H.\nSo we have:\nIf my working is correct so far, could anyone please show me how to manipulate this determinant to show that it satisfies the given condition, and .", "label": "Yes"}
{"text": "Posted by arty on Saturday, March 12, 2011 at 2:59pm.\nwhat are the steps to solve for x\ncalculus - Damon, Saturday, March 12, 2011 at 3:04pm\n2 x^2 - 1/x^2 = 0 ???\n2 x^4 = 1\nx^4 = 1/2\nx^2 = (1/2)^.5 or -(1/2)^.5\nx = (1/2)^.25 or -(1/2)^.25 or i(1/2)^.25 or -i(1/2)^.25\ncalculus - arty, Saturday, March 12, 2011 at 3:12pm\nthank you.i am trying to sove for critical numbers. the book is giving me an answer of\nx=+square root 2/2\ncalculus - bobpursley, Saturday, March 12, 2011 at 3:56pm\nI am wondering if the problem then is this:\nx= +- sqrt (1/2)\nbut of course, multiplying that by sqrt(2/2) one gets\nx= +- sqrt (2/4)= +- .5 sqrt 2\nAnswer This Question\nMore Related Questions\n- MATH - 20. A certain computer can perform 105 calculations per second. How many ...\n- Calculus - Follow the steps below for the given function. (Do not use mixed ...\n- calculus - I am suposed to apply L'Hospitals rule to solve. I can't seem to ...\n- Math - What steps do I take in order to solve : (101-100) = .512 times (x/.5) ...\n- Math (calculus) - If y = 2x^3 - 4x and dx/dt = 4, find dy/dt when x = 1. Please ...\n- calculus - can someone explain to me the steps to solve this problem? find the ...\n- calculus - Implicit Differentiation question x^y = y^x I was wondering if I was ...\n- Pre-Calculus - What makes a mathematical induction true? I know how to solve ...\n- math calculus - Hi could someone please explain to me how i would use the chain ...\n- Calculus - For the function f(x) = x/(3x+1) find the equation of the line which ...", "label": "Yes"}
{"text": "Median, like its name suggests, it is the exact middle value in any distribution when, we are arranging any distribution in ascending or descending order.\nThe important thing about median is that you will have to first sort your data, you can do it in ascending or descending order, that doesn't make a difference.\nBut data should be sorted, and its middle value will give you the median value.\nSo, basically what median does is it divides our distribution in half.\nSo, 50% of the observations will be on the right side of the median, and another 50% of the observations would be on the left side of the median.\nNow the observations can also be even, and they can also be odd.\nSo, suppose if I have an odd number of observations with me, okay.\nAnd you have sorted them.\nSuppose, if I have this particular distribution, in which there are 11 members, and let's consider that, this is the retirement age distribution that I have got of the 11 people.\nIf you see in this particular data, we have arranged them into ascending order.\nSo, there are 11 distributions, this means that I want its 50th ratio, I want its 50th percentile.\nSo, what will I do? The 6th value which is right in the middle.\nIf you see the sixth value, which is 57.\nFive values before the distribution which is on the left and there are five values after is the distribution which is on the right.\nSo, 57 is the exact number which is dividing my entire distribution into half and it is giving me an exact value.\nNow, if my distribution is even, even means that suppose, in the same distribution let's consider that one more value comes.\nAnd now I have 12 values in a particular data set.\nI cannot divide it in half.\nWhat will happen in that particular scenario? I will take the mean of the middle two values.\nOne particular value that will come, that single value would be my median.\nSuppose in this situation I took a mean of 56 and 57 which is divided by 2, 56.5 is the particular value that I got, that would be called the median.\nLike we had seen, the order doesn't affect it.\nYou can arrange it in ascending order or in descending order.\nCentre value will always remain the same.\nLet's see It's advantages of the median.\nThis doesn't get affected by extreme values.\nBasically, they are not getting affected by outliers.\nNow, suppose in my data set there is any extreme value, they can be smaller values or extremely larger values.\nThe median doesn't consider them because it takes only the centre value.\nSo, this becomes an advantage, as the outliers are not affecting it, usually, median is the preferred measure of central tendency when the distribution is not symmetrical, or when we have skewed data, we may use medium at that time.\nIt basically converts all the disadvantages of mean into advantage, which is during outliers and skewed data, mean used to not function and in that particular scenario we can use median.\nLet's also see the disadvantages of median.\nSince it doesn't use all the values, it just takes the centre value and gives us a particular figure So, basically it doesn't use our entire information.\nSecond is, it is the same thing, because you're playing with the numbers so you cannot use median for the categorical data.\nSo, we are not using median and mean for categorical data.\nWe just use it for numerical data.\nIf you have any queries or comments, click the discussion button below the video and post there. This way, you will be able to connect to fellow learners and discuss the course. Also, Our Team will try to solve your queries.\n(outro: 15 sec)\nThis course is really nice, just have one question in empirical rule explanation , SD deviation example trainer is saying mean however mean (20+30+40+50+60+70/6) value is different kindly confirm than", "label": "Yes"}
{"text": "It doesn't take super-human powers to get stronger math skills, but lots of practice sure does help. Guide your second grader through this two-digit addition worksheet, and she'll be able to solve the mystery question at the end. Along the way, she'll boost her two-digit addition skills and mental math ability!\nTry out the rest of this Super Powers! series for even more practice.", "label": "Yes"}
{"text": "The ESA Rosetta Mission, launched in March 2004, rendezvoused with comet 67P/C-G in August 2014. The lander Philae touched down on the comet on 12 November and came to rest after bouncing twice (the harpoon tethers and cold gas retro-jet failed to fire).\nRosetta was in orbit around the comet and, after detatchment, the lander Philae was put in free fall, dropping onto the surface from a height of about 20 km in about 7 hours. It’s speed on impact was about 1 m/s.\nWe will have a look at the motion of Philae in the weak gravitational field of the comet and see if these numbers can be produced by simple mechanical reasoning.\nFor objects close to the Earth’s surface, the acceleration due to gravity is approximately constant. Newton’s law implies a force for an object of mass . Here (SI units), is the mass of the Earth and is the distance from its centre. We take to have a constant value equal to the mean radius of Earth. Then the acceleration is . For simplicity let’s take (SI units throughout).\nConsider an object falling from a height at time 0 to the surface at time . From elementary mechanics, the speed at the surface is . The distance travelled is .\nJuggling these equations, the time of the fall is and the speed on impact is . Thus, for example, a stone dropped from 80 metres hits the ground in 4 seconds at a speed of 40 m/s (we neglect air resistance throughout).\nWhen the variation of distance from the centre of attraction is large, we cannot assume that is constant, and we have to integrate the equation of motion .\nMultiplying by and integrating gives the equation where is a constant. Here is the kinetic energy and is the potential energy (both per unit mass), so is the (constant) total energy.\nSuppose the body, initially with , falls from distance from the centre of attraction to distance . The initial energy is . The energy upon impact, , must have the same value. This gives us a formula for the impact velocity\nWe can integrate again: since , we get an equation involving and :\nThis is a standard integral, found in tables or evaluated using Mathematica or a similar package. The result is an expression for in terms of :\nThe Fall of Philae\nNow let us apply these formulae to Philae falling towards 67P. Some relevant data: the comet mass is kg with density of about 400 kg/m³. It is of very irregular shape (see Wikipedia description), but we will replace it by a perfect sphere of radius 2km. Assuming that Philae fell from km to km, we now have values for all the factors in the above expressions. Plugging in the values for , , and in the expression for gives a value of m/s, a reasonable estimate of the impact velocity.\nNow plugging the parameter values into the expression for , we get an estimate of the fall time, hours. This is much longer than the reported 7 hours.\nAddendum, 1 December 2014.\nTo get a better estimate, we allow for non-vanishing initial velocity. If we assume that the velocity on separation (at height ) is then, from conservation of energy, the velocity as a function of height is\nwhere . Taking the initial velocity to be , the velocity upon falling to 2km is or about one metre per second, close to the reported value.\nIntegrating from the release point to the surface, the time of fall now comes to almost exactly 7 hours, in agreement with the reported value.\nWe note that the lander has accelerated by only a tiny amount, from 0.65m/s to 1.01m/s, in the weak gravitational field of comet 67P.\nAn object with negative energy is held in orbit around the attracting body. If the energy is positive, then the object can escape from orbit. The minimum escape velocity is found by setting . For Philae, the energy was . The escape velocity at the surface of the comet is where km is the `radius’ of the comet. Plugging in the values given above, we get m/s.\nSince Philae fell from a great height, the lander was close to escape velocity, and measures were taken to ensure that it remained on the surface. These were only partially successful, but sufficient to bring it to rest after its bumpy landing.\nESA website: http://www.esa.int/\nWikipedia article: 67P/Churyumov–Gerasimenko http://www.wikipedia.org/.", "label": "Yes"}
{"text": "Answer: For an even function even function A function is an even function if f of x is equal to f of −x for all the values of x. This means that the function is the same for the positive x-axis and the negative x-axis, or graphically, symmetric about the y-axis. https://www.cuemath.com › calculus › even-function\n- 1 What makes a function even?\n- 2 What is an example of an even function?\n- 3 What is an odd function example?\n- 4 Is a linear function even or odd?\n- 5 What types of functions are even or odd?\n- 6 Which function is an odd function?\n- 7 What is an example of a function that isn’t even or odd?\n- 8 Is 0 neither odd nor even?\n- 9 Is 2.5 odd or even?\n- 10 How do you identify odd numbers?\n- 11 Is 67 odd or even?\nEven Function – Cuemath\n, f(-x) = f(x), for all x, for an odd function odd function Odd Function. The odd functions are functions that return their negative inverse when x is replaced with –x. This means that f(x) is an odd function when f(-x) = -f(x). Some examples of odd functions are trigonometric sine function, tangent function, cosecant function, etc. https://www.cuemath.com › calculus › odd-functions\nOdd Functions – Cuemath\nf(-x) = -f(x), for all x. If f(x) ≠ f(−x) and −f(x) ≠ f(−x) for some values of x, then f is neither even nor odd.\nA function f is even if f(−x)=f(x), for all x in the domain of f. A function f is odd if f(−x)=−f(x), for all x in the domain of f.\nWhat makes a function even?\nA function is called an even function if its graph is unchanged under reflection in the y-axis. Suppose f(x) is a function such that it is said to be an even function if f(-x) is equal to f(x).\nWhat is an example of an even function?\nOdd Function – A function \\(f\\) is called an odd function if \\begin f(x)=-f(-x) \\end for all \\(x \\) in the domain of \\(f \\text \\) In other words, a function is odd if performing a reflection about the \\(y\\)-axis and \\(x\\)-axis (doesn’t matter which is performed first) does not change the graph of the function.\nWhat is an odd function example?\nWhat is an Odd Function? –\n- Assume f to be a real-valued function of a variable that is real. The function f is odd when the equation is valid for all the values of x in a way that x and – x is present in the domain of the function f,\n- -f(x) = f(-x)\n- Or equivalently,\n- f(x) + f(-x) = 0\n- For example, f(x) = x 3 is an odd function, because for all value of x, -f(x) = f(-x).\nWhat’s the difference between odd and even?\nWhat are even and odd numbers? – Even numbers are divisible by 2 without remainders. They end in 0, 2, 4, 6, or 8. Odd numbers are not evenly divisible by 2 and end in 1, 3, 5, 7, or 9. You can tell whether a number is odd or even regardless of how many digits it has by looking at the final digit.\nIs a linear function even or odd?\nThis linear function is symmetric about the origin and is an odd function : f ( x ) = f ( − x ). As shown earlier in the concept, this quadratic function is symmetric about the -axis and is an even function: f ( x ) = f ( − x ).\nWhat types of functions are even or odd?\nHow are you supposed to tell even and odd functions apart? An even function is one whose graph exhibits about the y -axis; an odd function is one whose graph exhibits symmetry about the origin. Which is a fancy way of saying that, if you split the graphs down the middle at the y -axis, an even function’s halves will mirror each other exactly, while an odd function’s halves with be upside-down of each other.\nIn order to “determine algebraically” whether a function is even, odd, or neither, you take the function and plug − x in for x, simplify, and compare the results with what you’d started with. If you end up with the exact same function that you started with (that is, if f (− x ) = f ( x ), so all of the signs are the same), then the function is even; if you end up with the exact opposite of what you started with (that is, if f (− x ) = − f ( x ), so all of the signs are switched), then the function is odd.\nIf the result is neither exactly the same nor exactly opposite (that is, if the result has neither all the same terms nor all the same terms but with opposite signs), then the function is neither even nor odd. Most functions, in fact, will be neither even nor odd.\nWhich of the 12 functions are even?\nEven Functions: The squaring function and the absolute value function. Odd Functions: The identity function, the cubing function, the reciprocal function, the sine function. Neither: The square root function, the exponential function and the log function.\nWhich function is an odd function?\nA function is odd if, for each x in the domain of f, f(−x)=−f(x). Odd functions have 180° rotational symmetry about the origin.\nWhat is an example of a function that isn’t even or odd?\nWhen we think “even and odd,” usually even and odd numbers are what come to mind. But what are even and odd functions? In today’s video, we will define even and odd functions and discuss how to identify them. Let’s begin by talking about even functions. Notice that the shape of this familiar parabola is visibly symmetric. The left and right sides of the plane are identical, just flipped. We can also show that this function is even algebraically, by evaluating at \\(-x\\), So our original function is \\(f(x)=x^ \\),\nAnd we said that, if \\(f(-x)\\) is the same as \\(f(x)\\), then the function is even. So let’s evaluate at \\(-x\\), So, wherever there’s an \\(x\\), we’re gonna plug in \\(-x\\), So we have: \\(f(-x)=(-x)^ \\) Which, when you square a negative, it turns positive, so this is equal to: \\(f(-x)=(-x)^ =x^ \\) So in this case, \\(f(-x)=f(x)\\),\nAnd because of our definition of even, this function, \\(f(x)=x^ \\), is even. Notice that if we add a constant to this function, it won’t affect the shape of the function, just raise or lower it on the plane. For example, this is the graph of \\(f(x)=x^ +1\\), Now let’s talk about what odd functions are like. Consider another function \\(f(x)\\), which we will once again evaluate at \\(-x\\), But this time, instead of looking for the same \\(f(x)\\) we started with, we want to see if \\(f(-x)\\) changes the sign of all terms in the function.\nIn other words, if \\(f(-x)=-f(x)\\), then the function is odd, Graphically, an odd function will appear the same when we rotate it by 180°, like flipping a page upside down, and it must pass through the origin. A few examples of odd functions are: \\(f(x)=x\\), \\(f(x)=x^ \\), and \\(f(x)=sin(x)\\) Let’s take a look at what’s going on here algebraically, using \\(f(x)=x^ \\) as an example.\nSo we’re gonna have our original function: \\(f(x)=x^ \\), And just like before, we’re gonna evaluate it at \\(-x\\), So we want \\(f(-x)\\), So anywhere we see an \\(x\\), we’re gonna plug in \\(-x\\), \\(f(-x)=(-x)^ \\) So \\((-x)^ \\), which is \\(-x\\cdot-x\\cdot-x\\), which means, since there are three negatives, our final answer’s gonna be \\(-x^ \\),\n- F(-x)=-x^ \\) So if you notice, \\(f(x)\\) is the opposite of \\(f(-x)\\),\n- Each term, which in this case we only have one, is changed from positive to negative.\n- So that means that this function is odd.\n- Notice that if we were to add a constant to this function, it would no longer be odd.\n- Remember that for odd functions, every term must change signs when evaluating at \\(-x\\),\nThat constant term would have no way to change sign, and we would see on the graph that the function would no longer pass through the origin. So we have now talked about definitions of both even and odd functions but before we go further, it’s important to clarify that some functions may be neither even nor odd! For example, take a look at the function \\(f(x)=(x+1)^ \\), From the graph we can see that this function doesn’t pass through the origin, so it can’t be odd. And it isn’t symmetric about the \\(y\\) -axis, so it isn’t even either. But we can also determine this algebraically. So our function is \\(f(x)=(x+1)^ \\), And remember, to determine if it’s even or odd, we want to evaluate it at \\(-x\\),\n- So we have: \\(f(-x)=(-x+1)^ \\) Which we can write as: \\(f(-x)=(-x+1)^ =(-x+1)(-x+1)\\) ‘cause that’s what the squared means.\n- And then from here we can FOIL.\n- So: \\(-x\\cdot-x=x^ \\) \\(1\\cdot-x=-x\\) \\(-x\\cdot1=-x\\) And, \\(1\\cdot1=1\\) So we have: \\(f(-x)=x^ -2x+1\\) But remember, to determine even or odd, we have to compare this to our original function.\nSo let’s expand that. So for this, we have: \\(f(x)=(x+1)(x+1)\\) Which is: \\(x⋅x=x^ \\) \\(1\\cdot x=x\\text x\\cdot1=x,\\text 2x\\) \\(1\\cdot1=1\\) \\(f(x)=(x+1)(x+1)=x^ +2x+1\\) Now, when we compare these two functions, we see that only one of the three terms ended up changing signs, so \\(f(x)\\) is not odd.\nAnd since one term did change sign, \\(f(x)\\neq f(-x)\\), so the function is not even either. Now that we’ve laid a groundwork for understanding even and odd functions, let’s talk about why we call them even and odd in the first place. Remember that even functions are the same when we evaluate them at \\(+x\\) and at \\(-x\\),\nAs we saw earlier, \\(f(x)=x^ \\) satisfies this property because anytime we square something, a positive value is returned, and therefore the sign of that term doesn’t change even if we plug a negative value in. The same is true when something is raised to the fourth power, or the sixth, and so on.\n- Notice that constants do not change sign when we evaluate at \\(-x\\) either.\n- That’s why we saw that the function \\(f(x)=x^ +1\\) was still even.\n- As you can see, an even function will have even exponents,\n- It may be unsurprising now that odd functions likewise will have odd exponents ! Remember that in order for a function to be odd, all terms must change sign when we evaluate at \\(-x\\),\nClearly, any term with \\(x\\) to the first power will change sign when we plug in a negative value of \\(x\\), In the same way, \\(x\\) to the third power, the fifth power, and so on will all change sign when we plug in a negative value for \\(x\\), As we mentioned earlier, when a term has an even power of \\(x\\), it will not change sign. Neither. This function is not symmetric about the \\(y\\) -axis, so it is not even. And even though it passes through the origin, it is not odd either because it would not appear the same if we were to rotate the image 180°. Let’s try another one. Is the function \\(f(x)=\\frac x^ -2x\\) even, odd, or neither? Let’s look at each term.\n- First, \\(\\frac x^ \\) has an odd power of \\(x\\), meaning that the sign will change when evaluated at \\(-x\\),\n- Similarly, the second term, \\(-2x\\), has an odd power of \\(x\\) and will also change sign.\n- That means this function is odd! Let’s finish with a more conceptual question.\n- We know that some functions may be neither even nor odd, but is it possible for a function to be both even and odd? Surprisingly, the answer is yes, but only for one function.\nCan you think of what function that is? Remember that for even functions, \\(f(-x)=f(x)\\), and for odd functions, \\(f(-x)=-f(x)\\), The only way both of these can be satisfied is when \\(f(x)=0\\), \\(f(-x)=f(x)\\) \\(and\\) \\(f(-x)=-f(x)\\) As a quick recap, we can identify even and odd functions in the following ways: Graphically, even functions are symmetric about the \\(y\\) -axis.\n- And they don’t have to pass through the origin.\n- Though, odd functions must pass through the origin, and they will appear the same when viewed from a 180° rotation.\n- Algebraically, even functions are the same when we evaluate at \\(+x\\) and at \\(-x\\),\n- Odd functions will change signs across all terms when evaluated at \\(-x\\),\nAs a shortcut, if a function contains only even exponents of \\(x\\) (and may or may not have constants) then it is even. If a function has no constants and only odd exponents of \\(x\\), then it is odd. Now that we’ve covered everything and run through some examples, you should be pretty comfortable with identifying even and odd functions.\nIs 0 neither odd nor even?\nZero is an even number. In other words, its parity—the quality of aninteger being even or odd—is even. The simplest way to prove that zero iseven is to check that it fits the definition of ‘even’: it is an integermultiple of 2, specifically 0 × 2.\nIs 2.5 odd or even?\nStandard Form –\n- The standard form to represent the even number and odd numbers are as follows:\n- Even Number = 2n\n- Odd Number = 2n+1\n- Where “n” can be any integer.\nZero is an even number because it obeys all the properties of the even number such as divisibility rule, and number line rule. The number 2.5 is neither even nor odd because it does not obey the property of even and odd numbers. If ” n” is an integer, the even numbers are represented in the form “2n”.\nHow do you identify odd numbers?\nOdd Numbers (Definition, Chart, Properties & Solved Examples) Odd numbers are the numbers that cannot be divided by 2 evenly. It cannot be divided into two separate integers evenly. If we divide an odd number by 2, then it will leave a remainder. The examples of odd numbers are 1, 3, 5, 7, etc.\nIs 67 odd or even?\n67 (sixty-seven) is the natural number following 66 and preceding 68. It is an odd number.\nWhat makes a function graph even?\nA function is said to be an even function if its graph is symmetric with respect to the y-axis. For example, the function f graphed below is an even function. Verify this for yourself by dragging the point on the x-axis from right to left.\nWhat makes a polynomial function even?\nA polynomial is even if each term is an even function. A polynomial is odd if each term is an odd function. A polynomial is neither even nor odd if it is made up of both even and odd functions.\nWhat makes a rational function even?\nOptions: If the signs all stay the same or all change, f(-x) = f(x), then you have even or y-axis symmetry. If either the numerator or the denominator changes signs completely, f(-x)= -f(x) then you have odd, or origin symmetry.\nWhat makes a trig function even?\nKey Concepts –\n- The tangent of an angle is the ratio of the y -value to the x -value of the corresponding point on the unit circle.\n- The secant, cotangent, and cosecant are all reciprocals of other functions. The secant is the reciprocal of the cosine function, the cotangent is the reciprocal of the tangent function, and the cosecant is the reciprocal of the sine function.\n- The six trigonometric functions can be found from a point on the unit circle. See Example,\n- Trigonometric functions can also be found from an angle. See Example,\n- Trigonometric functions of angles outside the first quadrant can be determined using reference angles. See Example,\n- A function is said to be even if \\(f(−x)=f(x)\\) and odd if \\(f(−x)=−f(x)\\).\n- Cosine and secant are even; sine, tangent, cosecant, and cotangent are odd.\n- Even and odd properties can be used to evaluate trigonometric functions. See Example,\n- The Pythagorean Identity makes it possible to find a cosine from a sine or a sine from a cosine.\n- Identities can be used to evaluate trigonometric functions. See Example and Example,\n- Fundamental identities such as the Pythagorean Identity can be manipulated algebraically to produce new identities. See Example,\n- The trigonometric functions repeat at regular intervals.\n- The period \\(P\\) of a repeating function f f is the smallest interval such that \\(f(x+P)=f(x)\\) for any value of \\(x\\).\n- The values of trigonometric functions of special angles can be found by mathematical analysis.\n- To evaluate trigonometric functions of other angles, we can use a calculator or computer software. See Example,", "label": "Yes"}
{"text": "We study the absolute Galois group by looking for invariants and orbits of its faithful action on Grothendieck’s dessins d’enfants. We define a class of functions called Belyi-extending maps, which we use to construct new Galois invariants of dessins from previously known invariants. Belyi-extending maps are the source of “new-type” relations on the injection of the absolute Galois group into the Grothendieck–Teichmüller group. We make explicit how to get from a general Belyi-extending map to formula for its associated invariant which can be implemented in a computer algebra package. We give an example of a new invariant differing on two dessins which have the same values for the other readily computable invariants.\nCite this article\nMelanie Matchett Wood, Belyi-Extending Maps and the Galois Action on Dessins d’Enfants. Publ. Res. Inst. Math. Sci. 42 (2006), no. 3, pp. 721–737DOI 10.2977/PRIMS/1166642157", "label": "Yes"}
{"text": "You have 15 sticks of length 1cm, 2cm, ..., 15cm (one of each length). How many triangles can you make by picking three sticks and joining their ends?\nNote: Three sticks (eg 1, 2 and 3) lying on top of each other does not count as a triangle.\nNote: Rotations and reflections are counted as the same triangle.\nIf you write out the numbers from 1 to 1000 (inclusive), how many times will you write the digit 1?\nNot Roman numerals\nThe letters \\(I\\), \\(V\\) and \\(X\\) each represent a different digit from 1 to 9. If$$VI\\times X=VVV,$$\nwhat are \\(I\\), \\(V\\) and \\(X\\)?\nThe sequence of six numbers above has two properties:\n- Each number is either 0, 1 or 2.\n- Each pair of consecutive numbers adds to (strictly) less than 3.\nToday's number is the number of sequences of six numbers with these two properties\nIn base 2, 1/24 is 0.0000101010101010101010101010...\nIn base 3, 1/24 is 0.0010101010101010101010101010...\nIn base 4, 1/24 is 0.0022222222222222222222222222...\nIn base 5, 1/24 is 0.0101010101010101010101010101...\nIn base 6, 1/24 is 0.013.\nTherefore base 6 is the lowest base in which 1/24 has a finite number of digits.\nToday's number is the smallest base in which 1/10890 has a finite number of digits.\nNote: 1/24 always represents 1 divided by twenty-four (ie the 24 is written in decimal).\nPut the digits 1 to 9 (using each digit exactly once) in the boxes so that the sums are correct. The sums should be read left to right and top to bottom ignoring the usual order of operations. For example, 4+3×2 is 14, not 10. Today's number is the smallest number you can make using the digits in the red boxes.\nToday's number is the sum of all the numbers less than 40 that are not factors of 40.", "label": "Yes"}
{"text": "...That's the goal: success! My goal is to provide you with the necessary tools to be successful. I understand that math is challenging.\nProspect Heights, ILView Tutor\n...I strongly believe that students have the ability to succeed in any academic subject or standardized exams if they have the proper guidance and a willingness to put forth consistent effort in their work. As a tutor, I will do my best to help achieve mastery and success. If you are interested in...\nDowners Grove, ILView Tutor\nI am an educator who enjoys teaching and interacting with students. I have over 10 years of experience in the classroom as well as an administrator. I've taught 6th-8th grade math and I have expertise in Pre-Algebra, Algebra 1, Honors Algebra 1, Geometry and Honors Geometry.\nHomewood, ILView Tutor\n...Know that I am very much looking forward to meeting you! Please let me know if you have additional questions, and I will be sure to promptly answer them. I have grown up my entire life playing, coaching, or watching football.\nChicago, ILView Tutor\n...As a substitute teacher in two different school districts working in one for six years and one for two years and being a recently certified K-9 teacher I always enjoy teaching Geometry. It is the one Math subject where you get to use three dimensional shapes, work with lies and shapes and triang...\nBolingbrook, ILView Tutor", "label": "Yes"}
{"text": "ESTIMATES OF THE BERGMAN KERNEL FUNCTION ON PSEUDOCONVEX DOMAINS WITH COMPARABLE LEVI FORM Cho, Sang-Hyun;\nLet be a smoothly bounded pseudoconvex domain in and let b a point of finite type. We also assume that the Levi form of b is comparable in a neighborhood of . Then we get precise estimates of the Bergman kernel function, (z, w), and its derivatives in a neighborhood of . .", "label": "Yes"}
{"text": "The indicated function y1(x) is a solution of the given differential equation.\nUse reduction of order or formula (5) in Section 4.2,\ny2 = y1(x) e−∫P(x) dx y 2 1 (x) dx (5)\nas instructed, to find a second solution y2(x). y'' + 100y = 0; y1 = cos 10x\nI've gotten to the point all the way to where y2 = u y1, but my integral is wrong for some reason\nThis was my answer\ny2= c1((sin(20x)+20x)cos10x)/40 + c2(cos(10x))\nGet Answers For Free\nMost questions answered within 1 hours.", "label": "Yes"}
{"text": "Date of Award\nOpen Access Dissertation\nCollege of Education\nDoctorate of Education, Ed.D.\nBelle B. Booker-Zorigian, Ph.D.\nJoanna Gilmore, Ph.D.\nAlecia C. Eubanks, Ph.D.\nmindset, religiosity, achievement, math achievement, bioecological model\nGrowth mindset and religiosity as separate constructs have been shown to increase student achievement. This study sought to discover if a relationship existed between religiosity and mindset, as well as if mindset or religiosity could predict math achievement. A mixed methods study, guided by Brofenbrenner’s bioecological model, was conducted. This non-experimental quantitative study found a small statistically significant relationship between mindset and religiosity (p < .05). However, religiosity and mindset were not correlated with math achievement; therefore, these constructs could not be used to predict math achievement. Focus group interviews were used to further study the relationship between mindset and religiosity. Students were asked to describe how they developed both their mindset and religiosity beliefs, and then to discuss how these constructs work, both together and separately, to impact academic achievement. Through In Vivo and Process coding, two themes and one key assertion emerged from the interviews. Theme 1: Environmental factors impact religiosity and mindset. Theme 2: Religiosity and mindset impact academic success. Key Assertion: Religiosity and mindset are two distinct yet harmonious constructs within adolescents. Religiosity and mindset influence each other as students grow, develop, and achieve in school.\nCU Commons Citation\nLuebke, Kathryn, \"Religiosity, Mindset, and Math Achievement\" (2019). Ed.D. Dissertations. 305.", "label": "Yes"}
{"text": "Math Interactive Notebook 6Th Grade. Interactive math notebook for second grade go math chapter 6. 6th grade math interactive notebook pdf.\nPage 1 cornell notes for. Ad nurture your 6th grader's curiosity in math, english, science, and social studies. Hints for implementing math notebooks 5.\nA Digital Interactive Notebook Allows You To Take Cut And Paste, Sorting, Or Matching Interactive Activities And Allow Them To Be Completed.\n6th grade math interactive notebook. The interactive notebook is more than a notebook in which to take notes. This notebook is absolutely amazing!\nVocabulary For Every Sixth Grade Math Standard Is Covered.\nAd bring learning to life with thousands of worksheets, games, and more from education.com. History digital interactive notebook from teachingideas4u.com try free for 30 days. Notify me when this product is available:\nPage 1 Cornell Notes For.\nSixth grade math interactive notebook bundle all. 6th grade math interactive notebook. This is a for my 6th grade math interactive notebook.\nIt Will Replace Your Math Textbook.\n6th grade math interactive notebook from www.exploremathindemand.com this is a whole years worth of interactive Each page has the common core standard and activity that goes along with the standard. This is a whole years worth of interactive notebook for 6th grade math.\nThe First Page Is More Aimed Towards Direct Instruction / Notes.\nMath notebook cover template 4. There are 5 units (6 units including unit 0). 6th grade math interactive notebook free.\nRelated Posts for Math Interactive Notebook 6Th Grade\n- Create Your Own Culture Project\n- Ode To Family Photographs Answer Key\n- Oh Deer Door Decoration\n- Lowercase C In Cursive\n- Amoeba Sisters Meiosis Worksheet Answer Key\n- Under The Sea Sign\n- Cross Section Worksheet Form A Answer Key Pdf\n- Biography Rubric 4Th Grade\n- Weirdo Graphic Organizer Subjuntive\n- Staar Review Algebra 1", "label": "Yes"}
{"text": "Model reconstruction from temporal data for coupled oscillator networks.\nIn a complex system, the interactions between individual agents often lead to emergent collective behavior such as spontaneous synchronization, swarming, and pattern formation. Beyond the intrinsic properties of the agents, the topology of the network of interactions can have a dramatic influence over the dynamics. In many studies, researchers start with a specific model for both the intrinsic dynamics of each agent and the interaction network and attempt to learn about the dynamics of the model. Here, we consider the inverse problem: given data from a system, can one learn about the model and the underlying network? We investigate arbitrary networks of coupled phase oscillators that can exhibit both synchronous and asynchronous dynamics. We demonstrate that, given sufficient observational data on the transient evolution of each oscillator, machine learning can reconstruct the interaction network and identify the intrinsic dynamics.\nPanaggio, MJ; Ciocanel, M-V; Lazarus, L; Topaz, CM; Xu, B\nVolume / Issue\nStart / End Page\nElectronic International Standard Serial Number (EISSN)\nInternational Standard Serial Number (ISSN)\nDigital Object Identifier (DOI)", "label": "Yes"}
{"text": "A motorcycle traveling at 30 m/s comes to a stop over a distance of 150 m. What was the motorcycle's acceleration?\nThe Attempt at a Solution\nI tried plugging in what I know.\nThen I divided 150 m and 900 by 150:\nThis yields an answer of -4. It doesn't seem right, but I can't place why. I think I may have needed to divide the v^2 by 150, but that's 0/150, which wouldn't make sense. Thanks in advance for a reply!", "label": "Yes"}
{"text": "Design your own scoring system and play Trumps with these Olympic Sport cards.\nHere is a version of the game 'Happy Families' for you to make and play.\nA game for 2 people. Take turns placing a counter on the star. You win when you have completed a line of 3 in your colour.\nCan you make the birds from the egg tangram?\nHover your mouse over the counters to see which ones will be removed. Click to remove them. The winner is the last one to remove a counter. How you can make sure you win?\nTake it in turns to make a triangle on the pegboard. Can you block your opponent?\nHave a go at this game which has been inspired by the Big Internet Math-Off 2019. Can you gain more columns of lily pads than your opponent?\nBoard Block game for two. Can you stop your partner from being able to make a shape on the board?\nSolve this Sudoku puzzle whose clues are in the form of sums of the numbers which should appear in diagonal opposite cells.\nThis article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.\nThis article supplies teachers with information that may be useful in better understanding the nature of games and their role in teaching and learning mathematics.\nA shunting puzzle for 1 person. Swop the positions of the counters at the top and bottom of the board.\nA game for two players on a large squared space.\nAn interactive activity for one to experiment with a tricky tessellation\nThe game uses a 3x3 square board. 2 players take turns to play, either placing a red on an empty square, or changing a red to orange, or orange to green. The player who forms 3 of 1 colour in a line. . . .\nA game for 1 person. Can you work out how the dice must be rolled from the start position to the finish? Play on line.\nTake it in turns to place a domino on the grid. One to be placed horizontally and the other vertically. Can you make it impossible for your opponent to play?\nA game for 2 players that can be played online. Players take it in turns to select a word from the 9 words given. The aim is to select all the occurrences of the same letter.\nA Sudoku with clues given as sums of entries.\nA game for 2 players. Take turns to place a counter so that it occupies one of the lowest possible positions in the grid. The first player to complete a line of 4 wins.\nAn old game but lots of arithmetic!\nA game for 2 players. Given a board of dots in a grid pattern, players take turns drawing a line by connecting 2 adjacent dots. Your goal is to complete more squares than your opponent.\nThe computer starts with all the lights off, but then clicks 3, 4 or 5 times at random, leaving some lights on. Can you switch them off again?\nTry this matching game which will help you recognise different ways of saying the same time interval.\nIn this game for two players, you throw two dice and find the product. How many shapes can you draw on the grid which have that area or perimeter?\nHow long does it take to brush your teeth? Can you find the matching length of time?\nFirst Connect Three game for an adult and child. Use the dice numbers and either addition or subtraction to get three numbers in a straight line.\nSeeing Squares game for an adult and child. Can you come up with a way of always winning this game?\nShut the Box game for an adult and child. Can you turn over the cards which match the numbers on the dice?\nSpiralling Decimals game for an adult and child. Can you get three decimals next to each other on the spiral before your partner?\nGillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.\nA game for 1 or 2 people. Use the interactive version, or play with friends. Try to round up as many counters as possible.\nHere is a chance to play a version of the classic Countdown Game.\nAn extension of noughts and crosses in which the grid is enlarged and the length of the winning line can to altered to 3, 4 or 5.\nEverthing you have always wanted to do with dominoes! Some of these games are good for practising your mental calculation skills, and some are good for your reasoning skills.\nThis is an adding game for two players.\nPlayers take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.\nA game for two players. You'll need some counters.\nA fun game for two. You'll need some counters.\nBoard Block Challenge game for an adult and child. Can you prevent your partner from being able to make a shape?\nIn this article for teachers, Liz Woodham describes the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.\nHere are a collection of games from around the world to try during the holidays or the last few weeks of term.\nYou'll need two dice to play this game against a partner. Will Incey Wincey make it to the top of the drain pipe or the bottom of the drain pipe first?\nWho said that adding couldn't be fun?\nCan you work out how to win this game of Nim? Does it matter if you go first or second?\nThis challenge is a game for two players. Choose two of the numbers to multiply or divide, then mark your answer on the number line. Can you get four in a row?\nWe think this 3x3 version of the game is often harder than the 5x5 version. Do you agree? If so, why do you think that might be?\nWhat might your first lesson with a new class look like? In this article, Cherri Moseley makes some suggestions for primary teachers.\nUse the tangram pieces to make our pictures, or to design some of your own!\nUse your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.", "label": "Yes"}
{"text": "Every Tuesday we send out an email to every employee with information from the district This email...\nWe are excited to announce three mathematics summer professional learning courses for 2019! Note that all locations will offer participants the chance to engage in either the elementary or secondary Mathematics for All Students course on Monday and Tuesday AND THEN the What the Tech? course on Wednesday and Thursday for a fluid four day run of fantastic mathematics-centric professional learning! See below for course details, dates, and locations.\nEach course participant will receive the following:\nCopy of MTSS in Mathematics Framework Triple EEE Framework Opportunity to collaborate with colleagues Opportunity to earn a $150 stipend via completion of a project related to the course (thanks to the STEM Action Center’s generous donation).\nSign up in MIDAS today using the course codes next to each course!\nElementary Mathematics For All Students (Course #50652):\nRe-invigorate your math instruction by coming together to collaborate with teachers, engage with rich mathematics tasks, and apply key practices to your own math classroom. Leave with concrete strategies you can use to enhance your planning, instruction, and assessment to create an equitable learning environment that enables all of your students to succeed in mathematics.\nSecondary Mathematics for All Students (Course #52312):\nParticipants will learn to apply the Utah Multi-Tiered System of Support (UMTSS) framework to increase student learning of mathematics and promote high expectations for each and every student. The sessions will focus on practical strategies to implement high quality math tasks in an accessible way, elicit student thinking, and support productive struggle. Discussions and activities will integrate and encompass the critical components of the UMTSS framework: High-quality Instruction, Team-based Problem Solving, and Data-based Decision Making.\nWhat the Tech? Improving the Efficacy of Your Mathematics Classroom (Course #52275):\nWhat the heck is “What the Tech”? In this course, mathematics plays the lead role with technology as the supporting actor. Come learn about what makes a mathematics classroom effective, how to incorporate technology into a mathematics classroom strategically and how to evaluate what’s working and what is not. Novice to expert tech users from grades K-12 will be engaged in the use of digital tools to provide opportunities for students to reason critically, communicate effectively, and model mathematical concepts using multiple representations. (Click on the link in the course title for an advertisement video.)\nEach two-day course will cost $25 and will get participants lunch on both days, resources, and MIDAS credit.\nCourses will run during the following dates and locations from 8:00 a.m. – 4:00 p.m. each day:\nMathematics for All Students: Monday and Tuesday (or Tuesday and Wednesday)\nWhat the Tech?: Wednesday and Thursday (or Thursday and Friday)\n- May 28-31, 2019 (Tuesday-Friday) Nebo School District\n- June 3-6, 2019 (Monday – Thursday) Iron County\n- June 3-6, 2019 (Monday – Thursday) Davis School District\n- June 10-13, 2019 (Monday – Thursday) Washington County\n- June 17-20, 2019 (Monday – Thursday) Cache County\n- June 17-19, 2019 (Monday – Thursday) San Juan County\n- June 24-27, 2019 (Monday – Thursday) Salt Lake\n- June 24-27, 2019 (Monday – Thursday) Alpine\nIf you have any questions about these courses, please reach out to\nShannon Ference for Elementary Mathematics (email@example.com),\nJoleigh Honey for Secondary Mathematics (firstname.lastname@example.org) and,\nNathan Auck for What the Tech? (email@example.com)", "label": "Yes"}
{"text": "Actually my teaching method is step by step trying to teach the students and clearing their doubts , first every student should understand the topic/step .\nI would prefer to teach students of 9,10,11 & 12 (science) i would love to teach them\nI am an mechanical engg., I always loved maths from the beginning ,also i loved to teach maths to my friends ,till now i have not have any experience in teaching , but i would love teaching.\nmaths lessons closeby? Here's a selection of tutor listings that you can check out.\nSuperprof can also suggest algebra lessons to help you.\nLearning isn't a problem, arithmetic lessons for all!\nTaking geometry lessons has never been easier: you're going to learn new skills.\n|at his home||at your home||By webcam|\n|1 hour||Not available||Not available||RM34|", "label": "Yes"}
{"text": "Its been a long time since I needed to understand algebra and when it came time to helping my son, I couldnt do it. Now, with your algebra software, we are both learning together. D.H., Tennessee\nI do not have any issues. I just wanted to let you know that I am glad I purchased your product. I also appreciate the updates as they not only make for a better looking product, but things seem to be more user friendly now. Sonya Johnson, TX\nWhat a great friendly interface, full of colors, witch make Algebra Buster software an easy program to work with, and also it's so easy to work on, u don't have to interrupt your thoughts stream every time u need to interact with the program. Christian Terry, ID.\nI liked the detailed, clearly explained step by step process that Algebra Buster uses. I'm able to go into my class and follow along with the teacher; it's amazing! Carl J. Oldham, FL\nStudents struggling with all kinds of algebra problems find out that our software is a life-saver. Here are the search phrases that today's searchers used to find our site. Can you find yours among them?\nSearch phrases used on 2009-04-09 :\nsecond order linear homogenous ODE solve\n2nd order runge kutta matlab\n7th grade sample slope intercept problems\ntechnique in solving fractions\ngeometry cheat sheets\nonline division solver\nelimination method rules-math\nmcdougal littell geometry answers\nhow to make a factoring program on a graphing calculator", "label": "Yes"}
{"text": "Math Magic Square Worksheet – Through the thousands of photographs on the web with regards to math magic square worksheet\n, choices the top series with best quality exclusively for you all, and now this photos is usually one among pictures choices within our finest photographs gallery regarding Math Magic Square Worksheet. I really hope you’ll want it.\nThis particular impression (Math Magic Square Worksheet Lovely 7 Best Math Puzzle Boxes Images On Pinterest) previously mentioned can be classed having: math magic,math magic indesign,math magic sticks,math magician,math magician division,math magician multiplication,\nplaced through Layla with 2018-08-18 04:55:18. To discover all photos throughout Math Magic Square Worksheet pictures gallery you should adhere to that url.\nThe Most Elegant as well as Interesting math magic square worksheet\nintended for Inspire The house Found Property|Inviting DesireHouse\nMath Magic Square Worksheet Lovely 7 Best Math Puzzle Boxes Images On Pinterest Uploaded by Layla on Saturday, August 18th, 2018 in category Multiplication Worksheets Grade 5.\nHere we have another image Math Magic Square Worksheet Awesome Magic Number Math Worksheet featured under Math Magic Square Worksheet Lovely 7 Best Math Puzzle Boxes Images On Pinterest. We hope you enjoyed it and if you want to download the pictures in high quality, simply right click the image and choose \"Save As\". Thanks for reading Math Magic Square Worksheet Lovely 7 Best Math Puzzle Boxes Images On Pinterest.", "label": "Yes"}
{"text": "Now showing items 1-2 of 2\nMLFMA solutions of transmission problems Involving realistic metamaterial walls\nWe present the solution of multilayer metamaterial (MM) structures containing large numbers of unit cells, such as split-ring resonators. Integral-equation formulations of scattering problems are solved iteratively by ...\nSolutions of large integral-equation problems with preconditioned MLFMA\nWe report the solution of the largest integral-equation problems in computational electromagnetics. We consider matrix equations obtained from the discretization of the integral-equation formulations that are solved ...", "label": "Yes"}
{"text": "It is a great idea to start introducing various concept to your child once they turns one. You can also point out simple objects or things they encounter in their daily lives. Here are some tips that will help you to teach preschoolers through a nice creative and educational exercise.\nToddlers and preschoolers only start associating objects with certain colors, sizes, and shapes. How to help them to develop logical thinking? With ‘Odd one out’ game – they can classify objects based on known concepts which depends upon visualization, comparison and discrimination.\nAn understanding of numbers helps children to learn, count and develop a basic sense of how numbers function. Understanding of numbers prepares preschoolers for the more complex mathematical tasks that they will face in their school years.", "label": "Yes"}
{"text": "These fortune tellers are a fun way for students to practice basic multiplication facts. They can be sent home for students to practice with parents or friends, or can be laminated and used as a math center. Each page includes instructions for cutting and folding the fortune teller. I have used these with third, fourth, and fifth graders and all students have enjoyed using these fortune tellers to study.\nPreview is of the 0's fortune teller that is available in my TpT store. This product is the 5's fortune teller.\nCheck out my other fortune tellers to help your students practice their multiplication facts!", "label": "Yes"}
{"text": "Effective ways of studying algebra include reading the complete question, drawing diagrams, learning to use a calculator and starting over where necessary. When faced with a difficult problem when taking a practice test, continue with the test and return to the problem later.\nFirst, reading math problems carefully and completely helps to give a clear idea of what is expected and the calculations required to arrive at an answer. Next, draw a diagram whenever possible. This helps to get a visual image of the problem and to see the problem objectively. This visual approach also adds auxiliary lines or labels for ideas on how to solve the problem.\nKnowing how and when to use a calculator helps to get more accurate answers. It is a good idea to use the same calculator whenever possible. Read the instruction manual carefully to be conversant with the different applications.\nStart a problem over again on a new sheet of paper when met with incorrect answers. Spending too much time attempting to find the error in the calculations is a time consuming process, risks overlooking the mistake and also takes the focus away from the question.\nLastly, keep the workspace and paper clean and easy to read. All work on the paper, including equations, diagrams, calculations and explanations should be written down clearly for the best result. Keeping organized also helps the student trace the correct line of thinking on the page when she finds the correct answer.", "label": "Yes"}
{"text": "Published at Tuesday, August 18th 2020, 13:56:04 PM by Trinetta Klein. Kindergarten Worksheets. This sounds like an awful lot, does not it! A good set of preschool worksheets should cover all of this, and more. In the preschool years, repetition is the key to learning, but you should look for worksheets that teach the same skills in a variety of ways. This not only prevents boredom setting in, but also reinforces the concepts by encouraging understanding as well. The importance of reading to your child cannot be emphasised enough, and you should encourage them to read as much as possible too.\nPublished at Friday, August 21st 2020, 06:24:51 AM by Madelon Roche. Kindergarten Worksheets. Math is a basic subject and hence, it is included in the curriculum from the kindergarten level. However, doing math is not at all a good experience for all students. The subject needs more concentration and step-by-step understanding. Students cannot follow the same methodology for math preparation as they generally do for other subjects including geography, chemistry, physics and others. Math needs more practice and this is one of the subjects in which students can score well and improve their overall grades in exams. This subject has broad real life applications from purchasing groceries to maintaining bank transactions. We use math everywhere. We start learning math from our childhood days, for example counting flowers and birds with our parents. Moreover, some students face difficulties while solving math and to overcome these learning problems, some steps are discussed below.\nPublished at Sunday, August 23rd 2020, 11:58:35 AM. Kindergarten Worksheets By Voleta Leroy. There is one learning style that is absolutely essential if young children are to learn effectively. Children demonstrate their love of this approach on a daily basis often to the accompaniment of hair being torn out by frustrated parents. Young children are hands on learners. Nothing is usually too hot or too heavy. This tactile approach to life in general is their way of discovering and processing information about the world around them. \"Children are born true scientists. They spontaneously experiment and experience and re-experience again. They select, combine, and test, seeking to find order in their experiences - \"which is the moistest? which is the least-est? They smell, taste, bite, and touch-test for hardness, softness, springiness, roughness, smoothness, coldness, warmness: they heft, shake, punch, squeeze, push, crush, rub, and try to pull things apart.\"\nPublished at Sunday, August 23rd 2020, 11:57:37 AM. Kindergarten Worksheets By Harriett Leroux. Play is how children utilize this particular learning style. Play is one of the most powerful vehicles for facilitating learning. When you play with your child you are demonstrating how much you value them and enjoy their company. This helps build self-esteem and many studies now reveal that children with high emotional intelligence will outperform children with higher IQ but lower self esteem. In the UK questions are being asked regarding whether children are given enough time to simply play. The pattern seems to be that children are given more time to play during their early years in school but towards the middle years a more formal approach dominates their school day. Emeritus Professor Barbara argues that the tendency for state education to focus on a more formal, left-brain orientated approach to learning can have disastrous implications for a significant percentage of children, particularly boys, who tend to be predominantly tactile learners.\nPublished at Sunday, August 23rd 2020, 11:48:23 AM. Kindergarten Worksheets By Fantine Leduc. Once you have a scope and sequence book, make a list of each area in math that he needs to work on for the school year. For example for grades three and four, by the end of the year in subtraction, your child should be able to: Solve vertical and horizontal computation problems, Review subtraction of 2 numbers whose sums would be 18 or less, subtract 1- or 2-digit number from a 2-digit number with/without renaming, subtract 1-, 2-, or 3-digit numbers from 3- and 4-digit number with/without renaming, Subtract 1-, 2-, 3-, 4-, or 5-digit number from a 5-digit number. When you have this list, begin searching online for free math worksheets that fit your child has scope and sequence for the year and the goals you have set for your child.\nPublished at Sunday, August 23rd 2020, 11:45:32 AM. Kindergarten Worksheets By Laverna Lacombe. With adaptive learning programs, your child will not just play one level and complete the program. The games offer a comprehensive learning tool that works with kids from kindergarten through third grade. With hundreds of levels, different ways to play and constant interaction, the online games never lose their meaning. The same children can play the games but in different ways, since the programs are tailored toward the learning styles of each child. This is what makes adaptive learning an essential tool in classrooms as well. For 3rd grade math, you can expect a balance of fractions, graphs, money and multiplication that challenge the mind with each lesson. If you are unsure about investing in a particular program, try a program with a free trial. By implementing these valuable learning aids, you can help your child make the most of third grade.\nPublished at Sunday, August 23rd 2020, 11:45:14 AM. Kindergarten Worksheets By Nicolette Guillon. All my toys were one way or the other math related. I had puzzles, and tons of things Mom had me do as games on daily basis at home to get me ready for kindergarten! In fact, she continued guiding me towards being math friendly throughout kindergarten and first grade during which time 1st grade math worksheets was my constant companion.Practice surely makes perfect and I am very gratefully to Mom for taking her time to familiarize me with math even as a child. As a math tutor for 15 years, I have tutored hundreds of students from all the grade levels. I found most of the students were not comfortable with mathematics. More than 80% of them said, the mathematics is very hard. Why do most of the students find mathematics a hard subject and try to avoid it?\nPublished at Sunday, August 23rd 2020, 11:43:57 AM. Kindergarten Worksheets By Trinetta Klein. Patterns and sequencing and basic addition and subtraction should follow on from counting and number recognition. By the time your child is starting kindergarten or school, they should be able to count to 20 with ease, write numbers, do simple addition sums, and have some understanding of patterns and sequences. Even if they are attending preschool, extra practice at home will help them improve their math. A systematic set of mathematics worksheets will help you teach your child the basic principles of math and help them prepare for school. Worksheets can be used as the basis for counting and adding games and other activities. Teaching your child with worksheets also makes them more comfortable with doing worksheets - which will help them when they get to kindergarten and school, where worksheets are used every day.\nPublished at Sunday, August 23rd 2020, 11:40:15 AM. Kindergarten Worksheets By Fanetta Andre. A systematic set of mathematics worksheets will help you teach your child the basic principles of math and help them prepare for school. Worksheets can be used as the basis for counting and adding games and other activities. Teaching your child with worksheets also makes them more comfortable with doing worksheets - which will help them when they get to kindergarten and school, where worksheets are used every day.", "label": "Yes"}
{"text": "BIOL398-03/S13:Class Journal Week 14\n- Kevin McKay\n- I feel that there is mathematics behind every phenomena in life that one could ever hope to study or understand, this obviously includes the science of life or biology. If one wishes to understand or make connections between data or observations of biology, a great way to analyse this data is with math. Using math in biological questions allows us to see the randomness and the orderliness of life.\n- Looking back at the readings and the answers I gave to the questions for week 1, I have no new insights or answers to share. My answers remain the same, I still see myself as a biologist and a mathematician. Although over the past weeks in this class, my outlook on bio math has changed. I have gained a sense of the reality of biomath and the hard work that goes into it. I have gained an appreciation for how difficult this field of study really is. Analyzing biology with math seems to me a bit more complicated now as compared with analyzation of physical properties such as gravity. Biology is always changing, whereas gravity is a constant 9.81 Newtons per kilogram downwards. I have also learned that this type of work that involves this much use of computers is not really for me (although I did have an idea of this before the class).\nKevin Matthew McKay 15:28, 25 April 2013 (EDT)\nJames P. McDonald Week 14\n- What is the value of combining biological and mathematical approaches to scientific questions?\n- Combining biological and mathematical approaches gives multiple perspectives on a question and allows for a more complete solution to a scientific problem. A very important aspect of combining biological and mathematical approaches is that it allows for both qualitative and quantitative analysis and solutions. Math has the ability to take a biological observation or result and put it into a equation. A math equation can take a qualitative observation and make it into a quantitative explanation, which can easily be manipulated and analyzed to answer scientific questions. This can be very beneficial in doing research because you can make predictions and experiments can be reproduced with ease.\n- Looking back on your reflections on the Janovy and Steward readings from the Week 1 Class Journal, do you have any further insights to share? Have your answers changed to those original reflection questions? Why or why not?\n- When it comes to being a mathematician I now understand more of what Stewart was talking about. Stewart states that a mathematician more often sees the math that is taking place all the time around us. This class has shown me that math can be used, in addition to biology, to analyze and solve scientific questions. I originally would not have recognized the potential math that could be used in the biological processes we have looked at. In regards to the answers in my original reflection, my answer to the biologist question has not changed. I tend to thing of science in biological terms before anything else and this has not changed. But in regards to being a mathematician I am still not sure whether I would say I am one, but I have definitely seen the potential that mathematical approaches have. I have tried to learn to think more in mathematical terms and I think I will start to think more in terms of mathematical approaches in the future.\nJames P. McDonald 18:55, 25 April 2013 (EDT)", "label": "Yes"}
{"text": "Precalculus challenge: can we just cancel out the sine? | Summary and Q&A\nThis video explains how to solve equations involving sine and cosine identities using the double angle identity and the reference triangle method.\nQuestions & Answers\nQ: How do you use the double angle identity to solve equations with sine?\nTo solve an equation like sine(2θ) = sine(θ), apply the double angle identity, which states that sine(2θ) = 2sin(θ)cos(θ). Rearrange the equation and consider different values of θ to find all possible solutions.\nQ: How do you solve equations involving cosine and πθ?\nEquations like cosine(πθ) = cosine(θ) require considering cases and adding odd multiples of π to the angles. By doing so, you can find all the solutions to the equation.\nQ: Can you cancel out the sine in equations like sine(πθ) = sine(θ)?\nNo, you cannot cancel out the sine in equations with different inputs. The video explains that canceling out the sine is not valid because sine is not injective. Instead, you need to consider different cases and add multiples of π to the angles.\nQ: Where can I learn more about solving equations with trigonometric identities?\nThe video suggests checking out Brilliant, a problem-solving website and app that offers courses in math, science, and computer science. They have courses that can help you deepen your understanding of trigonometric identities and other topics.\nSummary & Key Takeaways\nThe video introduces two equations involving sine and cosine: sine(2θ) = sine(θ) and cosine(πθ) = cosine(θ).\nThe traditional way to solve the first equation is to use the double angle identity, which results in infinitely many solutions.\nThe second equation requires considering different cases and adding odd multiples of π to the angles.", "label": "Yes"}
{"text": "IXL | Reflection, rotation, and translation | 5th grade mathPresentation is determined by the report that is given in front of the class.Print out these two worksheets to learn how to use a grid to draw and change the size of just about any picture.\nIn nonstandard analysis, let be a set of urelements, and let be the superstructure with individuals in.The guiding principles of the Mathematics syllabus direct that Mathematics as taught in Caribbean schools should be relevant to the existing and anticipated needs of Caribbean society, related to the abilities and interests of.Note: here we call it resizing, but other people call it dilation, contraction, compression, enlargement or even expansion.\n4.1 Enlargements and Reductions - PBworksAn enlargement is a type of transformation in which lengths are multiplied whilst directions and angles are preserved.\nEnlargement Worksheet - Lesson PlanetGeometry Worksheets and Printables Circles, spheres, squares, cubes, triangles, rectangles, octagons, polygons, parallelograms, quadrilaterals—oh, my.\nAn enlargement is a transformation which changes the size of an object without changing its shape, rather as a projector enlarges the details of a photographic slide onto a screen.The list of sources on the Math Awareness web site is a great place to start.Math explained in easy language, plus puzzles, games, quizzes, videos and worksheets.\nExam Style Questions - Corbettmaths\nIt can be used as a first introduction to trigonometry from similarity in the middle school to teaching trigonometry in the high school.Enlargement, sometimes called scaling or dilation, is a kind of transformation that changes the size of an object.\nMathematics and Art -- So Many ConnectionsIndeed historical figures such as Newton and Gauss are difficult to classify as purely physicists or.Find scale factor enlargement lesson plans and teaching resources.O p MMza Udyeo ewsiWt7h9 EIJn Of0i zn giPt4eW dGWeXoJm ue 9terVyR.U Worksheet by Kuta Software LLC.\nThe Fibonacci sequence starts with 1, 1,. and each subseque.Some of the worksheets for this concept are Enlargement work, Work on years, Mathematics linear 1ma0 enlargement, Enlargement grid work, Enlargements and reductions work, Enlargement grid work, Fully describe the single transformation from the triangle, Scale.\nEnlargement and Reductions | Naomi's BlogDefine enlargement and reduction. A. A dilation is a type of dilation where the value of the scale factor is greater than 0.\n042-055 Ch04 097344 ML9 - THSS MathThe lesson takes students from enlargement via similar triangles to trigonometry.Similarity and Congruence Two objects are similar if they have the same shape, so that one is an enlargement of the other.\nNAEP Grade 12 Mathematics Practice Questions\nTwo objects are congruent if they are the same shape and size.Indeed, the many interconnections between mathematics and art provide a wealth of material from which organizers of Math Awareness Month events can select.Enlargement (in fiction) is a theme in fiction, especially in science fiction and fantasy.\nSimilarity transformation | Define SimilarityWelcome to the geometry worksheets page at Math-Drills.com where we believe that there is nothing wrong with being square.\nExtremity | Definition of Extremity by Merriam-Webster\nMathematics: To solve this task successfully, students must relate different scale factors as fractions, decimals, and percents to.", "label": "Yes"}
{"text": "Choosing Clear-Cut Secrets For Idtech Camp\nSpending a few years as a classroom Trainer I’ve seen the advantages of finding one of the best math websites for kids. IXL Learning is nice for revision masking 2,000 expertise across early math and so they have a comprehensive reporting system. This recreation is a lot enjoyable and interactive and players will rating points as they play. Reminiscence video games are a sort of instructional exercise that can be incredibly helpful for kids in their early years of improvement.\nPlayers use their knowledge of multiplication info to assist Roly attain his party. Math Up Down – gamers see one number at a time and must rapidly slide it up if it is higher than the earlier number idtech camp or down whether it is lower than the earlier quantity. With explanations, activities, worksheets, video games and lesson plans for home studying, there is a wealth of assets obtainable to do exactly that.\nIn addition to the usual faculty subjects, there are additionally loads of seasonal activities, video games, recipes, and data on how one can homeschool. Additionally id tech online they learn higher after they get to practice new abilities repeatedly. For youngsters aged 12 and beneath, Coolmath4Kids is an amusement park of math, games, and more, designed to teach math and make it enjoyable.\nNecessary Elements For Idtech Camp Across The Usa\nAs a trainer, it’s price considering incorporating math games into your lessons to boost scholar learning and engagement. Enjoyable Brain has made it very clear on their website that they do not collect personally identifiable data from any of their math websites for kids.\nCool Math Games is a enjoyable brain-training web site for everybody, where logic and pondering meet fun and video games. Step 2: This continues until one player manages to hitch idtech the lines to make a box. There are also a few interactive math features, including Sudoku and Dots math games, math flash playing cards and unit converter.\nThere is no login or prolonged sign up simply fun instructional games. Splash Math is challenging the best way elementary college youngsters in grades Okay-5 study and examine math by a extremely engaging, and personalized program. There are additionally quite a lot of instructional apps and websites that offer zombie-themed math games for youths.\nNecessary Details Of Idtech Camp For 2019\nFor those acquainted with PBS characters reminiscent of Dr Seuss, Curious George, Elmo and Caillou, the Math part lets kids play dozens of math video games with the characters. Let’s take addition worksheets for example; right here we cover subtopics like addition with photos, addition with and with out regrouping, addition phrase problems, addition with combined operations, addition with footage and more.\nRevealing Straightforward Advice For Id Tech Camps\nBy taking part in memory video games, kids can study these concepts in a fun and engaging manner, which will help to make studying extra fulfilling and efficient id tech camp. In addition to enhancing memory and focus, reminiscence video games can even help to enhance general cognitive talents.\nThis can be a wonderful means for youths to apply their math information and improve their speed and accuracy. As its title suggests Coolmath Games, this website offers the user with plenty id tech reviews of cool math video games which might be searched for via topic or title. Step 2: The primary participant rolls a pair of dice and works out the overall of the 2 cube.\nThere are a number of variations of math games with cube. Another popular dinosaur math game is “Dino Island.” In this sport, players should construct id tech and handle their very own dinosaur theme park. Step 1: Each participant wants a set of coloured counters or different cash (2ps vs 10ps for instance).\nThis page features a assortment of free math video games by grades Children will be taught math in a enjoyable way by means of the medium of games like: memory games, crocodile games, matching games, car race games, pirate video games, dinosaur video games, zombie video games and extra.\nThe player who finally ends up saying ‘21′ is out of the sport. The cookie is used to store the consumer consent for the cookies within the class “Performance”. Guess the Number – college students learn numerical vary id tech and half splitting utilizing this sport where they guess a number between 1 and 1,000, with the ability to adjust their guesses after every subsequent spherical narrows the numerical vary.", "label": "Yes"}
{"text": "Being from Physics, I have been trained to look into a lot of problems from a geometrical point of view. For example the differential geometry of manifolds in dynamical systems etc. When I read the foundations of computer science, I always try to find geometric interpretations. Like a plausible geometric interpretation of recursively enumerable sets (I worked on a part where I tried to connect them with Algebraic Geometry by exploiting equivalence with Diophantine Sets but the connection seemed forced and I could not find a \"natural\" expression of the facts in that formulation) or a beautiful geometric result for a simple algorithm for sorting numbers. Though I am not an expert I have read surveys on Geometric Complexity Theory and it is surely an interesting program but I am more interested in having a geometric view of extremely fundamental concepts like the dynamics of a Turing Machine, Lambda Calculus or the structure of (un)computable sets (rather than specific problems). Is it a hopeless job to find geometrical structure in these objects or can one expect some intricate results? Is there any formulation of TCS which treats it geometrically?\nThe semantics of computer programs can be understood geometrically in three distinct (and apparently incompatible) ways.\nThe oldest approach is via domain theory. The intuition behind domain theory arises from the asymmetry behind termination and nontermination.\nWhen treating programs extensionally (ie, only looking at their I/O behavior, and not their internal structure), it is always possible to confirm in finite time that a program halts -- you just wait until it stops. However, it's not possible to confirm that a program doesn't halt, because no matter how long you wait, there is always a halting program that will run for a few more steps than you waited.\nAs a result, halting and looping can be viewed as forming a topological space (the Sierpiński space). This lifts to richer notions of observation (via the Scott topology), and you can thereby interpret programs as elements of topological spaces. These spaces are generally quite surprising from a traditional point of view -- domains are generally not Hausdorff.\nThe best topological introduction I know to these ideas is Steve Vickers' short and extremely accessible Topology via Logic. It can be understood as a sort of warm-up for Peter Johnstone's significantly more formidable Stone Spaces.\nIf you are looking for online lecture notes, let me suggest Martin Escardo's Synthetic Topology of Data Types and Classical Spaces.\nAnother view arises from concurrency theory. A concurrent program can be understood as having multiple valid executions (sequences of states), depending on how races are resolved. Then, the set of executions can be viewed as a space, with each possible sequence of states understood as a path through this space. Then, methods from algebraic topology and homotopy theory can be applied to derive invariants about the program execution.\nNir Shavit and Maurice Herlihy uses this idea to prove the impossibility of certain distributed algorithms, for which they won the 2004 Gödel prize. (See The Topological Structure of Asynchronous Computation.) Eric Goubault has a survey paper explaining the relevant ideas in Some Geometric Perspectives in Concurrency Theory.\nMost recently, it has been observed that the structure of the identity type in dependent type theory corresponds very closely with the notion of homotopy type in homotopy theory -- so closely, in fact, that dependent type theory can actually be seen as a sort of \"synthetic homotopty theory\"! (Vladimir Voevodsky has joked that he spent several years developing a new calculus for homotopy theory, only to discover that his colleagues in the CS department were already teaching it to undergraduates.)\nSee cody's link above to the homotopy type theory book.\nInterestingly, these three views seem incompatible with each other, or at least very difficult to reconcile. Dependent type theory is a total language, so nontermination (and the Scott topology) does not arise in it. It is also confluent, so the view of computations-as-spaces doesn't arise either. Similarly, formulating concurrency in terms of domain theory has proved ferociously difficult, and a completely satisfactory account is still an open problem.\nAs it just so happens, there have been recent development in the theory of dependent types, in which a types, which traditionally represent a static invariant for a computer program, can be interpreted to be a topological space, or rather an equivalence class of such spaces (a homotopy type).\nThis has been the subject of intense research over the last few years, which culminated in a book.\nOlder work has attempted to give a description of models of computation systems, like the pure $\\lambda$-calculus, in terms of certain topological spaces called domains. The Wikipedia article gives a good overview.\nYou are aware of GCT, but you might not be aware of Mulmuley's earlier work on showing a separation between a subset of PRAM-computations and P, which uses geometric ideas of how a computation can be viewed as carving up a space.\nMany lower bounds for problems in the algebraic decision tree model reduce to reasoning about the topology of underlying spaces of solutions (Betti numbers show up as a relevant parameter).\nIn one sense, ALL of optimization is geometric: linear programs involve finding the lowest point of a polytope in high dimensions, SDPs are linear functions over the space of semidefinite matrices, and so on. Geometry is used heavily in the design of algorithms here.\nOn that theme, there's a long and deep connection between our ability to optimize certain functions on graphs and our ability to embed metric spaces in certain normed spaces. This is a vast literature now.\nFinally, in recent years there's been a great deal of interest in so-called \"lift-and-project\" mechanisms for solving optimization problems, and these make heavy use of the underlying geometry and lifts to higher dimensional spaces: notions from algebraic geometry play an important role here.\nComputation is about information processing. The intrinsic nature of information and information processing naturally leads to topological notions (see Neel's answer about domain theory), but these are not directly of a geometric nature, as the resulting topological spaces tend not to be Hausdorff (or even $T_1$). They are \"directed\" in a sense, so one would have to come up with directed geometry to account for the phenomenon. And there are tricks to be played which symmetrize the situation (essentially you stand on your head).\nOne way to understand the relationship between information processing (also known as \"computation\") and geometry is that information processing is preceeds geometry. This view should be familiar from certain parts of physics. For instance in relativity theory we study both the causal structure of spacetime (its information processing) as well as its geometric structure. Many would consider the latter to be more basic than the former.\nThese connections have been noticed in the past and several years ago there was an effort to connect the information-theoretic aspects of computer science with relativity theory. One of the tasks people wanted to solve was: starting from the causality structure of spacetime (which is just a partial order on spacetime), reconstruct the topology of spacetime, or possibly the geometry as well. Recovering topology from a partial order is the sort of thing that domain theory is good at, so there was some success.\nComputational Structures for Modelling Space, Time and Causality, Dagstuhl Seminar 06341, August 20–25, 2006\nKey Martin and Prakash Panangaden: Spacetime geometry from causal structure and a measurement\nNielsen et al. showed that quantum computing has a geometrical interpretation. Specifically, they showed that finding a short quantum circuit to perform a target unitary $U$ is equivalent to finding a short geodesic in a particular curved geometry. See the following papers for details: http://arxiv.org/abs/quant-ph/0603161 and http://arxiv.org/abs/quant-ph/0701004\ncreatively interpreting your question, some possibilities other than GCT as you mention come to mind. one way is to look for undecidable problems (aka Turing completeness) which are quite ubiquitous.\nCellular automata which also increasingly are shown to have deep connections to physics, many related undecidable problems, proven TM complete, and they're naturally interpreted as (and converted between) TM computational tableaus.\nUndecidability in dynamical systems (Hainry), again sometimes closely connected to physics. dynamical systems generally have a multidimensional geometric interpretation.\nVisual programming languages. a program can be seen as a type of (directed?) graph with different types of vertices (eg conditional, arithmetic operation) etc.", "label": "Yes"}
{"text": "Hi, could someone show me how I would go about doing this one?\nFind all solutions of and plot them in the complex plane.\nHow many solutions should I be getting? I know that they should lie on some sort of circle... should I include this circle in my graph?\nAny help would be greatly appreciated!", "label": "Yes"}
{"text": "Areas of Polygons, Triangles, and Trapezoids\nIn this area worksheet, students find the area of 10 polygons including estimating the area. Students find the area of 6 triangles and trapezoids followed by 2 area word problems.\n7th - 11th Math 14 Views 68 Downloads\nAreas of Geometric Shapes with the Same Perimeter\nA triangle, square, hexagon, and circle all have a perimeter of one unit. Eighth graders must attempt to find the area of each and arrange them in order from least to greatest areas. A terrific task for applying four different area...\n7th - 9th Math CCSS: Designed\nFinding Areas of Polygons, Variation 1\nAn exercise in finding the area of polygons by decomposing into triangles and composing into rectangles is the focus of this resource. Make several copies of the worksheet for each participant. Ask learners to use colored pencils to...\n5th - 9th Math CCSS: Designed\nFind the Area of Polygons by Decomposing into Triangles, Rectangles, Parallelograms, and Trapezoids\nTake a multi-sided figure, such as a pentagon, and break it into smaller shapes to calculate the area. The video demonstrates this idea visually by breaking figures into small pieces and calculating each area. Also included, is a review...\n6 mins 5th - 7th Math CCSS: Designed\nWhat Members Say\n- Carmelita J., Special Education Teacher\n- Jamesville, VA", "label": "Yes"}
{"text": "Learn to convert inches into a fraction by remembering the relationship between inches and feet.\nPracticePractice Length Measurements to a Fraction of an Inch questions\nLevels are CK-12's student achievement levels.\nBasicStudents matched to this level have a partial mastery of prerequisite knowledge and skills fundamental for proficient work.\nAt Grade (Proficient)Students matched to this level have demonstrated competency over challenging subject matter, including subject matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to subject matter.\nAdvancedStudents matched to this level are ready for material that requires superior performance and mastery.", "label": "Yes"}
{"text": "Python Machine Learning Cookbook\n100 recipes that teach you how to perform various machine learning tasks in the real world\nAbout This Book\nUnderstand which algorithms to use in a given context with the help of this exciting recipe-based guide\nLearn about perceptrons and see how they are used to build neural...\nThe Complete Idiot's Guide to Statistics, 2nd Edition\nStatistics, statistics everywhere, but not a single word can we understand! Actually,\nunderstanding statistics is a critically important skill that we all need to have in this\nday and age. Every day, we are inundated with data about politics, sports, business,\nthe stock market, health issues, financial matters, and many other topics....\nCalculus (Stewart's Calculus Series)\nSuccess in your calculus course starts here! James Stewart's CALCULUS texts are world-wide best-sellers for a reason: they are clear, accurate, and filled with relevant, real-world examples. With CALCULUS, Sixth Edition, Stewart conveys not only the utility of calculus to help you develop technical competence, but also gives you an...\nMaking Sense of Data: Designing Effective Visualizations\nYou have a mound of data sitting in front of you and a suite of computation tools at your disposal. And yet, you’re stumped as to how to turn that data into insight. Which part of that data actually matters, and where is this insight hidden?\nIf you’re a data scientist who struggles to navigate the murky space...\nComplex Variables and the Laplace Transform for Engineers\nWidely acclaimed text on essential engineering mathematics. Theory of complex variables, Cauchy-Riemann equations, conformal mapping, multivalued functions, etc. Also Fourier and Laplace Transform theory, its applications to engineering, including integrals, linear integrodifferential equations, Z Transform, much more. Many excellent...\n|Result Page: 89 88 87 86 85 84 83 82 81 80 |", "label": "Yes"}
{"text": "|Preview Material|| || || || || || |\nStudent Mathematical Library\n2000; 380 pp; softcover\nList Price: US$57\nInstitutional Members: US$45.60\nAll Individuals: US$45.60\nOrder Code: STML/4\nProblems in Mathematical Analysis II: Continuity and Differentiation - W J Kaczor and M T Nowak\nProblems in Mathematical Analysis III: Integration - W J Kaczor and M T Nowak\nMoscow Mathematical Olympiads, 1993-1999 - Roman Fedorov, Alexei Belov, Alexander Kovaldzhi and Ivan Yashchenko\nWe learn by doing. We learn mathematics by doing problems. This book is the first volume of a series of books of problems in mathematical analysis. It is mainly intended for students studying the basic principles of analysis. However, given its organization, level, and selection of problems, it would also be an ideal choice for tutorial or problem-solving seminars, particularly those geared toward the Putnam exam. The volume is also suitable for self-study.\nEach section of the book begins with relatively simple exercises, yet may also contain quite challenging problems. Very often several consecutive exercises are concerned with different aspects of one mathematical problem or theorem. This presentation of material is designed to help student comprehension and to encourage them to ask their own questions and to start research. The collection of problems in the book is also intended to help teachers who wish to incorporate the problems into lectures. Solutions for all the problems are provided.\nThe book covers three topics: real numbers, sequences, and series, and is divided into two parts: exercises and/or problems, and solutions. Specific topics covered in this volume include the following: basic properties of real numbers, continued fractions, monotonic sequences, limits of sequences, Stolz's theorem, summation of series, tests for convergence, double series, arrangement of series, Cauchy product, and infinite products.\nUndergraduates, graduate students, and instructors interested in analysis.\n\"A valuable resource.\"\n-- American Mathematical Monthly\n\"Would be an ideal choice for tutorial or problem-solving seminars. The volume is also suitable for self-study ... presentation of material is designed to help student comprehension and to encourage them to ask their own questions and to start research ... a really useful book for practice in mathematical analysis.\"\n-- Zentralblatt MATH\n\"Belongs to the great tradition of Eastern European problem books ... if you love mathematics and are serious about understanding analysis, this book is a must.\"\n-- MAA Online\nTable of Contents\nAMS Home |\n© Copyright 2014, American Mathematical Society", "label": "Yes"}
{"text": "Maths is challenging; so is finding the right book. K A Stroud, in this book, cleverly managed to make all the major topics crystal clear with plenty of examples; popularity of the book speak for itself - 7th edition in print.\nRecommended - GCSE & iGCSE\nThis is the best book available for the new GCSE(9-1) specification and iGCSE: there are plenty of worked examples; a really good collection of problems for practising; every single topic is adequately covered; the topics are organized in a logical order.\nRecommended for A Level\nThis is the best book that can be recommended for the new A Level - Edexcel board: it covers every single topic in detail;lots of worked examples; ample problems for practising; beautifully and clearly presented.", "label": "Yes"}
{"text": "This preview has intentionally blurred sections. Sign up to view the full version.View Full Document\nUnformatted text preview: range=12-1=11 mean=6.71 stdev=sqrt(121-6.71^2)=sqrt(76)=8.71 8. Find the z-score of an exam of 76 if the mean of the entire class was 82 and the std. deviation was 4. z=(82-76)/4=3/2=1.5 9. What is the probability that a student in the class of problem #8 above scored less than 76? p=0.067 10. Tom scored a 56 on a quiz where the average was 44 and the std. deviation was 12; his brother Tim scored 63 in a different class where the average was 52 and the std. deviation was 10. Who scored relatively higher? zT=(56-44)/12=1 zT=(63-52)10=1.1 Tim scored relatively higher...\nView Full Document\nThis note was uploaded on 12/30/2010 for the course DSA 12 taught by Professor Jhonecaine during the Winter '10 term at Aberystwyth University.\n- Winter '10", "label": "Yes"}
{"text": "A continuous dependence result for a nonstandard system of phase field equations\n- Colli, Pierluigi\n- Gilardi, Gianni\n- Krejčí, Pavel\n- Sprekels, Jürgen\n2010 Mathematics Subject Classification\n- 35K61 35A05 35B30\n- nonstandard phase field system, nonlinear differential equations, uniqueness, continuous dependence\nThe present note deals with a nonstandard systems of differential equations describing a two-species phase segregation. This system naturally arises in the asymptotic analysis carried out recently by the same authors, as the diffusion coefficient in the equation governing the evolution of the order parameter tends to zero. In particular, an existence result has been proved for the limit system in a very general framework. On the contrary, uniqueness was shown by assuming a constant mobility coefficient. Here, we generalize this result and prove a continuous dependence property in the case that the mobility coefficient suitably depends on the chemical potential.\n- Math. Methods Appl. Sci., 37 (2014) pp. 1318--1324.", "label": "Yes"}
{"text": "Linear equations homework help\nHomework help linear equations\nSets of the first equation with the leading coefficient if a great courses. Whether or otherwise specified deadline. Because i placed out. An affordable price quote. Systems - two-way tables. Payment will be two definitions in the elimination. Each function is simplified order to follow: a 34 in accuplacer test originally made. Are one has infinitely many jobs. When you going to find the parent functions. Sets of the same to name characteristics. Key; reflection about graphing relationships, or x 3 x 5. Learn ways of 9 1- 6 problems for every tutoring happens. Photomath is important not need only had math. Basic shapes used to solve quadratic equations worksheets for all your budget, solving two-step equations, the number of linear equations. Calculation of the square array of the most unique. 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Ask questions on it a moment reflection, unit 9 nov 7. Before balancing equations worksheet answer the oxygen gas stoichiometry problems can use your preferences below lead. Step written with the process of pressure? Please do now but it has 85% yield carbon monoxide reacts with fractions balancing chemical reactions 2 in reactions. There are based on balancing chemical reactions 1 answer, and the formation. Hegelian from the mass is. At himself to form ammonia produced in chapter 5 stoichiometry practice test preparation needed value. After three carbons on the second page 3 2. Ch 3 cells lab results, the equation automatically. Subjects chemistry application of chemical. Likewise, and they explode, these two electrons to precipitate. After you, cations and here. Before and then how do not accessable. Step by adding a kinetic theory and their respective cation b. Begin with homework help homework help i don't see if you hone your knowledge with 100. Co 3 a professional service 24/7 and college and then be correctly interpreted as c solutions of atoms joined together? Balancing chemical reactions with this information. Unlike these molar ratios between gasoline octane and reactions? Bonus equation side of gases react to be correctly balanced.\nDifferential equations homework help\nYou have looked at all, a luxury available for some hippocampus user's guide for the product. Until it can i have access to a set too many others. Such as 1671, chapter introductions or its day s et al. Tutors holes, employed mental arithmetic was taken up to serve the practice. Such communications will receive the arithmetic basis. Third system to solve all magnitudes and other disciplines is, his idea of the achievements. Italian algebraists, the circle. Stochastic differential equations, on how you with cantor about parallel and he solved explicitly satisfies or item. Instructional content presented a new as a powerful school began with equation x y. Separation of all possible by both theaetetus. According to connect personally with built-in step-by-step solutions. Undetermined coefficients a frequently. After recitation ta office hours of curves, where their use it has been unimportant. Obviously want a space. Unfortunately, late 20th century.", "label": "Yes"}
{"text": "Skip to Main Content\nThis paper addresses a unified mathematical expression describing a class of chaotic and hyper-chaotic systems, for which the problem of synchronization between different chaotic and hyper-chaotic systems with uncertain parameters is studied. Based on the Lyapunov stability theory, a novel, simple and systemic adaptive synchronization controller is designated, the analytic expression of the controller and the adaptive laws of parameters are developed. Two different chaotic systems and a hyper-chaotic system are employed as the examples to show the effectiveness of the proposed adaptive synchronization scheme. Additionally, the robustness of the proposed method and the effect of noise are investigated by measuring the mean squared error of the systems.", "label": "Yes"}
{"text": "1 12 times tables printable. There are printable tables for individual sets of math facts as well as complete reference multiplication tables for all the facts 1 12.\nMultiplication And Division Worksheets Multiplication Worksheets Printable Multiplication Worksheets Free Printable Multiplication Worksheets\nThese multiplication charts are.\nPrintable times table 1-12. Make math learning fun and effective with prodigy math game. When you are just getting started learning the multiplication tables these simple printable pages are great tools. Multiplication 1 to 12 times chart.\n4 free blank printable multiplication table 1 12 chart pdf june 1 2020 january 30 2020 by imran khan. Multiplication tables 1 12 portray that we have to utilize the fragment procedure wherein we need to train our kids by instructing them tables from 1 12 it will decrease their worry of understanding that much weight of long tables. Free for students parents and educators.\nThis multiplication table 1 12 helps to increase calculation speed. Printable 1 12 times tables. Free multiplication table 1 to 12.\nSeptember 19 2018 miranda smith. These multiplication charts from 1 12 are helpful for beginners to practice their calculations and can easily check the results. Printable multiplication chart can be taken by simply applying print command from your system.\nThis page is full of multiplication time tables worksheets from 1 to 100 times table that are suitable for all students click on below icons to see other math times table individually. Help your kids learn multiplication by giving them our latest collections of free and printable 1 12 times tables as that they can use as their media in memorizing multiplication by 1 12. To start the learning you can start with multiplication by 1 it is the basic and the simplest one to begin the lesson.\nTo make it even easier and convenient for the students we are bringing the multiplication table 1 12 the chart will contain the tables from 1 to 12. You can start the lesson with 1 12 times tables printable for your kids media learning. Tables have function to explain the multiplication and show the result of each multiplication for your kids.\nStudents can generate 1 to 12 multiplication timetables chart and worksheet for learning and practice basic math timetables.\n1 12 Times Tables Page Times Tables Free Math Worksheets Printable Math Worksheets\nPrintable Multiplication Table Charts 1 12 Multiplication Chart Multiplication Table Multiplication\n1 12 Times Table Color Multiplication Chart Multiplication Chart Times Table Chart Times Tables\nImage Result For Free Printable Maths Multiplication Table 1 12 Printable Times Tables Times Tables Multiplication Table Printable\nPrintable Multiplication Table 1 12 Multiplication Chart Multiplication Table Printable Multiplication Table\nA Blank Multiplication Tables 1 12 Print Free Printable Blank Multiplicati Multiplication Chart Multiplication Table Printable Multiplication Chart Printable\nMultiplication Tables 1 12 Worksheets Woodland Theme Multiplication Chart Multiplication Table Multiplication\nTimes Tables 1 12 Educational Children S Maths Chart Mini Poster 40x60cm Multiplication Times Tables Multiplication Table Printable Multiplication Table\nMultiplication Table Multiplication Chart Kids Math Worksheets Times Tables Worksheets\n1 To 12x Times Table Chart What S The Best Way To Learn To Multiply Up To 12 Download Multiplication Chart Multiplication Chart Printable Times Table Chart\nMultiplication Table 1 12 Pdf Math Facts Multiplication Learning Math\nMultiplication Charts Multiplication Chart Times Table Chart How To Memorize Things\nPrintable Colored Multiplication Table 1 12 Printablemultiplicationtable L Multiplication Table Learning Multiplication Facts Multiplication Facts Worksheets\n1 12 Times Table Pink K5 Worksheets Multiplication Chart Multiplication Printable Chart\nPrintable 1 12 Times Tables K5 Worksheets Multiplication Chart Kids Math Worksheets Times Tables Worksheets\nMultiplication Chart 1 12 Worksheet Multiplication Chart Multiplication Facts Practice Teaching Multiplication\n1 12 Times Tables Large Times Table Chart Times Tables Printable Times Tables\nPin By Elly On Rsk International School Cbse Times Table Chart Times Tables Worksheets Times Tables\nTimes Table Sheets Printable Times Tables Worksheets Multiplication Chart Multiplication Chart Printable", "label": "Yes"}
{"text": "A group consists of four men and five women. Three people are selected to attend a conference.\na. In how many ways can three peop le be selected from this group of nine?\nb. In how many ways can three women be selected from the five women?\nc. Find the probability that the selected group will consist of all women.", "label": "Yes"}
{"text": "is a type of mathematics\nthat deals with methods of factoring numbers, by finding their factor\ns using different methods of eliminating certain possibilites. Sieve theory is used primarily in cracking encryption\nand finding large prime\nSieve methods were created to attack the well-known Goldbach and twin primes problems. It turns out that there are excellent reasons why sieve methods alone cannot solve these problems, but they give partial information on these and many other problems where the `deeper' methods of analytic number theory, such as exponential sums, will not work. For example pairs of consecutive odd numbers which are either prime or very hard to factorise do keep on occurring.\nSieve methods can be purely combinatorial like the sieve of Eratosthenes, or more complex. The (Multiple Polynomial) Quadratic Seive is the most famous example of recent Sieve Theory, and works, essentially, in three steps:\n- Find a factor base and solve the congruences x 2º n (mod p) for each prime p in the factor base.\n- Perform the sieving operation to find sufficient f(r)’s which can be completely factored over the factor base.\n- Use Gaussian elimination to find a product of the f(r)’s which is a perfect square.\nMore complex methods, especially the number field sieve, are faster for larger numbers (more than 100 or so digits.)\nAlthough the specifics of the method are beyond me, the abstract for the original paper introducing the sieve reads as follows:\nThe number field seive is an algorithm to factor integers of the form re ± s for small positive r and s... This leads to a general purpose factoring algorithm that is asymptotically substantially faster than the fastest factoring algorithms known so far, such as the multiple polynomial quadratic seive... The algorithm has proved quite practical: it took us only a few weeks to factor numbers that would have taken several years, had we used the multiple polynomial quadratic seive.", "label": "Yes"}
{"text": "Definition of composite function\n: a function whose values are found from two given functions by applying one function to an independent variable and then applying the second function to the result and whose domain consists of those values of the independent variable for which the result yielded by the first function lies in the domain of the second\nKeep scrolling for more\nan act or instance of editing or removing\nGet Word of the Day daily email!\nLove words? Need even more definitions?Merriam-Webster unabridged\nWords at Play\n- 12 Words For A Lunar Travelogue\n- The Good, The Bad, & The Semantically Imprecise - 7/19/19\n- On ‘Perpetrate’ and ‘Perpetuate’\n- 13 Verbs From The Breakfast Table\nAsk the Editors\n- On Contractions of Multiple Words\n- A Look at Uncommon Onomatopoeia\n- Is Singular 'They' a Better Choice?", "label": "Yes"}
{"text": "‘Science and Nature’\nBirthday parties are fun. And when you’re as old as the Methuselah Tree, you deserve to have at least one party! Read on to find out just how old this plant is, and branch out with some tree math!\nBedtime Math fan Valeria M. in Spain just asked us, how long would it take to run all the way around the world? Believe it or not, it’s been done! But how long would it take if you didn’t have to take any breaks? Read on to run through the math of world record runs.\nBedtime Math fan Sophia Y. asked us how many ants would it take to pick you up and carry you? Read on to see how the numbers answer this great, antsy question – and get carried away with the math!\nWhat better way to fall asleep than to count sheep — and better yet, a whole parade of them? Every year nearly 1 million sheep are lead through Madrid in search of warmer weather. Even though this may cause a traffic baa-ck up, it must be interesting to see (and count!) so many sheep in the city. Read on to parade your way through the sheep-y math.\nWe got an awesome question from a Bedtime Math fan: Carmel P. wants to know, could you drink a whole lake in an hour? Read on to see what the numbers say – and drink in the math!\nWe are loving the geometry in the Anthem Veterans Memorial sculpture in Arizona. What makes this sculpture so mathematically special? Read on to find out – and see how math can meet nature to create memorable and honoring tributes.\nHave you ever wondered how cranberries get from the farm and into your cup of juice? Unlike other fruits, like apples, that you pick straight from the tree, farmers have a unique – and wet! – way of picking cranberries. Read on to get the scoop on cropping cranberries, and do the “berry” wild math.\nDogs come in all kinds of shapes and sizes, from really big to really small! But just how small is the smallest dog? Read on to find out – and do the math behind petite pups.\nWe have jelly, and we have fish…and then we have jellyfish. It’s a great name for this slimy sea creature. Jellyfish can be smaller than your fingernail, or...\nWhen it’s really clear at night and there aren’t a lot of lights around, you can look up at the sky and see lots and lots of stars. But you’d be amazed by just how many star are up there that your eyes can’t see! Read on to count up the stars and be star-struck by the math in the sky.", "label": "Yes"}
{"text": "Calculate the area bounded by the circumscribed and inscribed circle in a triangle with sides 16 cm, 20 cm, and 15 cm.\nDid you find an error or inaccuracy? Feel free to write us. Thank you!\nThank you for submitting an example text correction or rephasing. We will review the example in a short time and work on the publish it.\nTips for related online calculators\nSee also our trigonometric triangle calculator.\nYou need to know the following knowledge to solve this word math problem:\nRelated math problems and questions:\n- Annulus from triangle\nCalculate the area of the area bounded by a circle circumscribed and a circle inscribed by a triangle with sides a = 25mm, b = 29mm, c = 36mm\nCalculate the radius of the Circumscribed circle in the rectangle with sides 20 and 19. Can it be a rectangle inscribed by a circle?\n- Circumscribed 6568\nIn a right triangle ABC with a right angle at the vertex C, it is given: a = 17cm, Vc = 8 cm. Calculate the length of the sides b, c, its area S, the perimeter o, the length of the radii of the circles of the triangle circumscribed by R and inscribed r an\n- Square and circles\nSquare with sides 83 cm is circumscribed and inscribed with circles. Determine the radiuses of both circles.\n- Annular area\nThe square with side a = 1 is inscribed and circumscribed by circles. Find the annular area.\n- Circumference 56291\nCalculate the circumference of a circle circumscribed by a right triangle with squares 10 cm and 15 cm long.\n- Inscribed 44101\nA circle is inscribed in the triangle with sides of 13 cm, 14 cm, and 15 cm. What is its radius?\n- Diagonals of pentagon\nCalculate the diagonal length of the regular pentagon: a) inscribed in a circle of radius 12dm; b) a circumscribed circle with a radius of 12dm.\nCalculate the area of a regular 15-sides polygon inscribed in a circle with a radius r = 4. Express the result to two decimal places.\n- Inscribed and described circle\nFind the radii of a circle inscribed and circumscribed by a regular pentagon whose side measures 3 cm.\n- Circumscribed 81759\nIn triangle ABC, we know a = 4 cm, b = 6 cm, γ = 60°. Calculate the area and radius of the inscribed and circumscribed circle.\n- Truncated cone 6\nCalculate the volume of the truncated cone whose bases consist of an inscribed circle and a circle circumscribed to the opposite sides of the cube with the edge length a=1.\n- RT and circles\nSolve the right triangle if the radius of the inscribed circle is r=9 and the radius of the circumscribed circle is R=23.\n- Rectangle - parallelogram\nA rectangle is circumscribed by a circle with a radius of 5 cm. The short side of the rectangle measures 6 cm. Calculate the perimeter of a parallelogram ABCD, whose vertices are the midpoints of the sides of the rectangle.\n- Ratio of sides\nCalculate the area of a circle with the same circumference as the circumference of the rectangle inscribed with a circle with a radius of r 9 cm so that its sides are in a ratio of 2 to 7.\n- Perpendiculars 64574\nCalculate the circle radius circumscribed by a right triangle whose perpendiculars are 10 cm and 24 cm long.\n- Difference 66354\nA circle is inscribed in a square with a side of 12 cm so that it touches all its sides. Calculate the difference between the area of the square and the circle.", "label": "Yes"}
{"text": "How was the Babylonian number system created?\nThe Babylonians writing and number system was done using a stylus which they dug into a clay tablet. This explains why the symbol for one was not just a single line, like most systems.\nWhy do the Babylonians use base 60?\n“Supposedly, one group based their number system on 5 and the other on 12. When the two groups traded together, they evolved a system based on 60 so both could understand it.” That’s because five multiplied by 12 equals 60. The base 5 system likely originated from ancient peoples using the digits on one hand to count.\nWho developed the Babylonian number system?\nSexagesimal, also known as base 60 or sexagenary, is a numeral system with sixty as its base. It originated with the ancient Sumerians in the 3rd millennium BC, was passed down to the ancient Babylonians, and is still used—in a modified form—for measuring time, angles, and geographic coordinates.\nWhat is the base 12 number system?\nThe duodecimal system (also known as base 12, dozenal, or, rarely, uncial) is a positional notation numeral system using twelve as its base. As a result, duodecimal has been described as the optimal number system.\nWhy do we count base 10?\nNature gave us ten fingers, and so it is natural for us to count in tens. Machines count bigger numbers in the same way we do: by counting how many times they run out of digits. This system is called binary and the binary number 10 means the machine ran out of digits one time. A human would call this number two.\nWhy is base 60 better than 10?\nTo be clear, base 60 has a big advantage over base 10: 60 is divisible by 3, and 10 isn’t. It’s easy to write the fractions 1/2, 1/4, and 1/5 in base 10: they’re 0.5, 0.25, and 0.2, respectively. But 1/3 is 0.3333…. Its decimal representation doesn’t terminate.\nWhy did Mesopotamians use base 60?\nThe numerical system based on 60 originated with the Sumerian civilisation, 4500 years ago. The theory is that the Sumerian and Babylonians were keen on the number 60 because 60 has many factors, including the first six numbers, one to six, but also 12, 15, 20, 30. This meant dividing by 60 often gives easy fractions.\nWhat was the Babylonian number system used for?\nThe Babylonians developed a system for writing down numbers, using symbols for singles, tens, and hundreds, showing that they probably used a decimal system for everyday life. This system allowed them to handle large numbers comfortably and perform all of the major arithmetical functions.\nWhat number system did the Babylonian’s use?\nBabylonian Mathematics and the Base 60 System Base 10 or Base 60. The system surfaced circa 3100 BCE, according to The New York Times. History. Babylonian math has roots in the numeric system started by the Sumerians, a culture that began about 4000 BCE in Mesopotamia, or southern Iraq, according to USA Today Measuring Time.\nWhat is the rule of the Babylonian number system?\nThe Babylonian system uses base-60, meaning that instead of being decimal, it’s sexagesimal. Both the Babylonian number system and ours rely on position to give value. The two systems do it differently, partly because their system lacked a zero.\nWhat is the Babylonian numeral system?\nThe Babylonian system is credited as being the first known positional numeral system, in which the value of a particular digit depends both on the digit itself and its position within the number.", "label": "Yes"}
{"text": "Generate a NaN...on purpose\nSum of series V\nMatlab Basics - Pick out parts of a vector\nFind scalar product of two polynomials a and b, given as vector array.\nPointwise multiplication of vectors.\nSelect primes from the matrix.\nConvert array of decimal numbers into binary numbers array.\nDivide polynomial p1 by p2.\nFor given vectors x,y find coresponding spline coefficients.\nChoose a web site to get translated content where available and see local events and offers. Based on your location, we recommend that you select: .\nYou can also select a web site from the following list:\nSelect the China site (in Chinese or English) for best site performance. Other MathWorks country sites are not optimized for visits from your location.\nContact your local office", "label": "Yes"}
{"text": "Before reading on, you should start here: Dan Meyer’s summative post on mathematical modeling.\nWhat CCSS says about Standard of Mathematical Practice 4 in the elementary grades:\nMathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation.\nMathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.\nWhat modeling can look like in a flow chart:\nElementary 3-Act Resources:\n- Graham Fletcher (K-8)\n- Robert Kaplinsky (3-12)\n- Dane Ehlert’s (3-12)\n- Dan Meyer (3-12)\n- Kyle Pearce (3-12)\n- Mike Wiernicki (3-9)\n- 101 Questions (hosted by Dan Meyer)\nStudent Recording Sheets\nModeling posts worth reading:\nI hope this section will continue to grow. Please drop me a line and let me know of a modeling post that needs to be added here. All of us are smarter than one of us.\nQ: I have an idea for a 3-Act but don’t have a blog?\nA: Don’t need one. 101questions is an excellent website for you to begin experimenting and sharing your ideas with others trying to get their model on.", "label": "Yes"}
{"text": "Start a 10-Day Free Trial to Unlock the Full Review\nWhy Lesson Planet?\nFind quality lesson planning resources, fast!\nShare & remix collections to collaborate.\nOrganize your curriculum with collections. Easy!\nHave time to be more creative & energetic with your students!\nClassifying and Sorting Shapes\nIn this early childhood problem solving activity, students discover how to sort shapes with corners, sides and 4 corners and then respond to 3 classification questions.\n3 Views 21 Downloads", "label": "Yes"}
{"text": "We are an online testing website. We need questions to be added online from different sources like PDF or offline content. The question contains mathematical equations which needed to type using LATEX format. Please refer to this link to know about LATEX ([login to view URL]).\nQuestions also contain images which need to be uploaded by taking snapshots from a pdf file or searching from the internet.", "label": "Yes"}
{"text": "If They Ever Revive High Rollers, You’ll Be Ready With This Strategy Guide\nWhat’s the optimal strategy for taking on the Big Numbers?\nGame show fan and math aficionado Dave Mattingly has a fantastic in-depth read on the optimal strategy for playing the bonus round of the game show High Rollers.\nFor those that don’t know, High Rollers’ Big Numbers game has players trying to shut off lights labeled from 1 through 9. The player rolls the dice, and whatever they roll, they have to remove from the board. So, if they roll an 11, they can remove the 9 and the 2; or the 8, the 2 and the 1. Rolling a doubles gives the player insurance against a roll they can’t remove from the board, but a bad roll and no insurance means the game is over. It’s based on a popular, traditional board game called Shut the Box.\nSo how do you do it? Well, we’ll let Dave explain:\nSince there are nine different numbers, and each number has two states (either still on the board or removed), that means that there are 512 (2 to the 9th power) possible combinations of numbers that you could be left with at some point during the game.\nUm… shit. That’s a lot of math. You better read Dave’s whole article to work out exactly how to win (and play around with his interactive High Rollers widget).", "label": "Yes"}
{"text": "Math Skills Training System\n101 Games and Activities\n101 Games and Activities is a book designed for teachers, caregivers and therapists of children with Autism, Asperger’s and Sensory Processing Disorders to teach them through interactive games how to make eye contact, stay focused, strengthen their motor skills, associate words with objects and improve language and numerical skills. Successfully engages the child. The author shows the user how to teach children by moving their bodies through play. These interactive games are quick to learn but w\n2+2 is a math skills training system designed for use with children with low vision or cognitive disabilities. This program focuses on early arithmetic problems and uses an errorless learning method. The program features both drill and test modes and are designed to enable the instructor to enter vertical or horizontal problems for drilling and testing. This program can be accessed using the standard keyboard, IntelliKeys (not included; see separate entry), or a single switch (not included). COM\n3-D Pentomino Puzzle\nThe 3-D Pentomino Puzzle is a math skills game designed for use by children with cognitive disabilities. This 12-piece three-dimensional puzzle forms hundred of combination, sharpening geometry and problem-solving skills. The set includes a guide with fifty puzzles in three levels of difficulty.\nBase Ten Place Value Frame\nThe Base Ten Place Value Frame is designed for children ages five to seven with learning disabilities to help them learn early math concepts. A good, hands-on way to demonstrate early place value concepts. Model ones, tens, and a hundred for base ten activities. For use with the standard 1-centimeter base ten blocks (sold separately).\nCircus Program, The, & The Circus Kit (Models Mw845 & Mw840)\nThe Circus Program and The Circus Kit, models MW845 & MW840, are language and math skills training systems for children with learning disabilities. Appropriate for group or one-on-one tutorials, the Circus Progam consists of a magnetized display classboard, 200 metallic-backed visuals that adhere to the board, a progam manual, an audio cassette featuring songs and activities, make-your-own plastic for creating customized visuals and Wytebord erasable marking pens. The Circus Kit includes jus\nColored Counting Cubes And Full-Color Task Cards\nThe Colored Counting Cubes and Full-Color Task Cards (sold separately) are a perceptual training activity designed for use with children with cognitive, perceptual, learning, and fine motor disabilities.The set of 100 hardwood cubes can be used to create three-dimensional designs to reinforce fine motor and visual discrimination skills and introduce basic math concepts. A set of 36 Full-Color Task Cards with designs and activities is available. DIMENSIONS: The cubes are one inch. COLOR: The bloc\nColorful Clips (Model Cc-13F)\nColorful Clips, model CC-13F, is a reading tutorial program and training system for matching/sorting/assembly designed to teach basic counting, pattern-following, and word recognition skills to people with cognitive disabilities. The activities require students to follow written and illustrated directions for matching clips to pattern cards or activity mats. The set includes 162 plastic clips, 2 activity mats, 72 pattern cards, marking pencil, storage box, and instructions. COLOR: The clips come\nColorful Concepts Manipulatives\nThe Colorful Concepts Series, model CC-20Q, is a set of educational toys, training systems for matching/sorting/assembly, math skills training systems, and vocabulary tutorial programs designed to develop fine motor, direction-following, cooperative learning, attention, vocabulary, and discrimination skills in children with cognitive disabilities. The series is comprised of Colorful Words, model CC-10F ($29), Colorful Numbers, model CC-12F ($29), Colorful Clips, model CC-11F ($29), and Colorful\nColorful Numbers (Model Cc-12F)\nColorful Numbers, model CC-12F, is an educational toy, a training system for matching/sorting/assembly, and a math skills training system designed to teach counting, number recognition, and addition to people with cognitive disabilities. Dice in three colors can be used for matching, counting, number recognition, and simple addition activities. The set includes 100 dice, 2 activity mats, marking pencil, storage box, and instructions. COLOR: The set includes red, green, and white dice. WARRANTY:\nDifferentiated Math Lessons\nDifferentiated Math Lessons is a software program and book for teachers for lesson planning in math. Features all lesson plans and student materials needed for teaching the these units: graphing, linear measurement, volume and capacity, weight, time, and money. The Instructor's Guide gives step-by-step lessons with measurable objectives, vocabulary lists, pretests and post-tests plus grade level maps. Student Materials include unity stories, Research It!, vocabulary cards, and tiered worksheets.\nExploring Patterns is a math skills training system designed for use by children with physical and cognitive disabilities. Using simulated manipulatives, the program enables students to copy, complete, and create hundreds of patterns of increasing complexity. Accessible with a mouse, a switch, or IntelliKeys (see separate entry), this program offers 140 carefully sequenced activities, a choice of three manipulatives for most activities, continuous auditory feedback, and a comprehensive Teacher's\nExploring Patterns Activity Book\nThe Exploring Patterns Activity Book is a math skills training system designed for use by children with physical and cognitive disabilities. The program enables students to create their own pattern rules and discover patterns within patterns. Accessible with a mouse, a switch, or IntelliKeys (see separate entry), this program offers thirty illustrations that can be colored using IntelliPaint and provide a real-life context for learning about patterns. Categories include Everyday Objects, Nature,\nGiant Textured Beads With Pattern Matching Cards\nGiant Textured Beads with Pattern Matching Cards help teachers and parents working with young students in preschool, kindergarten and early elementary grades who are blind and have visual impairments. These Pattern Matching Cards reinforce the tactile continuum from real object (most basic level) to raised-line graphics (most advance level). Students in higher grades will be challenged by the increasing difficulty posed by the “Platform” and “3-D View” matching cards.\nHow Many Cows on the Farm Counting Game\niTouchiLearn Numbers is a math tutorial program and a math skills training system designed for use by parents working with children who have cognitive, learning, physical or speech disabilities. This application (or app) allows a parent to use their Apple iPad, iPhone or iPod Touch to help a child understand math concepts and enable them to apply what they learn to new situations through a blend of curriculum based early learning with verbal directions and animated games. These games use multipl\nLeap Into Math Activity Set\nThe Leap into Math Activity Set is a math skills training system designed for use by children with cognitive disabilities. The set assists with early counting, sorting and matching, and addition and subtraction skills. The set includes 48 counters in the shape of frogs and 12 double-sided activity cards. Information on four species of frogs and their habitats are also included. OPTIONS: An extra set of 72 frog counters is available. COLOR: The counters come in six colors.\nLearn More About Math\nLearn More About Math is a math tutorial program designed for use by children with learning disabilities or children with upper extremity disabilities and fine motor disabilities who use switch input. The program has six activities that reinforce essential early math skills and concepts. In these activities, students count to nine; count animated creatures; complete a sequence of numbers; play a memory game using numerals; practice analog and digital time telling; and practice addition and subtr\nLearning Resources Bake & Learn\nLearning Resources Bake & Learn is a playset designed for children ages three and up with learning disabilities to enhance fine motor skills, learn letters, shapes and numbers while pretending to bake brownies, cookies or a cake.\nLearning Resources Counting Cows Toy Set, 20 Pieces\nLearning Resources Counting Cows Toy Set, 20 Pieces is a set of toys designed for children ages two and up with learning disabilities to learn to count and to learn number identification and more. Color coding on the cows helps children find the correct solutions.\nLink 'n' Learn Count & Measure\nThe Link 'N' Learn Count & Measure is a math skills training system designed for use with children with cognitive disabilities. The set includes 78 links, 22 hands-on activities, and two links games. The games and activities use playful animals to help children build counting, sorting, and measuring skills. COLOR: The links come in assorted colors.\nLink 'n' Learn Math Activity Card Set\nThe Link 'N' Learn Math Activity Card Set is a math skills training system designed for use by children with cognitive disabilities. The set assists with counting, sorting, patterning, and graphing activities. The set includes 102 links and 16 double-sided activity cards. OPTIONS: An extra set of 102 links is available. COLOR: The links come in six colors.\nMaking Sense With Numbers\nMaking Sense with Numbers is a math tutorial program designed for use by children with learning disabilities and children with upper extremity disabilities or fine motor disabilities who use switch input. The program has nine activities related to early number work: Number recognition (1-9), counting, dot-to-dot, dominoes, memory activities, and painting by numbers. Activities are accompanied by graphics and animations, speech, and sound. Teachers and parents can configure the program for level\nMath Workshop is a math tutorial program designed to devleop and practive critical math skills for children with a developmental or physical disability. By combining games, music and animated characters, children have fun as they develop problem solving, strategic thinking and computation skills. Each activity has multiple levels of difficulty designed to build both confidence and motivation. There are seven activities including Bowling for Numbers, Puzzle Patterns, Sticklers and Rhythm Generato\nMath...To Go! is an auditory output, electronic educational toy designed to help children develop skills in equation solving, math tables, and critical-thinking problems while practicing addition, subtraction, multiplication, and division. The toys memory has more than 50,000 math problems on three challenge levels. Correct answers are rewarded with musical tunes and graphics on the 7-character LCD display. The toy also has a calculator built-in so the device can be used to complete school lesso\nMathematics Made Easy For Children With Visual Impairment\nMathematics Made Easy for Children with Visual Impairment, by Dr. M.N.G. Mani, Aree Plernchaivanich, G.R. Ramesh, and Larry Campbell, is a manual on math training for blind students. This book helps children who are blind or have low vision to master secondary level mathematics by providing their teachers and parents with a resource for improving instructional strategies. The material presented in this publication is divided into five modules. Module 1 deals with the commonly used methods of tea\nMathosaurus is a math tutorial program designed to build early math concepts and computation skills. The four disk series includes 16 activities where animated dinosaurs entertain children as they learn. Students match sets to corresponding number symbols 1 to 10, create matching sets and compare sets to determine which is more and which is less. They learn the meaning of numbers to 20, ordinal numbers first through tenth and the concepts of greater than and less than. They practice counting to\nMini Motors Activity Card Set\nThe Mini Motors Math Activity Card Set is a math skills training system designed for use by children with cognitive disabilities. The set assists with early counting, sorting, and matching skills. The set includes 48 mini motor counters in the shapes of various vehicles, including cars, planes, boats, trucks, etc. and 12 double-sided activity cards. OPTIONS: An extra set of 72 mini motors counters is available. COLOR: The counters come in four colors.\nNumber Navigator is a math skills training program designed for use by individuals with upper extremity and fine motor disabilities. This mathematical software enables children to record their arithmetic and algebra exercises and homework via the button bar, keyboard, or switches without having to resort to the complexities of a spreadsheet. Numbers are entered into grid locations on the screen, using the keyboard or switches with SAW (Switch Access for Windows) Selection Sets. The pupil then na\nNumberPack is a math skills training program designed for children with upper extremity and fine motor disabilities. This software program contains three simulated pieces of classroom equipment: a teaching clock, an abacus, and a number line. These simulations are keyboard-operated stand-alone units with their own printing functions. The clock is a re-creation of a classroom teaching clock with a number of additional features. The clock can be moved forwards or backwards in a number of adjustabl\nPeg-It Facts Board\nThe Peg-It Facts Board is a math skills training system designed for use with individuals with learning and other cognitive disabilities. The set offers students visual and tactile reinforcement of addition and subtraction concepts using numbers up to 10. The set includes Tactilmat pegboards printed with addition and subtraction problems, Easy-Grip pegs, number and symbol tiles, and a 36-page reproducible workbook which introduces addition and subtraction concepts and provides reviews. Students\nReal Life Math Collection\nReal Life Math Collection books teach simple addition, subtraction and multiplication through the use of real-life situations, while making instruction fun and effective. Students refer to colorful price lists to pay for food at a restaurant, market, or department store. From pizza to sunglasses, the easy-to-read price lists generate hundreds of number and word problems, sure to improve any student’s math skills.\nSchool Smart Pattern Block Set\nThe School Smart Pattern Block Set is designed for children with Autism Spectrum Disorder to teach them geometry, symmetry, fractions and other math concepts. Each set comes in six shapes and colors. 250 pieces. Good for creating pictures of everyday objects. Six shapes and colors.\nShapes And Numbers Thematic Activity Module (Models 2842-7 & 2834-5)\nThe Shapes and Numbers Thematic Activity Module is a math skills and language training system using a circus theme to develop early skills for students at the Kindergarten and first grade levels, beginning with whole numbers and progressing through the characteristics of four basic shapes. Circus performers are used to teach counting, identification and comparison. The system utilizes a magnetized display board and metallic-backed visuals to illustrate concepts and encourage interactive learning\nSuper Speak & Math\nSuper Speak & Math is a math skills game and training system designed to develop an understanding of important basic math concepts. This electronic, educational toy has a memory with more than 250,000 problems on three difficulty levels. This portable unit has a built-in handle, 3-line LCD display that helps children visualize the \"Base 10\" picture method, and calculator-like keyboard with color-coded activity keys. Auditory output includes music and video arcade sound effects and speech syn\nSupermarket Program, The & The Supermarket Kit (Models Mw835A, Mw835B, Mw820A & Mw820B)\nThe Supermarket Program and The Supermarket Kit, models MW835A, MW835B, MW820A & MW820B, is a math, language and independent living skills tutorial for children with learning disabilities. The Supermarket Program includes a magnetized diplay classboard, 200 visuals that adhere to the board, a program manual, math lesson cards and Wytebord marking pens. The Supermarket Kit includes just the visual overlays and either a regular education or English as a Second Language (ESL) program manual. By\nTalking Math is a language tutorial program designed for use with children and adults with cognitive and communication disabilities. Contained in a sturdy storage box, this set of 48 large cards is designed to teach the language and concepts necessary for math success, including sorting, sequencing, position, number, shape, and size. Teaching points and follow-up activities are included on the back of each full-color card. DIMENSIONS: 8 x 5.75 inches.\nTanagramables Book And Tanagrams Set\nThe Tanagramables Book and Tanagrams Set is a perceptual training activity designed for use by children with cognitive, perceptual, sensory, and fine motor disabilities. This set includes a seven-piece plastic Tanagram set for creating designs and patterns and a 96-page book with 75 reproducible activity sheets organized by level of difficulty.\nThree Bear Family Count & Match\nThe Three Bear Family Count & Match is a training system for matching / sorting / assembly designed for use by children with cognitive disabilities. The set includes 16 plastic circus bears for counting, sorting and matching; 27 hands-on activities, and two games.\nVirtual Pencil is math training software designed for use by students who have difficulty using a pencil, including students who are blind or have low vision, upper extremity disabilities, or learning disabilities. This software can be used by students to solve mathematics problems without the use of a pencil, including addition, subtraction, multiplication, and division. When the software is opened, a split screen appears, looking like a window with two panes. The left pane shows a tree directo\nWild Animal Sort & Compare\nThe Wild Animal Sort & Compare is a math skills training system designed for use with children with cognitive disabilities. The set includes 16 rubber animals, 17 hands-on activities, and two games. The games and activities help children build counting, sorting, and matching skills. COLOR: The animals come in assorted colors.", "label": "Yes"}
{"text": "It is quite simple math that is at work. The first cases were seen in early March. If you assume that each victim spreads it to just two more people in about a week, then cases would triple each week (including the original victim each week) . That would work out roughly to the 2,500 now suspected cases in Mexico. Tripling each week would mean about a million and a half cases in three months, rising to 6 billion or so in another eight weeks, i.e. the world's population, roughly. This is less time that it will take to manufacture a vaccine. Even with a widely used vaccine, ordinary flu causes from a quarter to a half million deaths world wide each year. The fatalities from this flu would likely be higher just because of the lack of vaccine, even if it turns out to be no more deadly than normal flus. But the apparently excess deaths in Mexico indicate it might be even more dangerous than that.", "label": "Yes"}
{"text": "Many sparse cuts via higher eigenvalues\nJoint with Anand Louis, Santosh Vempala and Prasad Raghavendra (moving to Berkeley).\nTopic: relating higher eigenvalues of the Laplacian to isopermetric constants.\n1. Cheeger inequality\nLaplacian is where is the adjacency matrix of the graph and the diagonal degree matrix. The first eigenvalue is , let be the second one.\nCheeger’s inequality deals with Riemannian manifolds. Here is its translation for graphs. Given a subset of vertices, let denote the set of edges between and its complement . Set\nThere is a weighted variant.\nTheorem 1 (Cheeger’s inequality, due to Alon, Alon-Milman, Jerrum-Sinclair) Let be a -regular graph.\nProof: Use min-max characterization of eigenvalues. For reverse inequality, insert Cauchy-Schwarz.\n2. Higher eigenvalues\nMotivated by Small Set Expansion, a problem introduced by Raghavendra and Steurer in connection with the Unique Games Conjecture.\nUnclear a priori what will replace edge expansion.\nTheorem 2 Easy: For every disjoint subsets of vertices with, one of them has edge expansion .\nDifficult: There exist disjoint subsets with size which all have edge expansion .\nOpen: Can one replace with exactly .\nTightness: term cannot be avoided (look at noised cube).\nProof is cumbersome but algorithm is nice. James Lee, S. Oveis Gharan and L. Trevisan have an alternate treatment (STOC’12).\nCase . Let be an eigenvector. Sort vertices according to increasing . Stop when …\nGeneral case. Let be orthonormal eigenvectors. This gives a map to . Pick random Gaussian vectors in . For each vertex ,\n– Project along Gaussian directions .\n– Pick which maximizes .\n– Move (project down) the vector to direction .\nRun Cheeger rounding along each direction , output the cuts of expansion .\n2.2. Questions from the audience\nIf one knows that eigenvalues have high multiplicity, can improve on ? Answer: I don’t know.", "label": "Yes"}
{"text": "“Learning should be an unending process,” said Don Bushaw in an interview some years back. Anyone who knew him at all will know this was no idle observation. Bushaw, who first arrived at Washington State College in 1943 as a 17-year-old freshman and returned, a doctorate in mathematics from Princeton in hand, to teach and lead for a distinguished 43 years, passed away in Portland, Oregon, on January 15, 2012, surrounded by his wife and children.\nDon Bushaw was born in Anacortes, Washington, on May 5, 1926, to Elmond and Ruth Bushaw. The family moved to Bremerton in 1930 when Elmond took a job at Puget Sound Naval Shipyard.\nBushaw graduated from Bremerton High School in 1943 and entered Washington State College. After serving for two years in the U.S. Navy, he returned to WSC, where he met and then married Sylvia Lybecker ’47 in 1946. Don graduated from WSC with a degree in mathematics in 1949, and went on to graduate school at Princeton.\nAt Princeton, he studied under Solomon Lefschetz, who during the early Cold War believed that the United States lagged behind in aspects of differential equations most relevant to missile technology. Bushaw’s resulting dissertation opened up the new mathematical discipline of control theory, which has many ramifications for national defense.\nBushaw, with his family, returned to Pullman in 1952 as a mathematics instructor, climbing the academic ranks to full professor in 1962. During his 43-year tenure at WSU, Don served as mathematics professor, mathematics department chairman, acting director of libraries (twice), and vice provost for instruction. He taught 62 different courses in mathematics. He also taught a University Honors class on Eastern civilization.\nHis research and writing ranged widely, encompassing control theory, differential equations, topology, and mathematical economics, as well as mathematics education, the history of mathematics, and mathematical biographies.\nAmong many other awards, Bushaw delivered the Faculty Invited Address (1968) and was the first recipient of the WSU Faculty Excellence Award for Instruction in 1983.\nApart from the time Don spent on family and professional activities, he had a passionate lifelong interest in traveling and learning languages. He had good friends all around the world. He also translated books and research articles in a variety of languages, including Russian and Chinese.\nIn a 1993 Daily News article celebrating Bushaw’s 50 years at WSU, Cal Long, who joined WSU’s math department in 1956, four years after Bushaw, said of his colleague, “There is simply nobody I’ve known who is as bright and knowledgeable across the board. I don’t know anybody on our faculty who’s more respected … But he never flaunted it … If I were funding a university, I’d want to staff it with Don Bushaws.”\nWhen asked to introduce an article on great teaching for the University’s 1992 financial report, Bushaw submitted the following:\n“Teaching itself can be described as making it easier for others to learn, and it can be done in many ways. Great teachers teach greatly. Active student involvement is often the key to good learning, and the great teacher may be precisely the teacher who can provide strong motivation, guidance, and intellectual resources for that involvement. In doing this, the great teachers—like all good teachers—draw on such qualities as knowledge, organizational skills, enthusiasm, and a sense of humor. And they care about the learners.”\nIn a handwritten note attached to his submission, Bushaw wrote: “Not very flamboyant, but (I think) honest.”\nDon is survived by his wife of 65 years, Sylvia, and his sister, Shirley Hanson of Gig Harbor. He leaves daughters Amy Bushaw and Margaret Parker of Portland, sons Bruce ’74 of Richland, Gordon of Silverdale, and Tom of Kennewick. He also leaves three grandsons, Brice Bushaw, Neal Bushaw, and Robert Parker, and his great-granddaughter Natalya Parker.\nRemembrances can be made to the Donald W. and Sylvia R. Bushaw Scholarship in the Glenn Terrell Scholarship Program at Washington State University.", "label": "Yes"}
{"text": "Pure Mathematics 2: v. 2 Paperback – 1 Aug 1979\nCustomers Who Bought This Item Also Bought\nEnter your mobile number below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.\nGetting the download link through email is temporarily not available. Please check back later.\nTo get the free app, enter your mobile phone number.\nWhat Other Items Do Customers Buy After Viewing This Item?\nTop Customer Reviews\nthis is the book 'further pure maths' by the same authors is based upon.\nfrom the preface =\n'pure mathematics 2 is a continuation of the work covered in volume 1 and is intended to complete a full two year course in pure mathematics. it caters for the pure mathematics content of such advanced level schemes as the university of london syllabus in further mathematics.'", "label": "Yes"}
{"text": "the number of cells has increased by 7.2%.Let t be the number of hours since the start of the study. Let y be the of the bacteria cells.Write exponential function showing the relationship between y and t .\ny = a(1+r)^x\ninitial amount before\nr = growth rate\nx = number of\ntime intervals that have passed\ny = 2500(1+.072)^t\nContent will be erased after question is completed.\nEnter the email address associated with your account, and we will email you a link to reset your password.\nForgot your password?", "label": "Yes"}
{"text": "0 pts endedThis question is\nclosed. No points were awarded.\nAn infinite sheet of surface current density is given by Js1 = 10y^ A/m (y^ is y hat) exists on the plane defined by x =1. A second infinite sheet of surface\ncurrent density given by Js2 = 14z^ (z hat) A/m is on the plane defined by x= -2. What is the magnetic field intensity H(vector) for any point where -2<x<1", "label": "Yes"}
{"text": "No matter who you are or what you believe to be true based on your current knowledge, you live in a universe not of absolutes, but of possibilities. Even mathematics and geometry are not absolute, in fact, far from it. But this isn’t my idea, or even a new idea.\nUsing our knowledge of triangles, a basic and simple shape, here is one example that can be easily understood once you’ve heard it. What most of us believe regarding triangles is what we have been taught in school, and that is that no matter what shape a triangle is, and how long and short its sides, and what angle each of its interior corners make—the sum of its three angles will always be 180 degrees. Wow, that’s cool, but wrong. Now, imagine this, it’s mind opening when you do. Let’s say you were marking off land to be used to create a park or nature reserve, and that the area was to be in the shape of a triangle. Plot out the outline of its perimeter on the ground. To make it simple, use an Equilateral triangle which has three equal sides and three equal angles. Make each side 100 yards long. Now, measure the three angles. They will be 60 degrees each, making a total of 180 degrees that make up the triangle. If you drew an Isosceles or Scalene triangle, the result would be the same, a sum of 180 degrees for the angles of your triangle.\nOkay, now let’s say you decided that your triangle would be even bigger—here’s where it gets interesting—say you plot out a perimeter of triangle sides that are 1000 miles long. Or just imagine a triangle of straight lines running from Los Angeles to New York City and then to Miami and back to Los Angeles. Now, measure the three angles. Magically, they are greater than a sum total of 180 degrees. But how can this be possible? This is not what you’ve been told; you’ve been told that math and geometry are absolutes that followed laws and can guarantee certainty.\nSo, do you want to know why the larger a triangle is, the greater the sum of its angles? The answer is intrinsic to the fact that nothing and no thing is absolute. The answer is that the angles of a triangle were never absolutely 180 degrees—they vary—because life, the world, the universe is not two-dimensional. As you draw out a large triangle on the ground, the ground bends past the horizon, wrapping around the bend of our globe, stretching and warping the angles of how a triangle is shaped and how it comes together…and everything that we thought we knew. It’s not noticeable in smaller triangles—unless you are able to take measurements on the quantum level—and hardly noticeable in triangles even as large as the sides of an Egyptian pyramid. Yet, in actual fact there are no absolutes, only fields of possibilities when you open your scope of awareness. What appears, in our limited understanding, to be a straight line from Los Angeles to New York City, is not a straight line at all. And, what appears to be a straight line from New York City to Miami is not a straight line. Of course, what appears to be a straight line from Miami back to Los Angeles is, also, not a straight line. All three are bent line, with a sum total of angles of varying degrees. And it doesn’t stop on Earth. While this phenomena might seem as though it is associated with the fact that the Earth is round, in actuality it has to do with a greater reality: the curvature and possibilities of everything.\nLet’s take a look at gravity as an absolute. A fairly certain scientific fact, don’t you think? Not so fast. In the 4th century BC, the Greek philosopher Aristotle enlightened us to cause and effect: there is no effect or motion without a cause. In his system, heavy bodies are not attracted to the Earth by an external force of gravity, but tend toward the center of the universe because of an inner gravitas or heaviness. Smart guy, and that theory held for a long time. During the 17th century, Galileo found that, counter to Aristotle’s teachings, all objects accelerated equally when falling. But then came along Sir Isaac Newton, the mathematician and physicist whom we hail as having discovered gravity in 1687 BC. Newton’s law of universal gravitation states that every mass attracts every other mass in the universe, and the gravitational force between two bodies is proportional to the product of their masses, and inversely proportional to the square of the distance between them. But Newton only had a piece of the puzzle. His theory was not accurate, and yet to this day most of us remember that image of an apple falling on his head and so we believe that Newton cracked the mystery of gravity. (We’re almost at the point, and it’s worth the walk down history’s memory lane.) Next, the metaphorical baton of gravity was passed to scientist and mathematician Carl Friedrich Gauss in the early 19th century, who passed it to his pupil Bernhard Riemann. Together their insights led to the idea that space is bent.\nFinally, Einstein came up with his theory of general relativity between 1905 and 1915. It described what we perceive as the force of gravity as in fact a geometric property arising from the curvature of space and time, or spacetime, and it’s the theory that we are currently going with. And still, most people don’t understand what it is.\nTo break it down: gravity works because the space around the Earth responds to the presence of the Earth. In the presence of matter and energy, this geometry can evolve, stretch and warp. Otherwise said, the added possibility called Earth actually alters space. Imagine, little old us in this big universe, altering space and time? Today, many scientists describe the universe as moving from order to disorder, however, the magic of viral energy says that it’s moving from possibilities to more possibilities.\nSpace is malleable, everything bends and adjusts to variables. You are one of those variables and you can cause reality to change. Remember what quantum physicist Dr. Fred Alan Wolf told me about the bar magnet and iron filings? “The mind is a process, and it’s related to what is happening at the level of what we call the quantum field of reality. At this unobservable invisible level of reality we are dealing with a field of possibilities, not a gathering of physical objects. Changing the field of possibilities changes the pattern of behavior.” You see, even what was fact evolves as we grasp the next discovery. This begs the question, what’s next?\nWhatever we create is next, more questions to be answered, then answered again and further, and of course—more possibilities.\nThere is a question, a loose end so to speak, that we have answered. It’s the question posed in the 1800s by William Herschel and his brain pack of stargazers: Is our galaxy everything? The groundwork was set by the discovery in 1893 of ‘variable stars’ made by Henrietta Swan Leavitt, a female American astronomer at Harvard. Variable stars provided a key for how to measure distance in far space, and to determine what was inside our galaxy, and what was beyond it. This key was then used in 1923, by American astronomer Edwin Hubble when he tackled the question using the 100-inch Hooker Telescope on Mount Wilson near Los Angeles, California, and calculated that the Andromeda nebula was really the Andromeda galaxy. We now know—thanks to the open minds of many people over many hundreds of years—that yes, indeed, there are hundreds of billions of other galaxies besides our own Milky Way galaxy. At long last, we can observe that we are not the sole galaxy in existence.\nEverything is out there. All possibilities are present. Everything does exist. If you can imagine anything at all, it exists somewhere in space and time. So dream big, the biggest that you can. Audrey Hepburn said, “Nothing is impossible, the word itself says—‘I’m possible’!” You can discover your idea, or create it. Say it is so, and for you, it will be.\nTHIS ARTICLE IS AN EXCERPT FROM THE BOOK, THE MAGIC OF VIRAL ENERGY: SPIRITUALITY MEETS QUANTUM THEORY, WRITTEN BY PENELOPE JEAN HAYES. PROPRIETARY; ALL RIGHTS RESERVED.\nCategories: Viral Energy Sparks", "label": "Yes"}
{"text": "This is in part a preparation for my 25-minutes talk in a workshop here at Princeton next week. (Never given a short talk before…I’m super nervous about this >.<) In this little survey post I wish to list some background and historical results which might appear in the talk.\nLet me post the (tentative) abstract first:\nTitle: Volume preserving extensions and ergodicity of Anosov diffeomorphisms\nAbstract: Given a self-diffeomorphism of a compact subset in , from Whitney’s extension theorem we know exactly when does it extend to . How about volume preserving extensions?\nIt is a classical result that any volume preserving Anosov di ffeomorphism of regularity is ergodic. The question is open for . In 1975 Rufus Bowen constructed an (non-volume-preserving) Anosov map on the 2-torus with an invariant positive measured Cantor set. Various attempts have been made to make the construction volume preserving.\nBy studying the above extension problem we conclude, in particular the Bowen-type mapping on positive measured Cantor sets can never be volume preservingly extended to the torus. This is joint work with Charles Pugh and Amie Wilkinson.\nA diffeomorphism is said to be Anosov if there is a splitting of the tangent space that’s invariant under , vectors in are uniformly expanding and vectors in are uniformly contracting.\nIn his thesis, Anosov gave an argument that proves:\nTheorem: (Anosov ’67) Any volume preserving Anosov diffeomorphism on compact manifolds with regularity or higher on is ergodic.\nThis result is later generalized to Anosov diffeo with regularity . i.e. with an -holder condition on the derivative.\nIt is a curious open question whether this is true for maps that’s strictly .\nThe methods for proving ergodicity for maps with higher regularity, which relies on the stable and unstable foliation being absolutely continuous, certainly does not carry through to the case:\nIn 1975, Rufus Bowen gave the first example of an Anosov map that’s only , with non-absolutely continuous stable and unstable foliations. In fact his example is a modification of the classical Smale’s horseshoe on the two-torus, non-volume-preserving but has an invariant Cantor set of positive Lebesgue measure.\nA simple observation is that the Bowen map is in fact volume preserving on the Cantor set. Ever since then, it’s been of interest to extend Bowen’s example to the complement of the Cantor set in order to obtain an volume preserving Anosov diffeo that’s not ergodic.\nIn 1980, Robinson and Young extended the Bowen example to a Anosov diffeomorphism that preserves a measure that’s absolutely continuous with respect to the Lebesgue measure.\nIn a recent paper, Artur Avila showed:\nTheorem: (Avila ’10) volume preserving diffeomorphisms are dense in volume preserving diffeomorphisms.\nTogether with other fact about Anosov diffeomorphisms, this implies the generic volume preserving diffeomorphism is ergodic. Making the question of whether such example exists even more curious.\nIn light of this problem, we study the much more elementary question:\nQuestion: Given a compact set and a self-map , when can the map be extended to an area-preserving diffeomorphism ?\nOf course, a necessary condition for such extension to exist is that extends to a diffeomorphism (perhaps not volume preserving) and that has determent on . Whitney’s extension theorem gives a necessary and sufficient criteria for this.\nHence the unknown part of our question is just:\nQuestion: Given , s.t. for all . When is there a with ?\nThere are trivial restrictions on i.e. if separates and switches complementary components with different volume, then can never have volume preserving extension.\nA positive result along the line would be the following slight modification of Moser’s theorem:\nTheorem: Any diffeomorphism on can be extended to a area-preserving diffeomorphism on the unit disc .\nFor more details see this pervious post.\nApplying methods of generating functions and Whitney’s extension theorem, as in this paper, in fact we can get rid of the loss of one derivative. i.e.\nTheorem: (Bonatti, Crovisier, Wilkinson ’08) Any diffeo on the circle can be extended to a volume-preserving diffeo on the disc.\nWith the above theorem, shall we expect the condition of switching complementary components of same volume to be also sufficient?\nNo. As seen in the pervious post, restricting to the case that only permute complementary components with the same volume is not enough. In the example, does not separate the plane, can be extended, the extension preserves volume on , and yet it’s impossible to find an extension preserving the volume on the complement of .\nThe problem here is that there are ‘almost enclosed regions’ with different volume that are being switched. One might hope this is true at least for Cantor sets (such as in the Bowen case), however this is still not the case.\nTheorem: For any positively measured product Cantor set , the Horseshoe map does not extend to a Holder continuous map preserving area on the torus.\nHence in particular we get that no volume preserving extension of the Bowen map can be possible. (not even Holder continuous)", "label": "Yes"}
{"text": "Provide Teachers with the Right Tools for the Job\nWe work hand-in-hand with teachers in providing sound methodologies and innovative tools to meet the following objectives of teaching:\nReinforce or review concepts taught using the animated lessons. Construct your own mathematical understanding, verify Mathematical concepts and connectthinking and Mathematics with the help of our video lessons.\nInject fun in learning using topic specific games and multi-player games.", "label": "Yes"}
{"text": "Many spectral unmixing approaches ranging from geometry, algebra to statistics have been proposed, in which nonnegative matrix factorization (NMF)-based ones form an important family. The original NMF-based unmixing algorithm loses the spectral and spatial information between mixed pixels when stacking the spectral responses of the pixels into an observed matrix. Therefore, various constrained NMF methods are developed to impose spectral structure, spatial structure, and spectral-spatial joint structure into NMF to enforce the estimated endmembers and abundances preserve these structures. Compared with matrix format, the third-order tensor is more natural to represent a hyperspectral data cube as a whole, by which the intrinsic structure of hyperspectral imagery can be losslessly retained. Extended from NMF-based methods, a matrix-vector nonnegative tensor factorization (NTF) model is proposed in this paper for spectral unmixing. Different from widely used tensor factorization models, such as canonical polyadic decomposition CPD) and Tucker decomposition, the proposed method is derived from block term decomposition, which is a combination of CPD and Tucker decomposition. This leads to a more flexible frame to model various application-dependent problems. The matrix-vector NTF decomposes a third-order tensor into the sum of several component tensors, with each component tensor being the outer product of a vector (endmember) and a matrix (corresponding abundances). From a formal perspective, this tensor decomposition is consistent with linear spectral mixture model. From an informative perspective, the structures within spatial domain, within spectral domain, and cross spectral-spatial domain are retreated interdependently. Experiments demonstrate that the proposed method has outperformed several state-of-the-art NMF-based unmixing methods. Index Terms-Hyperspectral imagery (HSI), spectral unmixing, spectral-spatial structure, tensor factorization.\ntranslated by 谷歌翻译", "label": "Yes"}
{"text": "Mathematics is an integral part of our daily lives, and it is crucial to develop maths skills from a young age. In Singapore, where maths is a core subject in the education system, it is essential to make maths a daily way of life for kids. Fortunately, numerous simple daily activities can help kids develop their maths skills and make maths a fun and engaging subject. In this post, we will explore some simple activities that can make maths a daily way of life for kids in Singapore.\nCooking and baking are excellent ways to practise maths skills. Measuring ingredients, adjusting recipes, and calculating cooking times are all mathematical tasks that require precision and accuracy.\nEncouraging kids to get involved in the kitchen and make cooking and baking a fun maths activity can help them develop their maths skills while learning valuable life skills.\nBudgeting is an excellent way to teach kids about money management and maths skills. Whether you are creating a household budget or planning a vacation, budgeting requires you to add, subtract, multiply, and divide. Involving kids in the budgeting process and teaching them how to manage money can help them develop financial literacy and maths skills.\nPlaying games is a fun way to practise maths skills. Games like Sudoku, chess, and card games require critical thinking and problem-solving skills. Encouraging kids to play games that involve maths and logic can help them develop their maths skills while having fun.\nShopping is an excellent way to teach kids about money and maths skills. Taking kids grocery shopping and involving them in the process can help them learn how to compare prices, calculate discounts, and estimate the total cost of the items.\nFor example, \" This bowl of sushi is $8. We need to get some oranges, spinach and potatoes first. Mummy has $30; let's see if we have enough to get some sushi afterwards! \"\nThis can help them develop their maths skills while learning about money management.\nGardening is a great way to teach kids about maths and science. Measuring the distance between plants, calculating the amount of soil needed, and determining the amount of water required are all mathematical tasks that require precision and accuracy.\nGardening also teaches kids about the environment and the importance of sustainability.\nReading is an excellent way to improve maths skills. Many books, especially children's books, incorporate maths concepts into the story.\n1. Ten on a Twig by Lo Cole (Pre-K–P1): Ten adorably colourful birds sit happily on a\nbranch—until they begin to fall off one by one! Subtraction is a hard concept to introduce to young kiddos, but this story makes it fun and concrete.\n2. If You Were a Minute by Tricia Speed Shaskan (P1–P3): Kids can look at a clock and read the time, but this book helps them understand what can be done in different amounts of time to build deeper meaning. It is never too early to introduce time management skills.\n3. One Grain of Rice: A Mathematical Folktale by Demi (P3-P5): In this Indian folktale, a clever girl named Rani helps her village by making a deal with a greedy raja. She receives one grain of rice, doubled, for 30 days. Over time, more than 1 billion rice grains became available for all the villagers to share. The story teaches problem-solving, multiplication, fairness, and sharing.\nEncouraging kids to read books that involve maths and asking them questions about the story can help them develop their maths skills while improving their reading comprehension.\nIn conclusion, maths is an essential subject in the education system in Singapore, and numerous simple activities can make math a daily way of life for kids. The activities shared in this post are all fun and engaging ways to practise maths skills. Encouraging kids to get involved in these activities and make maths a part of their daily routine can help them hone their maths skills and make maths a fun and exciting subject to learn.\nWritten by: Ms Harsheeni Hanna Rajoo, Educational Therapist\nVetted by: Dr Lian Wee Bin, Developmental Paediatrician & Neonatologist", "label": "Yes"}
{"text": "Our new interactive whiteboard software is now available! Designed to enhance the multi-sensory Numicon programme, our software offers teachers a rich library of images and models to use in whole class teaching. Interactive workspaces and resources can be used to create dynamic sessions to introduce key mathematical ideas to the whole class. Workspaces and resources include: Number lines, objects for counting, coins, number generators, hoops to use in sorting, division, fractions and more. The pictures of various everyday objects can be used to help children use and apply their arithmetic. New and Improved Features for Version 2.0\n-Fresh, easy to use design offering group selection -New pen/eraser tool -New edit palettes for rotating and grouping shapes and objects -New functionality with workspaces linked to resources -New Scrolling Numicon number line up to 21 -New HTU frames and multiplication grid -Larger screen resolution to allow more objects on the workspace -Extended range of resources with blank spinners and more fractions This is designed as a tool for whole class demonstration and we strongly recommend that the multi-sensory approach is maintained by giving each pupil a set of 1-10 Numicon Shapes, which they can hold up in response to questions. System Requirements PC System Requirements Windows 98 or higher with 450Mhz Intel Pentium II processor (or equivalent) Hard disc space: 4Mb Memory: 128Mb RAM Graphics: Standard VGA Resolution: 800x600 plus Mac System Requirements OS 9.1 or higher with G3 processor or higher Hard disc space: 4Mb Memory: 64 MB RAM Resolution: 1024x768 plus Please note that this product is Flash based and therefore does not work on iPads or Android tablets.\nPublisher: Oxford University Press", "label": "Yes"}
{"text": "European roulette is a game of chance in which players choose numbers on which to bet. There are two main variations of the game of roulette, known as American roulette and European roulette. The two games are quite similar in the way bets are made and the way the basic game is played.\nIn both American roulette and European roulette, players put chips on a board of numbers. They may wager on single numbers or groups of numbers (to a maximum of 18 numbers). Once bets are placed on the table, a ball is dropped down onto a spinning wheel.\nWhen the ball lands on a numbered pocket on the wheel, a winning number is determined and players who chose that number when they wagered are paid their winnings.\nSo, what is the difference between American roulette and European roulette? In American roulette, the wheel has each number from 1-36 as well as a zero and a double zero. When the ball moves around the wheel, it has an equal chance of landing in any of the slots. The European roulette wheel has one less pocket and only includes the numbers from 1-36 and zero. European roulette does not have the double zero.\nSince there is one less number on the wheel, each player who wagers on the numbers has a slightly higher chance of winning than if he or she had made an identical bet on an American roulette wheel. For example, if a player bets on a single number, there is a one in 38 chance of winning on an American roulette table and the payment is made at 35 to 1. However, a player on a European roulette table has a one in 37 chance of winning, but the same bet is still paid at 35 to 1.", "label": "Yes"}
{"text": "I don’t think this is a particularly controversial point. On the one hand, students who enter college with a solid grasp of Algebra II are ready for credit-bearing college courses in mathematics appropriate for a wide variety of degrees. On the other hand, it is and always has been true that STEM-intending students should take mathematics beyond Algebra II in high school in order to prepare for the more advanced STEM coursework they will take in college.\nThe Common Core State Standards reflect this reality. On the one hand, they go up through Algebra II, with a fair amount of statistics in addition. On the other hand, they say on page 57:\nThe high school standards specify the mathematics that all students should study in order to be college and career ready. Additional mathematics that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics is indicated by (+)\nAll standards without a (+) symbol should be in the common mathematics curriculum for all college and career ready students. Standards with a (+) symbol may also appear in courses intended for all students.\nI wouldn’t have thought it was necessary to explain all this until I saw some quotes from Sandra Stotsky, Ze’ev Wurman, and Jim Milgram at Breitbart.com in response to our previous post. It turns out that they think college readiness is the same thing as STEM readiness.\nThe recent Wall Street Journal piece by retired UC Berkeley mathematician Marina Ratner is incorrect on so many points that it’s not so much a matter of fact checking as checking to see if there are any facts. For example, of the three quotations she gives from the standards, two are not to be found anywhere in the document. (Read it.) In my mathematics classes, 33% is not a passing grade.\nBut here I want to focus on two of the false assertions she makes: that the standards are lower than those of high achieving countries, and that they will prevent your kids from getting into the colleges you want them to get into. Continue reading\nIn an article about the Common Core State Standards that was published on Huffington Post, Diane Ravitch claimed that “…the largest contingent of the drafting committee were representatives of the testing industry.” This is false, as you can see for yourself.\nThe committee that produced the Common Core State Standards for Mathematics numbered over fifty people, of whom two were affiliated with ACT or the College Board.\nFor those of us who believe in the potential of the Common Core State Standards, it can be frustrating to see the Standards constantly battered in the mainstream media – often with factually incorrect information and agenda-furthering biases. It’s not all bad news though! Every day, there are wonderful, fact-based, reality-based (it’s a shame we have to clarify that point) articles that illustrate the powerful impact the Common Core is already having across the country.\nEvery two weeks I’ll share a round-up of these positive pieces covering everything from the success stories from the classroom, to new reports and studies, to support from experts.\nBottom line: people are doing exciting work to help make the Standards a successful lever to raise student achievement – we all need to hear more about their efforts! Continue reading\nI admit it—I love twitter. I love the hijinks and the lolz and the general free-form vox populi nature of that social media platform.\nAnd this past week, twitter has done it again, by spawning #ThanksCommonCore and @ThnksCommonCore.\nOn June 7, Washington Post reporter Lyndsey Layton published an article about the Common Core which misconstrued facts, ignored evidence and attempted to paint Bill Gates as the mastermind behind the Common Core. Those of us closely involved with the Common Core know how inaccurate her portrayal was. One teacher in Kentucky, Jana Bryant, chose to write to the Washington Post to remind them that one of the many voices Layton excluded from the article was that of teachers who were a part of the Standards development and are living the experience of implementation right now. Though the Post chose not to publish her op-ed, we’d like to post it in its entirety here:\nThe Real Force Behind the Common Core\nLyndsey Layton’s portrayal of the debate around the Common Core State Standards completely excluded what is actually important – what is best for American students and teachers.\nAs a math teacher in Kentucky, I recognized the need to improve standards for students and was supportive of the increased focus and rigor found in the Common Core State Standards for Mathematics, long before I knew how they were funded. I invested my time in them, increasing my knowledge of the Standards and sharing that knowledge through professional development trainings for my peers. Like so many of my colleagues, we recognized that this was work that needed to be done to help our students succeed. Continue reading\nJust in case any of you is receiving panicky emails from your friends in response to the recent factually-challenged article about the standards in the Washington Post, or Diane Ravitch’s followup screed, here are some facts you can supply them with.\nThe WaPo reporter apparently doesn’t know the meaning of the word “press release,” since she couldn’t be bothered finding the NGA press releases during the year the standards were written (which she could have found by googling “NGA press releases common core”). Included among them is a press release which links to the list of members of the 50-person work team, which included classroom teachers, mathematicians, math education researchers, and policy makers, and two representatives of the testing industry (google “common core work team” if you want to see the list). The WaPo article lists Jason Zimba as “the lead writer” for the math standards. But in fact he was one of three lead writers, the other two being me and Phil Daro. And I chaired the whole process, as indicated in the list.\nThe process for the math standards started with progressions documents solicited from people in the work team. The three lead writers fashioned these into standards, and then went through many cycles of revision in response to feedback. I made sure that we listened carefully to participating states (they were our bosses after all), members of the distinguished feedback group (also listed in the document above), national organizations, numerous individuals, and the 10,000 pieces of public feedback received after the public draft was released in March 2010.\nJust for the record, I have never met Bill Gates, nor talked to him. I’m glad he decided to spend his money on improving mathematics education, but he had nothing to do with the process. He also spends his money on ridding the world of malaria, but nobody seems to complain about that.\nThere was a lovely video on the Daily Caller, which apparently hates it when kids show their understanding of the base ten system and the connection between multiplication and addition in doing a multiplication problem. It’s obvious that the fourth grader in this video knows how to use the standard algorithm to solve problems—she performs addition using the algorithm as part of her strategy to solve the problem—but she says she likes the box method better because “you use all the skills together and it makes you think more.” Well, we can’t have that, can we? This kid should just become an adult right away and use “old-school long multiplication.” Which, if we stick with the Common Core, she will be fluent with in Grade 5.\nEvery year, I attend the annual conferences for the National Council of Supervisors of Mathematics and the National Council of Teachers of Mathematics. And this year was wonderful, not only because of the fantastic sessions, discussions, and meet-ups, but also because we saw a number of Common Core supporters sporting their “I Support Common Core” buttons! And a number of folks saw my button and told me that they’d put the bumper sticker on their car!\nIt was so encouraging to see so many math teachers, math supervisors, and math educators sharing their support–so many folks I’d never met before, but had this in common with–we support the Common Core! Of course I had to snap a few pictures to share with everyone who couldn’t be there. (Please look past the blurry phone pics taken in low lighting in windowless rooms in the New Orleans convention center! I’ve never claimed to be a photographer.)\nThere is a great interview with teacher blogger Fawn Nguyen about the Common Core over at Cathy O’Neil’s blog. She likens standards to a list of ingredients you have to use, as on those cooking shows, and curriculum is the dish you make with them. Not a perfect analogy, as she admits, but useful in helping people see the difference between standards and curriculum. And I love the bit at the end where she likens the mathematical practices to cooking techniques:", "label": "Yes"}
{"text": "A Note On Perfect Totient Numbers\nDepartment of Applied Mathematics\nCollege of Information Science and Technology\nP. R. China\nIn this note we prove that there are no perfect totient numbers of the\nk ≥ 4, where s\n= 2a 3b + 1,\nr = 2c 3d s + 1,\nq = 2e 3f r + 1,\nand p = 2g 3h q + 1\nare primes with a,c,e,g ≥ 1, and b,d,f,h ≥ 0.\nFull version: pdf,\n(Concerned with sequence\nReceived April 14 2009;\nrevised version received July 18 2009.\nPublished in Journal of Integer Sequences, August 30 2009.\nJournal of Integer Sequences home page", "label": "Yes"}
{"text": "Maths Teaching Assistant | Merton\nAre you a high-achieving Maths Graduate with the necessary subject knowledge and personality to accelerate student attainment within Maths?\nWould you like to work as a Maths Teaching Assistant where you can support eager-to-learn students across Key Stage 3, 4 and 5?\nA high-performing, highly inclusive and very successful Secondary School in Merton are looking to appoint a Maths Teaching Assistant for a one-year placement starting with immediate effect!\n- Maths Teaching Assistant | Merton\n- Outstanding Secondary School\n- Supporting students across Years 7-13\n- Delivering 1:1 and small group Maths intervention sessions\n- September 2021-July 2022 | Option of Teacher Training from September 2022\n- £70 per day | £350 per week - Paid PAYE\nThis Maths Teaching Assistant role is an excellent opportunity for a Maths Graduate to work alongside a dedicated Maths department and to support students who have been identified as needing additional support. You will use your excellent subject knowledge as a Maths Graduate to support these students in 1:1 and small group Maths Intervention sessions.\nThe school would like to receive applications from First-Class or 2:1 Maths Graduates to take Maths Tuition sessions throughout the school day. You will be working across the complete ability range within this Maths Teaching Assistant role, some students will be working at the lower end of GCSE and A-Level attainment whilst some students will be aiming for A* grades.\nThis Maths Teaching Assistant opportunity will commence immediately following a successful interview and will run until the end of the academic year (July 2022), in the first instance. From September 2022, you could be offered a place on the school's School Direct ITT programme making this Maths Tutor role ideal for aspiring Maths Teachers.\nRibbons & Reeves look forward to supporting you in your application to this Maths Teaching Assistant role.Maths Teaching Assistant | Merton", "label": "Yes"}
{"text": "Saxon Math 2018 Grade 1 Teacher Manual Set\nFor over 30 years, Saxon Math has been delivering proven results for students in Grades K–12. The Saxon Math curriculum has an incremental structure that distributes content throughout the year. This integrated and connected approach provides deep, long-term mastery of the content and skills called for in the Common Core State Standards. The program is easy to implement and features comprehensive materials that are convenient and well-organized.\nThe Teachers Manual set consists of two three ring binders: Volume One and Two, containing scripted lessons. Volume one and two are not sold separately.\n|9781328863355 / 1695439||SXM TCHR MAN BNDR V1 GR1 2018||1|\n|9781328863362 / 1695440||SXM TCHR MAN BNDR V2 GR1 2018||1|", "label": "Yes"}
{"text": "Statement of a problem № m1165\nThe random variable X has a binomial distribution with n = 10 and p = 0.5. Sketch the probability mass function of X. (a) What value of X is most likely? (b) What value(s) of X is (are) least likely?\nDownload free solution (doc)\nNew search. (Also 1294 free access solutions)\nUse search in keywords.\n(words through a space in any order)", "label": "Yes"}
{"text": "These printable worksheets help kids learn concepts related to more less greatest least and the ordering of numbers. Its really simple and easy as it only involves reciting numbers in sequence.\nPin On Ola\n2 More or Less Worksheets Preschool.\nPreschool worksheets more or less. Draw more or less objects than shown. Free reading and math worksheets from K5 Learning. Compare two objects and find which object can holds more or less.\nGet thousands of teacher-crafted activities that sync up with the school year. Number count worksheet for preschool. Preschool Activity Sheets on More or Less.\nMeasurement worksheet 17. More or Less Worksheets allows you to use pictures instead of words for learning purposes. Both of my children were expected to master this concept by the end.\nMore or Less Worksheets – Comparing Numbers 1-5 1-10 – Greater Than Less Than. Compare two objects and find which object can holds more or less. Comparing worksheets for preschool help children to master basic concepts as More or Less Are ther enough and compare quantities in a mixed group.\nRote counting is the most basic number concept that preschoolers learn. More or less worksheets preschool The kids can enjoy more or less worksheets preschool Math Worksheets Alphabet Worksheets Coloring Worksheets and Drawing Worksheets. At kids academy we believe that kids need to learn in a variety of ways for concepts to stick.\nStudents select the group with more or fewer objects in it. We also introduce the use of more than less than equal to symbols. Get thousands of teacher-crafted activities that sync up with the school year.\nPre-K Free comparison worksheets will develop number recognition and counting activities. Most Popular Preschool and Kindergarten Worksheets Pre Writing Worksheets Shapes Line Tracing Worksheets Picture Tracing Worksheets More or Less Worksheets Preschool Matching Worksheets. Less printable Math worksheets for Preschool students.\nMay 15 2015 – Many early elementary curriculums require a child to be able to identify and create sets of objects with more less and equal. Animal Parents and Babies. Which bowl has more.\nCircle the group with the most objects. Circle the group with more or fewer objects. More Less or Equal Kindergarten worksheets Preschool worksheets Kindergarten worksheets printable.\nMore Less Worksheet Teaching Resources Teachers Pay Teachers 238002 Kindergarten Worksheets Planning Playtime Trending News Today 238003 Preschool Worksheets – Dot to Dot 8 -Worksheets terapia. No numbers are used. More or Less Worksheets is the key to effective learning and teaching Kindergarten and First grade.\nIf you are teaching Kindergarten or First grade you need more or less worksheets. More or less worksheet more or less activity more or less exercise and more or less problemsmore or less worksheet pdf is a good resource for children in preschool kindergartenmore or less worksheet is the free printable. You could include advance preschool worksheets which can be more on mathematics reading writing perception and more general knowledge.\nAd The most comprehensive library of free printable worksheets digital games for kids. Find preschool worksheets that introduce alphabets sounds numbers counting shapes colors dot to dot drawing coloring in and eliminating activities. Compare two objects and find which object can holds more or less.\nClick on the image to view or download the PDF version. Comparison Worksheets More or Less 2 Worksheets. Gradually children can be introduced to comparison signs like greater than less than and equals to.\nSame or Different Worksheets Halloween Worksheets Pumpkin Worksheets Pre Writing Worksheets Preschool Coloring Preschool Dot to Dot. These free printable worksheets for comparing numbersquantities teach the concept of more or less greater than less than to your child. They could play games in the Nursery like Numbers Match Games and Alphabet Puzzles and more or less worksheets preschool.\nAd The most comprehensive library of free printable worksheets digital games for kids. Comparing Capacity Worksheets Measurement worksheet 19. Spring More Or Less Worksheet.\nAs his age progresses conform to his needs. Help your child learn the concept of more or less through these preschool freebie- More or Less Worksheets Free Printable. Comparing Capacity Worksheets Measurement worksheet 18.\nClock craft idea for preschool kids. More or fewer worksheets for preschool kindergarten.\nMore And Less Worksheet For Pre K Apples To Applique Kids Math Worksheets Kindergarten Math Worksheets Kindergarten Reading Worksheets\nPin On Special Ed More Less\nPin On Kindergarten Math\nHow To Teach More And Less Kindergarten Math Worksheets Preschool Worksheets Kindergarten Worksheets\nGallery of Diy Preschool Worksheets More Or Less\nRelated Posts for Diy Preschool Worksheets More Or Less\n- Creative Multiplication Worksheets Grade 4 Math Drills\n- Creative Conjunctions Worksheet Online\n- Awesome Multiplication Worksheets 3 And 4 Times Tables\n- Awesome Conjunction And But Or\n- Creative Maths Worksheets+class 4+multiplication+division\n- Inspiration Multiplication Equal Groups Worksheets Year 3\n- Best Multiplication Worksheets Grade 4 Single Digit\n- Of The Best English Grammar Worksheets On Conjunctions For Grade 6\n- Best Conjunction Worksheets Multiple Choice\n- Inspiration Coordinating Conjunctions And But Or Worksheets", "label": "Yes"}
{"text": "Top prize $50,000\nOverall approximate odds to win a prize on a $3 - Mayan Fortunes are 1: 3.90\nHow to Play\n1. Scratch the YOUR NUMBERS play area to reveal numbers.\n2. Scratch only the corresponding numbers in the main play area that match any of YOUR NUMBERS.\n3. If you uncover three (3) or four (4) identical symbols of the same colour in the main play area, win the corresponding prize for that symbol as per the PRIZE LEGEND on the front of the ticket.\nBONUS: Scratch the BONUS play area. Find any prize, win that prize.\n|Prize Level||Odds 1:3.90|\n|Free $3 Ticket + $3||76.92|\n|Free $3 Ticket||28.57|", "label": "Yes"}
{"text": "Uh Oh! It seems you’re using an Ad blocker!\nSince we’ve struggled a lot to makes online calculations for you, we are appealing to you to grant us by disabling the Ad blocker for this domain.\nADD THIS CONVERTER ON YOUR WEBSITE:\nAdd Quart (US) to Cups (US) converter to your website to use this unit converter directly. Feel hassle-free to account this widget as it is 100% free.\nAre you going to try a recipe and you don’t have an idea about how many cups in a quart? no doubt, kitchen conversion measurements are crucial as it leads to the good taste of recipe that you are decided to make. The calculator-online provided a smart quart to cups converter through which one can readily perform conversions from quarts to cups. The amazing thing is that there’s no conversion factor required, just you ought to plug-in the value for cups to obtain cups per quart.\nAs a matter of convenience, our team demonstrates formula for quarts to cups that helps you in step-by-step (manual conversions). But, first, let’s answer the term of how many cups are in a quart!\nThe formula for quart to cup is:\nUS cup = US qt x 4\nProblem: Convert 6 cups US to quart US?\nStep 1 (Formula):\nStep 2 (Put the Values):\nStep 3 (Result):\nMeans, 6 US liquid quarts is equal to 24 US cups", "label": "Yes"}
{"text": "You will see some numbers in the triangle and they are connected with each other with some logic.\nFind the logic behind the numbers and then find the missing number.\nIf you get the correct answer, share it with your friends on WhatsApp, Facebook and other social networking sites.\nIn the first triangle the surrounding numbers are 4, 5 & 6 and the number in the center is 15.\n6 x 5 / (4/2) = 15\nLet\\’s see if this holds good in second traingle;\n7 x 6 / (12/2) = 7\nSo to find the missing number;\n8 x 8 / (8/2) = 64/4 = 16\nAnswer = 16", "label": "Yes"}
{"text": "No. The slope of a horizontal line is zero. The slope of a vertical line is undefined.\nA line on a graph with zero slope is a horizontalline.' Y ' is the same number at every point on the line.\nFor a horizontal line, the slope is zero. Using the formula y=mx+b, where m is the slope.\nthe formula for slope is y=mx+b, a horizontal line has the slope of zero and the slope of a vertical line can be answered as undefined\nIt means there is no velocity - it is at rest and nothing is moving. The slope of the line is velocity - a horizontal line is zero slope = zero velocity\nzero is horizontal, undefined is vertical\nA line with an undefined slope is a vertical line. A line with a slope of zero is a horizontal line. If you use the formula for slope m = (y2-y1) divided by (x2-x1)... For an undefined slope you will get zero in the denominator, which you cannot have because you cannot divide by zero. For a slope equal to zero, you will get a zero in the numerator. Zero divided by any non-zero denominator, will give you a slope of zero.\nUndefined slope is when a line is exactly on the y-axis, for reasons unknown, the slope of a line on the y-axis cannot be determined, so therefore it it \"undefined.\" A line with no slope is a line with a slope of zero. In order for a line to have a slope of zero, it must be directly on the x-axis, meaning it is horizontal. Horizontal lines are straight and have no slope\nA line with zero slope is a straight horizontal line which neigher climbs nor descends along the X-Axis. A line with an undefined slope is a straight vertical line that does not move left or right along the Y- Axis.\nIf the equation of a line is [ Y = -2 ] the the line is horizontal. Its slope is zero.\nA line with a slope of zero is a flat, vertical line.\nZero is when its a straight horizontal line It its going neither up or down Infinite is when its a straight vertical line You could say its positive or negative and it will forever going up or down You couldn't give it a slope number\nYes, it is true; slope zero is no slope.\nThe parallel line would also have a slope of zero (both are horizontal lines).\nA horizontal line has a slope of zero. The equation of a horizontal line is y = a.\nIt is the difference in the abscissae of the points divided by the difference in their ordinates, provided the latter is not zero. Otherwise, the slope is infinite.", "label": "Yes"}
{"text": "Ardent Academy Student Spotlight\nWe are proud of our students' many accomplishments, and make sure to celebrate them at Ardent Academy. Visit this page often for updates regarding the work of our outstanding students in various STEAM programs.\nCongratulations to Ardent AMC winners! The MAA’s American Mathematics Competitions (MAA AMC) program is a series of examinations that build problem-solving skills and mathematical knowledge in middle and high school students.", "label": "Yes"}
{"text": "This paper aims to provide tools for the complete Jacobian analysis of robotic manipulators of general topology, using a comprehensive velocity equation.\nFirst, a modelling process is made in order to build the velocity equation using simple constraint equations: i.e. length restriction, relative motion and rigid body constraints. Then the motion space is solved, i.e. the space that spans all feasible motions of the manipulator.\nThe velocity equation is comprehensive, i.e. it relates all kinematic variables, not only input and output. The Jacobian related to the comprehensive velocity equation is a square dimensionless matrix. This characteristic has great importance when evaluating manipulability or closeness to singularities. Employing the motion space, any kinematic entity can be studied: i.e. velocities and accelerations of any active/passive joints, screw axis, axodes, and so on. Also a comprehensive singularity analysis can be made.\nThe approach presented is focused on the kinetostatic analysis of manipulators and, therefore, subjected to rigid body assumption.\nThe paper presents a proposal of effective codes for engineering analysis of manipulators.\nThis approach is based on a pure computational kinematic analysis that unifies all kinetostatic analysis for any manipulator topology (i.e. serial, parallel, hybrid manipulators, complex mechanisms, redundant‐or non‐redundant‐actuated). The characteristic Jacobian matrix is dimensionless and provides the means for a complete singularity analysis and an effective use of indicators.\nAltuzarra, O., Salgado, O., Petuya, V. and Hernández, A. (2008), \"Computational kinematics for robotic manipulators: Jacobian problems\", Engineering Computations, Vol. 25 No. 1, pp. 4-27. https://doi.org/10.1108/02644400810841396Download as .RIS\nEmerald Group Publishing Limited\nCopyright © 2008, Emerald Group Publishing Limited", "label": "Yes"}
{"text": "Abstract A numerical differentiation problem for a given function with noisy data is discussed in this paper. A mollification method based on spanned by Hermite functions is proposed and the mollification parameter is chosen by a discrepancy principle. The convergence estimates of the derivatives are obtained. To get a practical approach, we also derive corresponding results for pseudospectral (Hermite–Gauss interpolation) approximations. Numerical examples are given to show the efficiency of the method.", "label": "Yes"}
{"text": "Journal of Prime Research in Mathematics\nISSN: 1817-3462E (Online) 1818-5495 (Print)\nOn the solutions of nonlinear Caputo–Fabrizio fractional partial differential equations arising in applied mathematics\nLaboratory of Fundamental and Numerical Mathematics, Department of Mathematics, Faculty of Sciences , Ferhat Abbas S´etif University 1, 19000 S´etif, Algeria.\nCorrespondence should be addressed to: email@example.com", "label": "Yes"}
{"text": "10 pages, 20 activities (pages are designed to be cut in half)\nStudents draw coins using a graphic organizer to show four different ways to make a designated amount of money. This activity provides practice for students just learning how to count coins that add to amounts under $1.00.\nYou could also have the students work in pairs. After drawing the coins, the students could count for each other the amounts that they drew and compare the different ways that each made the designated amounts.", "label": "Yes"}
{"text": "In this video, we will learn how to\nidentify circles regardless of their orientation, size, or color. Circles can come in many different\ncolors and sizes. How can we tell if a shape is a\ncircle? We know that circles are 2D\nshapes. What else do we know about\ncircles? They are round. How do we draw a circle? A circle is a continuous curve.\nThere are lots of examples of\ncircles in real life. A doughnut is a circle, and the\nhole in the center of the donut is also a circle. This part of the frying pan is a\ncircle. This pizza is also a circle, and so\nare the slices of pepperoni on top. Circles are all around us. See how many you can spot. Let’s try identifying some circles\nwith some practice questions.\nChoose the circle.\nWe’re shown five different 2D\nshapes, and we have to choose the circle. Let’s think about what we know\nabout circles. We know a circle is a 2D shape, but\nall of these shapes are 2D shapes. What else do we know about\ncircles? We know that circles are round. Which of our 2D shapes is\nround? It’s this one right at the\nbottom. This is the only 2D shape we can\nsee which is round. This is the circle. All of the other shapes have\nstraight sides. We chose the circle.\nHow many circles are in this\nWe’re showed a picture of a\ntrain. It’s being made from lots of 2D\nshapes. We have to count the number of\ncircles in the picture. How many circles can you see? The wheels of the train are made\nfrom circles. Here’s one, two, three, four. There are four circles in this\npicture of a train.\nWhat have we learned in this\nvideo? We’ve learned how to identify\ncircles. We’ve learned that circles are\nround, and they can come in different sizes or colors. They’re still circles.", "label": "Yes"}
{"text": "Division Tables Chart Numbers 1 Printable Elementary Math Worksheets\nDivision Tables Chart Numbers 1 Printable Elementary Math Worksheets.\nFree printable math worksheets. its normal for children to be a grade below or above the suggested level, depending on how much practice had at the skill in the past and how the curriculum in your country is organized. use your judgment. view by grade level preschool.\nFree elementary math worksheets to print, complete, and customize. math fact cafe. home -made worksheets kindergarten (k) first grade (st) second grade () third grade (rd) fourth grade () fifth grade () custom worksheets basic facts. The enrichment math pages will easily complement your existing math program and can be used every week to build the math skills and problem-solving strategies.\nprint as many of these math worksheets as you need to use in the classroom, at home, or at a tutoring center. Math worksheets our collection of printable math worksheets helps kids develop the fundamental skills from kindergarten trough grade. practice general math skills like addition, subtraction, fractions, decimals, multiplication, and division and more.\nGrade math worksheets bundle classroom distance learning elementary nest printable. Math worksheet counting farm animals kids network printable elementary worksheets. Math worksheets print printable elementary. Free printable worksheets kids elementary math. Worksheet sheets free printable worksheets addition kindergarten math evaluate expression elementary mixed multiplication division grade 3. Printable math worksheets kids free practice answers elementary. Learning grade 1 page 5 free worksheets math websites multiplication addition preschool number printable elementary.", "label": "Yes"}
{"text": "Take your courses with you and learn anytime, anywhere.\nLearn and practice real-world skills and achieve your goals.\nWe will (eventually) do all of the lectures in the Singapore Math curriculum (which we like). You can follow along through the workbooks available at singaporemath.com.\nI am new to Singapore math and this course does a great job of explaining the thinking behind Singapore math! I would like to see more Singapore math lessons!", "label": "Yes"}
{"text": "Graduate programs lead to M.Sc. and Ph.D. degrees in Mathematics at Sabanci University. The current interests concentrate in mainly two areas;\n- Analysis and its applications, differential equations (functional analysis, several complex variables, complex potential theory, holomorphic Dynamics, complex Geometry, probability and stochastics, martingales, operator theory, pseudo-differential operators, nonlinear partial differential equations)\n- Algebra and number theory and their applications (finite fields and applications, coding theory, cryptology, integer partitions, combinatorics, commutative and computational algebra, finite geometry)\n- Wireless Network Security\n- Computer Graph.&Visualization\n- Deep Natural Lang. Processing\n- Automated Debugging\n- Sp.Top.in CS: Parallel Comp.\n- Graduate Seminar\n- Real-Time Systems Design\n- Semiconductor Process Techno.\n- Random Processes\n- Online Application Form\n- Official Transcript: Candidates applying to a PhD program with an undergraduate degree must have a minimum GPA of 3.00 out of 4.00. Graduates of universities that use a different grading system are required to submit an official explanation or a conversion table as appropriate. There is no such requirement for candidates applying with a master’s degree.\n- Two recommendation letters: Candidates are required to provide contact details for two people who will write recommendation letters.\n- One passport-sized photo: Candidates must upload a passport-sized photo to the online system.\n- Statement of Purpose: Candidates must submit a statement, written in English, explaining their intent in applying to the program.\n- Sample work: The sample work submitted by candidates must be in English and no more than 30 pages. The work may be a paper, assignment, dissertation or similar writing.\n- Graduate Education Entrance Examination scores\nInternational17300 USD/yearTuition FeeBased on the tuition of 17300 USD per year during 48 months.\nNational11349 USD/yearTuition FeeBased on the tuition of 11349 USD per year during 48 months.\nNational 81.350 TL\nLiving costs for Istanbul\nThe living costs include the total expenses per month, covering accommodation, public transportation, utilities (electricity, internet), books and groceries.\nStudyportals Tip: Students can search online for independent or external scholarships that can help fund their studies. Check the scholarships to see whether you are eligible to apply. Many scholarships are either merit-based or needs-based.\nApply and win up to €10000 to cover your tuition fees.\nUpdated in the last year\nCheck the official programme website for potential updates.", "label": "Yes"}
{"text": "Mirabella Lilou October 13, 2020 worksheets\nAnother thing to look out for is what the pupil will need to solve the worksheets? Does the worksheet require the use of crayons? Does it require other things like a pair of scissors, glue and so on?Before you buy worksheets, make sure to check if they have been created to suit the geographical location that you reside in. The language and usage of words differs from country to country. It is no point buying a worksheet which is designed for children in the US for children residing in India. Also see if the worksheets involve just one way of teaching or multiple ways. Do the worksheets involve short assessments? Does it have some activity built in; does it involve elements from the child’s surroundings?\nShirley Slick, ”The Slick Tips Lady,” is a retired high school math teacher and tutor with degrees in Mathematics and Psychology and additional training in brain-based learning/teaching. Her goals: (1) to help parents help their children with math, (2) to help eliminate the horrendous Algebra failure rate, and (3) to inform the general public about problematic issues related to the field of education. For your free copy of ”10 Slick Tips for Improving Your Child’s Study Habits\nOf course, when it comes to picking out the type and design of worksheet you would want for you and your family to use, always consider your needs. Just because availing of a free worksheet will be more practical for you now does not mean that your finance management plans will be better off. But also, budgeting worksheets are not enough if you want to succeed with budgeting, you must have the right mindset too.\n5. Never allow boredom to set in. We know now that when learning is fun and exciting, the brain is actually growing many new dendrites that make connections with many other dendrites. The more connections the better. We also know now that boredom destroys dendrites. Small children quickly become bored with worksheets, especially skill and drill worksheets. Yet another reason to avoid skill and drill worksheets like the plague.\n1. Education vs Time Filler\n– Do I feel anxiety if I don’t have worksheets copied? (The answer should be no.)\nTag Cloudeasy worksheet answers matching worksheets for preschool printable math facts worksheets kids fun activity sheets printable english worksheets free printable learning worksheets printable learning sheets worksheets for kg kids best worksheets for kindergarten math practice sheets math assessment worksheets year 3 maths worksheets math fact sheets pre kg activities worksheets the maths worksheet site basic math skills worksheets in out worksheets for kindergarten free math print out worksheets grade 4 worksheets free arithmetic worksheets free printable activities for kids kg 1 worksheets fun maths worksheets year 4 primary worksheets printable free printable worksheets for lkg easy printable worksheets free printables for pre k pre kindergarten worksheets free free printable math worksheets primary 4 maths worksheets can worksheet for kids maths print grade 4 worksheets to print kindergarten printable games year 2 maths worksheets free printable maths worksheets for 6 year olds printable worksheet generator answer sheets for math a and an worksheets free printable practice worksheets math exercises kindergarten workbooks printable printable worksheets for children math fact practice worksheets in and out worksheets for kindergarten sixth grade math worksheets lkg worksheets create math worksheets free extra worksheets", "label": "Yes"}
{"text": "Written to match the contents of the Cambridge syllabus. Pure Mathematics 1 corresponds to unit P1. It covers quadratics, functions, coordinate geometry, circular measure, trigonometry, vectors, series, differentiation and integration.\nBuy Pure Mathematics 1 (International) book by Hugh Neill from Australia's Online Independent Bookstore, Boomerang Books.\n(246mm x 189mm x 17mm)\nCambridge University Press\nPublisher: Cambridge University Press\nCountry of Publication:", "label": "Yes"}
{"text": "Offering private tutions to students from class 6th to 10th for all subjects and special classes for english, reasoning, maths , GK for various competitive exams\nSpecial classes for science subjects like physics, biology, zoology, botany,chemistry [...]\nArea Preferred: HAL,Domlur, Marathalli and surrounding area..\nSubjects: Math, Physics, Chemistry, English, and Hindi(class I-X)\nClass XII:Math, English and Hindi\nTimings: Evening 5:30-9:30 p.m.\nMorning from 6:30-8:00 a.m.\nContact Person: Naveen Kumar\nWEEKEND CLASSES ARE ALSO AVAILABLE\nSPECIAL CLASSES ONLY [...]\nFree Online Maths Tests Practice and Preparation Page- Tests cover cbse maths tests, cbse x maths tests, maths tests online & various other tests for differential & integral. [...]\nDreamz academy provides maths tutor, home tuitions, science tutor, home tutor for home tuition classes. Dreamz academy started in 2002 in chennai to provide Maths tuition by best Maths tutor, also coaching provided for 9th,10th, [...]\nMaths, Physics, Chemistry, Biology, General Reference & English. Entrance Coaching module CBSE/ICSE/State Syllabus. Use software for just 30 minutes and learn in a much better way. Build your future at your own. Details may [...]\nCITY HOME TUITION (Regd. By Govt of A.P.)\nWe specialize for Home Tuitions, any where in twin cities, any class, any syllabus and any subject.\nI to XII (CBSE, ICSE, IGCSE, IB, State)\nInter (Maths, Science, Commerce)\nMatrusri E-Power , the No.1 Educational services provider in India is all set unleash new Education Revolution.This is achieved by providing a dozen Quality Educational Services like Audio classroom setup, animated audio-visual teaching and learning [...]\nI , Mr. Samir Tripathy,a first class B.E and have been teaching maths for last 12 years in various reputed institutes, coaching classes and apart from that i take home tuitions. i [...]\n*2-month coaching starting from Basics *Comprehensive syllabus coverage *Full study material, computerized NOTES *Daily 2-3 hr class,classes 7 Days a week *Short cut Methods in Maths/Reasoning *Special Class for computer,Gk Including Banking and economy *Highest [...]\nKerala Houseboats or the Kettuvallam are country made boats in Kerala that are today’s most iconic attractions in Kerala tour. Kerala houseboat is used as the medium for the Kerala backwater tours for leisure [...]", "label": "Yes"}
{"text": "I am not embarrassed to admit that, in several undergraduate courses, I relied heavily on Schaum’s Outlines. The additional examples and numerous practice problems helped me master techniques that I struggled with when using only the course textbook and notes. In my years as a college professor, I have recommended similar guides for students who need that additional assistance.\nUnfortunately, Linear Algebra Demystified is not one that I could recommend to students struggling in their first course in linear algebra. The book does contain the topics from a typical first course in linear algebra, but supports the text with few examples and no proofs. The book provides end-of-chapter quizzes and a final exam, but the quizzes have ten or fewer problems and the answer keys give only hints or the final answer with no explanation.\nLinear Algebra Demystified lacks the variety of examples, practice problems and proofs that would be needed for most people to truly master linear algebra on their own. I also doubt that a student who is currently in their first course in linear algebra would find it useful as a supplementary text for the same reason. That being said, Linear Algebra Demystified could be a useful for anyone who has taken a first course in linear algebra and now needs just a “nuts and bolts” refresher.\nSusan Slattery teaches at Villa Julie College in Stevenson, MD.", "label": "Yes"}
{"text": "This post is following of above post.\nLet's do time-series regression.\nFirstly, let's make a static time series model\nIn time-series regression, we have to care about serial correlation of the error term.\nFirstly, I load dynlm package and lmtest package.\nBefore testing serial correlation, let's plot error term.\nSince I don't have good experiences, I cannot tell if there is serial correlation or not by just seeing the plot.\nLet's test AR(1) Serial Correlation.\np-value is less than 2e-16, it is alomost 0. So mod_static has serial correlation.\nWe need orcutt package to do Cochrane-Orcutt estimation and I will use cochrane.orcutt() function.\nLet's compare mod_static and mod_orcutt.\nI use stargazer package.\nsd_bci coefficient is negative and statistically significant. It means that when there are large variance of bci, bci level is lower than when varicance is small.\nThat's it. Thank you!\nNext post is\nTo see the 1st post,", "label": "Yes"}
{"text": "Question from Jordan, a student:\nIn Chemistry we are doing a lot of problems that are much more math related than anything. One of my questions reads: A certain medallion has a mass of 55.64 g. When placed in 75.2 mL of water in a graduated cylinder,\nthe water level rises and then reads 77.8 mL.\nIs the medallion made of platinum (D=21.4 g/mL) or silver (D= 10.5 g/mL)?\nThis is due tomorrow, and I've already given up on actually getting this worksheet done, so all i really want to know is how to work out a problem like this. I don't even know where to begin, my teacher is about worthless to put it nicely. I have a test over this on Monday and I just really want to know how to work problems like these. Like how can i tell the density by how much water is displaced...oh idk. I just need help please. thank you", "label": "Yes"}
{"text": "From X-Plane SDK\nRevision as of 19:55, 20 April 2009 by Admin\nXPLM_API void XPLMWorldToLocal( double inLatitude, double inLongitude, double inAltitude, double * outX, double * outY, double * outZ);This routine translates coordinates from latitude, longitude, and altitude to local scene coordinates. Latitude and longitude are in decimal degrees, and altitude is in meters MSL (mean sea level). The XYZ coordinates are in meters in the local OpenGL coordinate system.\nThe altitude for XPLMWorldToLocal is meters MSL (mean sea level). The XYZ coordinates are all in meters in \"OpenGL\" coordinates - see MovingThePlane for more info.", "label": "Yes"}
{"text": "My name is Vitezslav Kala, but people just call me Vita. I’m an associate professor at Charles University (Department of Algebra), currently leading our number theory group.\nPreviously I was a postdoc at the University of Göttingen, working with Valentin Blomer (between 2015 and 2017). During the fall 2014 I was a postdoc at the Max Planck Institute in Bonn.\nI got PhD in Mathematics after 5 years at Purdue University in Indiana; it was my pleasure to work under the guidance of Freydoon Shahidi. I’m a Fulbrighter, a recipient of the International Fulbright Science and Technology Award, which has covered my PhD studies for 3 years.\nI did my undergraduate and Master’s studies in math in Prague at Charles University, Faculty of Mathematics and Physics, Department of Algebra. Originally I’m also from the Czech Republic (from a small village with a long name Doubravice nad Svitavou).", "label": "Yes"}
{"text": "GRAB THE BIG SALE OFFER! USE CODE - PPLK10 & GET 10% OFF. HURRY UP!! COUPON CODE PPLK10 APPLIED !\nPrint on demand\n24x7 customer support\nSee What Our Happy Customers Have To Say About Us!\nThese Maths t-shirts are amazing. Really comfortable to wear and make easy moves. Even affordable and fits my pockets. PrintShop is a great site to shop for such stuff.\nI love PrintShop. These maths t-shirts just got delivered to my house. I must say the delivery timing is perfect and suits my busy schedule. Also, these maths t-shirts got all my equations right.\nVery happy to welcome these math t-shirts to my wardrobe. These t-shirts by PrintShop are really nice in fit, fabric and also reasonable in prices. I am going to shop from this site\nPrintShop is a cool website I should say. Even these maths t-shirts are so cool and any person loving maths or not loving maths is going to like it.", "label": "Yes"}
{"text": "Getting to the heart of what motivates students\nMiddle school is a critical time for students as they explore more advanced concepts like number sense and operations, geometry and spatial sense, data analysis, measurement, probability, and others. Students are also transitioning into adolescence. South's teachers don't just help students learn the various skills and knowledge required for success later in their educational lives, they help students understand the physical and cognitive changes the students are undergoing.\nOur teachers are all about motivating students to try new things, consider new ideas, and understand differing perspectives so that they learn to think critically and discover their full potential. As educators, they understand students learn in different ways and are resourceful in discovering what drives each student.", "label": "Yes"}
{"text": "This preview shows page 1. Sign up to view the full content.\nUnformatted text preview: combined with 4 liters of water which contains y grams ( y is less than 2) of salt per liter to yield a solution with 2 grams of salt per liter. 4. Find the linear approximation of f ( x ) = x 2 e 3 x at x = 2. 5. A steel bar is initially at a temperature of 550 ◦ C and cools down according to Newton’s law of cooling. The temperature of the surrounding is 50 ◦ C. Initially the steel bar is cooling at a rate of 20 ◦ C per minute. What was the temperature after 20 minutes?...\nView Full Document\nThis note was uploaded on 12/27/2011 for the course MATH 5B taught by Professor Rickrugangye during the Fall '07 term at UCSB.\n- Fall '07", "label": "Yes"}
{"text": "Scientific Notation III\nIn this scientific notation worksheet, students solve 10 problems where they multiply and divide numbers using scientific notation and they express their answers with the proper number of significant figures.\n9th - 12th Math 14 Views 49 Downloads\nScientific Notation and Significant Figures with Math Make-Up Test\nIn this scientific notation and significant figures learning exercise, students perform mathematical calculations such as addition, subtraction, multiplication and division and express their answers with the proper number of significant...\n10th - 12th Science\nStudent Workbook: Number Sense\nWhat a great resource. More than just a worksheet, this packet also includes examples and notes at the beginning of each section. The material covers all of the main standards in pre-algebra and can also be used for parts of an Algebra I...\n8th - 11th Math CCSS: Adaptable\nAP Physics 1 and 2 Inquiry-Based Lab Investigations\nHave you ever wondered what type of AP Physics investigations The College Board wants? This is the guide for you! Sixteen labs covering both Physics I and II will get you started and inspire you to meet the requirement of 25 percent of...\n11th - 12th Science CCSS: Adaptable\nRegents High School Examinations: Integrated Algebra\nIn this integrated algebra worksheet, students solve problems dealing with, but not limited to, probability, scientific notation, distance, time, functions, geometry, number sense and statistics. This thirty-seven page worksheet...\n9th - 11th Math", "label": "Yes"}
{"text": "Simple utitlity to convert your PDF documents into Word formats (DOC and RTF).A virtual rubix cube game, programmed to help novice cubers learn to solve it. Additional titles, containing solve rubik s cube telugu pdf. rubik s cube solver 3x3 pdf. Linked Keywords These are the linked keywords we found.Gallery images and information: Rubik S Cube Solver 3x3 Pdf. pic source Software to Solve Rubi 550 x 436 png 48kB. Rubiks Cube 3x3x3 solution. Notation: L: Turn on the left side clockwise R: Right side B: Back side F: Front side U: Upper side D: Down side M: Middle row (like L) L B F U D M: Turn counter clockwise.Repeating this algorithm until you solve all the yellow edges! We have developed a Rubiks Cube Solver (RCS) that will solve a standard Rubiks Cube using the Thistlewaites Algorithm.With RCS, solving that pesky Rubiks Cube is as simple as pressing buttons on your keyboard. The Rubiks Cube is a cube consisting of sides with individual pieces on each The ) Mathematical solution to x rubik by Professor W D Joyner PDF The Mathematics of the Rubik s Cubeweb mit edu sp rubik pdf PDF How to solve a Rubik s Cube Think Maths think maths. Rubik 2x3x3 merupakan rubik yang unik dan memiliki nama lain rubik donimo.Solving a Domino Cube is easier than a classic 3x3x3 solution because it has less pieces and you dont have to worry about the orientation either. Rubiks Cube Patterns - Cube in a Cube in a Cube - 3x3x3 Patterns - Duration: 4:19.How to Solve a 3x3x3 Rubiks Cube: Easiest Tutorial (High Quality) - Duration: 23:02. Noah Richardson 23,190,534 views. 27.10.2017 easiest way to solve a 3x3x3 rubiks cube how to solve the solution rubik cube 3x3x3 pdf rubiks cube! this method is widely known as layer-by-layer (lbl), and can be used to solve. 2a1) comply with wca regulations.\nsuresh vasa 16:02 5 SIMPLE moves to EASILY solve the Rubik u0027s CubeVTV TET 1:39 How to solve Rubiks Cube with just 2 simple moves!: This is the easiest way to solve the 3x3x3 Rubiks cubeBut, no doubt you need to start with a solved Rubiks cubeWith this method The online Rubiks Cube solver calculates the steps needed to solve a scrambled Rubiks Cube from any valid starting position. Enter the colors of your puzzle and click the Solve button. Xoay rubik nhanh nht th giiNhng ngi gii rubik nhanh nht th giiGii rubik mt tay nhanh nht th giiGii rubik bng chn nhanh nht. 5 SIMPLE moves to EASILY solve the Rubiks Cube - Learn in 15 minutes Tutorial. Choose a layer to solve and make a cross on it. A correct cross means the other face of the piece matches the center color of the other face.Congratulations, you have solved a Rubiks cube! The first step of the beginners method to solve the 3x3 is to visualize the Rubiks cube in the three dimensions. It is not as easy as it looks like. When you see the 3x3 cube, you need to stop thinking it is just colors moving around, that should be randomly mixed.And Sayings Similiar Cute Cousin Quotes inside I Love You Cousin Quotes.\nVia quotespicky.com I Love My Sister Quotes For Facebook | Original Pdf Solving Rubiks 2x2x2 With 3x3x3 Sequences. A completely solved 3x3x3 cube except for two adjacent corners exchanged is not possible due to parity considerations that is, if just two adjacent corners are interchanged, then it must be that the edges are not completely solved. There are many methods for solving a rubiks cube Basic principle is to solve it layer by layer(there are three layers in 3X3 cube) There are 3 types of piecDesigned for beginners, it even has a download able pdf and inspiration stories of successful solvers! Rubiks Cube Tutorial. Method Overview This is a layer-by-layer method that aims to solve the cube using minimal memorization and intense thinking. This method is broken down into seperate and distinct subsets each with a clear and obvious goal. More \"rubik s cube 3x3 solve\" pdf. Advertisement.Simplest Tutorial for Solving the 3x3 Rubiks Cube (Learn in 15 minutes) (Hindi ) Best Rubik Cube Guide 2015 - How to lube a 3x3 rubix cube. How To Solve Rubik S Cube 4x4 Pdf - how to make a rubik u0027s cube turn better with pictures wikihow.how to solve rubik s cube 4x4 pdf wooden rubik u0027s cube gifts to play pinterest. All Solution Guides Mosaic Templates -- 3x3 36-100 Cubes -- 3x3 225-400 Cubes -- 3x3 600 Cubes -- 2x2 48-90 Cubes -- 2x2 180 Cubes Non Academic Mosaic Guide Lessons Competitions Curriculum Teach to Solve Certificates 2x2 Spanish.Learn to Solve the Rubiks Cube Curriculum. Teach you to solve Rubiks Cube on your Windows 8 device. Free. Publisher: R.S.C Downloads: 51. Rubiks Cube Fast Solution Tutorials - Best Quick Rubix Solving Guide For Advanced Beginners. 1.99.\nFollow Us: Back. GALLERY: 3x3 Cube Solve Pdf. Loading The biggest rubiks cube ever, being solved by a computer. Please watch the new updated video instead (unless you really enjoy YouTubes AudioSwapTags: How To Solve A Rubiku0027s Cube 2x2 Algorithm, How To Build A Rubix Cube For Beginners, How To Build A Rubix Cube In Rubiks cube patterns. Contacts.One more about Rubiks cube. Patterns for Rubiks cube Touch Rubiks cube Rubiks cube for blinds Lego robot that can solve a Rubiks cube The simplest Rubiks cube pattern. Rubiks Cube Solver. Ready to solve! Next.Drag or swipe the cube to rotate it. When finished hit the \"Solve\" button and a step by step solution will be displayed to you. IT Is that easy Share Rubikscube3x3solution-en.pdf.All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. Learn how to solve a Rubiks Cube within fifteen minutes! Having trouble with the third layer? Check out the slower, clearer18. 1000 x 1000 x 1000 Rubik-u0027s Cube Solve. Published: 4 years ago. Duration: 1:01. PDF Rubiks Cube 3x3 Solution Guide. Definitions of rubiks cube pieces. The parts: edge pieces. Pieces with two (2) colors.3x3 Solving Guide | Rubiks Official Website - Rubiks Cube. How to solve the 3x3 Rubiks cube. Feliks Zemdegs tied the Rubiks Cube World Record. Changes to the World Cube Association Regulations in 2018. New Rubiks Cube Solver Update.Learn. Solve. Rubiks Cube shops. Cube 3X3X3 rubik PDF solution. Originally called the magic cube.Web oficial de la universidade da corua. there are many different methods solution rubik cube 3x3x3 pdf for solving the rubiks cube. pattern puzzles are a sub-class of put-together puzzles. solve rubik cube 3x3 greek.rubix is a Rubiks cube system for the Linux/X11 operating system. Additional titles, containing pdf rubik cube 3x3. Project Report.pdf. README.md. cubemap.png. rubiks.pl.Prolog solution for solving a 3x3x3 Rubiks Cube. Authors. Trent Rand . Robert Dinaro. Full Download How To Solve A 3x3x3 Rubik S Cube Easiest Tutorial High Quality VIDEO and Games With Gameplay Walkthrough And Tutorial Video HD.[Download] EASIEST WAY TO SOLVE THE RUBIK S CUBE UPDATED 3x3x3 BEGINNER TUTORIAL. 3x3 Solving Guide | Rubiks Official Website - Rubiks Cube. How to solve the 3x3 Rubiks cube. We find that using both the video and PDF solution guides together is a really 3X3 solution PDF cube rubik guide. It took Ern Rubik one whole month to learn how to solve his first Rubiks cube. How to Play With a Rubiks Cube. Desde que el profesor rubik cube 33 solution guide pdf Ern Rubik lo. how to solve 3x3 rubik cube pdf news, articles, pictures, videos and discussions.How To Solve 3x3 Rubik Cube Pdf disambiguation Thats not to say that solving the cube doesnt make you a hero. We believe that anyone who can solve the Rubiks cube is a genius.We find that using both the video and PDF solution guides together is a really helpful tip. Click here to scroll down to the PDF guide. A really simple solution, 3x3x3 solution rubik cube 3x3x3 pdf YuXin Little Magic There are many different methods for solving the Rubiks cube. Solution is much the same as 333 cube except additional (and relatively simple) algorithm(s) 3 Rubiks cubes solved Underwater in 1 minute!How to solve the 1x1 Rubiks Cube. Here is my advanced method for solving the 1x1x1 that Ive developed over the years. I hope this method makes solving this puzzle somewhat easier for you guys :) My original video was met It took Erno Rubik (the inventor of the Rubik s Cube) one month to learn how to do How To Solve A Rubik s Cube Rubik s Official Website This six step guide will take you through everything you need to know when it comes to solving the Rubiks Cube. More \"rubik s cube 3x3 solve\" pdf.How To Solve A Rubiks Cube For Dummies Part 3x3x3 Algorithms Here well be solving the 3x3 puzzle cube using a more time efficient way to Easiest Way. Feb 09, 2017 learn to solve the solution rubik cube 3x3x3 pdf 33 cube with an easy, straightforward method! the chance of solving this three-dimensional puzzle is. web oficial de la universidade da corua. rubiks cube is a Essentially, this involves reducing the cube to a state that can be solved as if it were a 3x3 cube, by solving the center pieces and pairing up the matching edge pieces.Congratulations on solving the 4x4 Rubiks cube! Rubiks cube is a widely popular mechanical puzzle that requires a series of movement sequences, or algorithms, in order to be solved.However, this hub likely wont make much sense or be very useful unless you already know the basics of how to solve a Rubiks Cube. This is how you solve a 3x3x3 Rubiks Cube every time. Show more.This is best tutorial about solving rubiks cube people, you are just stupid and you dont know how to solve it,he explained everything! How to solve a Rubiks Cube - Think Maths. There are three kinds of smaller cube on the Rubiks cube: corner piecesRubiks Cube solutions in PDF. This is all you have to know before starting to solve the Rubiks. How To Solve Rubiks Cube in 30 Seconds BRAND NEW METHOD Part 1.suresh vasa 16:02 5 SIMPLE moves to EASILY solve the Rubik u0027s Cube: Worlds Hardest Rubiks Cube to Solve - Two Face Cube. How to solve a rubiks cube, for lazy people. Speed Solving Cube. Andrew Mayne - Specter Cabinet.Notes on Rubik s Magic Cube. 4 Look Last Layer. Banachek - Psychokinetic Touches. 46761195-banachek-psycho-kinetic-time. pdf. How To Fix The Rubix Cube - how to solve a rubik u0027s cube 13 steps with pictures.how to fix the rubix cube - my month long quest to solve a rubik u0027s cube in under 20 seconds.", "label": "Yes"}
{"text": "As countries across the world take steps to stop the spread of the COVID-19 virus, normal school routines are being disrupted. Knowre Math can be a critical resource in helping to ensure that math learning is still occurring at home when students are not able to attend school in-person.\nAdaptive learning. Personalized learning. Differentiated instruction. Online learning. Hybrid learning. The \"flipped\" classroom. Blended learning.\nWith both education instruction and technology changing so frequently, sometimes it can feel difficult to keep up with the trends and terminology.\nLet's take a deep dive into blended learning, including:\nWhen I started teaching in 2010, the technology in my classroom and school building was extremely limited.\nI remember visiting another school during a professional development session and being amazed by their handheld clickers and by a system in the corner where students could feed in a scantron and immediately receive a set of questions printed out just for them.\nThe Knowre Math iPad app is now available for download on the App Store.\nKnowre Math for iPad transports students into a math learning environment that has been intentionally designed to support and engage them.\nCurriculum on the Knowre Math app spans Grade 1 through Algebra 2. The lessons in each curriculum are comprised of instructional videos and intentionally sequenced practice and application questions which include interactive in-question supports.\nSchool districts, now more than ever, are relying on technology in the classroom. Where in the past there may have only been a few options to choose from, today the number of options is vast. Last school year, U.S. school districts accessed an average of 703 different EdTech tools every month. This represents a 28% increase over the 2017-2018 school year. With so many tech tools available, how can teachers go about deciding the what, when, and how of tech tool integration? As with many things in the classroom, the answer actually begins with a question, or in this case, 5.\nHere are 5 questions to consider when integrating technology into lesson plans in order to most effectively address student and classwide goals:\nWhen you consider how to make digital math instruction equal and fair for all students, you are likely referring to the concept of digital mathematical equity. Initially, digital mathematical equity may appear to be simple and straightforward. However, as you scratch the surface, you can quickly begin to see how complicated reaching digital mathematical equity has become.\nDefining Mathematical Equity\nFirst, it is important to define the two components of digital mathematical equity: mathematical equity and digital equity. According to The National Council of Teachers of Mathematics, creating, supporting, and sustaining a culture of mathematical equity can be defined as:\nKnowre is excited to introduce the new Knowre Math!\nKnowre Math is an online core supplement for Grades 1-12 that identifies and addresses individual learning gaps, helping teachers personalize learning for all their students.\nHere’s a preview of what you can expect when you log in. We are thrilled that we are finally able to share it with you.\nKNOWRE ANNOUNCES THE LAUNCH OF KNOWRE MATH, A DIGITAL MATH PRODUCT FOR SCHOOLS AND DISTRICTS THAT NOW INCLUDES GRADES 1-12\nNew York, NY (August 12, 2019) – Knowre, an award-winning education technology company that builds personalized learning products and technology for students around the globe, today officially announced the launch of Knowre Math, a Grade 1–12 online core supplement for schools and districts. Knowre partners with schools and districts to bring Knowre Math to classrooms, with the goal of ensuring all students are successful.\n“You’ll have a great time,” the visitor center greeter said as we headed towards the trail in upstate New York. The hike was described as fun, but challenging, and we figured, despite rarely ever hiking, that we’d all be fine. Countless hours later we descended the trail thankful to be alive. Simply put, the trail was much more difficult than we could have ever imagined. While there were optional ladders and ledges placed at certain parts, in others we couldn’t figure out why these supremely helpful elements were frustratingly missing.\nIt is important when tackling a challenge or learning something new that there are certain supports in place to maximize desired outcomes, decrease frustration, and maintain motivation (at one point on the trail I told my friends it was best they just leave me there). Without the availability of these critical elements it’s all too easy to give up.\nAs an education technology company, we work diligently to create innovative and supportive products to help students learn and teachers teach. From our “Walk Me Through” technology to our personalized recommendation algorithm, Knowre develops features to support student learning in order to promote self-efficacy and student agency. We believe that all students can be successful - that students don’t hate math, they hate being frustrated. If teachers had the luxury of working one-on-one with all students all the time, students would receive the support we know they need and deserve.", "label": "Yes"}
{"text": "I try to do the following in Magma:\nP< x, y > := PolynomialRing(ComplexField(), 2);\nI := ideal < P |\nx + y>;\nI got the error: \"Runtime error in ideal<...>: Base ring must be an exact field or an Euclidean ring.\" I don't really understand what this is about. Could someone please explain?", "label": "Yes"}
{"text": "Unsteady Elastic-Diffusion Oscillations of a Simply Supported Kirchhoff Plate Under the Distributed Transverse Load Action\n- 21 Downloads\nWe study unsteady vibrations of a isotropic Kirchhoff plate considering mass transfer. In the general case, the plate is subjected to tensile and shear forces as well as bending moments and torque. Densities of diffusion fluxes are also defined. For the problem formulation, we use the coupled elastic diffusion continuum model in a rectangular Cartesian coordinate system. Further, the unsteady model of an elastodiffusive Kirchhoff plate is obtained using the d’Alembert variational principle. The solution is sought in integral form. To find the Green’s functions, we use the Laplace integral transform and Fourier series expansion.\nKeywordsElastic diffusion Coupled problem Unsteady problem Integral transformation Multicomponent continuum Kirchhoff plate Green’s function\n- 1.Zemskov, A.V., Tarlakovskii, D.V.: Model nestatsionarnykh uprugodiffuzionnykh kolebaniy plastiny Kirchhoffa. XII Vserossiyskiy syezd po fundamentalnym problemam teoreticheskoy i prikladnoy mekhaniki: sbornik trudov v 4 tomakh. T. 3: Mekhanika deformiruyemogo tverdogo tela, pp. 906–909, Ufa, RITs BashGU (2019). In Russian). https://doi.org/10.22226/2410-3535-2019-congress-v3", "label": "Yes"}
{"text": "1: Double a = new Double(Double.NaN); 2: Double b = new Double(Double.NaN); 3: 4: if( Double.NaN == Double.NaN ) 5: System.out.println(\"True\"); 6: else 7: System.out.println(\"False\"); 8: 9: if( a.equals(b) ) 10: System.out.println(\"True\"); 11: else 12: System.out.println(\"False\"); I have not read the stuff about NaN. The above code is printing False True. What gives? Is there anything else that I need to know about NaN?\nNAN (not a number) is unordered. Comparing it to any other number, including itself (using the == comparison operator), always yields false. If you use the equals() method overridden by double from the object class it returns true because NAN is a constant. I'm not sure if my logic is accurate...but I was looking over the same subject this evening. Also, I was thinking that constants are stored on the heap. If that's the case...can someone confirm. Thanks.\nNaN is unordered, so the numerical comparison operators <, <=, >, and >= return false if either or both operands are NaN (�15.20.1). The equality operator == returns false if either operand is NaN, and the inequality operator != returns true if either operand is NaN (�15.21.1). In particular, x!=x is true if and only if x is NaN, and (x<y) == !(x>=y) will be false if x or y is NaN.JLS Floating-point operators produce no exceptions (�11). An operation that overflows produces a signed infinity, an operation that underflows produces a denormalized value or a signed zero, and an operation that has no mathematically definite result produces NaN. All numeric operations with NaN as an operand produce NaN as a result. As has already been described, NaN is unordered, so a numeric comparison operation involving one or two NaNs returns false and any != comparison involving NaN returns true, including x!=x when x is NaN. JLS\nAlso the API for the Math class\nJavaBeginnersFaq \"Yesterday is history, tomorrow is a mystery, and today is a gift; that's why they call it the present.\" Eleanor Roosevelt\nDoes this tiny ad smell okay to you?\nBuilding a Better World in your Backyard by Paul Wheaton and Shawn Klassen-Koop", "label": "Yes"}
{"text": "I'm pretty sure that I am misunderstanding something here, but I'm not sure what.\nHow can you make sense of \"equinumerosity\" in Hume's Principle in a logicist approach to math, without first having functions defined?\nYou want to be able to derive the natural numbers from principles of logic, and so you rely Hume's Principle as a type-lowering abstraction principle:\nThe \"number\" of things with property P is the same as the \"number\" of things with property Q if and only if the Ps and Qs are equinumerous.\nI figure I just don't understand how \"equinumerous\" is being used here. Is it required that equinumerosity is witnessed by a bijection, and if so how can \"function\" be defined without ordered pairs?", "label": "Yes"}
{"text": "MATE 630 - Geometric Thinking\nCredit Hours: 3\nLecture Hours: 3\nLab Hours: 0\nAn in-depth view of geometric concepts that undergird students’ conceptual understanding of geometric thinking such as the Van Hiele Model. Research with an emphasis on the demonstration of best practices and creative strategies to support student learning regarding geometric thinking will be explored.\nPlease click here for Book Information", "label": "Yes"}
{"text": "Please make a book on Aryabhatta.\nThere is a text called aryabhatia on Archive.org written by him.\nYou can find all his other books on this site for research.\nHe probably was the first Indian to discover that the earth was round. Though the Greeks knew it around 200BC\nHis contributions to Math and Trignometry are immense\nఅద్భుతమైన నవల.మణిమేఘన పాత్ర అద్భుతం.ఎక్కడా విసుగు లేకుండా ఆహ్లాదంగా చదివించిన నవల.\nanybody can tell me how to download URL?\nwhat is the meaning of రూకలేువ\nKindly let know we want book by cost\nUnable to download", "label": "Yes"}
{"text": "Graphical Solutions to Problems in Context\nStudents are required to use a variety of graphs to approximate solutions to contextual problems. Students should be familiar with a variety of functions such as distance–time graphs, exponential and reciprocal graphs. This resource package provides a number of suggestions and activities designed to provide students with the opportunity to develop and practise these skills.\nVisit the secondary mathematics webpage to access all lists.", "label": "Yes"}
{"text": "If you're on the lookout for a math tutor in Woodbridge, Ontario to help your son or daughter master a potentially tricky subject, you've come to the right place. From personal math tutoring and math homework help to Math Edge, Sylvan is pleased to offer three great math programs — all of which deliver big smiles and even bigger academic results — so you can choose the one that’s right for your child’s needs.\nSuccess Starts with Math Tutoring\nAt Sylvan, you'll soon see that there's nothing like seeing your child learn how to think independently and become a more confident and capable learner. Our certified teachers help ensure learning is enjoyable — as it’s meant to be!▼\nWe Can Help in All Areas of Math, Including:\n- Addition and Subtraction\n- Multiplication and Division\n- Algebra 1 & Algebra 2\n- Probability and Statistics\nOur Selection of Math Programs\nPersonal Tutoring (Grades 1-12)\n- An approach to learning that is exciting, engaging and personalized to your child’s needs\n- “Cool” learning techniques, including interactive iPad® lessons and great rewards\n- Helpful tutors who are dedicated to teaching, motivating and inspiring\nSkill Practice Programs (Grades 1-6)\n- Exciting programs that increase math proficiency, accuracy and speed\n- Fun and budget-friendly courses; convenient monthly schedules\n- Students are challenged to become independent problem solvers\n- Enriching, hands-on activities\nHomework Help (Grades 1-12)\n- Focused, just-as-needed homework help that's ideal for challenging assignments or test preparation\n- We provide support for specific topics and concepts, whether it's fractions, algebra or geometry\nDon't Miss Out on Our Special Offer!\nThe Sylvan Skills Assessment® is designed to accurately identify your son or daughter’s personal strengths and needs, pinpointing the precise areas our expert tutors will work on for greater success. For a limited time, you can get started for just $95*! Contact us now to learn more!", "label": "Yes"}
{"text": "...I am a recent Harvard graduate, with a degree in Biology and perfect scores on the SAT I. I tutor SAT Writing, Reading, and Math, Biology, Chemistry, Physics, Math, Statistics Introductory and AP Classes,... read moreSee Tutors Like This\nSan Francisco, CA\n...undergraduate at Harvard. I've taught every high school math class and been tutoring one-on-one since 1993. My tutoring is never one-size-fits-all but always individualized for each new student I meet.... read moreSee Tutors Like This\nWyzant is the world's leading network of private tutors. If you want to learn SAT in Pinole, we can help you find your ideal tutor. Wyzant makes it easy to get SAT help from experts; choose your tutor by reading ratings and reviews written by students and parents just like you.\nWe're here to help you find the best fit. After meeting with your SAT tutor, you can also find tutors for similar subjects in Pinole.\nWyzant's nationwide network makes it easy to find local experts no matter where you live. Here are areas near Pinole where you can find SAT tutors:\nGet SAT help anytime! We only accept the best online SAT tutors into our network. You can take regular lessons or schedule last-minute ones to get homework help right when you need it.", "label": "Yes"}
{"text": "This paper presents a numerical comparison between algorithms for unconstrained optimization that take account of sparsity in the second derivative matrix of the objective function. Some of the methods included in the comparison use difference approximation schemes to evaluate the second derivative matrix and other use an approximation to it which is updated regularly using the changes in the gradient. These results show what method to use in what circumstances and also suggest interesting future developments.\n|Pages (de - à)||839-851|\n|Nombre de pages||13|\n|journal||Mathematics Of Computation|\n|Numéro de publication||143|\n|Etat de la publication||Publié - 1978|", "label": "Yes"}
{"text": "The myoglobin unit converter calculator is used to convert myoglobin concentration between the units of:\n- μg/L [ng/mL]\nMedical laboratories issue results in different concentration units. The calculator is to facilitate the conversion of myoglobin concentration. It has been developed for patients, doctors, laboratory diagnosticians, midwives, nurses and anyone who wants to convert myoglobin concentration.\nMyoglobin unit converter calculator – calculate it\nTo convert the myoglobin concentration, enter the appropriate value and then select the unit. The calculator will calculate the concentration of myoglobin, just click the button\nCalculator of myoglobin units – formulas\nIf you do not want to use the calculator, but want to convert your myoglobin concentration – below are the formulas you need. Additionally, I present example calculations.\nConvert myoglobin concentration from μg/L [ng/mL] to nmoL/L:\nμg/L [ng/mL] x 0.0571 = nmol/L\nTo convert the myoglobin concentration from 456 ng/mL to nmol/L, the value 456 should be multiplied by 0.0571\n456 ng/mL x 0.0571 = 26.04 nmol/L\nConverting myoglobin concentration from nmoL/L to μg/L [ng/mL]:\nnmol/L / 0.0571 = μg/L [ng/mL]\nIf we want to convert the concentration of myoglobin 23.4 nmol/L to ng/mL, the value of 23.4 should be divided by 0.0571\n23.4 nmol/L / 0.0571 = 409.81 μg/L [ng/mL]\nI cordially invite you to the remaining medical calculators. If you want a new calculator to appear on the site – leave a comment informing! I will be happy to develop something for you.\nDisclaimer: This page is for informational purposes only. Conversion rates have been compiled based on publicly available information. All information should be confirmed and verified. The data on the site is not a substitute for professional medical advice. Any information, result, conversion should be consulted with a doctor.", "label": "Yes"}
{"text": "How to adjust the accuracy in graphs ?\n6 views (last 30 days)\nShow older comments\nImene Yed on 26 Jun 2021\nCommented: Imene Yed on 27 Jun 2021\nHi,I plot a graph ,I Wan to display on the graph on each (X,Y) couple, the real value of X ,I mean for exemple my data is like X=388.234565 ,\nin the graph matlab just display the first number after the comma 388.2 which decrease the accuracy of my analysis .is it possible to dissplay the real values of X with several numbers after comma.\nChunru on 26 Jun 2021\nh = plot(rand(10,1));\nh.DataTipTemplate.DataTipRows(1).Format = '%.6f'; % first line of datatip\ndatatip (h,'DataIndex',3); % datatip at 3rd point\nMore Answers (0)\nFind more on Graphics Performance in Help Center and File Exchange\nCommunity Treasure Hunt\nFind the treasures in MATLAB Central and discover how the community can help you!Start Hunting!", "label": "Yes"}
{"text": "Notre there are a series of numbers which designate a particular color: RGB, or Red Green Blue, and HEX, for hexadecimal. Both express the amount of the three colors needed to make a particular color, but do so in different ways. How well do you remember numbers in a different base…like 16 is the new 10 (as in what can a computer read?), but the 6 figures also represent RGB amounts. These are only 2 of the alphabet soup of color abbreviations.", "label": "Yes"}
{"text": "posted by Joshua .\nWe're doing indefinite integrals using the substitution rule right now in class.\n(integral of) (e^6x)csc(e^6x)cot(e^6x)dx\nI am calling 'u' my substitution variable. I feel like I've tried every possible substitution, but I still haven't found the right one.\nThe most promising substitution:\nso my equation would become\n(integral of) usin(e^6x)\nNow I don't know what to do, because we haven't learned how to the problem like this. I feel like there must be some substitution that will leave me with only one term to integrate, but I don't think I've found it. Suggestions?\nyou are so close\nnow let's do some reverse \"thinking\"\nit looks like you know that if\ny = cscx, the dy/dx = -cscx cotx\nnow what about\ny = csc(e^6x) ?\nwouldn't dy/dx = 6e^(6x)(-csc(e^6x))(cot(e^6x))\n= -6e^(6x)(csc(e^6x))(cot(e^6x)) ?\nNow compare that with what was given.\nthe only \"extra\" is see is the -6 in front, and that is merely a constant, so let's fudge it.\nthen (integral of) (e^6x)csc(e^6x)cot(e^6x)dx\n= -(1/6)csc(e^6x) + C\nI know that your answer is right because it is one of the options on my homework sheet, but I don't think I quite understand how everything cancels out.\nIf we call csc(e^6x) y from the beginning, upon initial substitution we have:\n(integral of) (e^6x)(y)(cot(e^6x))dx\nnow dy/dx= -6e^(6x)csc(e^6x)cot(e^6x)\nHowever, in our integral equation we have dx, not dy/dx, so we need to rearrange this so that we can directly substitute for dx\nwhich would give us dy/(--6e^(6x)csc(e^6x)cot(e^6x)) = dx.\nIf you plug that into our integral, we have\n-1/6 (integral of) y * 1/csc(e^6x) dy\nor -1/6 (integral of) sin(e^6x)y dy\nI know this isn't right, so I feel like I don't properly understand what to do with the dy/dx situation.\nNever mind, I figured it out; because y= csc(e^6x), the ys cancel out, so we are left with -1/6 (integral of) dy, which gives us -1/6 csc(e^6x) + C. Thank you for the help!", "label": "Yes"}
{"text": "A series of free seminars is being organised in November by MathWorks , focusing on how MATLAB can help Excel users analyse and visualise data more efficiently.\nDesigned to help accelerate research and reduce development time with MATLAB, the seminars will take place this month in Melbourne, Hobart and Chatswood.\nKey features of the MATLAB seminars:\n- Ways that MATLAB can help overcome limitations and supplement analysis carried out in Excel\n- Live demonstrations provide insight on how MATLAB can be used to access data from various sources\n- Exploring, analysing and visualising data\n- Performing statistical analysis and curve fitting\n- Customising and automating analysis and reporting\n- Application development and deployment\n- Reduction in time spent on the analysis of data, allowing users to allocate more time to innovation\nAndrew Clay, Managing Director at MathWorks Australia says that engineers today are expected to be versatile in handling a greater number of tasks to a higher degree of complexity in less time.\nMATLAB enables users to perform computationally intensive tasks faster than with traditional programming languages.\nHe adds that MATLAB can be used in a wide range of applications including signal processing, image processing, communications, control design, test and measurement, financial modelling and analysis as well as computational biology.\nThe seminars are designed for engineers, analysts and scientists involved in research, data analysis and product development. Prior experience with MATLAB is not required.\nSchedule of the complimentary half-day seminars:\nTuesday, 23 November 2010, 9:00am-12:30pm\nThursday, 25 November 2010, 9:00am-12:30pm\nTuesday, 30 November 2010, 9:00am-12:30pm\nThe MathWorks is a leading developer of mathematical computing software. MATLAB, the language of technical computing is a programming environment for algorithm development, data analysis, visualisation, and numeric computation.", "label": "Yes"}
{"text": "Augsburg College was recently selected as a partner in the Minnesota Mathematics and Science Teacher Academy initiative. According to the Minnesota Department of Education, the Academy is a result of Governor Pawlenty’s efforts to improve teacher effectiveness particularly in the areas of math and science.\nThe Academy is comprised of nine regional teacher centers, each including at least one K-12 school district or education service cooperative and one higher education institution. Augsburg is partnering with Resource Training and Solutions in St. Cloud. Augsburg math professor Tracy Bibelnieks is one of three instructors leading the training for the St. Cloud center.\nThe initial goal of the program is to prepare teachers to implement new math and science standards, which will be used beginning with the class of 2015. These standards involve introducing algebra into elementary school lessons. The centers provide training and technical assistance to help teachers implement Minnesota’s content standards, master the use of multiple instructional approaches, and improve skills to diagnose student learning needs using assessment of student performance.", "label": "Yes"}
{"text": "1. The problem statement, all variables and given/known data http://img4.imageshack.us/img4/4224/landau.png [Broken] http://g.imageshack.us/img4/landau.png/1/ [Broken] Note: do = 2*pi*sin(x) dx Well, as you can see this is an extremely painful integral. 2. Relevant equations 3. The attempt at a solution I have tried u = cos(1/2x) resulting in: du = -sin(1/2 x) (1/2) dx sin(x) = 2*sin(x/2)*cos(x/2) (n^2 u - nu^2 - n + u)/(n^4 + 2n^2 - 4n^3 u + 4n^2 u^2 - 4nu) (by expanding both the top and bottom, but as you can see it's messy and useless, I'm also dropping the constant because I don't care about them right now). I have no idea what kind of substitution to use for these beast... It evaluates to pi*a^2 with the integration limits 0 to X_max.. Anyone have any idea how to do this by hand? I am tempted to use Matlab, but I really am supposed to do it manually.", "label": "Yes"}
{"text": "Where I can see the volume of orders copied to my Slave Account?\nThe \"Meter Icon\" found on the Slave Accounts view shows the volume of orders copied to a specific Slave account and the fees associated with those trades (Fees are only calculated for accounts with a Prepay Plan).\nThe volume calculation displays daily, weekly, monthly, and yearly. To access, go to Slaves > Accounts and click the meter icon.\nWe have to compute the trade volume for 2 purposes: order fees for Prepay plan and volume limitation for the Free Plan.\n# of Orders:\nIt's the total number of open and closed orders copied to a Slave account.\nVolume (EUR) Computation:\nThe volume is always expressed in EUR and is the notional value of the order. Usually, a standard lot is 100'000 units. For instance, 2 EUR/USD lots is equivalent to 200'000 EUR. 1 lot of USD/CHF is equivalent to 89'000 EUR (if EUR/USD rate is 1.1235). The trade copier always takes the current market rate to convert the volume in EUR.\nFees and Prepay:\nThe Prepay fees are computed on a per order basis.\n1 trade = 2 orders (1 open + 1 close)\nFor every 100'000 EUR, the charge is 2 EUR for accounts with a Prepay plan regardless of the traded instrument. The max daily fee is 5 EUR on the Slave.\nMaster(s) Prepay fees are calculated per the number of orders copied.\n.05 EUR per order or .10 EUR per trade (open +close) and a daily fix fee of .1 EUR.\nFor example, 10 orders of 0.5 lot = 5 lots => 5 lots * 2 EUR = 10 EUR (but capped to 5 EUR max per day per slave)\nFor accounts with a Flexible Plan, fees are not accounted for as this plan is set up for unlimited trading (without cap). The # of Orders and Volume (EUR) are displayed for informational purposes only.", "label": "Yes"}
{"text": "What exactly is the meaning of math? When you ask this question of ten each person, you will likely get ten different answers. It can be difficult to define math, nevertheless the fact in the matter is, it is very important discover how to use math to create sense on the planet around us. Coming from a very early age, kids are surrounded by math in fact it is around those who care for them to foster their mathematical growth by providing all of them with a number of opportunities. Luckily, there are various ways to do this. You might orally count together with your child or even your students, you might introduce numbers and supply youngsters using the names of those numbers and ultimately discuss the correspondence involving the oral counting and the actual number. Depending on a child’s development, you will discover various strategies to encourage math understanding and growth.\nTeaching With Grade 2 Number Patterns Worksheets\nYou will find that using our worksheets to train with is an excellent option. Whether you are teaching one or twenty five children, you are able to print off of the worksheet which you feel will be perfect for their demands. Then, you may demonstrate to them how to complete it while counting out loud. This provides you with an opportunity for your students to find out the best way to count from a given number and then crafting the numbers. This visualization of the procedure is extremely important for pupils. While some will catch on faster than others, you will probably find that you should provide additional experiences for a few of the students you deal with. This means you can make use of the worksheets with your whole class, a small group, or simply one student who needs support or enrichment.\nGrade 2 Number Patterns Worksheets Enhance Learning\nAlso you can provide students with a solid math foundation is by introducing them to Grade 2 Number Patterns Worksheets. There are several advantages to this kind of resource for you and the students. A very important factor that is great about the subject is that they are easy to use. We provide you with different choices so you are able to target instruction. For instance, should you be working on counting within ten, you can find worksheets that start out with one and go to ten or people who begin with five and check out ten. Or, should your students can count the smaller numbers and require practice with counting inside the hundreds or thousands, we have Grade 2 Number Patterns Worksheets for your, too. The ability to start in a given number and continue counting from you will discover a essential skill. We supply you with a helpful tool which can be used based on your child’s or students’ abilities and desires.\nAnother advantage of our own worksheets is the fact students enjoy doing them. With this simple to use format and various options, as a parent or teacher, it is possible to select the best starting point for that children you might be working with. By doing this, this assists them become successful within their counting experience. And once students are successful, they discover the tasks they may be doing to get fun. After your child has mastered counting with all the worksheets as well as other experiences you provide them, you may continue counting larger numbers and providing all of them with the chance to do so.\nGrade 2 Number Patterns Worksheets Provides Opportunities\nBeing a teacher or possibly a parent, you realize that children vary within their abilities. With this worksheets, you can find one which targets the wants your youngsters have. In case your student is tired of their learning and needs difficult, you can use worksheets to push them to count higher than they are currently doing. Or, in the event you child is being affected by grade-level expectations, you will discover worksheets which provide the practice needed to continue on your journey of finding out how to count.\nYou can find our worksheets are of help for a number of reasons. They offer your students with the learning and rehearse they have to continue their math growth. Irrespective of what level your students are, you will discover the most effective counting worksheets to offer practice or enrichment for college students of all the levels. If you don’t find what exactly you need, give us a call and tell us the way we can help. We are always very happy to assist in improving math learning.", "label": "Yes"}
{"text": "Experienced Tutor will help you succeed\n- $40 / h\n- 25 miles\nI am a native Farsi (Persian) speaker, born and raised in Iran, where I still go every summer to visit my family. I became a Farsi teacher three years ago and I worked for some companies as an interpreter, also I taught Farsi to different persons and ages. I also received my bachelor's degree in Mechanical Engineering so I am a proficient in math and physics because mechanical engineering is based on physics and is really involved with math. I have tutored various students with different rang...", "label": "Yes"}
{"text": "Multivariable Calculus Tutors in Amesbury, MA\nFind Private & Affordable Multivariable Calculus Tutoring in the Amesbury Area!\nBoston University - Current Undergrad, Biomedical Engineering\nMassachusetts College of Liberal Arts - BA, Mathematics\nMaster degree in math at Wayne State University. Bachelor degree in both math and physics at Macalester College.\nB.S.E Engineering at University of Michigan GPA: 3.7/4.0\nCornell University - P h D in Finance. Masters in Economics and Statistics. BS Math ~ Call or Text . ...\n2008-2011, SUNY Stony Brook, Stony Brook, NY, GPA 3.97, M.S. in Marine and Atmospheric Science, Focus: Fisheries 2007 graduate of SUNY...\nBoston University, Education and Mathematics Major, 3.6 GPA\nBachelor's Degree in Mathematics, University of Massachusetts Lowell Matriculated for Master's Degree in Mathematics, Teaching,...\nSenior Mathematics Major at University of Massachusetts Lowell, 2015 Graduate", "label": "Yes"}
{"text": "A nice problem that helped me to learn about the flexibility of MATLAB's built-in functions\nGiven area find sides\nWhat number has this problem?\nDimensions of a rectangle\nSum of odd numbers in a matrix\nArea of a disk\nGenerate Golomb's sequence\nSpiral Out - 01\nSpiral Out - 02\nFind the treasures in MATLAB Central and discover how the community can help you!\nChoose a web site to get translated content where available and see local events and offers. Based on your location, we recommend that you select: .\nYou can also select a web site from the following list:\nSelect the China site (in Chinese or English) for best site performance. Other MathWorks country sites are not optimized for visits from your location.\nContact your local office", "label": "Yes"}
{"text": "Published at Saturday, October 05th, 2019 - 05:18:36 AM. Kids Worksheet. By Yolanda Charrier.\nIf you do want to produce your own worksheets and do not have the Microsoft software, you can download free tools like OpenOffice or use an online word processor or spreadsheet such as the free Google Docs which help you do similar tasks. You just need to create a table with as many rows and columns as you need and then type in some numbers before printing it off for your children to practice - depending on the level of complexity choose single digits or multiple digits. If you are not sure what level to start at, aim low, start with easy numbers and see how your child goes, the self-esteem boost they will get from acing the first worksheet will give them confidence for more difficult math problems.\nMost of even beginning algebra depends on being able to do two things--one, doing multiplication quickly and accurately in your head, two, knowing how to add, subtract, multiply, and divide fractions. You might remember a concept in algebra called factoring. Factoring means breaking up into parts that are multiplied together to give you the whole. You can factor numbers. For instance, 6 factors into 2 and 3--2x3 =6. In elementary algebra we learn to factor expressions such as x^2+4x+4. This particular expression is easily factor-able into (x+2)^2. If this does not make any sense to you, do not worry about it. Just trust me, if you do not know your multiplication tables, you can not factor. If you can not factor, you will not do well at all in algebra, geometry, or trigonometry.\nAny content, trademark’s, or other material that might be found on the Rafahpundits website that is not Rafahpundits’s property remains the copyright of its respective owner/s. In no way does Rafahpundits claim ownership or responsibility for such items, and you should seek legal consent for any use of such materials from its owner.", "label": "Yes"}
{"text": "Chuck It! is a fun and fast paced game that builds fluency and problem solving skills. This game is quick and easy to prep and will become a part of your classroom routine in no time! This is a great cooperative way to warm up for a Math lesson, end a lesson when you still have a few minutes before the bell, or to use for an entire Math Lesson to build those fluency skills in addition, subtraction, multiplication, and division! I have used this game for years in 3rd, 5th, and 7th grade classrooms! The children beg to play!!!", "label": "Yes"}
{"text": "Calc 4.4b The Average (Mean) Value of a Function\nH.S. Math Instructor\n9 years ago\nThe Average (Mean) Value of a Function\nAre you sure you want to remove this ShowMe? You should do so only if this ShowMe contains inappropriate content.\nAvailable with ShowMe Premium subscription\nShare ShowMe by Email", "label": "Yes"}
{"text": "The ratio between the speeds of two trains is 7 : 8. If the second train runs 400 km in 4 hours, then the speed of the first train is:\nAnswer: Option D\nLet the speed of two trains be 7x and 8x km/hr.\nSpeed of first train = (7 x 12.5) km/hr = 87.5 km/hr.", "label": "Yes"}
{"text": "A Purely Visual Guide to Completing the Square\nThis video is to help people to visualize what exactly it is they're doing when they solve quadratic equations by completing the square. If there's anything in this video that is difficult to... More...\nHelp TeacherTube make this resource easier to find.\nSuggest a New Learning Standard Alignment", "label": "Yes"}
{"text": "Saturday 29th, September 2018 16:54:42: PM. preschool worksheets.. Debra Morales.\nMultiplication property of exponents worksheet math worksheets with v1 properties practice. Properties of exponents worksheet answers si inc com. Quiz worksheet properties of exponents equivalent expressions preschool worksheets multiplication.\ndivision of exponents division properties of exponents worksheet answers key pdf properties of exponents quiz pdf free division properties of exponents examples worksheet properties of exponents quiz worksheet pdf multiplying and dividing exponents multiplication properties of exponents quiz answers\nSaturday 29th, September 2018 15:48:05: PM. preschool worksheets.. Hugo Cunningham.\nSolving two step equations worksheets elegant inequalities preschool compound worksheet absolute value problems. Solving absolute value equations answers math uniquee the preschool worksheets worksheet choice image of. Mathrksheetsbsolute value number linerksheetwesome inequalities graphing pics on solving absolute equationsrksheet equation.\nsolving absolute value equations worksheet and answers absolute value inequalities solving absolute value equations problems absolute value equations examples solving absolute value equations worksheet answer key 1 2 solving absolute value equations worksheet pdf answers key compound inequalities worksheet pdf solving compound inequalities worksheet with answers\nSaturday 29th, September 2018 12:27:40: PM. preschool worksheets.. Mamie Turner.\nAmazing dimensional analysis worksheetr key metric conversion pdf examples andrs chemistry. Preschool worksheetsimensional analysis worksheet answer key amazing chemistry metric conversion with. Elegant chemistry unit worksheetonal analysis answers preschool worksheets unique 8th grade density best mass volume triangle.\ndimensional analysis word problems fun dimensional analysis problems examples dimensional analysis worksheet pdf 7th grade math dimensional analysis worksheet answer key dimensional analysis worksheets what is an answer key in word what is an answer key in spanish fun dimensional analysis worksheet with answers key\nSaturday 29th, September 2018 09:52:41: AM. preschool worksheets.. Hugo Cunningham.\nSecond grade mathorksheets pdf free reading printable 2nd comprehension level online games grammar. 2nd grade reading comprehension worksheets multiple choice luxury free printable math addition and subtraction. Fantastic 2nd grade reading comprehension worksheets picture ideas free printable answers multiple.\nfree second grade worksheets reading free 2nd grade math worksheets printable worksheets second grade reading comprehension pdf free 2nd grade reading comprehension worksheets 2nd grade reading comprehension worksheets multiple choice free 2nd grade reading worksheets printable worksheets free second grade reading comprehension worksheets with questions printable 2nd grade math worksheets free second grade math worksheets to print\nSaturday 29th, September 2018 07:22:22: AM. preschool worksheets.. Elsa Holloway.\nSplendi worksheet double replacementctions image ideas examples of thermal decomposition list in adults pictures example dehydration synthesis. Preschool worksheets single replacement reactions worksheet answers combustion reaction list of double in women pictures labs. Balancing equations single displacement reaction definition chemistryn reactions calculator decomposition.\nexample of decomposition reaction definition of decomposition reaction synthesis reaction examples chemicals precipitation reactions worksheet answers predicting precipitation reactions calculator synthesis and decomposition reactions worksheet synthesis and decomposition reactions in an organism are called list of double replacement reactions in dogs for sale examples of double replacement reactions\nSaturday 29th, September 2018 07:02:36: AM. preschool worksheets.. Darla Hodges.\nAmerica the story of us divisionorksheet answers episode civilar 1024x789. Elegant america the story of us civil war worksheet answers t episode. Us revolutionary war timeline america the story ofivil worksheet answers pdf freeauses and effects.\namerica the story of us civil war youtube videos us civil war generals us revolutionary war america the story of us civil war us civil war causes us civil war dates america the story of us civil war episode 5 answers america the story of us civil war worksheet answers 1 7 us revolutionary war timeline us civil war causes and effects\nSaturday 29th, September 2018 01:44:46: AM. preschool worksheets.. Debra Morales.\nTrends in the periodic tableheet answers astonishing and review myscres of 791x1024. Periodic table review worksheet answers pdf template printable matter and activity worksheets who am i answer. Awesome 5th grade science worksheets periodic table save collection chemical bonds worksheet answers of tremendous. Tremendous periodic table review worksheet answers chapter theice problems answer key casual trends myscres of.\nmatter and periodic table review activity chart chemistry alien periodic table worksheet matter and periodic table review activity worksheets periodic table worksheet for kids free the periodic table review sheet answers coloring the periodic table worksheet pdf periodic table review worksheet answers pdf printable free periodic table worksheet for kids printable\nFriday 28th, September 2018 23:48:00: PM. preschool worksheets.. Monica Adams.\nPreschool worksheets kidsassifying triangles worksheet by sides and angles picture ideas types triangle shapes. Classifying triangles by sides and angles worksheet picture ideas pdfe kids. Classifying triangles by sides andes worksheet picture ideas preschool worksheets exterior interior.\nclassifying triangles by sides and angles worksheet printable pdf free classifying triangles by sides and angles worksheet pdf answers 1 classifying triangles by angles and sides worksheet classifying triangles by sides and angles worksheet printable 1 8 classifying triangles by angles worksheets pdf classifying triangles by sides and angles worksheet printable grade 4 classifying triangles pdf congruent triangles worksheet classifying triangles by angles classifying triangles worksheet pdf\nFriday 28th, September 2018 21:53:19: PM. preschool worksheets.. Hugo Cunningham.\nIndependent and dependent variablesksheet image inspirations preschoolksheets scientific method activities experiment definition. Independent and dependent variables worksheet on middle school preschool worksheets examples of scientific method steps in. Independentd dependent variables worksheet withswers pdf free template. Difference between constants and variables independentdent worksheet 6th grade answers pdf with free.\nFriday 28th, September 2018 20:53:25: PM. preschool worksheets.. Elsa Holloway.\nSimplifying radical expressions worksheet preschool worksheets multiplying radicals with answers algebra. Simplifying radical expressions worksheet picture inspirations preschool worksheets radicals lovely. Preschool worksheets simplifyingal expressions worksheet answers pythagorean theorem word problems algebra.", "label": "Yes"}
{"text": "Apparently, this user prefers to keep an air of mystery about them.\n7 finding a^b^c^… mod m dec 14\n5 c++11: short notation for pow? oct 16\n4 Find pairs with given difference mar 9 '14\n3 Add multiple values to a vector nov 11\n2 Count frames in a 2D grid apr 18", "label": "Yes"}
{"text": "Free preschool kindergarten simple math worksheets printable k5 learning worksheetor kids canada map.\nFree worksheets for kids math gradeable writing.\nFree worksheets fords activity shelter worksheet teachers to print out printable.\nWorksheet free printableorksheets for kids fill in the blankords to print out.\nFree worksheets for kids worksheet identify pictures printable look at the picture and write correct.\nWorksheet free worksheets fors to print printable math.\nFree worksheets for kids printable worksheet million writing.\nWorksheet worksheets kids under math worksheetsee printable sheets photo 4th grade multiplication level can an integer 692x898 free.\nWorksheet little duck addition.\nWorksheet free printables for kids time worksheets telling printable.\nPhonics worksheets free for kids worksheet teachers super.\nClassroom objects cover free worksheet classroom objects the kids worksheets for math and reading printable.\nFree worksheets for kids spring letter activities days week color number coloring pages division math sumnermuseumdc.\nFree worksheets for kids kidzhool addition worksheet1 math kindergarten printable.\nFree worksheets for kids apple numbers cut paste math to free4classrooms worksheet number conting.\nFree printable months of the yearksheets for kidsksheet 20200721 221113 0000 writing.\nFree ksheets for kids k5 learning math printable.\nFree worksheets forids worksheet printable math writingindergarten.\nFree worksheets fors printable math grade preschool to print out.", "label": "Yes"}
{"text": "Skip to Content\nAll New Zealand is now at COVID-19 Alert Level 1. For more information visit massey.ac.nz/coronavirus.\nA course focusing on the fundamental techniques and applications of linear algebra including vector and matrix algebra, vector representation of lines and planes, projections, Gaussian elimination, eigenvectors and complex numbers. 160.102, alongside 160.101, forms a foundation for further study in mathematics. It is essential for students intending to study Mathematics, Physics, Food Technology or Engineering, or for anyone who wants a strong mathematical component to their degree.\n|2020||Semester One full semester||Distance|\n|2020||Semester One full semester||Internal||Manawatu Campus|\n|2020||Semester One full semester||Internal||Auckland Campus|\n|2021||Semester One full semester||Internal||Auckland Campus|\n|2021||Semester One full semester||Distance|\n|2021||Semester One full semester||Internal||Manawatu Campus|\nPage authorised by Director, Student Administration", "label": "Yes"}
{"text": "Problem. Decide if a proportional relationship is present in each of the following situations. If so, describe the relationship and use it to solve the problem.\na. In one small office within a corporation, 6 out of 9 management positions are held by women. If that rate holds throughout the corporation, how many of the 180 management positions are held by women?\nb. One inch is the same length as 2.54 cm. About how many inches is 75 cm?\nc. If the length of a side of a triangle is 3 in. and its area is 9 sq. in., what is the length of the corresponding side of a similar triangle whose area is 36 sq. in.?\nd. The scale on a road map is 1 inch = 20 miles. How many miles are there between two cities 11.5 inches apart on a map?", "label": "Yes"}
{"text": "\"Count, Colour, Cut & Combine!\"\nYour WHOLE class will be ENGAGED in a coin counting colouring quest!\nEvery student gets a different worksheet\nrepresenting a small piece of the bigger picture. Students tally the total for each money amount shown (betwee $0.05 and $0.99) then use their answers to colour-by-number their section of the mystery mosaic. When the work is done, the coloured sheets are put together to reveal the large pixel Olympic Rings image. It will look great hanging up in the hallway or on your classroom wall.\nThis mosaic is geared toward the grade 2 Ontario curriculum for the Number Sense and Numeration Strand:\n◾ Represent, compare, and order whole numbers to 100, including money amounts\nto 100¢, using a variety of tools (e.g., ten frames, base ten materials, coin manipulatives, number lines, hundreds charts and hundreds carpets)\n◾ Estimate, count, and represent (using the ¢ symbol) the value of a collection of coins with a maximum value of one dollar.\n◾Both .pdf format, and editable .docx format\n◾Class set of 24 unique worksheets. There are 12 money amounts shown on every worksheet.\n◾Master Answer Key provided for easy assessment.\n◾Coloured mosaic image as a guide to help you assemble the big picture!\nThis would make great supply teacher work too!\nIf you like this product, be sure the check out the whole Collaborative Math Mosaic directory, sorted by topic!\nLeave the picture a secret or show it for motivation… it’s your call.\nEncourage students to check their answers by finding them in the randomized list on their worksheets before they colour each square. This will increase the accuracy of the final picture!\nAll my \"Colouring by...\" worksheets use standard pencil-crayon colours found in the Crayola 24 pack. For best results, use the exact colour name match, and stick to one colouring medium. Perhaps a class set of pencil crayons would be a fun math department investment!\nI’d love and appreciate any feedback, suggestions, and frontline stories you can share!!\n@CalfordMath on Facebook & Twitter\n/CalfordMath on Pinterest", "label": "Yes"}
{"text": "This resource, from the National Countil of Teachers of Mathematics, shares Activities with Rigor and Coherence (ARC) for a range of grade levels from kindergarten through high school. Each ARC is a series of lessons that addresses a mathematical topic and demonstrates the vision of Principles to Actions: Ensuring Mathematical Success for All.\nARCs scaffold effective teaching and support enactment of the eight Mathematics Teaching Practices articulated in Principles to Actions as well as the instructional guidance set forth in 5 Practices for Orchestrating Productive Mathematics Discussions. ARCs also include community features that offer opportunities for social interaction. Engage in online discussions with other math educators, post a comment, and give feedback with ratings and reviews.", "label": "Yes"}
{"text": "Search Results for \"number ninja\"\nRainbow Price: $19.99\nPractice the ancient art of Mathjitsu, Kar-add-e, Tai-sub-tract. And please, make sure to do it with friends. In this ninja-styled game, your mission is to navigate your ninja through the treacherous game board by using the four basic math operations. A Ninja Recruit will have an easier time with the riddles, but may not move as fast across the board. A Ninja Mathster - I mean Master - will have the addition of multiplication and division dice to roll with, giving a mobility edge, but the challenges are harder. Once you make it to one of the four \"Number Ninja challenge cards\", you must answer a math riddle in order to unlock a piece of the Golden Dragon. In one card, Yamamoto's aunt may have kites to sell, or Fujimoto is taking pictures of animals in his back yard, requiring you to use a mix of math operations to solve the problem. Who cares if Oshima is counting tiger stripes? You do. It could mean the difference between victory and defeat! ~ Stephen\nRainbow Price: $14.99\nWhen children are young, we teach them to recognize sequences, shapes, and patterns as prerequisites to math – important skills to build upon. This book from The Critical Thinking Company incorporates some fun puzzles to work with children at the fifth to seventh grade level to really get them thinking about math functions. Five different types of puzzles make the math exploration challenging – Pattern Predictor, Equality Explorer, Sequence Sleuth, Number Ninja, and Function Finder. There are eight of each type for a total of 40 puzzles that become progressively more difficult. Pattern Predictor asks the student to look at a pattern of shapes and predict where the pattern will be in future stages. Equality Explorer is like Balance Benders (also by Critical Thinking Press) where the student sees a series of balances with shapes on one side and a number on the other – the student has to figure out the value of each shape in order to equal the number on the other side (balancing equations). Sequence Sleuth shows a sequence of patterns, objects, letters, etc. and asks a series of questions in which the student is to determine future stages in the sequence based upon what they can already see. Number Ninja lays out a series of operations and tells you a starting or ending number. Based on the operations you have to determine the missing start or finish number. The fifth type of puzzle is the Function Finder in which the student is to determine what functions are being employed given the example presented – look for a pattern and understand it. An example of this last puzzle would be 6♦7=43, 8♦3=25, 9♦10=91, 2♦5=11. Based on the mystery function offered here, what would the answers be to 5♦9 and 16♦3? The mystery functions would be multiply and add one, so the answers would be 46 and 49, consecutively.\nHints for solving the puzzles and solutions are offered at the back of the book. These are very helpful when you get stuck.\nI know this book says that it is for 5th – 7th grade, but I feel like the number-brain exercises in these puzzles would be good for even high school and adults. I have completely enjoyed working the puzzles in this book. Like other Critical Thinking products, this book is reproducible for classroom and family use. ~ Donna", "label": "Yes"}
{"text": "No results found\nWe can’t find anything with that term at the moment, try searching something else.\nA modern calculator is needed for all kinds of research. Our collection of tools allows you to perform calculations with fractions, calculate logarithms and trigonometric functions, solve quadratic equations, and much more. No matter your math problem, your calculator is now always close at hand.\nThis online calculator performs basic mathematical operations like addition, subtraction, division, and multiplication. You can use the calculator to find percentages and taxes.\nCheck out this free online fraction calculator. It can solve mathematical problems such as addition, subtraction, multiplication, and division of fractions.\nThis percentage calculator computes the percent of a number, the percentage change, and the quantity of a number whose percentage is provided.\nRandom number generators have a variety of uses beyond picking a number to determine a prize winner. Find out what situations are ideal for them and how they solve problems.\nSquare footage calculator finds the surface area (square footage) of various shapes and calculates associated construction costs. It can be used as a room area calculator.\nPercent calculator to calculate percentage of a number online. The calculator can find percentages and calculate discounts, taxes, and tips.\nQuadratic formula calculator solves quadratic equations using the quadratic formula. Quadratic equations are solved for real roots and complex roots.\nThe random number generator provides a set of random numbers according to user-specified options such as range, repeat, and sort.\nThis rounding calculator rounds off numbers to the nearest whole number, significant digit, or decimal place. You can round the decimal numbers to the nearest tenths, hundredths, or thousandths.\nThis scientific calculator is a free tool that solves complex mathematical expressions by supporting several built-in functions.\nMixed number calculator is designed to help you add, subtract, multiply, and divide mixed numbers. Mixed Fractions Calculator is created for performing mathematical operations on mixed numbers.\nDecimal to Fraction Calculator converts decimals to fractions or mixed numbers. The Fraction converter works for terminating and for recurring decimals.\nSimplifying fractions calculator to reduce fractions. Simplify proper and improper fractions and convert improper fractions to mixed numbers.\nThe slope calculator finds the slope of a line using the slope formula. It can also find point coordinates, incline angle, and length if the slope and one point are known.\nLCM calculator to find the LCM of two or more numbers. Shows solutions by prime factorization, common multiples, cake/ladder, GCF, division, and Venn diagram.\nThe ratio calculator simplifies ratios by bringing ratios to the lowest terms. Finds missing values in proportions and compares two given ratios finding if they are equal.\nPercentage increase calculator to find an increase from one number to another, calculate growth rate and calculate price increase in percentages.\nLong division calculator performs long division with remainders. Demonstrates solution with steps, and answer as quotient and remainder and as mixed number.\nThe triangle calculator finds all triangle measurements – side lengths, triangle angles, area, perimeter, semiperimeter, heights, medians, inradius, and circumradius.\nPercentage change calculator to find percentage increase or decrease, calculate the rate of change and calculate price change over a period of time.\nThe online volume calculator performs calculations for 11 different geometric shapes. The tool supports different units of measurement and demonstrates the solution steps.\nScientific notation calculator converts numbers to scientific notation, standard form, engineering notation, scientific e-notation, and word form and finds the order of magnitude.\nThe speed calculator helps find speed, distance, time using the formulas d=st, s=d/t, t=d/s. Easy to use and intuitive speed calculator.\nGreatest common factor calculator finds the GCF of a set of numbers and all factors of these numbers. Solutions with steps for finding the GCF are also demonstrated.\nThe fraction to decimal calculator allows the user to convert fractions to decimal points while specifying the rounding options.\nBinary calculator for binary to decimal conversion, decimal to binary conversion, binary operations – addition, subtraction, multiplication, division.\nArea calculator to find the surface area of the following shapes - rectangle, triangle, circle, sector, ellipse, trapezoid, and parallelogram.\nThe factoring calculator finds all factors and factor pairs of positive and negative numbers. Factor calculator finds divisors of non-zero integers.\nSignificant figures are essential in various situations. Here, we determine the rules of sig figs and how we can apply them in the real world.\nPercentage difference calculator to find percent difference between two numbers. The calculator is used to compare two positive values.\nRight triangle calculator finds missing triangle measurements. It calculates side lengths, angles, perimeter, area, altitude-to-hypotenuse, inradius, and circumradius.\nMixed number to improper fraction calculator to convert mixed numbers, consisting of a whole number and a proper fraction, to improper fractions.\nFraction to percent calculator converts proper and improper fractions to percentages. Calculator is using fraction-decimal-percent algorithm.\nLeast common denominator calculator, or LCD calculator, determines the lowest common denominator of integers, mixed numbers, and fractions.\nThe modulo calculator finds the remainder of the division of two rational/irrational positive/negative numbers. You can also find out how to find modulus manually.\nThis volume calculator uses a density formula ρ = m/V to find densities of different substances and objects. It calculates the third one for two given values - density, mass, or volume of a substance.\nEquivalent fractions calculator to find equivalent fractions of positive and negative mixed numbers, integers, proper and improper fractions.\nScientific notation calculator converts numbers to scientific notation, e-notation, engineering notation, and adds, subtracts, multiplies or divides them.\nAdding fractions calculator to add and subtract proper and improper fractions. The calculator performs operations with up to nine given fractions.\nDecimal to percent calculator converts decimals to percentages and whole numbers to percentages by multiplying by 100% or shifting the decimal point.\nOnline hex calculator performs hex math operations and conversions. Hex addition, hex subtraction, hex multiplication, hex division became fast & easy\nThe tank volume calculator finds the total volume of various tank shapes in gallons, liters, and cubic meters. It calculates the liquid volume of partially filled tanks.\nStandard form calculator converts any number to standard form or scientific notation. It accepts number notation, e-notation, and scientific notation.\nPEMDAS calculator solves mathematical expressions with the order of operations - brackets, exponents, multiplication, division, addition, and subtraction.\nKinetic energy calculator easily finds kinetic energy, mass or velocity with the kinetic energy formula KE = 1/2 mv². Easy to use KE calculator.\nCube root calculator finds the principal (real) cube root of positive and negative numbers and the imaginary cube roots of the given number.\nNumber sequence calculator to find the nth term of arithmetic, geometric, and Fibonacci sequences. The calculator also finds the sum of the terms of a sequence.\nSquare root calculator finds square roots of positive and negative numbers, identifies the principal root, and determines if the number is a perfect square.\nDistance formula calculator finds the distance between two points on a plane based on their coordinates. The calculator uses the Euclidean distance formula.\nThe prime factorization calculator finds a number's prime factors. The calculator demonstrates the prime factors tree and all factors of the number.\nAdding and subtracting integers calculator allows adding and subtracting positive and negative integers and decimals, demonstrating the solution algorithm.\nThe significant figure rounder rounds numbers to the required quantity of significant figures. It works with a standard number format, e-notation, and scientific notation.\nFree online velocity calculator solves for v, u, a or t using velocity formula. Calculate the final velocity (v) using the equation v = u + at.\nEasy to use force calculator helps determine the unknown variable in the force equation (F = ma). Force = mass × acceleration.\nThese calculators find the distance between two points on a 2D plane, in a 3D space, as well as along the surface of the Earth with Lambert’s formulas.\nThe percent to fraction calculator converts the given percentages into fractions. If the percent value exceeds 100, the calculator performs percent to mixed number conversion.\nPythagorean theorem calculator finds the unknown side length of a right triangle. It also calculates angles, area, perimeter, and altitude to hypotenuse.\nThe percentage decrease calculator finds a percentage decrease from the starting value to the final value and identifies whether the change is an increase or a decrease.\nThe ratio calculator finds a missing ratio number based on the given proportion. The calculator can also scale ratios, enlarging or shrinking them.\nQuadratic Equation Calculator is a free tool that provides a detailed solution to quadratic equations by supplying the values of a, b and c.", "label": "Yes"}
{"text": "This section of the Grill can set up to 32 guests. We can seat up to 14 people per table. It is an excellent space for small intimate groups.\nGroups larger than this will be seated on a number of tables next to each other. The maximum set up of this room is made up of 2 tables of 6 guests and 4 tables of 5 guests.", "label": "Yes"}
{"text": "Can mathematics provide fundamental contributions to biology? The example of topology\n- Harald Jockusch (Entwicklungsbiologie und Molekulare Pathologie, Universität Bielefeld)\nContributions of mathematics to biology can be of very different kinds: supportive, as in data analysis (statistics, approximations); challenging, by suggesting quantitative models that can be falsified; inspiring, by suggesting novel qualitative features that remain to be discovered in \"real life\". I will discuss this topic from the subjective viewpoint of a biologist, using examples from developmental biology and morphogenesis and their interpretation by topology.", "label": "Yes"}
{"text": "We discuss the advantages of using Julia for solving multiscale problems involving partial differential equations (PDEs). Multiscale problems are problems where the coefficients of a PDE oscillate rapidly on a microscopic length scale, but solutions are sought on a much larger, macroscopic domain. Solving multiscale problems requires both a theoretic result, i.e., a homogenization result yielding effective coefficients, as well as numerical solutions of the PDE at the microscopic and the macroscopic length scales.\nNumerical homogenization of PDEs with stochastic coefficients is especially computationally expensive. Under certain assumptions, effective coefficients can be found, but their calculation involves subtle numerical problems. The computational cost is huge due to the generally large number of stochastic dimensions.\nMultiscale problems arise in many applications, e.g., in uncertainty quantification, in the rational design of nanoscale sensors, and in the rational design of materials.\nOur code for the numerical stochastic homogenization of elliptic problems is implemented in Julia. Since multiscale problems pose new numerical problems, it is in any case necessary to develop new numerical codes. Julia is a dynamic language inspired by the Lisp family of languages, it is open-source, and it provides native-code compilation, access to highly optimized linear-algebra routines, support for parallel computing, and a powerful macro system. We describe our experience in using Julia and discuss the advantages of Julia’s features in this problem domain.", "label": "Yes"}
{"text": "How Q Explains That the Entire World\nIn order to understand the formulas that are used at the class room\nand also how the planet is explained by mathematics for our own youngsters|that are employed in the classroom and also mathematics explains our youngsters the planet|how math describes the planet to our kids and which can be used from the class room}, we will want to take a few moments to test the concept of mathematics. best writing services R may be your branch of science which can be applied in today’s environment. Many folks take pleasure in the simple use of the notions of math they are able to apply it into are in their personal lives, as it pertains to some large selection of facets of everyday life, however many others take pleasure in using the applications of math .\nMath’s largest part is that the research element of math and many students become fascinated with the idea with this approach. R as research will coach you on concerning the significance of natural payforessay.net/ resources and also the other ecological issues that impact our society. The application of math will educate you on about how air pollution and global warming affect our market and how they are sometimes prevented.\nMathematics is helpful in science class as well. A few men and women make use of this system to know about different components of the universe and some individuals today use this procedure to learn concerning by on their own. Every kid wants to understand mathematics clarifies the whole world to them, but several parents prefer the use of mathematics that their child can learn to learn without spending too much time about learning to do mathematics.\nA lot of people think that no one can learns mathematics, https://jerz.setonhill.edu/writing/academic1/timed-essays-top-5-tips-for-writing-academic-essays-under-pressure/ but math might be heard. By teaching themselves just how to do it, children learn math. Individuals have managed to get this done during the years along with some techniques of learning.\nWhere mathematics is applied to English, A standard location for pupils to learn mathematics is by means of language arts lessons. Students can even learn as a result of television record novels, and other websites. It is the procedure which could be utilized efficiently, although the option of the methods that college students choose to make use of will be really a personal selection.\nProbably one of math clarifies the entire planet among the facets is in business. Many business people believe that if they instruct their personnel how to do mathematics very effectively, they are going to have problems with all the calculations and numbers which have to get achieved in order to conduct their company.\nSo many men and women are learning math explains the world. Instead, they are able to convey their ideas in a sense that is more easy for folks to comprehend. If they don’t really train their workers how to do mathematics , they are going to be left in the chilly when a member of staff goes to retirement or a different company.", "label": "Yes"}
{"text": "posted by Anonymous .\nTracey is contemplating the purchase of 100 shares of a stock selling for 15 per share. The stock pays no dividends. Her broker says that the stock will be worth 20 per share in 2 years. What is the annual rate of return on this investment?", "label": "Yes"}
{"text": "Collins Edexcel Gcse Maths Higher Student Book. 2 a 288 b 16 3 a 38 b coach price for adults = £8, coach price for juniors = £4, money for coaches raised by Edexcel gcse maths, higher student book has been created by experts to help deliver exam success in edexcel's new maths gcse.\nThis 4th edition of collins gcse maths has been fully revised and updated. Exactly matches the gcse maths 4th edition student book. Kevin evans keith gordon brian speed michael kent  aqa_edexcel_titlepg.indd 87.\n2 A 288 B 16 3 A 38 B Coach Price For Adults = £8, Coach Price For Juniors = £4, Money For Coaches Raised By\nFreedom to teach published by collins an imprint of harpercollinspublishers news building 1 london bridge street london se1 9gf Exactly matches the gcse maths 4th edition student book. How to work out and recognise multiples, factors, prime numbers and squares, cubes and their roots.\nGcse Maths Edexcel Higher Student Book (Collins Gcse Maths) Collins Gcse Maths.\nPacked with functional skills, problem solving and graded maths practice, it will give your students the confidence to take on all aspects of the new curriculum in their exams and own lives. This 4th edition of collins gcse maths has been fully revised and updated for the new gcse specifications and endorsed by edexcel. This site is like a library, use search box in the widget to get ebook that you.\nThis Book Follows The Structure Of The Collins Edexcel Gcse Maths 4Th Edition Higher Student Book, So Is Ideal To Use Alongside It.\nIt grows at a rate of 8% per year. • enable students to monitor their own progress through the gcse maths course with collins. Gcse maths edexcel higher student book collins gcse maths.\nIt Is The Ideal Resource To Help Students Get The Best Results:\nA sycamore tree is 40 cm tall. Click download or read online button to get gcse maths edexcel higher student book collins gcse maths book now. Edexcel gcse maths, higher student book has been created by experts to help deliver exam success in edexcel's new maths gcse.\nHow To Calculate With Integers And Decimals.\nDownload gcse maths edexcel higher student book collins gcse maths pdf/epub or read online books in mobi ebooks. This book was released on 21 january 2015 with total page 700 pages. Collins new gcse maths edexcel linear student book higher 1, written by experienced teachers and examiners, is organised exactly according to the 2010 edexcel gcse maths specification.", "label": "Yes"}
{"text": "1995 jayco eagle 310 fs ssMultiplication Worksheets: Multiplication Grids. Grid problem multiplication worksheets for introducing multiplication and discovering patterns in multiplication problems (Answer keys to these sheets make a great multiplication fact chart!) Improve your math knowledge with free questions in \"Multiplication tables for 2, 3, 4, 5, and 10\" and thousands of other math skills. Save time with these multiplication worksheets for grade 3 student. Our product collection below includes various worksheets, coloring pages, mystery pictures, and other activities on multiplying numbers. You'll find these products helpful, fun and delightful for your students. Choose the perfect material for your clas\nFREE Multiplication Activities. Looking for fun, engaging multiplication activities for 3rd grade, 4th grade, and 5th grade students? You will love these free printable games and worksheets that make practicing multiplication FUN! Hopscotch Multiplication – A fun math game that helps kids practice multiplying.\nGrade 5 multiplication worksheets. In grade 5, students continue studying multi-digit multiplication (with more digits than in 4th grade). They also practice mental multiplications, prime factorization, order of operations, and solve simple equations. Below, you can make an unlimited supply of worksheets for these topics. The worksheets can be ... The best source for free multiplication worksheets. Easier to grade, more in-depth and best of all... 100% FREE! Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade and more!\nThis guide to a fifth grade math curriculum is a reference tool for Time4Learning parents. Time4Learning is an online learning system for homeschool education, enrichment, tutoring, or for sharpening summer skills. We provide 5th grade math worksheets and 5th grade math games in a total curriculum. 1 12 Multiplication Table. Showing top 8 worksheets in the category - 1 12 Multiplication Table. Some of the worksheets displayed are Five minute timed drill with 100, Multiplication work multiplication facts tables in, Multiplication work, Grade 3 multiplication work, Multiplication table, Blank multiplication table, Grade 3 multiplication work, Multiplication table.\nDl 44 application pdfIXL Math Workbook, Grade 3. Your child will love to practice math with this fun, vibrant workbook! Created by IXL, a trusted leader in math education, this workbook covers the must-know skills for third graders, from multiplication and fractions to geometry and measurement. Practice multiplication facts for 5. This is the first in the series of multiplication facts (or times table) for numbers up to 10. It is important that the kids know multiplication facts of all single digit numbers from memory at the end of this grade, as it forms the base for multi digit multiplication in the next grade.Multiplication Worksheets: Bullseye Multiplication. Get on target with those multiplication math facts! These fun multiplication worksheets provide some additional kinesthetics over and above your usual math fact practice. If you are looking for a fun or interesting practice worksheet, or just need to change things up a bit, these unique ...", "label": "Yes"}
{"text": "The volume recorded in February this year was 25 percent higher than the volume recorded in February 2019 (5.24 million gallons).\nSales in February this year was slightly lower than sales in January (6.83 million gallons). However, this could be atrributed to the fact that February is a shorter month and January and there were fewer stations reporting in February. In January, there were 286 stations reporting. In February, there were 282 stations.\nNonethless, the daily average volume sold in February was 227,193 gallons while the daily average volume sold in January was 220,405 gallons.\nOn a cumulative basis, E15 sales in Minnesota in the first two months of the year was 13.42 million gallons.\nIn 2019, a record 78.52 million gallons of E15 was sold in Minnesota, 32 percent higher than the volume sold in 2018 (59.4 million gallons).", "label": "Yes"}
{"text": "Table of Contents :\nTop Suggestions Short Division Worksheet Math :\nShort Division Worksheet Math Children use their math skills to solve real life problems in this division worksheet learners will find the answers to multi step word problems using addition subtraction and long division Whichever way you write the remainder you can use the short division method bus stop method to help you solve the answer a bakery bakes doughnuts in a day doughnuts are put in boxes of 4 Here you will find a video and a quiz about multiplication and division try them out and then test your knowledge with a short quiz before have a go at this worksheet from maths whizz.\nShort Division Worksheet Math Kids will get the phonics practice they need with these short u long u worksheets this one features a unicorn a duck and some bugs to help kids understand all the different sounds the letter u can Math facts in a flash is exactly what its simple title sounds like straightforward web based practice designed to strengthen students fluency in basic math concepts like addition subtraction Working parenthood was hard enough before covid 19 and now it s an all out crisis but as we exit the pandemic we don t.\nShort Division Worksheet Math De q4 earnings conference call november 25 10 00 am et company participants josh jepsen director ir ryan campbell svp and cfo jahmy hindman chief technology officer brent norwood What is fun is the division aspect another uniquely wrinkle no matter how it breaks out time is running short as Brandon mendoza runs through five overreactions from week 11 including the inevitability of andy dalton and the three win.\nThere s a lot to like about the polestar 2 the first ev from volvo s fledgling electric car division forceful acceleration zippy handling a tasteful interior and a groundbreaking infotainment The virginia attorney general s office has determined that an elite magnet school in loudoun county discriminates against.\nDivision Worksheets Free Math Worksheets\nWelcome To The Division Worksheets Page At Math Drills Please Give Us Your Undivided Attention While We Introduce This Page Our Worksheets For Division Help You To Teach Students The Very Important Concept Of Division If Students Have A Good Recall Of Multiplication Facts The Division Facts Should Be A Breeze To Teach If You Want Your Students To Experience Success In Learning\nShort Division Worksheets Free Printables Education\nThis Short Series Of Pages Asks Your Child To Divide Numbers By Five 10 Or 15 Ease Into Division With This Worksheet That Shows The Relationship Between Multiplication And Division Children Become Familiar With Key Division Symbols And Terms In This Division Fundamentals Worksheet\nShort Division Worksheets Maths Resource Twinkl\nThese Worksheets Aim To Teach Your Children The Principles Of Short Division And Help Them Put It Into Practice It Also Includes Some Long Division Exercises For Students Of More Advanced Ability It Also Includes An Answer Sheet For Easy Marking This Worksheet Is An Excellent Way To Refresh Your Child S Knowledge Of Division But The More They Practice Short Division The Better Give Them Simple Problems To Solve Off The Top Of Their Heads Showing You Re Truly Engaged In Their Learning\nDivision Worksheets Printable Division Worksheets For\nThese Short Division Worksheets Are Configured In A Horizontal Problem Format The Numbers For The Divisors May Range From 2 Through 9 For These Division Worksheets The Number Of Digits In The Quotients May Be Varied From 1 To 3 Digits For These Division Worksheets You May Also Select How May Digits Will Be In The Dividend As Well The Short Division Problems May Be Configured With No Remainders All Remainders Or Mixed Remainders The Answer Key Can Be Displayed With A Remainder Or As A\nKs2 Short Division Practice Worksheet Classroom Resource\nThese Teacher Made Ks2 Maths Worksheets Are Designed To Help Students Hone Their Short Division Skills And Reinforce Your Teachingplete With 16 X Differentiated Short Division Sums Squares For Working And A Full Answer Sheet These Worksheets Are A Great Way Of Gauging The Progress Of Your Pupils And Highlighting Any Areas That Need Further Attention These Division Worksheets Have Been Made With Year 5 Children In Mind But They D Also Work For Ted Lks2 Pupils Or Older Children InFree Printable Division Worksheets Math Fun Worksheets\nUnderstand Division As The Inverse Of Multiplication Using Our Picture Division Exercises Quick Links To The Topics Listed Below For Free Printable Division Worksheets Division Tables Long Division Without Remainder Long Division With Remainder Horizontal Number Division Division ActivitiesDivision Worksheets Free And Printable\nThe Division Worksheets Motivate Kids Of Grade 3 Grade 4 And Grade 5 And Help Them See The Real Life Benefits Division Skills Can Bring Them And Help Build Those Skills Included Here Are Division Times Tables And Charts Various Division Models Division Facts Divisibility Rules Timed Division Drills Worksheets With Grid Assistance Basic And Advanced Division Multiplication And DivisionShort Division By 2 Digits Worksheets Kiddy Math\nShort Division By 2 Digits Displaying Top 8 Worksheets Found For This Concept Some Of The Worksheets For This Concept Are Short Division 2 Digit By 1 Digit Maths Work From Mathematics Division Witho Ut Remainder 2 Digit By 1 Digit S1 Division Work Long Division Division Short Division 3s 4s 6s No Remainders Booster Dividing Whole Numbers By Two Digit Divisors\nShort Division 3 Digit By 1 Digit Worksheets Free\nIn These Worksheets Children Will Practice Short Division Division By A Single Digit Numeber With No Remainder I E Answer Is A Whole Number Times Tables Are Very Important For Short Division The Dividend In All These Questions Is A 3 Digit Number\nDivision Worksheets For Grades 3 4 And 5 Homeschool Math\nThese Are Free Printable Division Worksheets Randomly Generated For Grades 3 5 Topics Include Division Facts Mental Division Long Division Division With Remainders Order Of Operations Equations And Factoring\nShort Division Worksheet Math. The worksheet is an assortment of 4 intriguing pursuits that will enhance your kid's knowledge and abilities. The worksheets are offered in developmentally appropriate versions for kids of different ages. Adding and subtracting integers worksheets in many ranges including a number of choices for parentheses use.\nYou can begin with the uppercase cursives and after that move forward with the lowercase cursives. Handwriting for kids will also be rather simple to develop in such a fashion. If you're an adult and wish to increase your handwriting, it can be accomplished. As a result, in the event that you really wish to enhance handwriting of your kid, hurry to explore the advantages of an intelligent learning tool now!\nConsider how you wish to compose your private faith statement. Sometimes letters have to be adjusted to fit in a particular space. When a letter does not have any verticals like a capital A or V, the very first diagonal stroke is regarded as the stem. The connected and slanted letters will be quite simple to form once the many shapes re learnt well. Even something as easy as guessing the beginning letter of long words can assist your child improve his phonics abilities. Short Division Worksheet Math.\nThere isn't anything like a superb story, and nothing like being the person who started a renowned urban legend. Deciding upon the ideal approach route Cursive writing is basically joined-up handwriting. Practice reading by yourself as often as possible.\nResearch urban legends to obtain a concept of what's out there prior to making a new one. You are still not sure the radicals have the proper idea. Naturally, you won't use the majority of your ideas. If you've got an idea for a tool please inform us. That means you can begin right where you are no matter how little you might feel you've got to give. You are also quite suspicious of any revolutionary shift. In earlier times you've stated that the move of independence may be too early.\nEach lesson in handwriting should start on a fresh new page, so the little one becomes enough room to practice. Every handwriting lesson should begin with the alphabets. Handwriting learning is just one of the most important learning needs of a kid. Learning how to read isn't just challenging, but fun too.\nThe use of grids The use of grids is vital in earning your child learn to Improve handwriting. Also, bear in mind that maybe your very first try at brainstorming may not bring anything relevant, but don't stop trying. Once you are able to work, you might be surprised how much you get done. Take into consideration how you feel about yourself. Getting able to modify the tracking helps fit more letters in a little space or spread out letters if they're too tight. Perhaps you must enlist the aid of another man to encourage or help you keep focused.\nShort Division Worksheet Math. Try to remember, you always have to care for your child with amazing care, compassion and affection to be able to help him learn. You may also ask your kid's teacher for extra worksheets. Your son or daughter is not going to just learn a different sort of font but in addition learn how to write elegantly because cursive writing is quite beautiful to check out. As a result, if a kid is already suffering from ADHD his handwriting will definitely be affected. Accordingly, to be able to accomplish this, if children are taught to form different shapes in a suitable fashion, it is going to enable them to compose the letters in a really smooth and easy method. Although it can be cute every time a youngster says he runned on the playground, students want to understand how to use past tense so as to speak and write correctly. Let say, you would like to boost your son's or daughter's handwriting, it is but obvious that you want to give your son or daughter plenty of practice, as they say, practice makes perfect.\nWithout phonics skills, it's almost impossible, especially for kids, to learn how to read new words. Techniques to Handle Attention Issues It is extremely essential that should you discover your kid is inattentive to his learning especially when it has to do with reading and writing issues you must begin working on various ways and to improve it. Use a student's name in every sentence so there's a single sentence for each kid. Because he or she learns at his own rate, there is some variability in the age when a child is ready to learn to read. Teaching your kid to form the alphabets is quite a complicated practice.\nTags: #2nd grade math division worksheets#easy division worksheets printable#multiplication and division facts worksheet#math worksheets division with remainders#easy division worksheets for kids#division worksheets year 4#bus stop method division worksheet#short division worksheet without remainder#super teacher math worksheets multiplication", "label": "Yes"}
{"text": "Conduct a quantitative analysis of a data sample provided by the instructor; write a hypothesisUsing the NoNameSchoolData, answer the following questions:1. What is the average English MCAS scaled score for girls in grades 4-5?2. What is the standard deviation?3. What scaled score is 1 standard deviation below the mean for these students? Students who score at this level are in what percentile for their group?4. What scaled score is 1 standard deviation above the mean for these students? Students who score at this level are in what percentile for their group?5. Taking the answers to #3 and 4, what percent of students have a score between these 2 limits?6. Repeat questions 1-5 for boys in grades 4-5.7. Which cohort (boys or girls) had the highest mean English MCAS score? Is the difference significant (p < .05)?8. What is the correlation between the boys English MCAS scores and their behavior (grades 4-5)?9. What is the correlation between the boys English MCAS scores and their attendance (grades 4-5)?10. Describe the relationship between race and English MCAS performance levels in grade 4-5.11. Based on what you found in #10, write a hypothesis which offers an explanation for the results and might be tested with data found in this spreadsheet. Test your hypothesis; what is the result?Questions on Probability1. Imagine rolling one die (with the numbers 1,2,3,4,5,6 on each side) 60 times in a row.• What is the probability that you would roll a 6 with all these tosses?• If you were to graph the data, on the graph below, what would the line look like?Results(number of times each number appears)1 2 3 4 5 6Number on the die• Is this a normal curve? Why not?2. The average height of all the students at UMass Boston is 65 inches. The standard deviation is 3 inches. Use the Normal Curve Calculator to find the answers below.• What is the probability of finding a student on the campus who is 60” tall or shorter?• What is the probability that all the students are six feet tall or shorter?• What is the probability of finding students that are more than 6 feet tall?• What is the probability of finding students that are 65 inches or shorter?• What is the probability of finding students that are 65 inches or taller?3. What proportion of all the students will be between 62 and 68 inches tall?4. What proportion of all the students will be between 59 and 71 inches tall?Descriptive Statistics Questions on NoNameSchool Data1. What is the mean of the 7th grade boys’ scaled Math MCAS score? Is this larger or smaller than the girls’ average?2. What was the median behavioral referrals for 7th grade boys last year? How does this compare to the girls’ median? Why is the median the best choice for comparing behavioral referrals (rather than the mean or mode)?3. What is the mode for 7th grade boys racial identity? How about the girls? Why do we use mode for racial categories instead of mean or median? Name another variable on this spreadsheet that would be appropriate for the mode.4. Question (honor system): were you able to calculate these answers using the spreadsheet formulas or did you calculate these manually?5. What is the variance for the 7th grade boys scaled Math MCAS scores last year? How does this compare to the girls’ variance?6. What is the standard deviation for the 7th grade boys scaled Math MCAS scores last year? How does this compare to the girls’ standard deviation?Challenge question: Calculate the z-scores on the boys’ Math MCAS results for 2012. Compare the mean z-scores by racial category (Asian, black, Hispanic, white). What does this tell you?Questions on the NoNameSchoolData spreadsheet:1. Is this quantitative or qualitative data? Why?2. Which of the 4 categories of school data are presented here?3. Would it be possible to add school processes data? Give examples. What are some examples that might not fit in this spreadsheet?4. Would it be possible to add perception data? Give examples. What are some examples that might not fit in this spreadsheet?Take the spreadsheet and perform the following exercises. You can answer questions 13– 19 on the same document as questions 1 – 4.You should turn in 2 documents for this assignment: written answers to questions 1 – 4 and 13 – 19 and then also the revised spreadsheet following steps 5 – 12 below.Excel PracticeSkills to address:5. Narrow the race column so it doesn’t take up so much space6. Widen the Behavioral Referrals column so the column heading is more readable7. Change the alignment of the column headers to 60 degrees8. Give the ID numbers a left margin alignment9. Change the page orientation to landscape (is it possible to get columns A-T all on one page?)10. Freeze the pane so the top row and left column do not move11. Hide columns K, L, M, N12. Highlight row 25 in yellow.13. How many students scored at the Proficient or Advanced level on the 2012 Math MCAS?14. How many students in grade 8 scored at the Proficient or Advanced level on the 2012 Math MCAS?15. How many Hispanic students in grade 8 scored at the Proficient or Advanced level on the 2012 Math MCAS?16. How does this last number compare with Black, Asian and White students?17. What can you learn about gender differences, by race, for students in grade 8 on the 2012 Math MCAS?18. What is the mean Math scaled score for Black 8th grade girls? What is the median? What is the mode?19. What is the S.D.?", "label": "Yes"}
{"text": "Check your local Dollar Tree stores for a possible deal on Luigi's Cherry or Lemon Italian Ice!\nIf your store stocks these, you could snag 4-count boxes for just 50 cents each.\nThat's a great price for your Memorial Day party prep if you ask me.\nHere's how the math works out:\n- Luigi's Italian Ice -- 4-count packs priced at $1 each.\n- Buy two for $2.\n- Use the $1 off 2 coupon from the 5/8 Red Plum insert.\n- Your price drops to $1 for both boxes -- or 50 cents each!", "label": "Yes"}
{"text": "Displays various statistical information for each question. This report is useful for gaining a better understanding of the distribution of respondents’ answers and how they relate to the entire population.\nThe Item Statistics report displays the following statistics for each question:\nQuestion: sample size and number excluded\nSummary Statistics: mean, variance, standard deviation and standard error\nDescriptive Statistics: skewness, kurtosis, T value, mean absolute deviation\nPercentiles: 25th and 75th percentiles, median and inter quartile range\nValues: minimum, maximum and range\nConfidence Intervals: upper and lower bound estimates for a 95% and for a 99% confidence interval", "label": "Yes"}
{"text": "Ok, there’s a new trailer for Avengers: Age of Ultron. A new trailer means a new analysis. I am going to pick the scene that shows the Avengers jumping out of a jeep during some type of fight in a snow covered forest. Why are they in the forest? Who are they fighting? Why are some of them riding in a jeep? I have no idea about these questions. All I can do is analyze the motion of these superheroes. That’s what I’m going to do.\nLet me start by looking at the motion of Black Widow during this scene. The camera does pan a bit, so I will use Tracker Video Analysis (free and awesome) to compensate for this background motion. Here is the same scene with a stationary camera.\nThe one other thing I need is a scale. Thor and Black Widow are fairly close to each other so I will use the size of Thor (Chris Hemsworth is 1.9 meters tall). With that, I get the following for the horizontal motion of Black Widow.\nIt’s clear that the end of the scene is in slow motion. I bet they used the iPhone 6 to record this part of the movie. If I assume the first part of the motion is in real-time, I can fit a linear function to the position-time graph and get the horizontal velocity with a value of 8.88 m/s (about 20 mph).\nWhen a person is off the ground, there is essentially only one force on that person – the gravitational force. Since this force is in the vertical direction, there is zero force in the horizontal direction. And this is why the horizontal velocity is constant. Now, going back to the data I can look at the slope of the later part of the function. This says the horizontal speed is 1.41 m/s. However, this isn’t in “seconds” but some slowed down time unit (I will call it s‘). Since I know the horizontal speed should be constant, I can set the before and after speeds equal to each other.\nThis means the slow motion part of the video is 6.3 times slower than real-speed (assuming the beginning is in real speed).\nNow let’s look at the vertical motion. It isn’t as pretty for three reasons. First, it’s accelerating in the vertical direction – so no straight lines. Second, there is that time in frame rate in the slow motion part. Third, the Black Widow doesn’t move up and down that much. This means that any smaller error in marking a point looks more dramatic.\nThere is one way I can fix the problem with the changing time – don’t plot time. I could just plot the trajectory of Black Widow (y vs x instead of y vs t). Since the trajectory doesn’t show the time, you don’t have problems with the slow motion vs. regular motion. However, dealing with a trajectory equation is a little bit more difficult that y vs. time. Let me fix it another way.", "label": "Yes"}
{"text": "This unit provides students with the opportunity to measure various objects and use their data to determine area, volume, radius, diameter, and density. They will use Math rulers, protractors, and Vernier Calipers to make their measurements rounding to four different scales. They will measure the radius and diameter of a cylinder and use Pi to calculate the area of various cylindrical objects. Students will measure the circumference and determine the surface area of a sphere and using the thickness of the wall of a hollow sphere, determine the volume inside the sphere as well. The mathematical skills emphasized in Intermediate Level Measurement are measuring, collecting data, and calculating for volume, area, and density.\nThis collection is available as downloadable PDFs, but portions of the content are found in wiki format (see WIKI Learning Experiences and Resources) which can be edited or built up with other materials on the same topic by members of the Curriki community.\nMore About CABOCES\nWelcome to the Math, Science, and Technology Department (MST) of Cattaraugus Allegany Board of Cooperative Educational Services (CA BOCES). As a department of Instructional Support Services (ISS), we provide Math, Science, and Technology kits along with support services to meet the needs of the individual districts in our area.\nThe BOCES Teaching and Learning Center at Allegany provides hands-on math, science, and technology kits to over twenty area school districts in Cattaraugus and Allegany counties. Our department provides forty-three different varieties of kit topics. The kits cover topics in math, life science, physical science, chemistry, and earth science. Each kit contains a teacher's manual, student activity book, materials inventory list, instructional video, and materials needed to complete each learning experience. Each kit aligns with the New York State standards and prepares students for the New York State assessments.\nBOCES Teaching & Learning Center @ Allegany\nMath, Science, Technology & Health Dept.\n80 N Fourth St, Third Floor\nAllegany, NY 14706\nPhone: (716)-376-8272; Fax: (716)-372-0621", "label": "Yes"}
{"text": "Inserted by Bonny Anderson in Category Kindergarten at Thursday, May 03rd 2018. Labeled with . 63/100 rated by 593 users\nThis p0st section brings along 38 picture of Kindergarten, some of them are including Ks2 Maths Starters. Math Worksheets For 1st Grade Google Search Math Pinterest 14. Ks2 Maths Worksheets Awesome Math 1000 About Javales Math Worksheets. Ks2 Worksheets Maths Counting Money Pinterest Year Pdf Free To 2.\nAll Rights Reserved. Designated trademarks, brands and all uploaded materials by users are the property of their respective owners. Worksheets Kindergarten and Free Printables. All Rights Reversed.\n© 2016 Worksheets Kindergarten and Free Printables, Corp.••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••", "label": "Yes"}
{"text": "I need two comments, each part is around 100 words comment.\nThere are a few actions that would be taken in the preliminary investigation of the time series to inform the choice of the forecasting method. Time series incorporates the number of observations collected over a successive period of time. By observing a variable or sets of variables for a specific period of time and record the behavior of the variables, then a trend is established against time. One of the actions that would be undertaken is to identify the values and how they change over time. A large amount of series data is dependent on past values. Current trends provide information about the behavior of variables (Ho & Ting, 2015). Variables such as exchange rates are lagged values that could be regressed over one or many lagged values in order to predict the future and current values of the variable. Missing data can be filled with past data, which can be calculated by taking averages.The second action would be to identify time periods.Time periods can be yearly, monthly, weekly, and daily. When forecasting future data with past data, lag operators could be used in forecasting methods to quantify future, present, and past values that are linked to one another. Further, the univariate time series is a progression of the measurements of the same variables obtained over time. Often, the measurement is made at regular intervals. A major defining characteristic of a time series is that ordering matters. The importance of ordering in time series is that a change in order could also change the meaning of the data due to the dependency. As such, identifying the time periods between values or variables is essential in determining the right forecasting method to use.\nThe classical decomposition is a simple procedure that forms the starting point for most other methods of time series decomposition. Two forms of classical decompositions can be used; multiplicative decomposition and additive decomposition. The additive decomposition method would be preferred when the seasonal variations of variables are relatively constant in the period under consideration. In additive decomposition method, the variance of data does not change over different values of the time series. The trend line is a straight line, the additive approach is a straight line, and the seasonality has the same amplitude and frequency. The individual values are differentiated and added together to model the data. A real-life example that would call for the use of additive decomposition is a business that experiences seasonal variations in sales over specific periods. For example, a business that sells umbrellas is likely to experience a boom in sales during the June-August period. An additive decomposition method would be the most appropriate for the business given that the seasonal variation is about the same magnitude across time.\nThe multiplicative method would be preferred when variation increases over the period under consideration. In this method, seasonal components and the trend are multiplied and then added to the error component. Unlike the additive method, the multiplicative method results to a curved line. A real-life situation that would call for the application of multiplicative decomposition is the forecast of the quarterly earnings of a business. The quarterly earnings data varies significantly based on a range of factors including the strategies of the business, the life-cycle stage, external factors such as regulatory forces and competition. Multiplicative decomposition would be the most appropriate because the seasonality has a decreasing or increasing amplitude and frequency over time.\nQuestion 1: Suppose that you are given a time series and are asked to forecast the values of the time series during one or more of the future periods. Explain a few of the actions that you will undertake as your preliminary investigation of the given time series before you decide which particular forecasting method you should use.\nBeing able to forecast data based on trends and patterns is one of the most powerful tools available in data analytics today. Although there are a variety of methods prior to working with dataset, if I was provided with the opportunity to forecast the values of a given time series during one of more future periods, I would perform the following actions:\n- First, I would review the dataset at a high-level to understand the different components, and the message that the data is intending to deliver. I would particularly look for trends in the data, to get a better sense of this message. In addition, I would want to know the overall data structure, as well as the format of the data within the columns.\n- Next, I would start to manipulate and tidy up the data. I would use a variety of packages such as “dplyr” and “tidyr” to ensure that my data is well-organized and clean for analysis. This would include ensuring that there are no rows or columns with missing values.\n- Finally, I would validate whether the data is ready for a time series analysis. I would ensure there is enough historical data to work with, in the first place. In addition, I would want to know which specific questions the dataset, once analyzed through a time series, can help with answering.\nOnce I have completed performing the above actions, I would have a better understanding of the data. I would then choose the appropriate method for forecasting, which would include either of Moving Average, Regression Analysis, or Exponential Smoothing.\nQuestion 2: In many applications, a time series decomposition (i.e., time series filtering) is used to separate or decompose a time series XtXt into its trend, seasonal, and irregular components. In some of these applications, the decomposition relationship is assumed to be additive; while in other applications the decomposition relationship is assumed to be multiplicative. Explain in what situations you would prefer to use an additive decomposition method, and in what situations you would prefer to use a multiplicative method in your time series decomposition. Furthermore, mention a specific example of a real-life time series that is of interest to some enterprise, and for which you would prescribe a multiplicative decomposition. Note: an additive decomposition of XtXt is a decomposition of the form: Xt=Trendt+Seasonalt+IrregulartXt=Trendt+Seasonalt+Irregulart; and a multiplicative decomposition is a decomposition of the form: Xt=Trendt×Seasonalt×IrregulartXt=Trendt×Seasonalt×Irregulart.\nIn the case of a time series analysis, I would choose between various models depending on whether there is seasonality or not, and whether or not a trend is noticed. If there was no seasonality and no trend, I would choose either the Single Moving Average or the Single Exponential Smoothing models. However, if there was a trend despite no seasonality, I would pick one of the Double Moving Average or Double Exponential Smoothing models. On the other hand, if seasonality was present, but no trend, the Seasonal Additive and Seasonal Multiplicative models would be chosen. If seasonality was present with a trend, I would choose either one of the Holt-Winters Additive or Holt-Winters Multiplicative models.\nDiving deeper in to the Seasonal and Multiplicative models, if I was presented with a time series dataset, for which the dependent variable that changed very slightly over a period of time, and stayed constant for the most part, I would choose the Seasonal Additive Model. On the other hand, if there was a noticeable trend being present over the entire time series, then it would make sense to use the Seasonal Multiplicative Model.\nOne of the most common real-life examples for time-series analysis is the stock market. If there are specific stocks, which increase over time, those stocks become more favourable, and in turn, start to get followed. To understand this relationship more closely, a time series analysis would be used. Given that the change in stock price is seen as a trend over time, the Multiplicative model would be ideal.\nAs a result of the different criteria being presented, I would choose the appropriate models for my time series analysis. By doing so, I would be able to better analyze the relationship of a given independent variable as it changes over time.", "label": "Yes"}
{"text": "Chantelle Charline December 1, 2020 Worksheet\nNo matter what materials you choose, it is most important that you supervise your child constantly so that mistakes get caught rather than practiced. I learned this particular lesson the hard way. When my daughter was young, she did something that needed ”attention.” I no longer remember what it was that she did, but I told her to write the sentence ”I will not disobey my parents again” 50 times. I should have known better, but I didn’t check on her at the beginning and then I got busy. So, sometime later, she brought me 50 sentences of ”I will not disobey my parents agen.” She had just practiced misspelling ”again” as ”agen” — 50 times! I’m not certain that we ever really got that fixed.\nHave you ever noticed how many K-12 math content websites are devoted to math worksheets? There seems to be an increase in websites that cater to desperate teachers and parents by offering fast, free ”worksheet generation”, ”10 free fractions worksheets,” etc. Now, as a former teacher I am not saying that one should never use math worksheets; however, I do believe that many teachers are using a very superficial method of instruction that relies too much on low-level math worksheets and hands-off instructional approaches. Worksheet lessons move from reading the directions aloud, to doing sample problems as a group, to completing the worksheet independently (or at home with parents), day in and day out.\nThe math worksheets are specially designed for kids and adults. They are very helpful in improving mathematical aptitude and skills. They can be easily used by school students as well as college goers. They are available from elementary to advanced level. You can also buy customized worksheets. Customized sheets can be planned according to the level of your school going child. You can find several types of sheets online and offline. You can choose among multiplication, Addition, Subtraction, Division, Geometry, Decimal, Shapes and Space worksheets. These sheets help the users to practice mathematical problems. Solving these problems become much easier with the help of mathematical worksheets.\nAnother advantage of these math worksheets is that kids and parents will be able to keep them to serve as their references for review. Since worksheets are easy to correct, students will be able to identify the items and areas that they had mistakes so that they will be able to correct those deficiencies. Keeping record is really a good thing; As a parent, you will be able to go back through them and assess their strong and weak areas. Keeping track you will be able to track your child’s progress as empirical evidence.\nOf course, there is a place for math worksheets. After some instruction has occurred, math worksheets can provide extended practice and support development in fluency, provided the teacher is engaged with students as they work. Teachers who are effective at grouping students can use math worksheets as a springboard for discussions, discovery, and communication. So the next time you do a search for curriculum materials, skip the worksheets. Instead, consider resources that provide interactive experiences or consider sites that provide students with challenging problems. These sites will more likely engage students, foster discussion, and build a true understanding of the purpose and joy of learning math.\nAt the grassroots level, teachers in schools are given a packed curriculum for the year. Schools try to teach the students a number of procedures without delving much into its finer details. Hence, the student is left in a confounding position as to when a particular procedure must be used. The key ingredient to understanding math is constant practice and math assignment help. Unfortunately, this is not a common scenario among the popular math classes.\nTag Cloud10x10 graph paper printable practical money skills math assignment one step multiplication word problems year 1 my cool math games information about decimals identifying 2d shapes worksheet division questions year 6 mathematics interactive games algebra 1 problems worksheet triangle ruler math drills addition the second grade sample lesson plan in math for high schools 6th grade math help basic math skills test for adults 5th grade addition multiplication table practice worksheet good word problems preschool science worksheets", "label": "Yes"}
{"text": "Let X be a one-dimensional metric space and ℍ be the Hawaiian earring.(1) Each homomorphism from π1(ℍ) to π1(X) is induced from a continuous map up to the base-point-change isomorphism on π1(X).(2) Let X be a one-dimensional Peano continuum. Then X has the same homotopy type as that of ℍ if and only if π1(X) is isomorphic to π1(ℍ), if and only if X has a unique point at which X is not semi-locally simply connected. (3) Let X and Y be one-dimensional Peano continua which are not semi-locally simply connected at any point. Then, X and Y are homeomorphic if and only if π1(X) and π1(Y) are isomorphic. Moreover, each isomorphism from π1(X) to π1(Y) is induced by a homeomorphism from X to Y up to the base-point-change-isomorphism.\nASJC Scopus subject areas", "label": "Yes"}
{"text": "Instructor: Philip Pearce\nEmail: ppearce [at] mit .edu\nOffice: Room 2-231B\nLectures: M W 1:00 - 2:30 pm in 2-146\nOffice Hours: M 4:00 - 5:00pm in 2-231\nGeneral mathematical principles of continuum systems. From microscopic to macroscopic descriptions in the form of linear or nonlinear (partial) differential equations. Exact solutions, dimensional analysis, calculus of variations and singular perturbation methods. Stability, waves and pattern formation in continuum systems. Subject matter illustrated using natural fluid and solid systems found, for example, in geophysics and biology.\nPrerequisites: 18.03 or 18.034; Physics II (GIR)\nText Book: Although there are no textbooks which follow the precise spirit of this course, there are literally hundreds of textbooks where the topics we will cover are discussed. For most lectures, typed notes can be downloaded from the course webpage. Additional material will be handed out in class. One book that will be useful frequently is: D. J. Acheson, Elementary Fluid Dynamics, Oxford University Press (1990).\n[04.24.2017] The midterm is now online here.\n[04.05.2017] Problem set 4 is now online (here).\n[03.15.2017] Problem set 3 is now online (here).\n[03.01.2017] Problem set 2 is now online (here).\n[02.15.2017] IMPORTANT NOTICE: Due to President's Day on Monday 02/20, the next lecture will take place on TUESDAY 02/21.\n[02.15.2017] Problem set 1 is now online (here).\n[02.13.2017] Lecture 2 is cancelled because MIT is shut due to the snow. We will catch up on the topics of Lecture 2 in Lecture 3.\n[02.08.2017] I've added a summary of what we covered in the first lecture to the Schedule page. I will add to this throughout the semester so you always know what we covered and which part of the online notes it is from. I'll also give the sections of the online notes relevant to the next lecture, in case you want to read ahead.\n[02.01.2017] Welcome to the spring semester!", "label": "Yes"}
{"text": "min() -- return the smaller of its two arguments\nReturn the minimum of its two argument.\nfor a=1 to 1000\nfor a=1 to 9\nprint a,\": \",m(a)\nFor each iteration of the loop, the lower of two random number is recorded. The result is printed at the end.", "label": "Yes"}
{"text": "wake frequency of thermowell\nWake Frequency Calculations for Thermowells, Bizfluent\nThe information required for the completion of wake frequency calculations include the interior diameter of the thermowell, the height of the thermowell and the thickness of the walls of the thermowell. Calculations are completed for periods of dynamic and static movement within the pipeline.\nWake frequency calculation WIKA Polska\nWake frequency calculation per ASME PTC 19.3 TW2016 for standard bar stock thermowells as an engineering service Recommendations for structural changes to the thermowell where the permissible stress limits are exceeded can be derived Description The wake frequency calculation per ASME PTC 19.3 TW2016 is used for solid drilled bar\nWake Frequency for Thermowell, Automation & Control\nMost of the time there is no need to do any wake frequency calculation for the thermowell inside the vessel. ASME PTC 19.3 TW2010, gives the following conditions when wake frequency calculation is not required.\nTechnical Description Wake Frequency Calculations –\nfrequency is no more than 80% of the thermowell harmonic frequency. A great deal of discussion has taken place as to whether Murdock''s formulae are an over simplification of the problem of wake frequency analysis. However, the standards have yet to adopt an improved me thod. It is therefore reasonable, but not\nLUDWIG SCHNEIDER Wakeup frequency calculation\nThe wakeup frequency calculation of the thermowell can be used as a static and dynamic response relative to the operating temperature and pressure.Mathematical proof of strength.\nTHERMOWELL CALCULATIONS TO THE NEW ASME PTC\nThe thermowell design has PASSED the wake frequency calculation “These well design calculations are based on the ASME power test code PTC 19.3 formulas. The results of these calculations should only be used as a guide for thermowell design. Temperature Controls does not guarantee the performance of a specific\nWhite Paper: Thermowell calculations Emerson Electric\nthermowell to be conservative. For an acceptable thermowell design, the ratio of the Strouhal frequency and the natural frequency “shall not exceed” 0.8. The final step is an evaluation of the thermowell length based on the steady state stress. This determines the maximum length the thermowell can be in order to handle the bending stress.", "label": "Yes"}
{"text": "|Location:||MSRI: Simons Auditorium|\nFractional order operators appear naturally in several geometric contexts that range from the study of minimal surfaces with boundary to conformal geometry.\nIn this talk I will describe a geometric evolution equation that can be understood as a fractional analog to the Mean Curvature Flow. I will establish some analogies with the classical evolution\nand I will particularly focus on the graphical case.\nThis is joint work with Enrico Valdinoci.No Notes/Supplements Uploaded No Video Files Uploaded", "label": "Yes"}
{"text": "We begin by defining the optimization problem. Our objective is to maximize or minimize the sum of objective terms by selecting optimal feasible levels of the independent variables. The set of process limits or constraints define the feasible region. For example, upper and lower limits on the independent variables are constraints on the problems. Additionally, there are dependent variables that aid in defining the objective terms and/or constraints. These dependent variables are functions …show more content…\nGenerate optimal parameter and bound sensitivities to identify areas of model improvement\nJ.D. Terry, Ken Tyner, Bill Docter, John Righi\nIn sensitivity analysis, we determine the optimal sensitivity to parameter changes. These parameters may include prices, process limits, variable bounds, and other problem constants. While shadow values directly quantify the total objective incentive to constraint changes; this invention also analyzes incremental improvements in each objective term and other process variables.\nIn both linear and nonlinear optimization analyses, skilled users may perform sensitivity analysis for individual parameters (see Fiacco 1976; Ganesh and Biegler 1987). This invention improves this by expanding the practice to the systematic sensitivity of all process limits. Furthermore, this invention obtains an advantage by leveraging clever side-by-side layouts to improve individual sensitivity analyses using cross comparisons for more well-rounded analyses.\nBy understanding how problem constants affect the final solution, the user is better equipped to improve the model and the system. These improvements become an intuitive consequence of this module. Moreover, these improvements and the cross comparisons of numerous potential improvements, cause additional insights into the system to be apparent to the", "label": "Yes"}
{"text": "Balancing the Books\nLast Tuesday, we came up with the idea of guessing how many books can be placed at the edge 1/10 of the table before they topple down. We realize it takes a little bit more than half the books to be on the table before the pile goes down.\nFirst we estimate that it takes 6 books before toppling down.We carry out an experiment. It actually took 5 books, just as the hint suggested. So it can't be above 5 books to be placed on the edge 1/10 of the table.\nMy friend and I found this an interesting puzzle\nWe used exercise books. Maybe you can try using a thicker book to see whether it works or not. Have fun !\nFind the Balancing the Books puzzle on our puzzle hub.", "label": "Yes"}
{"text": "When I heard the learn’d astronomer,\nWhen the proofs, the figures, were ranged in columns before me,\nWhen I was shown the charts and diagrams, to add, divide, and measure them,\nWhen I sitting heard the astronomer where he lectured with much applause in the lecture-room,\nHow soon unaccountable I became tired and sick,\nTill rising and gliding out I wander’d off by myself,\nIn the mystical moist night-air, and from time to time,\nLook’d up in perfect silence at the stars.\nI first encountered this poem in high school English, and I come across it again every few years. I can't explain entirely the rage it summons in me.\nBut maybe this is the point I wish to make. A friend mentioned the Randall-Sundrum model of the universe and I went to that wikipedia page to try to learn what that was. Pretty soon I was desperately linkhopping- I have a basic education in relativity and differential geometry, but pretty basic, and even the vocabulary I did learn at some point, it's been a decade since and I needed to refresh my memory.\nSo I clicked on anti-de-Sitter space and from there to Lorentzian manifold and from there to Riemannian manifold, and I want to point out something about these four articles.\nThe article on Randall-Sumdrum model begins \"In physics\" The article on Anti-de-Sitter Space begins \"In mathematics and physics.\" The articles on Lorentzian Manifold and Riemannian Manifold begin \"In differential geometry.\" There's that tricksy slippage between physics and mathematics Whitman is writing about. Are the learn'd astronomer's \"proofs, the figures,\" his \"charts and diagrams\" a meaningful and interesting representation of the actual stars, or are they just lifeless mathematical models that lack the \"mystical\" potency of observing the stars with the naked untrained eye? Aside from answering this question, though, the distinction is, I think, actually important to doing physics. Because if you theorize that spacetime takes a certain shape that can be modeled by a particular manifold, and then your measurements in an experiment don't match the manifold, you have to consider two different possibilities: One, that spacetime doesn't match your theorized model, and two, that your measurements were inaccurate. But if you're a mathematician working with a manifold and it doesn't match your expectations, only your math is wrong.\nSo this distinction Whitman writes on matters. There are the mathematical models of the stars, and there are the actual stars themselves, and if you forget this you end up confusing the manifold with the spacetime. A physicist needs both to do their work.\nNonetheless, I feel a great rage when I read Whitman's poem, a rage at the idea that the untrained eye bestows a more exciting and therefore truer reality than the subtle delver into the measureable mysteries of the cosmos can attain through experimentation and analysis. This may be dogmatic scientism on my part, but if so, let it be!", "label": "Yes"}
{"text": "by Judith Curry\nI spotted this presentation by Arthur Dempster, Harvard statistician, in the Series on Mathematical and Statistical Approaches to Climate Modeling hosted by the Isaac Newton Institute for Mathematical Sciences.\nDempster is widely known as the co-originator of Dempster-Shafer Evidence Theory (see the Wikipedia for an overview). Elements of evidence theory have been discussed on several previous threads (see Italian Flag, reasoning about floods).\nI find this presentation to be quite provocative. Here are some excerpts:\nOne concern is the basic problem of trying to get physicists and statisticians on the same page. Statisticians think of themselves as dealing with data as “information with context”. . . and with statistical models as parts of a complex system of tools for extracting meaning from statistical data. Physicists on the other hand tend to think of models as approximations to scientific truth, with the ultimate goal of research being to arrive at representations and explanations of such truth. The two cultures are very different.\nAlmost in contradiction to their pure science backgrounds, it has become a basic function of physical climate modelers to inform policymakers and other real world stakeholders about possible alternative future climates. When used in this mode, climate models are treated as carriers of information, so move closer to statistical models. Specifically, physical models become interpretable as information when their equations are regarded as approximating relations among the values of actual real world variables at successive points in actual time. Statistical models, should similarly be regarded as describing probabilistic relations among unknown true values of such variables, including probabilistic time dependence.\nApproaching Probabilistic Models: What are the Issues?\nWhat are the problems and prospects for moving from weather to the longer time scales of climate change? What unknowns are predictable probabilistically on longer time scales, and which are not?\nA fundamental issue concerns the nature of uncertainty. All can agree that predictions are uncertain. But what mathematics should be used when computing and reporting predictive uncertainties? Here the divergence of the two cultures is astonishing. Few physicists have training and hence knowledge of how the mathematics of probability, together with its relations to scientific uncertainty, has developed over 300 years into a formidable set of theoretical structures and tools. The identity of the academic discipline of statistics was transformed, especially over the middle decades of the 20th Century, by competing methodologies for addressing scientific uncertainty. This is not the place to delve into explaining what developed, and how there are differing viewpoints, with mine in particular lying outside the statistical mainstream.\nI believe it is fair to say, however, that how physicists approach scientific uncertainty has been scarcely touched by fundamental developments within statistics concerning mathematical representations of scientific uncertainty. An indication of the disconnect is provided by the guidelines used by the IPCC in its 2007 major report, where the terms “likelihood” and “confidence” were recommended for two types of uncertainty reports, apparently in complete ignorance of how these terms have been used for more than 60 years as basic textbook concepts in statistics, having nothing whatsoever in common with the recommended IPCC language (which I regard as operationally very confusing). Another indication is that experts from the statistical research community constituted according to one source only about 1% of the attendees at the recent Edinburgh conference on statistical climatology.\nRoles for Statistical Modeling\nPhysical modelers often refer to two basic sources of uncertainty when interpreting the output of a climate simulator, namely, uncertainty about initial conditions, and uncertainty from discretization, or transform truncation, of space/time variables. From my outsider’s perspective, I would prefer an emphasis on attempting to model and analyze only the unique actual climate system, instead of the current practice of running and analyzing a series of mathematical and therefore artificial climate systems. Of course, the same pair of uncertainty sources arise in the combined physical/ statistical modeling approach that I am advocating.\nMy suggested model type is captured by the term “hidden Markov model”. The thing that is hidden is the actual past, present, and future of the real climate system, which is the domain of physical thinking and modeling that proceeds forward in time, such as may be represented, for example, by the equations of AOGCMs. Since the real processes are hidden, they cannot be directly simulated. Alongside the hidden system there is empirical data also linked to real space/time, and partially obscured from the actual system by observational error. The goal of hidden Markov analysis is to update posterior probability assessments of the true system, including limited ranges of past, present, and future, given stepwise accrual of empirical data. It is these probability assessments that should be updated sequentially. Once models are specified, this becomes a defined computational task for Bayesian or DS analysis. Fast algorithms are known. They may look like simulations from a physical model, but are conceptually different because they sample the posterior probability assessment from fused empirical and theoretical information sources, typically using MCMC methodologies.\nJC comment: hidden Markov models is something new to me, here is the Wikipedia description.\nOne task for the statistical research community is to formulate and implement probabilistic space/time models, from which principles of statistical inference determine posterior probabilistic assessments of the true climate, to whatever level of detail the assumed state space permits. For the past up to the present, hidden Markov analyses, such as the familiar Kalman filter, or more complex versions thereof, fuse the information from the past concerning the actual process with information from the current empirical record. For predicting the future climate, there is no data, so statistical error models are no longer operational. The climate proceeds on its own with probabilistic uncertainty entering only through probabilistic uncertainty about the present state of the actual system. Predictive analysis then proceeds by forward propagation of probabilistic uncertainty.\nThe necessary discreteness of physical models suggests that they might best be regarded as tracking local averages across neighboring space/time regions. Because they are approximations to relations believed to hold for infinitesimal changes across time and space, they reflect model errors arising from the inability to represent natural processes in space/time domains smaller than discretization can capture. Physical modelers typically introduce “parameters” that attempt to adjust difference equations for the missing processes. I sense that statisticians could become more deeply involved in the development of probabilistic representations of such discretization errors, which in effect turn even the non-empirical component of the model into a parametrized stochastic process whose parameters need to be assessed through formal statistical inference tools (e.g., Bayes or DS).\nThe Problem of Chaos\nPresumably most detailed physical climate models of the atmosphere predict chaotic instabilities in the real world climate system, analogous to those that make longer range weather forecasting a low skill enterprise. How might these instabilities impact the task of devising credible probabilistic predictions of long term trends in future climates? My response is to make a radical proposal, linking the recognized difficulty of predicting chaotic systems as the future time horizon grows with a fundamental change in how probabilities should be similarly degraded on a similar time scale.\nThe proposal is based on a weakening of Bayesian theory that I originally developed in a series of papers in the 1960s. Further developments were spearheaded by Glenn Shafer in the 1970s and 1980s ,who gave the theory an AI spin, and named it the theory of belief functions. I now prefer to call the DS (for Dempster-Shafer) calculus. It appears to be gradually gaining increased recognition and respect.A detailed exposition of DS is not possible in this note, but I wish to draw attention to two basic features of the DS system. The first is that probabilities are no longer additive. By this I mean that if p denotes probability “for” the truth of a particular assertion, here some statement about a specific aspect of the Earth’s climate in the future under assumed forcing, while q denotes probability “against” the truth of the assertion, there is no longer a requirement that p + q = 1. Instead these probabilities are allowed to be subadditive, meaning thatingeneral p+q<1.Thedifference1-p-qislabeledr,sothat now p + q + r = 1, with r referred to as the probability of “don’t know”. (Note: each of p, q, and r is limited to the closed interval [0,1].)\nIt is only for the last two years that I have focused on trying to explain what is meant by the DS concept of “don’t know”. I was helped when I ran across a reference to the following remarks by economist John Maynard Keynes, remarks that I believe have not been taken sufficiently seriously:\nBy “uncertain” knowledge, let me explain, I do not mean merely to distinguish what is known for certain from what is only probable. The game of roulette is not subject, in this sense, to uncertainty; nor is the prospect of a Victory bond being drawn. Or, again, the expectation of life is only slightly uncertain. Even the weather is only moderately uncertain. The sense in which I am using the term is that in which the prospect of a European war is uncertain, or the price of copper and the rate of interest twenty years hence, or the obsolescence of a new invention, or the position of private wealth-owners in the social system in 1970. About these matters there is no scientific basis on which to form any calculable probability whatever. We simply do not know. Nevertheless, the necessity for action and for decision compels us as practical men to do our best to overlook this awkward fact and to behave exactly as we should if we had behind us a good Benthamite calculation of a series of prospective advantages and disadvantages, each multiplied by its appropriate probability, waiting to he summed. (Excerpted from “The General Theory of Employment”, Quarterly Journal of Economics, February, 1937, pages 209-223.)\nA second fundamental feature of the DS calculus is a particular “rule of combination”, or principle, for combining information from different sources, such as physical models and empirical data concerning past and present. The DS rule is linked to a DS concept of independence, which might therefore be regarded as a severe restriction on its applicability, except that many special cases of the rule are routinely used with little overt concern about independence, including Bayesian combination of likelihood and prior, and Boolean logical combination. Independence in the mathematics of ordinary additive probabilities is another special case. Most models in the burgeoning field of applied probability can be viewed as constructed from many independent components.\nThe DS rule of combination is a powerfully inclusive tool of probabilistic analysis, with potentially important applications to probabilistic climate prediction. In particular, I hypothesize that DS-style probabilities of “don’t know” could come to be a basic way to separate unpredictable from predictable aspects of climate change. From the DS perspective, Bayesian inference cannot do this in a satisfactory way. An simple illustration may help to support my argument. It is easy to find on the web beautiful discussions and simulations of simple chaotic systems, beginning from the simple 3D model popularized by the late Ed Lorenz. The basic problem is that small perturbations in initial conditions often grow into large perturbations over “time”. A Bayesian approach puts a prior on the initial position, which may be tiny, yet soon is projected forward to a much more spread out marginal distribution. The result is typically a limiting predictive distribution over the whole system. In a weaker DS framework, the prior may simply be a small region about initial point, where you “don’t know” where the true initial condition is in the small region, i.e., you have r = 1 for the (p, q, r) of that region. As time progresses, your predicted “don’t know” region with r = 1 grows, possibly taking over the whole system. It looks to me pretty obvious that the DS option of a logical (i.e., nonprobabilistic) analysis is needed to represent the fade-out of predictability for chaotic systems. Additive Bayesian predictive posterior distributions are unable to function in this way.\nThe Problem of “Complex Systems”\nClimate prediction not only has the problem of nonlinearity in dynamical systems, but also shares with the analysis of typical real complex systems the equally great trouble associated with the presence of a huge panoply of variables, subsystems, and possible feedbacks in play. I remember Rol Madden commenting, back in the 90s when I used to visit NCAR, that it would be a sheer accident if numerical experiments with GCMs were to give credible quantitative representations of the real climate, presumably including future effects of increasing GHG concentrations.\nSuppose that the system was defined at the outset to include the full carbon and hydrological systems. Then add atmospheric and ocean chemistry, and then living and breathing systems everywhere. Much “don’t know” abounds simply about the present and recent past, let alone the fundamental problem of getting quantitative about the future.\nWhat does this say about research priorities? Given the real climate system, characterized not only by fundamental “don’t know” coming from dynamical nonlinearities, but also fundamental “don’t know” coming simply from an inability to supply meaningful evidence-based priors in the presence of complexity, I believe that communities faced with needs for real predictions of complex systems should be investing in models of probabilistic prediction that provide measures of the type of “don’t know” described by Keynes, including the DS approach as a leading candidate for numerical implementations.\nJC comments: there are some powerful and new ideas here of relevance to climate modeling, notably the formal inclusion of “I don’t know”. I don’t quite understand all of this or how it might work in the context of climate modeling, I look forward to your interpretations and discussion.", "label": "Yes"}
{"text": "Recent Tutoring Session Reviews\n\"I completed a test review study guide with the student. We reviewed many problems involving areas and perimeters. Some basic trig functions were also utilized. She will do well on her test.\"\n\"We reviewed for the student's chapter 8 exam. We went over the important formulas that she would have to be familiar with in order to answer questions about surface area, lateral area, volume, arc length, sector area, and the segment of a circle. She seemed capable of using the appropriate formula for each question, but would occasionally stumble and incorrectly apply a formula. We will work on that in future sessions. Overall, however, she seemed to have a good grasp of the material.\"\n\"The student has an exam coming up. While last session we reviewed the assigned practice packet, this session we reviewed practice problems that he selected from the book. He seems confident with most of the material that will be presented on the exam. The questions that he had trouble solving at first had an algebraic component to them, and he was able to figure out how to solve them upon review. The majority of this session focused on test-taking strategy, such as not investing too much time on one problem the first time around. It seems like the student is able to work through more difficult problems by skipping them initially and going back to them later.\"\n\"We answered the student's homework about circles. He finished all of the questions. He was refreshed on circles theorem and calculations.\"\n\"The student had another very good session. We are working our way through multiple geometric concepts. Today the focus was on right triangles, area and perimeter, and coordinate geometry. Once he learned the concepts he had no problems. We will meet again on Saturday.\"\n\"The student completed his weekly packet of practice problems. I was happy to find that he had begun the packet and gotten every problem that he tried correct. After completing the packet we worked on problems from his Geometry book to prepare for his finale. He demonstrated that he could properly identify when to use the slope formula and use it correctly. He did the same with the distance formula. I was very happy to see he could now do this without any help. He also has a strong understanding of two-dimensional shapes, which is very important. We will be reviewing for his final for our remaining sessions. He has a good attitude, as always. He seems very pleased with his progress and is gaining confidence, which is great.\"", "label": "Yes"}
{"text": "The Ultimate Showdown\nThe goal of this study is to find investigate Olympic discus throwers at their peak performance, and to find out if and when women's performance will pass men's performance, or vice versa. This is done with data from olympic.org, and calculated using linear regression.\nData Table 1\nThis table shows the data of gold medalists from 1972-1984. The data is shown in meters (how far the discus is thrown).\nData Table 2\nData Table 1 continued. Contains data from 1988-2000.\nData Table 3\nThe final table and a continuation of Data Table 2. Contains data from 2004-2012.\nThe Turning Point\nThe women were originally dominating the men in discus, excelling their scores by a fair margin. Though as time passed, women's performance declined, and conversely, men's performance increased. The intersection point of the two lines is the point where men's performance surpasses women's performance, in 1997. Since that is not an Olympic year, men have been outperforming discus since the 2000 Olympics in Sydney, Australia.\nThe X Coordinate\nThis coordinate on the graphs above denote the year that each competition occurs. This is shown in relation to the y coordinate.\nThe Y Coordinate\nThis coordinate on the graphs above describe the distance that the competitors threw the discus in meters. This can produce data when combined with the figures from the x coordinate.\n\"Senior Presentation Discus | Publish with Glogster!\" Glogster. N.p., n.d. Web. 04 Feb. 2015.\n\"Who Makes A Better Leader: A Man Or A Woman?\" Forbes. Forbes Magazine, n.d. Web. 04 Feb. 2015.", "label": "Yes"}
{"text": "I’m confident that early conversations concerning Math lead to deeper understanding with Mathematical concepts. It’s appropriate to say to a 3-year-old “How many cookies do you have”? (considering the number is less than five).\nWhile making sandwiches, I might say. “I am making three sandwiches”. Another thing a parent might say, “If I have three apples then, I eat one …. How many apples will I have left?”\nMath is a concept that builds. In my experience, a strong foundation in adding, subtracting, multiplying and dividing usually in that order leads to a lifetime of ease in Mathematical concepts.\nSimply having your child name then count his favorite friends at school not only is a great conversation piece yet, also allows the parent to grasp the conceptual knowledge of the child’s mathematical understanding.\nThis should definitely be age appropriate. A four year with 4 stickers can be expected to count up to the number 4 or 5 with practice. The idea of being able to count simple objects is another skill that comes with practice. For example, if the dad has 3 legos in his hand. Have your child point to each lego counting slowly while pointing to each lego. One to one correspondence is a skill your little one might need a little more practice with; however, with patience and care this skill will be mastered.\nThese early Math conversations as well, as reading books that highlight Math concepts, such a simple counting books — leads to a lifetime of learning.\nThere are so many learning activities that surround play dough. Play dough activities offer a wonderful age appropriate opportunity for learning. Easy play dough recipes can be found online using simple household ingredients.\nSimple counting videos and activities is another great way to encourage mathematical concepts.\nHave Fun With Math,", "label": "Yes"}
{"text": "(note: I think OP's issue has more to do with confusing the concepts behind probability theory and random variables than with what \"i.i.d.\" really means. So I'll try to give an informal explanation. For the math of i.i.d., @Taylor's response is quite on point.)\nRandom variables are abstractions that you use to represent non-determinstic problems, not coins, dice, or other \"random objects\". So there are no strict rules saying that one coin toss is $X$, two coin tosses are $X_1$ and $X_2$, etc.\nThe interesting thing about modeling a coin as one single variable $X$ is that it creates an abstraction for all coins, or all possible realizations of a coin tosse. As long as your coin is fair, any time you toss it, you can think of a variable $X$ that follows a Bernoulli distribution.\nIf you are studying a succession of coin tosses, you could come up with the most contrived ways of modeling it. For instance, you could think of a random variable $Y$ that represents all possible outcomes of a sequence of $n$ coin tosses. Or you could do something even weirder, such as a random variable $Y_3$ for the combined outcomes of the first 3 tosses, and another random variable $Y_r$ for the combined outcomes of the remaining tosses.\nBut that would be silly. Why? Because there are two interesting things about tossing a coin $n$ times:\n- each toss does not affect the others (independence);\n- all tosses are identical -- the chance of heads coming up in each toss is always 0.5 (identical distributions).\nSo, to answer your third question:\nOr are $X_1$, $X_2$,..., $X_n$ all considered as random variables if we want to consider them IID?\nYou don't \"consider\" them random variables. There are no such things as $X_1$, $X_2$,..., $X_n$ in the real world and nothing saying that you must think of $X_1$, $X_2$,..., $X_n$ when you think of $n$ coin tosses.\nHowever, when you think of those $n$ variables and their probability distributions, you get to say that they are all i.i.d. because of properties 1 and 2 above. And in probability theory there's all sorts of useful math that other people discovered you can use when you have a collection of i.i.d. variables.\nTo make it clear, these variables are independent because they represent independent events (each $X_i$ is related to a different, independent toss). And they are identically distributed because they all follow the same distribution: the Bernoulli probability distribution with $p=0.5$.\nSo what happened to $X$? Nothing. Notice that you invented those random variables $X_1$, $X_2$,..., $X_n$ because tossing a coin $n$ times is a different problem than tossing a coin a single time. The interesting thing about $X$ is that each variable $X_i$ has, individually, the same properties as your original variable $X$.\nNow back to your remaining questions:\nIf $X$ denote a random variable which means the \"result of a coin toss\" then $x_1$, $x_2$, ..., $x_n$ are the results of repeated coin tossing. Are $x_1$, $x_2$, ..., $x_n$ IID? If yes, how can observations be variables? [...]\nHow can a random sample be IID?\nThe terminology in probability theory can be complicated sometimes, because the concepts are all so closely related. But here's what I (think) I know.\nStrictly speaking, the correct would be to say that $x_1$, $x_2$, ..., $x_n$ are drawn from a collection of i.i.d. variables $X_1$, $X_2$, ..., $X_n$.\nHowever, even though the observations only exist after the coin has been tossed (and therefore it's not random anymore), we are still speaking in general terms. We are talking about any possible situation where you could have those $n$ observations, not about a particular set of observations that you know because you just tossed a coin many times. So we don't know them. We might just as well treat them as random variables.\nTherefore, even though observations are not random variables, it makes sense to associate with them many properties that actually belong to random variables. By extension we can thus say that $x_1$, $x_2$, ..., $x_n$ are i.i.d. because they were all drawn independently and from identical distributions.", "label": "Yes"}
{"text": "Tycho plans his running training. Each week he wants to go for a run on the same weekdays. He never wants to go for a run on two consecutive days. But he wants to go for a run two days a week. How many different weekly plans meet those conditions?\nThere are 18 possible weekly plans.", "label": "Yes"}
{"text": "First of all we worked out how to make each digit from 0 to 9 as if it were on a calculator. We found out that the number 8 uses the most ice-block sticks, you need 7, and the number 7 and 9 have extra sticks that we didn't expect them to have.\nThen we had to get 10 ice-block sticks each. We checked we had the right number by arranging our sticks into a tally chart.\nThen the challenge was issued.\nMake the biggest number you can out of 10 ice-block sticks.\nWe learnt that to make a really big number you need to make as many digits as you can. Our biggest number was a 5-digit number. It contained all 1s. It was eleven thousand, one hundred and eleven. It was even bigger than four-digit numbers we made with a 7 in them.", "label": "Yes"}
{"text": "I've been looking at an erasure code by Luigi Rizzo which is based on Vandermonde matrices, since this code is used in Outernet. In fact, it is the code implemented by the zfec library. Luigi Rizzo describes his code in a paper from 1997, but the paper can be very confusing and misleading because it describes the mathematics in very little detail. I needed to go to the source code to understand how it works. Actually, the idea behind this code is very simple. Here I do a mathematical description of the code and show that it is the same as a Reed-Solomon code. This is rather weird, because Luigi Rizzo makes no mention of Reed-Solomon codes, which were first described in 1960.\nLet be a field. Recall that an linear code over can be given in terms of a generator matrix , which is an matrix with entries in and rank . A message is encoded as , where is computed as (here I always consider vectors as columns). The code is called systematic if has the form\nso that for . Note that this is really a property of the matrix , since the code is defined just as the image of .\nWe are interested in designing an systematic code that works as an erasure code and is able to correct up to erasures. This means that we should be able to compute from even if only of the components of are known. This condition is equivalent to the condition that every submatrix of is invertible. To see this, note that if we regard the equation as a linear system for and consider only the equations for which we know the value of , then we obtain a reduced linear system , where is the vector of the components of which we know and is the correspondent submatrix of . Therefore, needs to be invertible so that we can find in terms of .\nAn idea to find such a matrix is to use Vandermonde matrices. If , the Vandermonde matrix is\nIts determinant is\nso the Vandermonde matrix is invertible if and only if the elements are distinct.\nThe matrix is constructed in the following way: we choose distinct elements and we put\nwrite and define\nso that has the required form to give a systematic code. This matrix satisfies the condition that every submatrix of is invertible, because such a submatrix is of the form , where is the corresponding submatrix of . Note that is a Vandermonde matrix constructed with distinct elements, and hence invertible, so is also invertible. In the intended application, is the finite field with elements, so up to distinct elements can be chosen, and can be at most .\nThe keen reader will have noticed that this construction looks very much like a Reed-Solomon code. In fact, the code described by Luigi Rizzo is the same as a Reed-Solomon code. The only difference is that Luigi Rizzo is only concerned with recovering erasures, which is much easier than recovering errors. The fact that Luigi Rizzo doesn't mention Reed-Solomon codes makes me suspect he didn't have a good knowledge of coding theory. The authors of zfec seem more knowledgeable and they mention that zfec is a Reed-Solomon code, albeit only in some of the comments in the source code. This doesn't seem to be widespread knowledge, so I'll say it again clearly:\nzfec is just a Reed-Solomon code used as an erasure code\nTo see that this code is the same as a Reed-Solomon code, let us recall the systemmatic encoding of Reed-Solomon codes. As above, is the finite field with elements. To construct an Reed-Solomon code over , we choose distinct elements . Given , there is a unique polynomial of degree less than such that for . Indeed, , where the vector is obtained as . Here denotes the Vandermonde matrix as above. The message is encoded to produce , where for . Thus, , where and are defined as above. We see that the systematic generator matrix for this Reed-Solomon code is the same as the generator matrix considered by Luigi Rizzo.", "label": "Yes"}
{"text": "Schemes of Work\n0 items -\nShowing 145–160 of 164 results\nSort by popularity\nSort by latest\nSort by price: low to high\nSort by price: high to low\nHighest Common Factor and Lowest Common Multiple\n4 part lesson on finding the highest common factor and lowest common multiple of two or more numbers.\nIndices with Fractional Powers\n4 part lesson on simplifying numbers with negative and fractional powers.\nAdding Fractions with Different Denominators\n4 part lesson on adding fractions with different denominators.\n4 part lesson on converting recurring decimals to fractions.\n4 part lesson on multiplying with fractions and mixed numbers.\nMixed Numbers and Top Heavy Fractions\n4 part lesson on converting between mixed numbers and top-heavy fractions.\nCalculating a Fraction of an Amount\n4 part lesson on calculating a fraction of an amount.\n4 part lesson on calculating equivalent fractions.\nDividing Fractions and Mixed Numbers\n4 part lesson on dividing with fractions and mixed numbers.\n4 part lesson on using equivalent fractions to perform long division.\n4 part lesson on multiplication with decimal numbers using the grid method.\nOrdering Decimal Numbers\n4 part lesson on ordering decimal numbers.\nMultiplying and Dividing by Tens\n4 part lesson on multiplying and dividing by 10, 100 and 1000.\nVolume of a Cone\n4 part lesson on calculating the volume of a cone.\nRounding to a Decimal Place\n4 part lesson on rounding numbers to a given decimal place.\nRounding to Significant Figures\n4 part lesson on rounding numbers to a significant figure.\nMr Mathematics Blog\nTrigonometric Identities Sin, Cos and Tan\nSeptember 15, 2020\nHow to introduce the sin, cos and tan trigonometric identities.\nCalculating a Reverse Percentage\nSeptember 3, 2020\nHow to teach calculating the original amount after a percentage change.\nComparing Datasets using the Mean and Range\nAugust 25, 2020\nThe importance of the range when comparing comparing datasets.", "label": "Yes"}
{"text": "I’ll Savor the Chocolate, Unplug the Drama\nHappy Scud Day! Scud stands for Savor the Comic, Unplug the Drama. Relax and enjoy the funnier things in life! It’s also a day to celebrate mathematics, as it’s Math 2 point o Day. Do some math equations just for fun! Finally, have some chocolate and almonds for Chocolate With Almonds Day!", "label": "Yes"}
{"text": "Did you know spinning a prize wheel can involve math? Give your child some practice with probability, and he'll determine how likely each outcome of the prize wheel is. This will help him understand the concept of fractions and statistics. Download Free Worksheet. See in a set (9) View answers. Add to collection. Assign digitally. Grade..\nAumentar a chance de drop dos itens equipáveis em 250%.\nFazer com que uma morte conte como x3 no Bosstiary.\nProbability distributions calculator. Enter a probability distribution table and this calculator will find the mean, standard deviation and variance. The calculator will generate a step by step explanation along with the graphic representation of the data sets and regression line.\nPrize WheelProbability. Answer the probability questions related to the prize wheel and the letter cube. 4th through 7th Grades. View PDF. Probability Cards (Intermediate) What is the probability of choosing a particular card from a deck? Requires basic knowledge of standard playing cards.\ncushman ransomes ryan parts\nkawasaki mule keeps stalling\nA lua está cheia! Cuidado, criaturas licantrópicas como werewolves, werefoxes ou werebears vagam pelas terras agora. E eles são mais agressivos e numerosos do que o normal. dynamics 365 trial environment\nThe probability P (stun) of one or more stuns per attack is equal to 1-P (no stun). For a single bullet, the probability of no stun is (1-0.5*0.0125) assuming a hit chance of 50%. Therefore the probability of at least one bullet giving a stun is 1- (1-0.5*0.00125)^40 = 0.0246 or roughly 2.46% per attack.\npurecare cooling hybrid pillow\nEquipamentos de Defesa\nbest willow for living fence\nFerramentas e Outros Equipamentos\nbest overclock settings for rtx 2060 super\nItens de Decoração\nhendrick automotive group corporate structure\nPlantas, Produtos de Animais, Bebidas e Comida\ndrum corps international 2022\nProbability Distributions for SimulationFor experienced modelers, the most challenging task in creating a simulation model is usually not identifying the key inputs and outputs, but selecting an appropriate probability distribution and parameters to model the uncertainty of each input variable. For example, Risk Solver software provides over 40 probability distributions -- so which one.\nSingle Lottery Ticket Function: Now let's calculate the probability of winning with a single ticket purchased. def one_ticket_probability(numbers): total_outcomes = combinations (49, 6) successful_outcome = 1 / total_outcomes. probability_winning = (successful_outcome / total_outcomes) *100.\nLet’s look at a European Roulettewheel. Over a single spin, the odds of a red number coming up are 18/37, or 1 in 2.06. Over 2 spins, the odds of 2 reds coming in are 1 in 2.06×2.06, or 4.24. The odds of seeing 10 reds in succession are 1 in (2.06) to the power of 10 = 1 in 1376.\nYou play a game that involves spinning the money wheel shown. You spin the wheel twice. Find the probability that you get more than $500 on your first spin and then go bankrupt on your second spin. Answer: Question 12. PROBLEM SOLVING You play a game that involves drawing two numbers from a hat.\nLottery Wheel and Number Patterns in Unison. The lottery wheel is all about \"combinatorics.\" The combinatorial pattern is all about \"probability.\" In mathematics, these two concepts are separate fields because each concept serves a different application in real life. So we shouldn't say \"probability versus combinatorics.\"\nPlay A Spinning Wheel For Cash Prizes At Funzpoints Get a free spin every four hours at Funzpoints Casino for a chance to win a piece of the $1,000 daily prize pool. Funzpoints is a sweepstakes casino that accepts players in almost all US states, including California, New York, Texas, and Florida.\nThe players can bet on any number from 0 to 36. For example, let's say that Kriti bets £100 on the number 5. Now, a ball will be dropped into the wheel, which is then given a spin. If the ball lands on the pocket marked 5, Kriti will win (£100) * 36 = £3,600, resulting in net winnings of £3,600 - £100 = £3,500. However, if the ball ...", "label": "Yes"}
{"text": "For a fire is kindled in My anger, And shall burn to the lowest hell; It shall consume the earth with her increase, And set on fire the foundations of the mountains.(Deuteronomy 32:22) NKJV\nIt’s very useful to know the volume of material in the Earth’s crust and mantle, but before we move on it’s also worthwhile to note that the Earth’s crust and mantle have several Biblical synonyms.\nCrust and Mantle, Synonyms\n|bottoms of the mountains||לְקִצְבֵ֤י הָרִים֙||qetseb har||Jonah 2:6|\n|foundations of the hills||וּמוֹסְדֵ֣י הָרִ֣ים||mowcadah har||Psalms 18:7|\n|foundations of the mountains||וּמוֹסְדֵ֣י הָרִ֣ים||mowcadah har||Deut. 32:22|\n|foundations of the world||מוֹסְד֪וֹת תֵּ֫בֵ֥ל||mowcadah tebel||Psalms 18:15|\nThis isn’t a particularly complex problem. We can estimate the volume of material that’s in the earth’s mantle at the present time by using the boundaries of the regions of the earth that we get from seismological data.\nIf we assume that this volume of material was a hollow sphere, of which the inner radius is the same as the present day earth surface, then we can calculate the radius of the earth on the 3rd day. There is a useful tool that helps with these calculations which may be found here.\nEarth, Present Day (values)\n|Earth, Present Day||Approx. radius (km)||v||Approx. volume (m3)|\n|Inner surface of mantle||4,100||v2||2.89E+11|\n|Mantle material (v1-v2)||v3||7.95E+11|\n|3rd day total volume (v1+v3)||7,653||v4||1.88E+12|\nVolume of Earth’s Mantle\n|Earth total volume||p||6,371 km||1.08E+12 m3|\n|Volume of core and great gulf||g||4,100 km||2.89E+11 m3|\n|Volume of mantle material||p-g (m)||7.95E+11 m3|\nThe total volume of present day Earth is 1.08E+12 m3\nThe volume of material in the crust and mantle is found by subtracting the volume of a sphere of radius 4,100 km from the volume of a sphere of radius 6,371 km\nThe area between the lower mantle and the core is open space, the great gulf. There’s no inner and outer core. That’s just a contrivance of popular science (SciPop) to make it seem like they know what they’re talking about, and they want to believe (and they want you to believe) that there’s no hell. The core is hell. This isn’t a euphemism.", "label": "Yes"}
{"text": "CAN MONEY BUY SUCCESS?\nWe all know money can't buy love or happiness. In professional sports, can spending more money on players buy a team more success? Let's analyze this question for the NFL, NBA, and MLB.\nDoes a Larger Payroll Buy Success in the NFL?\nIn chapter 40 we learned how to calculate offensive and defensive power ratings for NFL teams. For example, an offensive team rating of + 3 means a team (after adjusting for the strength of opposition) scores 3 points more than average and a defensive rating of −5 means that (after adjusting for the strength of opposition) that a team gives up 5 fewer points than average. For the 2001–4 seasons we tabulated the amount of money each NFL team paid their offensive and defensive personnel. ...", "label": "Yes"}
{"text": "A subject of growing interest in mathematics education is the affective domain and its effects on the teaching and learning processes, giving rise to different models of its components and conditioning factors. In this paper, we apply the ontological and semiotic categories from the Onto-Semiotic Approach (OSA) to research in mathematics education, to build an inclusive and systematic model to consider affective situations, practices, objects and processes, as well as the corresponding dualities: personal – institutional, ostensive – non-ostensive, extensive – intensive, unitary – systemic, expression – content. The dynamic character of affects (emotions, attitudes, beliefs and values) and their relations with the epistemic, cognitive, interactional and resources is modelled by the didactical configuration and didactical trajectory notions, theoretical tools which include the affective sub-configuration and sub-trajectory as key components. Another result obtained from this work is the revision of the indicators of affective suitability proposed in previous works.\nBeltrán-Pellicer, P., & Godino, J. D. (2020). An onto-semiotic approach to the analysis of the affective domain in mathematics education. Cambridge Journal of Education, 50(1), 1-20. DOI: 10.1080/0305764X.2019.1623175", "label": "Yes"}
{"text": "John Smolin coined the phrase \"Going to the Church of the Larger Hilbert Space\" for the dilation constructions of channels and states, which not only provide a neat characterization of the set of permissible quantum operations but are also a most useful tool in quantum information science.\nAccording to Stinespring's dilation theorem, every completely positive and trace-preserving map, or channel, can be built from the basic operations of (1) tensoring with a second system in a specified state, (2) unitary transformation, and (3) reduction to a subsystem. Thus, any quantum operation can be thought of as arising from a unitary evolution on a larger (dilated) system. The auxiliary system to which one has to couple the given one is usually called the ancilla of the channel. Stinespring's representation comes with a bound on the dimension of the ancilla system, and is unique up to unitary equivalence.\nStinespring's dilation theorem\nWe present Stinespring's theorem in a version adapted to completely positive and trace-preserving maps between finite-dimensional quantum systems. For simplicity, we assume that the input and output systems coincide. The theorem applies more generally to completely positive (not necessarily trace-preserving) maps between C * − algebras.\n- Stinespring's dilation: Let be a completely positive and trace-preserving map between states on a finite-dimensional Hilbert space H. Then there exists a Hilbert space and a unitary operation U on such that\n- for all , where denotes the partial trace on the system.\n- The ancilla space can be chosen such that . This representation is unique up to unitary equivalence.\nIt is sometimes useful not to go to a larger Hilbert space, but to work with operators between the input and output Hilbert spaces of the channel itself. Such a representation can be immediately obtained from Stinespring's theorem: We introduce a basis of the ancilla space and define the Kraus operators tk in terms of Stinespring's unitary U as\nThe Stinespring representation then becomes the operator-sum decomposition or Kraus decomposition of the quantum channel T:\n- Kraus decomposition: Every completely positive and trace-preserving map can be given the form\n- for all . The Kraus operators satisfy the completeness relation .\nPurification of quantum states\nwhere is a pure state on the combined system . In other words, every mixed state can be thought of as arising from a pure state on a larger Hilbert space. This special version of Stinespring's theorem is usually called the GNS construction of quantum states, after Gelfand and Naimark, and Segal.\nFor a given mixed state with spectral decomposition , such a purification is given by the state\nReferences and further reading\n- M. A. Nielsen, I. L. Chuang: Quantum Computation and Quantum Information; Cambridge University Press, Cambridge 2000\n- K. Kraus: States, Effects, and Operations; Springer, Berlin 1983\n- E. B. Davies: Quantum Theory of Open Systems; Academic Press, London 1976\n- V. Paulsen: Completely Bounded Maps and Operator Algebras; Cambridge University Press, Cambridge 2002\n- M. Keyl: Fundamentals of Quantum Information Theory; Phys. Rep. 369 (2002) 431-548; quant-ph/0202122\n- W. F. Stinespring: Positive Functions on C * − algebras; Proc. Amer. Math. Soc. 6 (1955) 211\n- I. M. Gelfand, M. A. Naimark: On the Imbedding of Normed Rings into the Ring of Operators in Hilbert space; Mat. Sb. 12 (1943) 197\n- I. E. Segal: Irreducible Representations of Operator Algebras; Bull. Math. Soc. 61 (1947) 69", "label": "Yes"}
{"text": "Hi, I've been looking for some of the early work done on transitting theory for the detection of extrasolar planets. I am especially interested in the calculation of the transitting time. The only equation I have so far come across is... T/P=(1/pi)*arcsin(R*/a) in the paper by Rivera et al 2005 on the detection of GJ 876d. It strikes me that this equation (although not formally stated in the paper) is only an approximate (and was unreferenced so I can't trace where it came from). If anyone knows of a more exact equation and some work which has been done on this subject, please post a reference. Thanks.", "label": "Yes"}
{"text": "Math Sprints Workbook 3 - Blemished\nAll blemished items are final sale.\nMath Sprints Workbooks help students develop mental math fluency. The Workbook consists of differentiated sprints, which may be presented to students as fun, timed games. These sprints will help them build speed and accuracy. The material includes some basic math facts, but mostly goes beyond math facts to other mental math skills. If your student’s mental math fluency is not at level, build their confidence by starting with a Workbook from an earlier grade. The series can supplement any Singapore math curriculum, and is meant for one-on-one instructional use.\nDimensions: 8.5 x 11 x 0.25 in\nAnswer Key: Included in the back of the book\nLevel: On Level\nDimensions Math® PK-5\nRigorous content and appealing design define our flagship program. This series is as enjoyable to use as it is effective in instilling a rock-solid math foundation.", "label": "Yes"}
{"text": "2nd Grade Word Problems - Math Mystery-Case of the Silly Snow Day\n- Free worldwide shipping\n- In stock, ready to ship\n- Inventory on the way\nClick here for the DIGITAL VERSION! This is a fun way for 2nd graders to practice solving word problems in a unique way. Kids start reading at the beginning of the book, solve the problems, and go where the book tells them to go! If they get the wrong answer, they will have a 'stopper' that will tell them to go back to where they were working, and TRY AGAIN!\nThis mystery includes these skills:\n*Reading a thermometer\n*Using tally marks and reading graphs\n*Even & odd numbers\n*Simple elapsed time\nI use these mysteries at my math stations during guided math. I am sure your kids will love this winter themed math mystery book as much as mine do! What the next mystery will bring?\nSign up for my newsletter and receive a FREE reference dictionary for your kids!\nUse collapsible tabs for more detailed information that will help customers make a purchasing decision.\nEx: Shipping and return policies, size guides, and other common questions.", "label": "Yes"}
{"text": "The description of Scientific Calculator\nPowerCalc is a powerful Android scientific calculator with real look. It is one of the few Android calculators with complex number equations support. Features:\n* Real equation view editor with brackets and operator priority support * Component or polar complex entry/view mode * Equation and result history * 7 easy to use memories * Large universal/physical/mathematical/chemical constant table * Degrees, radians and grads mode for trigonometric functions * Fixed, scientific and engineering view mode * Easy to use with real look * Perform mathematical operations for mathematical equations * For engineering or graphical calculations\nWould you like to have multiline equation editor with equation syntax highlightiting, actual bracket highlighting and trigonometric functions of complex argument support? Upgrade to PowerCalc Pro. * Multiline equation editor * Equation syntax highlighting * Actual bracket highlitghing * Trigonometric functions with complex argument support\nCaller ID feature\nScientific Calculator has free caller ID. It identifies callers for you – even the ones not in your contact list. Caller ID results are shown after calls and also allow you to save the contact details directly to your address-book.\nYou can disable or adjust caller ID to your preferences in the app menu settings (enter the app and hold Shift+Options) or after-call screen settings at any time.\nDownload our powerful & advanced scientific calculator app now!\nFound bug? Please contact us to fix it.If you find PowerCalc useful please upgrade to PowerCalc Pro to support further development. Thank you!\nHow to play Scientific Calculator on PC\nDownload and Install MuMu Player Android Emulator. Click here to download: Download（FREE）\nRun MuMu Player Android Emulator and login Google Play Store\nOpen Google Play Store and search Scientific Calculator Download\nInstall Scientific Calculator and start it\nWell done! Now you can play Scientific Calculator on PC, just like Scientific Calculator for PC version.", "label": "Yes"}
{"text": "The Counting 2 exercise appears under the ***. This exercise used to be on one of the missions under The World of Math, but it was removed due to reordering, renaming, or other changes. This exercise plays with some of the counting techniques.\nTypes of Problems\nThere are three types of problems in this exercise:\n- Combination: This problem has a selection from a group of objects where order is not relevant. The student is asked to fid out how many possibilities there are in the situation.\n- Multiplication principle: This problem has a situation described where multiple selection are needed. The student is asked to find the number of total possibilities.\n- Arithmetic sequence: This problem describes a person counting from a certain number by a certain amount. The student is asked to find the number that the counter will stop on.\nThis exercise is easy to get accuracy badges and speed badges because although the numbers change, the problems themselves are very consistent in their difficulty. User just needs to learn how to do the three types.\n- The Combination problem seems to always be handshakes. If it is, a combination where user chooses two can be performed by taking the given number of people, subtracting one, multiplying those numbers together, and dividing by two.\n- The multiplication principle means to take the possible outcomes for each part of the event, and multiply those numbers together for the total number of possibilities.\n- For the Arithmetic sequence problem user can use arithmetic sequences from pre-calculus. In other words, take the first number and add the product of the difference between numbers and one less than the term that they want.\n- Knowing how to count is essential for learning algebra and the higher maths, and counting is used for almost everything humans do.", "label": "Yes"}
{"text": "View all lessons\nOrdering and comparing numbers beyond 1000\nIn this lesson, we will look at how to work out whether a number is greater than or less than another number. We will also order and compare numbers.\nActivate - 3 Questions\nCheck - 3 questions\nLet's get ready", "label": "Yes"}
{"text": "- Open Access\nGeneralized Meixner-Pollaczek polynomials\n© Kanas and Tatarczak; licensee Springer 2013\n- Received: 4 February 2013\n- Accepted: 22 April 2013\n- Published: 7 May 2013\nWe consider the generalized Meixner-Pollaczek (GMP) polynomials of a variable and parameters , , , defined via the generating function\nWe find the three-term recurrence relation, the explicité formula, the hypergeometric representation, the difference equation and the orthogonality relation for GMP polynomials . Moreover, we study the special case of corresponding to the choice and , which leads to some interesting families of polynomials. The limiting case () of the sequences of polynomials is obtained, and the orthogonality relation in the strip is shown.\nMSC:33C45, 30C10, 30C45, 39A60.\n- Meixner-Pollaczek polynomials\n- difference equation\n- generating function\n- orthogonal polynomials\n- Fisher information\nThe importance of follows from the extremality for the famous Bieberbach conjecture. The Koebe function is univalent and starlike in and maps the unit disk onto the complex plane minus a slit .\nwas extensively studied by Pommerenke , who investigated a universal invariant family .\nThe definition of was extended for a nonzero complex number α by Yamashita . The classical result of Hille  ascertains that is univalent in if and only if is in the union A of the closed disks and . Making use of geometric properties, Yamashita  described how tends to be univalent in the whole as α tends to each boundary point of A from outside.\nObviously, we have .\nLet denote the moment functional that is a linear map . A sequence of polynomials is an orthogonal polynomials sequence (OPS) with respect to if has degree n, for and for all n.\nwhere , , the numbers and are constants, for and is arbitrary (see [, Ch. I, Theorem 4.1]). The sequences of orthogonal polynomials are symmetric if for all n (see [, Ch. I, Theorem 4.3]) or that in (2.1) are all zero.\nPolynomials with exponential generating functions are among the most often studied polynomials. One of them is the Meixner-Pollaczek polynomials. The Meixner-Pollaczek polynomials were first invented by Meixner . The same polynomials were also considered independently by Pollaczek . These polynomials are classified in the Askey-scheme of orthogonal polynomials [6, 11].\nSome of the main properties of these polynomials are presented in Erdélyi et al. , Chihara , Askey and Wilson  and in the report by Koekoek and Swarttouw . Detailed analyses with applications of these polynomials are also made by several authors. Among others, the works of Rahman , Atakishiyev and Suslov , Bender et al. , Koornwinder  and the extensive work of Li and Wong  may be included.\nThis paper is mainly concerned about the generalized Meixner-Pollaczek (GMP) polynomials. We also study the special cases of , corresponding to the choice and , which lead to some interesting families of polynomials.\nIn this section we find the three-term recurrence relation, the explicité formula, the hypergeometric representation, the difference equation and the orthogonality relation for (GMP) polynomials .\n- (a)satisfy the three-term recurrence relation\n- (b)are given by the formula(3.1)\n- (c)have the hypergeometric representation(3.2)\n- (d)Let . The function satisfies the following difference equation:(3.3)\nWe differentiate the formula (1.2) with respect to z, and after multiplication by , we compare the leading coefficients of .\n- (b)The Cauchy product of the power series\n- (c)Applying the formula from [, vol.1, p.82],\n- (d)Inserting and instead of x into the generating function (1.2), we find that\nwhich together with (3.4) gives (3.3).\nComparing both sides of the above, we get the equality (3.9). □\nthen (3.10) is a natural consequence. □\nLet us consider now the case . We observe that such a case leads to the very interesting family of symmetric polynomials. Some special cases of are known in the literature for . These are the symmetric Meixner-Pollaczek polynomials, denoted by , . For instance, Bender et al.  and Koornwinder  have shown that there is a connection between the symmetric Meixner-Pollaczek polynomials and the Heisenberg algebra. Another example is , where the symmetric Meixner-Pollaczek polynomials are considered.\n- (a)the system satisfies\nthe sequence of polynomials is an orthogonal basis in the Hilbert space ,\nthe norm of polynomials is if and 1 if .\n- (a)By (4.2) we have\n- (b)In order to prove the orthogonality of polynomials and compute their norms, it suffices to show that(4.3)\n- (c)In the light of (a) and equation (4.3), we have\nComparing the coefficients of the powers of s and , we obtain the desired result. □\naround a closed contour K about the origin with radius less than 1.\n- (a)The QMP polynomials satisfy the three-term recurrence relation\n- (b)The polynomials are given by the formula\n- (c)The polynomials have the hypergeometric representation(5.1)\n- (d)The polynomials satisfy the following difference equation:\n- (e)The polynomials are orthogonal on with the weight\nIn this work we use the ideas of  to compute the Fisher information of QMP polynomials.\nwith defined as in (5.3).\nProof For GMP we have .\nand the result follows. □\n- Robertson MS: On the theory of univalent functions. Ann. Math. 1936, 37: 374–408. 10.2307/1968451View ArticleGoogle Scholar\n- Pommerenke C: Linear-invariant Familien analytischer Funktionen. Math. Ann. 1964, 155: 108–154. 10.1007/BF01344077MathSciNetView ArticleGoogle Scholar\n- Yamashita S: Nonunivalent generalized Koebe function. Proc. Jpn. Acad., Ser. A, Math. Sci. 2003, 79(1):9–10. 10.3792/pjaa.79.9View ArticleGoogle Scholar\n- Hille E: Remarks on a paper by Zeev Nehari. Bull. Am. Math. Soc. 1949, 55: 552–553. 10.1090/S0002-9904-1949-09243-1MathSciNetView ArticleGoogle Scholar\n- Campbell DM, Pfaltzgraff JA:Mapping properties of . Colloq. Math. 1974, 32: 267–276.MathSciNetGoogle Scholar\n- Koekoek, R, Swarttouw, RF: The Askey-scheme of hypergeometric orthogonal polynomials and its q-analogue. Report 98–17, Delft University of Technology (1998)Google Scholar\n- Naraniecka I, Szynal J, Tatarczak A: The generalized Koebe function. Tr. Petrozavodsk. Gos. Univ. Ser. Mat. 2010, 17: 62–66.MathSciNetGoogle Scholar\n- Chihara TS: An Introduction to Orthogonal Polynomials. Gordon and Breach, New York; 1978.Google Scholar\n- Meixner J: Orthogonale Polynomsysteme mit einer besonderen Gestalt der erzeugenden Funktion. J. Lond. Math. Soc. 1934, 9: 6–13.MathSciNetView ArticleGoogle Scholar\n- Pollaczak F: Sur une famille de polynomes orthogonaux qui contient les polynomes d’Hermite et de Laguerre comme cas limites. C. R. Acad. Sci. Paris 1950, 230: 1563–1565.MathSciNetGoogle Scholar\n- Askey R, Wilson J: Some basic hypergeometric orthogonal polynomials that generalize Jacobi polynomials. Mem. Am. Math. Soc. 1985., 54: Article ID 319Google Scholar\n- Erdélyi A, et al. I. In Higher Transcendental Functions. McGraw-Hill, New York; 1953. Bateman Manuscript Project.Google Scholar\n- Rahman M: A generalization of Gasper’s kernel for Hahn polynomials: application to Pollaczek polynomials. Can. J. Math. 1978, 30(1):133–146. 10.4153/CJM-1978-011-7View ArticleGoogle Scholar\n- Atakishiyev NM, Suslov SK: The Hahn and Meixner polynomials of an imaginary argument and some of their applications. J. Phys. A, Math. Gen. 1985, 18: 1583–1596. 10.1088/0305-4470/18/10/014MathSciNetView ArticleGoogle Scholar\n- Bender CM, Mead LR, Pinsky S: Continuous Hahn polynomials and the Heisenberg algebra. J. Math. Phys. 1987, 28(3):509–513. 10.1063/1.527635MathSciNetView ArticleGoogle Scholar\n- Koornwinder TH: Meixner-Pollaczek polynomials and the Heisenberg algebra. J. Math. Phys. 1989, 30(4):767–769. 10.1063/1.528394MathSciNetView ArticleGoogle Scholar\n- Li X, Wong R: On the asymptotics of the Meixner-Pollaczek polynomials and their zeros. Constr. Approx. 2001, 17: 59–90.MathSciNetView ArticleGoogle Scholar\n- Poularikas AD: The Handbook of Formulas and Tables for Signal Processing. CRC Press, Boca Raton; 1999.Google Scholar\n- Araaya, TK: The symmetric Meixner-Pollaczek polynomials. Uppsala Dissertations in Mathematics, Department of Mathematics, Uppsala University (2003)Google Scholar\n- Fisher RA: Statistical Methods and Scientific Inference. Hafner Press, New York; 1973.Google Scholar\n- Friden BR: Science from Fisher Information. Cambridge University Press, Cambridge; 2004.View ArticleGoogle Scholar\n- Zheng G, Gastwirth JL: Fisher information in randomly sampled sib pairs and extremely discordant sib pairs in genetic analysis for a quantitative trait locus. J. Stat. Plan. Inference 2005, 130(1–2):299–315. 10.1016/j.jspi.2003.08.019MathSciNetView ArticleGoogle Scholar\n- Dominici D: Fisher information of orthogonal polynomials. J. Comput. Appl. Math. 2010, 233(6):1511–1518. 10.1016/j.cam.2009.02.066MathSciNetView ArticleGoogle Scholar\nThis article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.", "label": "Yes"}
{"text": "Once logged in, you can add biography in the database\nMichael Kadets, Ukrainian mathematics educator. Member American Mathematics Society, Kharkov Mathematics Society.\nto access the full content\nNovember 30, 1923\nKiev, Ukraine, Union of the Soviet Socialist Republics", "label": "Yes"}
{"text": "The only background you need is basic series and calculus. lol it did not even take me 5 minutes at all! access to our ebooks online or by storing it on your computer, you have convenient by Dimitri P. Bertsekas and John N. Tsitsiklis. \", \"Tsitsiklis and Bertsekas leave nothing to chance. answers with Introduction To Probability Bertsekas Additional Problems Solutions . The main new feature of the 2nd edition is thorough introduction to Bayesian and classical statistics. stochastic processes, statistical inference, and It's easier to figure out tough problems faster using Chegg Study. \"Probabilistic Systems Analysis,\" an introductory be the probability of winning against the opponent, th turn. The book strikes U. of Texas at Austin, This is, however, wrong, because given that heads came up, it is more likely that the two-headed coin was chosen. Thus, the equality of part (b) is verified. Solutions (last updated 5/15/07), Supplementary problems Other readers will always be interested in your opinion of the books you've read. Columbia U., Bernoulli, Poisson, and Markov processes, Bayesian inference, and an introduction to classical statistics. a balance between simplicity in exposition and sophistication in We have made it easy for you to find a PDF Ebooks without any digging. The correct reasoning is to calculate the conditional probability NorthEastern U., I get my most wanted eBook. Rice U., This is its main strength, deep explanation, and not just examples that \"happen\" to explain. course. Some of the more mathematically rigorous analysis has The chapter on estimation, added for the second edition, is some of the most interesting material in the book, and covers both frequentist and bayesian estimation. XD. Finally I get this ebook, thanks for all these Introduction To Probability Bertsekas Additional Problems Solutions I can get now! This is the currently used textbook for in the. (a) Each possible outcome has probability 1/36. graduate students. I highly recommend \"Introduction to Probability\" to anyone preparing to teach an introductory course on Iowa State U., probability course at the Massachusetts Institute of Technology, For the 1st Edition: Problem nevertheless Finally I get this ebook, thanks for all these Introduction To Probability Bertsekas Additional Problems Solutions I can get now! Then, you will win the tournament if you win against the 2nd, ) and also you win against at least one of the two other players, 3) is optimal if and only if the above probability is no less than the. 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Daily email subscriptions and social media profiles are also available if you don't want to check their site every day. Download Introduction To Probability Bertsekas Additional Problems Solutions - the notes for self-study We have additional problems, suitable for homework assignment (with solutions), which we make available to instructors Our intent is to gradually improve and eventually publish the notes as a textbook, and your comments will be appreciated Dimitri P Bertsekas bertsekas@lidsmitedu John N Tsitsiklis … The book covers the fundamentals of probability theory (probabilistic models, discrete and continuous random variables, multiple random variables, and limit theorems), which are typically part of a first course on the subject, as well as the fundamental concepts and methods of statistical inference, both Bayesian and classical. The book covers the fundamentals of probability theory selection of homework, recitation, and tutorial problems) that is used website, and it does! XD. Book Mediafile Free File Sharing ebook, you need to create a FREE By the additivity and normalization axioms, 1 = 3, The outcome of this experiment can be any finite sequence. Probability Bertsekas Additional Problems SolutionsThe eReader Cafe has listings every day for free Kindle books and a few bargain books. The 2nd edition is a substantial revision of the 1st edition, involving a reorganization of old material and the addition of new material. No need to wait for office hours or assignments to be graded to find out where you took a wrong turn. only takes 5 minutes, try any survey which works for you. Solution to Problem 1.6. very interesting recent book by E. Jaynes); and its humor. In this problem, there is a tendency to reason that since the opposite face is either heads or tails, the desired probability is 1/2. We first determine the probabilities of the six possible outcomes. This is why you remain in the best website to see the amazing ebook to have. Massachusetts Institute of Technology, \"...it \"trains\" the intuition to acquire probabilistic feeling. Introducing Textbook Solutions. These topics include transforms, sums of random variables, It may takes up to 1-5 minutes before you received it. RPI, Solution to Problem 1.16. The 2nd Edition includes two new chapters with a thorough coverage of the central ideas of Bayesian and classical statistics. For the 2nd Edition: Problem Carnegie Mellon U., Many thanks. Berkeley, There are 6 possible outcomes that are doubles, so the probability of doubles is 6=36 = 1=6. and enhance its mathematical foundation (solutions are included in a genius and a chocolate lover, respectively. The file will be sent to your Kindle account. I get my most wanted eBook. you need to create a FREE account. Solution to Problem 1.14. multiple random variables, and limit theorems), which are typically part Is supplemented by additional web-based unsolved problems. Written by two professors of the Department of Electrical Engineering and Computer Science at the Massachusetts Institute of Technology, and members of the prestigious US National Academy of Engineering, the book has been widely adopted for classroom use in introductory probability courses in the U.S., including: U. Arizona, \", Excerpts from reviews posted at Amazon.com. This is a must buy for people who would like to learn elementary probability.\nSchool Subjects Worksheet, Valerian Deep Sleep Tea, Nature's Truth Essential Oils Review, Bosch Mouse Sander Pads, Benefits Of Green Tea Weight Loss, Southside Market Elgin, Handel Concerto Grosso Op 6 No 11, Where Can I Buy Powerade Zero, Is Ginger Beer Alcoholic, Lancome La Vie Est Belle Body Cream, Pigs Animal Crossing, Herbalife Shake Reviews,", "label": "Yes"}
{"text": "Schaum Outline Of Macroeconomics Pdf Free Download\nTitle: Schaum Outline Macroeconomics Author: D.. Schaum's outline of theory and problems of vector analysis and an introduction . Ebooks Schaum Series Introduction To Mathematical Economics Free Download Pdf , .\nSchaum's Outline of Calculus, 6th Edition PDF Free Download, Reviews, Read Online, ISBN: 0071795537, By Elliott Mendelson, Frank Ayres\nmathematical economics, mathematical economics free ebook download as pdf file .. Schaum's Outline - Engineering Statics and Dynamics - Free ebook download as PDF File (.pdf) or read book online for free.. Find Awesome Results For Schaum Macroeconomics Pdf !\nFind Awesome Results For Schaum Macroeconomics Pdf !. Schaum's Easy Outlines of Differential Equations. 143 Pages 2003 1.73 MB 6,990 Downloads Free PDF. . The second edition of Schaum's Outline of Russian .. Schaum's Outline of Calculus, 5 edition. Author: Frank Ayres: . there's Schaum's Outlines. . Free Ebooks Download In Pdf,Epub,Kindle,MOBI/AZW3,FB2,Formats .\nEconomics Schaum's easy outline of introduction to mathematical , . easy mathematical economics, mathematical economics free ebook download as pdf file (pdf), text .\njodha akbar serial song free download manmohana\nram charan sex videos peperonity\nom shanthi oshana film free download\nPearson's Federal Taxation 2017 Comprehensive (30th Edition) book pdf\nFord Etis 0609\nThe Ultimate Rock Guitar Fake Book: Over 200 Rock Hits for Guitar, Vocal, Keyboards and All 'C' Inst\nrealflight g5 5 dongle emulator\ninsidious 2 full movie free download utorrent movies 15", "label": "Yes"}
{"text": "For Primary Schools\nThe Mastering Number Programme runs for three terms and prioritises the development of solid number sense, including fluency and flexibility with number facts, which will have a lasting impact on future learning for all children. The programme will involve high quality professional development for teachers.\nFor schools in the Mastering Number Programme, children in Reception, Year 1 and Year 2 will have a daily teacher-led session of 10 to 15 minutes, designed to ensure that pupils develop fluency with, and understanding of, number that is crucial to future success in maths and academic progress more generally.\nWho can take part?\nLead participants from Work Group schools will be three teachers, one each from Reception, Year 1 and Year 2, with some support given to subject leaders and headteachers.\nThis programme is open to all state-funded primary schools in England. If oversubscribed, priority for places will be given to schools with a high proportion of disadvantaged children.\nWhat is involved?\nAll lead participants will be supported by central training and resources. There is an expectation that they will provide a daily teaching session for all children of 10 to 15 minutes, in addition to their normal maths lesson. There is also the expectation that they will contribute to an online community to share practice and engage in critical reflection.\nIn this short video, Debbie Morgan, the NCETM’s Director for Primary, explains how the abacus-like rekenrek can be used to help children develop confidence and fluency with number. Use of a rekenrek is one element of the Mastering Number Programme, and participating schools will be provided with sets of the equipment free of charge.\nWe’ve produced a flyer summarising the programme – Download it to share with colleagues in your own and other schools.\nWhat will you learn?\n- develop skills in working in a professional learning community, reflecting with other colleagues on their own practice, and refining skills through support and challenge within a community\n- develop a secure understanding of how to build firm mathematical foundations with a stronger subject and pedagogical understanding for EYFS and KS1\n- work to develop intentional teaching strategies focused on developing fluency in calculation and number sense for ALL children\n- develop understanding and their use of appropriate manipulatives to support their teaching of mathematical structures\nWhat is the cost?\nMastering Number is fully funded by the Maths Hubs Programme so is free to participating schools.", "label": "Yes"}
{"text": "What is YSPA?\nYSPA is a 4-week residential research and enrichment program for 32 rising high school juniors and seniors who are interested in astronomy, physics, math, computer programming, and other science and tech fields. Students take classes in physics, math, and astronomy, complete a scientific research project using telescopes at Yale, learn the basics of computer programming and data science, and present their results at the end of the program. YSPA has a small student-to-faculty ratio (32:6), so students get to know each other and the faculty very well. It’s a summer experience like no other.", "label": "Yes"}
{"text": "Accelerated Projected Gradient Algorithms for Sparsity Constrained Optimization Problems\nJan Harold Alcantara · Ching-pei Lee\nHall J (level 1) #434\nAbstract: We consider the projected gradient algorithm for the nonconvex best subset selection problem that minimizes a given empirical loss function under an $\\ell_0$-norm constraint. Through decomposing the feasible set of the given sparsity constraint as a finite union of linear subspaces, we present two acceleration schemes with global convergence guarantees, one by same-space extrapolation and the other by subspace identification. The former fully utilizes the problem structure to greatly accelerate the optimization speed with only negligible additional cost. The latter leads to a two-stage meta-algorithm that first uses classical projected gradient iterations to identify the correct subspace containing an optimal solution, and then switches to a highly-efficient smooth optimization method in the identified subspace to attain superlinear convergence. Experiments demonstrate that the proposed accelerated algorithms are magnitudes faster than their non-accelerated counterparts as well as the state of the art.\nChat is not available.", "label": "Yes"}
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Younger Students\nHigh School Worksheets Free Worksheets Edhelper\nHigh School Worksheets Free Worksheets High School Worksheets Top Resources Pre Algebra Algebra 1 And 2 Geometry Spelling Daily Reading Fast Finishers Critical Thinking Grammar Puzzles Daily Skills Literature Units Science Earth Science Biology Chemistry Social Studies Writing Prompts Reading Skills United States American Government Test Prep Top 5 High School\nHighschool Algebra Worksheet. The worksheet is an assortment of 4 intriguing pursuits that will enhance your kid's knowledge and abilities. The worksheets are offered in developmentally appropriate versions for kids of different ages. Adding and subtracting integers worksheets in many ranges including a number of choices for parentheses use.\nYou can begin with the uppercase cursives and after that move forward with the lowercase cursives. Handwriting for kids will also be rather simple to develop in such a fashion. If you're an adult and wish to increase your handwriting, it can be accomplished. As a result, in the event that you really wish to enhance handwriting of your kid, hurry to explore the advantages of an intelligent learning tool now!\nConsider how you wish to compose your private faith statement. Sometimes letters have to be adjusted to fit in a particular space. When a letter does not have any verticals like a capital A or V, the very first diagonal stroke is regarded as the stem. The connected and slanted letters will be quite simple to form once the many shapes re learnt well. Even something as easy as guessing the beginning letter of long words can assist your child improve his phonics abilities. Highschool Algebra Worksheet.\nThere isn't anything like a superb story, and nothing like being the person who started a renowned urban legend. Deciding upon the ideal approach route Cursive writing is basically joined-up handwriting. Practice reading by yourself as often as possible.\nResearch urban legends to obtain a concept of what's out there prior to making a new one. You are still not sure the radicals have the proper idea. Naturally, you won't use the majority of your ideas. If you've got an idea for a tool please inform us. That means you can begin right where you are no matter how little you might feel you've got to give. You are also quite suspicious of any revolutionary shift. In earlier times you've stated that the move of independence may be too early.\nEach lesson in handwriting should start on a fresh new page, so the little one becomes enough room to practice. Every handwriting lesson should begin with the alphabets. Handwriting learning is just one of the most important learning needs of a kid. Learning how to read isn't just challenging, but fun too.\nThe use of grids The use of grids is vital in earning your child learn to Improve handwriting. Also, bear in mind that maybe your very first try at brainstorming may not bring anything relevant, but don't stop trying. Once you are able to work, you might be surprised how much you get done. Take into consideration how you feel about yourself. Getting able to modify the tracking helps fit more letters in a little space or spread out letters if they're too tight. Perhaps you must enlist the aid of another man to encourage or help you keep focused.\nHighschool Algebra Worksheet. Try to remember, you always have to care for your child with amazing care, compassion and affection to be able to help him learn. You may also ask your kid's teacher for extra worksheets. Your son or daughter is not going to just learn a different sort of font but in addition learn how to write elegantly because cursive writing is quite beautiful to check out. As a result, if a kid is already suffering from ADHD his handwriting will definitely be affected. Accordingly, to be able to accomplish this, if children are taught to form different shapes in a suitable fashion, it is going to enable them to compose the letters in a really smooth and easy method. Although it can be cute every time a youngster says he runned on the playground, students want to understand how to use past tense so as to speak and write correctly. Let say, you would like to boost your son's or daughter's handwriting, it is but obvious that you want to give your son or daughter plenty of practice, as they say, practice makes perfect.\nWithout phonics skills, it's almost impossible, especially for kids, to learn how to read new words. Techniques to Handle Attention Issues It is extremely essential that should you discover your kid is inattentive to his learning especially when it has to do with reading and writing issues you must begin working on various ways and to improve it. Use a student's name in every sentence so there's a single sentence for each kid. Because he or she learns at his own rate, there is some variability in the age when a child is ready to learn to read. Teaching your kid to form the alphabets is quite a complicated practice.\nTags: #math worksheets for high schoolers#algebra worksheets with answer key#high school homeschool worksheets#high school algebra coloring worksheets#6th grade math worksheets pre algebra#high school math worksheets for practice#printable english worksheets high school", "label": "Yes"}
{"text": "Locations Near You\nA thousand can be written as 1,000 as well as 1000 and a million as 1,000,000 or 1000000. Visit WebsitePoints: 13. Differential geometry: a field of mathematics that uses the methods of differential and integral calculus as well as linear and multilinear algebra to study the geometry of curves and surfaces. In mathematics, the Riemann hypothesis, proposed by Bernhard Riemann 1859, is a conjecture that the non trivial zeros of the Riemann zeta function all have real part 1/2. The methods used for calculating the mean, median, and mode are different from those used for ungrouped data e. Prodigy is a free, curriculum aligned, fantasy based math game for kids to practice essential math skills. From this, the x momentum equation becomes. Locally convex spaces, weak topologies. All concentrations share core courses. The points on the graph of a function f have the form x, fx, soonce you know the first coordinate, the second is determined. Mathematics majors learn the internal workings of this language, its central concepts and their interconnections. 29 students do not play basketball or baseball. For stock investments, two kinds of yields are generally watched yield on cost, and current yield. For example, a = 3 and b = 11. May be taken for credit six times with consent of adviser as topics vary. Spatial right hemisphere, in which children show deficits in the spatial representation of number. 3 Existence and Uniqueness Having seen some definitions, we’re ready to develop the main tool we need for secret sharing: the existence and uniqueness theorem for polynomials passing through a given set of points. Your answer should be given as a word or as a whole number. Mobile App Development Courses50+ Courses★★★★★. Thanks for your input, Milind. Score 600 https://domyhomeworkfor.me/ on SAT Reading. Want to browse local tutors near you in more subjects. This proposition cannot at all be shown from concepts, but rests immediately on intuition and indeed on pure intuition a priori because it is apodictically demonstrably certain. Suppose we imagine that 11 is the largest prime. Once you’ve tried out the four practice questions above, it’s time to compare your answers and see whether you understand not just how to find the mean of data but also how to use what you know about the mean to more effectively approach any math questions that deal with averages. Your first 30 minutes with a Chegg tutor is free. 6, 2017—Vanderbilt students Lauren Branscombe, Joshua Fleck and David Zhang have been recognized in this year’s Goldwater Scholars competition. A right angle is an angle whose measure is exactly 90° or π2. ” “Twenty years from now you will be more disappointed by the things youdidn’t do than by the ones you did do.\nPennsylvania State University\nMoreover, we are never certain that the interpretive project is accurate and complete, and that other problems are not lurking ahead. Suppose that a student is taking three technology related classes. “Mathematics is the gate and key to science. Answer: B Quantity B is greater. The initiative also seeks to establish consistent educational standards across the states as well as ensure that students graduating from high school are prepared to enter credit bearing courses at two or four year college programs or to enter the workforce. ” Donald Newman 1930 2007 quoted in A Beautiful Mind by S. In a similar fashion, mathematicians can prove that the angles of a triangle add up to 180 degrees, or that there is no largest prime number—and they don’t need physical triangles or pebbles for counting to make the case, just a nimble brain. “I like to learn multiplication and division,” said Christina Gabrieli, a third grader at Dexter Southfield, a private school in Brookline. Availability: Ready to ship. Two additional developments around 1980 once again accelerated the ability to compute π. We have three modes trimodal in this set which are 0. Lambert also worked on geometry and cartography, created map projections, and foreshadowed the discovery of non Euclidean spaces. Data is presented in RST with the help of an information system, which may be complete, incomplete or non deterministic. The 4th number in 1, 2, 3, 5, 6, 7, 9 is 5. Each hypothesis specifies completely the probability distribution of a certain random variable, X. Submit questions about how to become an IB World School or enquire about our professional development opportunities. I cannot understand why we are asking 3rd graders to solve problems this way. Note: Please review CPS’ Minimum HS Graduation Requirements policy for in depth details. ” Popular Mechanics, March 1949, p. For each of the following scenarios, determine if it is a compound interest problem, a savings annuity problem, a payout annuity problem, or a loans problem. The last step in the verbal description table was to cube the result. I think one of the most vibrant is the questionof what distances and shapes can be constructed just by folding alone,without doing any measuring. Hungarian Problem Book III 1929 1943 Andy Liu MAA,20017.\nEarn a scholarship worth up to $10,000\nThis is exactly what I’ve experienced over the years. The Pythagorean theorem. Content and quantity in relation to the applied programme specific requirements see below. Such numbers must end in 1, 5, or 6 as these are the only numbers whose products produce 1, 5, or 6 in the units place. Further, let us apply the Turkey rule to find the outlier. The author recommended that teachers focus on first leading students in enjoying the illustrations and text and then making connections to math content areas when reviewing the text. Non linear first order equations, including Hamilton Jacobi theory. 65–81; Butterworth, Varma, and Laurillard, 2011; Iuculano, Tang, Hall, and Butterworth, 2008; Kucian and von Aster, 2015; Landerl, Bevan, and Butterworth, 2004; Rousselle and Noel, 2007. Greater focus on fewer topics. The cone, sphere and flat disc were used to represent small, medium and large measures of grain. Generally, yield is calculated by dividing the dividends or interest received on a set period of time by either the amount originally invested or by its current price. Some graphs may also have a legend that specifies what various colors represent, such as in a stacked bar graph. Exercise 4 asks you to prove it using elementary means. We just don’t want there to be any more than one ordered pair with 2 as a first component. Therefore, 4, 6, and 9 are composite numbers since they each have more than 2 factors. Example 3: A marathon race was completed by 5 participants. What is the average temperature in degrees Fahrenheit. Prerequisites: MATH 31CH or MATH 109. Proper understanding of given situations and contexts can often provide a person with the tools necessary to determine what statistically relevant method to use. During the 2019 2020 academic year, University of Georgia handed out 71 bachelor’s degrees in mathematics. Feel free to send suggestions. With what kind of mathematical problem can learners discover a certain mathematical idea e. Working in a mathematics career can require skills in problem solving and numerical aptitude, but today’s competitive marketplace asks for hard skills beyond just being good with numbers. It can be made to hold by changing the meaning of √ so that this no longer represents the principal square root see above but selects a branch for the square root that contains 1 ⋅ − 1. Lang from one uncut square of Korean hanji paper. That was extremely useful. Most math of radicals is to change them to their simplest form to reduce complexity. Beberman also urged a conceptual overhaul of math education. The final aspect is that relearning one’s field allows one to revisit the proofs of the central theorems of that subject.\nHe was one of the central forces behind systematizing probability theory, laying the groundwork for what is now termed Bayesian statistics. Published: Jan 15, 2021. There is no general consensus about its exact scope or epistemological status. We have multiplication and division in the formula, and the standard form exponents make these two operations very easy to calculate. How’s your head after that paragraph. The sim command produce a tilde like binary relation symbol that is often used in mathematical expressions, and the double tilde is obtained with approx. Determine whether these statements are true or false. Learn how to pick the right recovery. New Process for 20E Transfer Equivalency. By the implicit function theorem, is smooth, and by differentiating the above equation in time using 3 we see that. Applied math is slightly different, but you’ll still need to immerse your head in a world of numbers to make yourself valuable in the applied mathematics market. Completing a practice test or two ahead of time will make it so that you’re already comfortable with the directions going into the exam.\nReferences and Citations\nWhile students are only required to obtain 3 credits of math, they are strongly encouraged to take a fourth credit and maintain one math course each year. In a study of a frozen meal diet plan, the treatment group would receive the diet food, and the control could be given standard frozen meals stripped of their original packaging. Centers and Institutes. Methods for factoring large whole numbers are of great importance in public key cryptography, and on such methods rests the security or lack thereof of data transmitted over the Internet. Although the strains caused by gravitational waves are miniscule, they can be measured directly using techniques of laser interferometry. Your email address will not be published. Top 5 sectors our students work in. You may cancel at any time. Your email address will not be published. Sqrt 2 has no minus under the square root the minus is outside the root, is not divided by zero, so it is real. This method works in any instance where a percentage and its value are given. That these sorts of precise distinctions can be made is not immediately obvious to young children; for this reason, it is important that teachers design activities to demonstrate this. Culture is part of the unholy trinity—culture, chaos, and cock up—which roam through our versions of history, substituting for traditional theories of causation.\nLearning Areas – Bachelor of Secondary Education Honours\nAngles can be measured in both degrees and radians. Area of a Trapezoid: A=½base₁+base₂height. They each try to summarize a dataset with a single number to represent a typical data point from the dataset. 25×2−20x+4=5×2−25x⋅2+22=5x−22. In the 19th century, when the study of mathematics increased in rigor and began to address abstract topics such as group theory and projective geometry, which have no clear cut relation to quantity and measurement, mathematicians and philosophers began to propose a variety of new definitions. Then I said, Awesome. Concerning the Goldbach conjecture, Helfgott proved in 2014 that every odd number larger than 5 is the sum of three primes. In a study about anti depression medicine, you would not want the psychological evaluator to know whether the patient is in the treatment or control group either, as it might influence their evaluation, so the experiment should be conducted as a double blind study. You are commenting using your Twitter account. Com and the editor of “Run Strong,” he has written for Runner’s World, Men’s Fitness, Competitor, and a variety of other publications. As a class activity, present theorems and conjectures and ask students to first list all conditions of the statement and then produce non examples for each. However, supplemental self study is recommended. On top of that, 50% of Americans eventually develop math anxiety. Copyright © Old Dominion University • Updated 8/15/2021. We have taken the value of a that is 1 and the values of x are 2, 1, 0, 1, 2. Web of Science Emerging Source Citation Index ESCI: Clarivate Analytics.\nSimplify 2 + 3–4\nEnter your mobile number or email address below and we’ll send you a link to download the free Kindle App. However, to succeed in the Math Lab program students must have motivation and self discipline. As nouns the difference between conjecture and speculation. Prove that for all integers ngeq1. The basic arithmetical operations are addition, subtraction, multiplication and division. “We work in more general terms on more abstract problems, whereas in the sciences, like the wet lab sciences, you’re working specifically with materials or chemicals or life’s biological systems. As the focus on children’s literature as a resource and tool for mathematics learning became more prominent, authors identified additional rationales for using these books and functions of these books. 9 x − 3x − 3 x−3 = lim x − 3 f ′ 3 = lim x→3 x→3 =0 This was a nice exercise, but it’s tedious to compute derivatives over and over again for every input. You’ll need to make complicated mathematical calculations to understand the relationships between cosmic bodies. That is, instead of writing f x, one writes f x. 1, while taking advantage of the weaker ellipticity condition 3. I used this for a research paper so if anything is wrong in this research i’m in big trouble. It involves applying mathematical models in order to map out the mathematical core of a practical problem. Summer: 8 weeks 8 hours of lecture per week. For website help or updates, please email Accessibility. It is normal for two different individuals to have different number of questions asked, and still be placed in the same placement domain, and recommended for the same preparatory courses. North Central College is exactly that kind of program, offering insightful, devoted instruction from experienced faculty who will pay attention to your interests and help you find a path that fits. The correct answer is D. Thanks to Theodore Slaman and Jon Wilkening for mathematical consultation. For example, √2 is irrational but not transcendental because it is the solution to the polynomial x2 = 2. 9 for fourth graders between the top 10% and the top 1% Table 3. Copyright © 2022 Student Progress. Gottlieb Daimler John Dalton James Dwight Dana Charles Darwin Humphry Davy Peter Debye Max Delbruck Jean Andre Deluc Democritus René Descartes Rudolf Christian Karl Diesel Diophantus Paul Dirac Prokop Divis Theodosius Dobzhansky Frank Drake K. 9500 Gilman Drive, La Jolla, CA 92093 0112. If you do the math, you’ll see that it’s not such a bargain. How roman numeral symbols originated.\nLearn Math in the Blogosphere: 10 Top Math Blogs\nThis will give you the total amount of your total gain or loss on your bond investment. For the sake of example, we’ll say that Stock A makes up 20 percent of the portfolio, Stock B makes up 10 percent, and Stock C makes up 70 percent. In the next example, we’ll see how a mapping is used to create a list of ordered pairs. Two languages who could not be further apart. If you are a person who is creative with their words, try making an acronym out of the first letters of your important concepts, like PEMDAS in math Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. Lower level of the modal class l = 30. The product rule can be used in reverse to simplify trickier radicals. SC Uniform Grading Scale. No tricks, just hard words you might encounter in. School and District Reports. ” means “Can 20 be divided by 3. To order a copy or learn more about the text, visit The Heart of Mathematics web pages at or at Springer Verlag or call Key College at 888 877 7240 or 510 595 7000. Company ABC’s dividend yield is 5% 1 ÷ 20, while XYZ’s dividend yield is only 2. This idea is expanded in our pages on managing your money. Foreign languages tests have four answer choices. We also offer private tutoring, semi private and traditional classes, and online prep to fit any schedule and learning style. June 2020April 2020March 2020February 2020January 2020December 2019November 2019October 2019September 2019August 2019July 2019June 2019April 2019March 2019February 2019November 2018September 2018August 2018July 2018June 2018May 2018April 2018March 2018February 2018January 2018December 2017November 2017October 2017September 2017August 2017July 2017June 2017May 2017April 2017March 2017February 2017January 2017December 2016November 2016October 2016September 2016August 2016July 2016June 2016May 2016April 2016March 2016February 2016January 2016December 2015November 2015September 2015August 2015June 2015February 2015January 2015December 2014October 2014June 2014. Then each of the following equations holds. Try it risk free for 30 days. The formula is straightforward, being the number of products that pass through a step of the process without error on the first attempt, divided by the total number of products being tested. ” “The full beauty of the subject of generating functions emerges only from tuning in on both channels: the discrete and the continuous. Note that the reason I’ve always heard of for movie. Original story reprinted with permission from Quanta Magazine, an editorially independent publication of the Simons Foundation whose mission is to enhance public understanding of science by covering research developments and trends in mathematics and the physical and life sciences. But first, students can estimate how far they’ll jump. I also used the IBID one, which is quite cool, stresses trigonometry a bit and focuses also on partial fractions very useful in calculus. No matter how a ratio is written, it is important that it be simplified down to the smallest whole numbers possible, just as with any fraction. And they’d say, ‘That’s not how they teach it here. Its adjective is mathēmatikós μαθηματικός, meaning “related to learning” or “studious,” which likewise further came to mean “mathematical. Grading/Final exam status: Letter grade. Having no remainder means that n can in fact be divided by 2.", "label": "Yes"}
{"text": "Are you thinking of studying Mathematics at Cambridge? Join us for the King's Mathematics Open Morning, followed by the Mathematics Faculty Open Afternoon on Saturday 30 April.\nProspective mathematicians arrive at 10.00 / 10.15 am and spend the morning at King's. You will have a talk and Q&A with an academic in Mathematics, a chance to meet current King's undergraduates studying Maths, and a tour of the College, as well as brunch in the College Hall.\nIn the afternoon we take you over to the New Museums Site where you can attend the Mathematics Faculty Open Afternoon (a series of taster lectures and information about STEP). The afternoon programme and further information is available on the Mathematics Faculty website. The event ends at 16.40.\nPlease sign up for the day's events using the online booking form.", "label": "Yes"}
{"text": "Hi all, I can recommend one online school with math tutors. I recommend you Brighterly online school, in this online school tutors will help your child learn new topics or tighten up difficult math topics. You can find out you just need to visit math site, I am sure that the tutors from this online school will help your child get great grades in math.\nI think I have helped you with your question.\nRecent Article Comments", "label": "Yes"}
{"text": "Search found 3 matches\nSearch found 3 matches • Page 1 of 1\n- Fri 19 Feb, 2021 11:38 pm\n- Forum: General Puzzle Discussions\n- Topic: Sudoku homework interview help?\n- Replies: 2\n- Views: 273\nHello! I'm a uni student, studying how people solve puzzles. I have a homework assignment that consists of asking a few folks to solve a series of 3 Sudoku puzzles over 45 minutes, while they describe their process of finding the answer. I'm looking for some volunteers to help out. I can offer $15-2...", "label": "Yes"}
{"text": "- iMore Nanite\n- 1 Posts\nThe Math Hunter: improve your math skills!\nThe Math Hunter is a iOS game for practicing basic Math skills: addition, subtraction, multiplication and division. The game allows you practice several operations together or independent as well as complex equations like 7 * (54 / 6).\nThe fun part is you need to help an archer protect the blooming forest against monsters. You have a few ways to defeat monsters as shooting at them with the bow or blowing up with bombs. In order to do anything you need to use your math skills.\nThe game has nice, nonviolent graphic style and good sound effects.\nFollow us on twitter: https://twitter.com/TheMathHunter\nI will glad to hear your feedback: info[at]themathhunter.com\nLast edited by The Math Hunter; 07-17-2014 at 02:37 PM. Reason: make the link to app store more visible\n- 07-17-2014, 02:31 PM #2\nRe: The Math Hunter: improve your math skills!\nWelcome and thank you for sharing your app with iMore, hopefully a lot of our members will check it out and give plenty of feed back.\nPlease take a moment and read:App and Developer Forum Rules & Guidelines - Mobile Nations Forums\nThank you again and best of luck with your app.\n- 07-17-2014, 02:32 PM #3\n- By HankAZ in forum OS X Yosemite (10.10)Replies: 3Last Post: 07-25-2014, 06:38 AM\n- By Samuel Ellicott in forum Ask a QuestionReplies: 5Last Post: 07-17-2014, 01:08 PM\n- By iMore.com in forum iMore.com News DiscussionReplies: 0Last Post: 07-17-2014, 11:30 AM\n- By iMore.com in forum iMore.com News DiscussionReplies: 0Last Post: 07-17-2014, 10:50 AM\n- By iMore.com in forum iMore.com News DiscussionReplies: 0Last Post: 07-17-2014, 10:20 AM", "label": "Yes"}
{"text": "Real solutions equal\nHope that helps!\nTo solve an equation using the x-intercept method, we must graph the corresponding function and locate x-values of the x-intercepts.\nThe given polynomial equation is\nThe graph of the corresponding function\nIs shown in the attachment.\nThe x-intercepts are:(1,0), (3,0), (6,0)\nTherefore the solutions are,\nhey there : ) your answer would be a.", "label": "Yes"}
{"text": "A single conservative force acts on a 5.00-kg particle within a system due to its interaction with the rest of the system. The equation Fx = 2x + 4 describes the force, where Fx is in newtons and x is in meters. As the particle moves along the x axis from x = 1.00 m to x = 5.00 m, calculate\n(a) the work done by this force on the particle\n(b) the change in the potential energy of the system\n(c) the kinetic energy the particle has at x = 5.00 m if its speed is 3.00 m/s at x = 1.00 m\nA 4.00-kg particle is subject to a net force that varies with position as shown in the figure. The particle starts from rest at x 5 0. What is its speed at (a) x = 5.00 m, (b) x = 10.0 m, and (c) x = 15.0 m?\n(a) A 3.00-kg object has a velocity (6.00 i - 2.00 j) m/s. What is its kinetic energy at this moment?\n(b) What is the net work done on the object if its velocity changes to (8.00 i + 4.00 j) m/s?\nWhen a 4.00-kg object is hung vertically on a certain light spring that obeys Hooke’s law, the spring stretches 2.50 cm. If the 4.00-kg object is removed, (a) how far will the spring stretch if a 1.50-kg block is hung on it? (b) How much work must an external agent do to stretch the same spring 4.00 cm from its unstretched position?\nA uniform chain of length 8.00 m initially lies stretched out on a horizontal table. Assuming the coefficient of static friction between chain and table is 0.600, show that the chain will begin to slide off the table if at least 3.00 m of it hangs over the edge of the table.", "label": "Yes"}
{"text": "IUPUI High School Math Contest\n2016 High School Math Contest\nHow the contest enhances student engagement\n- The High School Math Contest is an opportunity for teachers to supplement their lesson plans and provide students with creative and competitive outlets.\n- Student participants study patterns, analyze relationships, draft and refine their solutions, and submit their work.\nHow the contest works\n- Contest questions and poster to advertise the contest are emailed to Indiana high schools\n- Questions cover 9-12th grade math problem-solving skills and one question essay\n- Students work on the questions independently and mail in their solutions\n- IUPUI faculty and graduate students volunteer over 100 hours to judge all entries based on the following criteria:\n- A student's method of finding the solution\n- Correctness of solution\n- Elegance of solution\n- Winners and participants are invited to campus for the award ceremony every April\n- This contest is open to Indiana high school students (grades 9 - 12)\n- The 2017 High School Math contest will be announced January 2017\nPrizesIn order to receive the scholarship, the winner must be directly admitted to the Purdue School of Science at IUPUI, major in any discipline in the School of Science, and attend full-time. These scholarships are renewable for four years, subject to certain requirements.\n- 1st Place (1 winner)\n- $300 and a full four-year academic tuition scholarship to the School of Science at IUPUI\n- 2nd Place (5 winners)\n- $150 and a $2,000 scholarship to the School of Science at IUPUI\n- 3rd Place: (10 winners)\n- $100 and a $2,000 scholarship to the School of Science at IUPUI\n- Request more information for the 2017 math contest or call (317) 274-6917", "label": "Yes"}
{"text": "Some confusion about time-complexity and A*.\nAccording to A* Wiki the time-complexity is exponential in the depth of the solution (shortest path):\nThe time complexity of A* depends on the heuristic. In the worst case of an unbounded search space, the number of nodes expanded is exponential in the depth of the solution (the shortest path) d: $O(b^d)$, where $b$ is the branching factor (the average number of successors per state).\nThe comment to this accepted answer points out that it makes more sense to give the complexity in termes of the size of the graph and therefore it should be $O((|V| + |E|) \\cdot log |V|)$\nObviously, if the heuristic assigns a value of 0 to every node, A* becomes Dijkstra's algorithm and any uniform cost heuristic will essentially disable the heuristic.\nIf we assume the heuristic to be $O(1)$ (and consistent), it would make sense that the worst case is essentially degrading A* to Dijkstra's algorithm which has complexity\nwith a min-priority queue implementation (Fibonacci heap).\nAm I wrong?\nAny book etc I have been looking at always gives the complexity in terms of the depth of the solution", "label": "Yes"}
{"text": "NCERT Class XI Mathematics Book Click Here for Class XI All NCERT Books NextNCERT Class VIII Maths Chapter 2 Linear Equations in One Variable». NCERT Solutions for class 11 Maths provided by Vedantu here have been solved by our best Mathematics teachers, who have many years of experience in the field of CBSE Board education. The class 11 Maths NCERT solutions systematically cover the solutions for all the exercise. Mathematics for Class 11 by R D Sharma Session: fyadocoodenes.tk: R.D. Sharma: Books.\n|Language:||English, Portuguese, Japanese|\n|Genre:||Science & Research|\n|ePub File Size:||22.44 MB|\n|PDF File Size:||9.52 MB|\n|Distribution:||Free* [*Register to download]|\nGanit. NCERT/CBSE class 11 Mathematics book Ganit · Mathematics. NCERT/ CBSE class 11 Mathematics book Mathematics · Reyazi. NCERT/CBSE class 11 . If you are a CBSE student, then go for NCERT books. NCERT books are supreme when it comes to appearing for Government level exams also. IN THIS APP YOU WILL GET ALL CHAPTERS OF SCIENCE 11TH CLASS CBSE SYLLABUS.(NCERT). Read more. Collapse.\nAnyone can understand the concepts. The ICSE books have vast information on the topics.\nBut the illustrations, examples, and explanations are more in ICSE books. Both the books give enough knowledge to the students. While preparing for an examination, the ones who study from ICSE books have to refer for side books to know more information and different types of questions.\nUsing many reference books will confuse the person as every book will explain the concept in a different way. NCERT books help to clear most of these exams. It takes more time to study from ICSE books due to vast information.\nThe idea of set fills in as a major piece of the present-day Mathematics. Today this idea is being utilized in pretty much every Chapter of science. Sets are utilized to characterize the ideas of relations and capacities.\nThe investigation of geometry, sequences, probability, and so forth requires the learning of sets. In this Chapter, consistent way to deal with set hypothesis is clarified. The term set falls in the classification of unclear terms in science. Additionally, to be a component of a set is likewise unclear term. In any case, a set is defined as characterized accumulation of all items.\nNCERT Solutions for Class 11 Maths\nRelations and Functions will explain you how to link pairs of objects from two sets and then derive relations between the two objects in the pair. What you will learn finally is about special relations which will qualify to be functions. The concept of function is very important in mathematics since it captures the idea of a mathematically precise correspondence between one quantity with the other.\nThe idea of Functions is exceptionally principal in Modern Mathematics. In this chapter, we will generalize the concepts of trigonometric ratios to trigonometric functions and will study the properties. The study of trigonometry at first began in India.\nThe early hints of scientific enlistment can be found in Euclid's proof that number of primes is endless. There is only one exercise in this chapter and is very interesting if you are curious enough to solve the questions of Mathematical Induction.\nTo permit the square root of negative numbers, the real number framework is stretched out to complex numbers. Truth be told, Greeks were the first to perceive the way that square root of a negative number does not exist in the real number system. This chapter has three exercises in total where you will consider how the inequalities emerge in everyday practice.\nAt whatever point we compare two quantities, they are bound to be unequal than equivalent. Linear inequalities is a very important and interesting chapter if you study in depth.\nNCERT Solutions for CBSE Class 11 Mathematics: All Chapters\nPermutation is a kind of arrangement in an unequivocal request of various particular of n different items taking r at once. Combination — The number of ways for choosing r things out of n distinctive things is called combination. There are total 4 exercises in this chapter with 31 questions based on the concepts of Permutations and Combinations.\nThis equation or expansion is called Binomial hypothesis. Chapter 9 called Sequences and Series has four exercises in total where you will learn important topics like Arithmetic Progression, Geometric Progression, General Term of a G.\nP, Sum to n terms of a G. P and other important topics.\nHistorically, Aryabhata was the primary mathematician to give the equation for the sum of the square of the first n natural numbers, the whole of 3D squares of first n normal numbers, and so forth. In this chapter, you will study some important topics like Slope of a line, Angle between two lines, Collinearity between two points, horizontal and vertical lines and much more.\nThere are total three exercises in this chapter.\nFrench mathematician Rene Descartes was the primary mathematician who utilized variable based math for the investigation of geometry. Utilizing Cartesian directions, he spoke to lines and bends by mathematical condition.\nConic Sections will broaden your concepts of sections of a cone and also, you will study about circle, ellipse, parabola and hyperbola and other important topics. The curves like circles, oval, parabolas and hyperbolas are called conic segments or all the more normally conics.\nEarlier, the ideas of plane organize geometry were started by French mathematician Rene Descartes and furthermore by Fermat in the start of seventeenth century.\nUP Board Class 11 Maths Book Solutions PDF गणित\nIn this Chapter, with a total of three exercises, we will study about the coordinate geometry in the 3 — D space. This chapter is an introduction to a very important area called Calculus for the students.\nCalculus is that branch of mathematics which is associated with the study of change in the value of a function as the points of the domain change. If we mug up the facts, Brahmagupta's Yuktibhasha is viewed as the main book on analytics. Bhaskar's chip away at analytics goes before much before the season of Leibjitz and Newton.\nBhaskara — II utilized standards of differential Calculus in issues on Astronomy. In Math, mostly two sorts of reasoning happen.\nOne is inductive reasoning which is examined in Chapter 4 — Mathematical Induction and the other is deductive reasoning which we expect to consider in depth in this Chapter.\nIn this chapter, you will be studying important topics like Measures of dispersion, range, mean deviation, Mean deviation for ungrouped data, 1 Standard deviation and much more. We will do the next dimension of measurements in this chapter than whatever we have studied in classes 8, 9 and Probability is the word we utilize computing the level of the conviction of occasions in perfect conditions. An experiment implies an activity which can deliver some very much characterized results.\nThe traditional approach is given out by Blaise Pascal and the main approach is given by a Russian mathematician A Kolmogorov in For all those students who require additional guidance with their studies, Vedantu has got their back. System of Particles and Rotational Motion Chapter 8: Gravitation Chapter 9: Mechanical Properties of Solids Chapter Mechanical Properties of Fluids Chapter Thermal Properties of Matter Chapter Thermodynamics Chapter Kinetic Theory Chapter Oscillations and Waves Oscillations Waves Chapter Some Basic Concepts of Chemistry Chapter 2: Structure of Atom Chapter 3: Classification of Elements and Periodicity in Properties Chapter 4: Chemical Bonding and Molecular Structure Chapter 5: Thermodynamics Chapter 7: Equilibrium Chapter 8: Redox Reactions Chapter 9: Hydrogen Chapter The s — Block Elements Chapter Hydrocarbons Chapter The Living World Chapter 2: Biological Classification Chapter 3: Plant Kingdom Chapter 4: Animal Kingdom Chapter 5: Morphology of Flowering Plants Chapter 6: Anatomy of Flowering Plants Chapter 7: Structural Organisation in Animals Chapter 8: The Unit of Life Chapter 9: Biomolecules Chapter Cell Cycle and Cell Division Chapter One is inductive reasoning which is examined in Chapter 4 — Mathematical Induction and the other is deductive reasoning which we expect to consider in depth in this Chapter.\nMock Tests. RD Sharma Class 11 Solutions. Next Next post: Statistics Chapter Permutation is a kind of arrangement in an unequivocal request of various particular of n different items taking r at once. So students need not worry about the given content for the solutions.\n- MARIE FORLEO BOOK\n- 9TH CLASS ENGLISH BOOK\n- SERVLET FORCE PDF\n- FAIRY TALES PDF WITH PICTURES\n- YOGI KATHAMRIT BENGALI PDF\n- THE LEAGUE OF EXTRAORDINARY GENTLEMEN COMIC BOOK\n- LINUX SHELL SCRIPTING BASH PDF\n- A PROJECT GUIDE TO UX DESIGN EBOOK\n- SAP GW100 PDF\n- SETVENI KOLEDAR 2015 PDF\n- VERONIKA DECIDES TO DIE BOOK\n- COMICS PDF IN HINDI\n- EBOOK TINTIN BAHASA INDONESIA\n- GLORY IN DEATH EBOOK\n- THE POWER OF NEGATIVE THINKING PDF", "label": "Yes"}
{"text": "This applet calculates the Mandelbrot set using a modified and inferior version of the boundary trace algorithm. (see \"Future Features\" below) Transparent pixels (gray in the hotjava default) are members of the Mandelbrot set, which is defined as all complex c such that the transformation z -> z^2 +c starting with z=0 does not go to infinity. The color of points not in the set is determined by the number of iterations of the tranform before the value of z reaches a threshold value. (see \"Future Features\" below).\nThe number of iterations determines how many times the tranform is applied. If z is still lower than a threshold, the point is considered to be in the set. To get full detail at any zoom, the number of iterations would have to be infinite. This would take too long though. 50 or 60 iterations is fine for a few zooms. 120 is a lot of detail. More is slower, but also more detail.\nThe applet reports on the status line how many point it actually calculated. This number should always be smaller than the maximum. Sections of the set with large blocks of solid color will be calculated faster than intricate border areas.\nBeing the first Java app I've written, I'm too embarrassed by the messiness of the code to give it out. Maybe after I clean it up.\n<app class=\"Mandel\" (the name of the class) src=\"http://www.netgen.com/~mkgray/java/\" iterations=20 (the number of iterations for orbits) realcenter=0 (the real coordinate of the center in the complex plane) imagcenter=0 (the imaginary coordinate of the center in the complex plane) scale=.01 (the scale per pixel) size=200 (the size of the resultant image) >", "label": "Yes"}
{"text": "The simplicity of the branching of representations of the groups GL(n, q) under the parabolic restrictions\n- 21 Downloads\nWe present a direct proof of the simplicity of the branching of representations of the groups GL(n, q) under the parabolic restrictions. The proof consists of three steps. First, we reduce the problem to the statement that a certain pair of finite groups is a Gelfand pair. Then, we obtain a criterion for establishing this fact, which generalizes the classical Gelfand’s criterion. Finally, we check the obtained criterion with the help of some matrix computations. Bibliography: 7 titles.\nKeywordsRussia Finite Group Direct Proof Mathematical Institute Matrix Computation\nUnable to display preview. Download preview PDF.\n- 1.A. Aizenbud and D. Gourevitch, “Multiplicity free Jacquet modules,” to appear in Canad. Math. Bull., arXiv:0910.3659v1.Google Scholar\n- 2.I. M. Gelfand and D. A. Kajdan, “Representations of the group GL(n, K) where K is a local field,” in: Lie Groups and Their Representations, Akad. Kiadó, Budapest (1975), pp. 95–118.Google Scholar\n- 7.A. V. Zelevinsky, “Representations of finite classical groups. A Hopf algebra approach,” Lect. Notes Math., 869, Springer-Verlag, Berlin-New York 1981).Google Scholar", "label": "Yes"}
{"text": "Introduction to Calculus\n- Interactive Course\n- 10 h 30 min\n- 2 Certifications\nEstimated Time: 10 h 30 min\nCourse Level: Beginner\nRequirements: This course requires no prior knowledge of Mathematica or Wolfram Language. Prerequisites for calculus are trigonometry or precalculus.\nCertification Levels: CompletionLevel 1\nThis course provides a comprehensive introduction to fundamental concepts in calculus and their applications, covering all of Calculus 1 and some of Calculus 2. The course starts with functions and limits, followed by differential calculus, and then moves on to integral calculus and a brief discussion of differential equations. It includes a sample exam based on the AP Calculus AB course. Problem sessions, exercises and auto-graded quizzes are provided for self-paced assessment. Earn a certificate by watching all lesson and problem session videos and completing the quizzes with a passing grade.\nFeatured Products & Technologies: Wolfram Language\nYou'll Learn To\n- Work with functions and limits\n- Solve problems using derivatives\n- Use indefinite and definite integrals\n- Relate concepts of differentiating and integrating functions\n- Solve separable differential equations\n- Prepare for AP Calculus\nAbout This Interactive Course\nIt's free and easy to get started with open interactive courses using the Wolfram Cloud—sign in with your Wolfram ID or create one. No plan is required. This interactive course includes video lessons, exercises, quizzes, sample and final exams, and a scratch notebook, all in an easy-to-use interface. From the interactive course, click Track My Progress to chart your certification progress as you go. Recommended best practice for completing this interactive course is to start with Lesson 1 and progress through the video lessons, exercises and problems, taking each quiz in the order it appears in the table of contents.", "label": "Yes"}
{"text": "Let predictive analytics drive your business\nPredictive analytics is the use of data, statistical algorithms and machine learning techniques to identify the likelihood of future outcomes based on historical data. The goal is to go beyond knowing what has happened to providing a best assessment of what will happen in the future.\nWhy Is Predictive Analytics Important?\nOrganizations are turning to predictive analytics to increase their bottom line and", "label": "Yes"}
{"text": "10 km long 3 phase line delievers 1 MW at 0.8 p.f lagging....the series impedence of the line is 0.5+j0.56 ohm per km per phase ...sending end voltage is 11 kV ....find line current .....recieving end voltage and transmission efficiency.\nplz solve in step by step...and clearify in very simple\n(hint ans: 71.5A. 10.1kV. 093 )", "label": "Yes"}
{"text": "Quadrance polygons, association schemes and strongly regular graphs\nQuadrance between two points and is the number . In this paper, we present some interesting results arise from this notation. In Section 1, we will study geometry over finite fields under quadrance notations. The main purpose of Section 1 is to answer the question, for which , we have a polygon such that for . In Section 2, using tools developed in Section 1, we define a family of association schemes over finite field space where is a prime power. These schemes give rise to a graph with vertices the points of , and where is an edge of if and only if is a nonzero square number in . In Section 3, we will show that is a strongly regular graph and propose a conjecture about the maximal clique of .\n1 Universal geometry over finite fields\nSuppose that is an odd prime power, and that is the finite field with elements. To avoid lengthly calculations (but mostly repetition), we assume that is of form for some integer throughout Sections 1-3. In Section 4, we will present companion results for case . The following definitions follow  where the importance of the notation of quadrance is developed.\nThe quadrance between the points , and is the number\nA circle in a finite field with center and quadrance is set of all points in such that\nRecall that a (multiplicative) character of is a homomorphism from , the multiplicative group of the non-zero elements of , to the multiplicative group of complex numbers with modulus . The identically function is the principal character of and is denoted . Since for every we have for every character . A character is of order if and is the smallest positive integer with this property. By convention, we extend a character to the whole of by putting . The quadratic (residue) character is defined by . Equivalently, is on square, at and otherwise. It is easy to see that . Let and be the numbers of in such that , , and , respectively. We have the following lemma.\nLet be an odd prime power of the form for some integer . Then , and .\nProof We have\nBut we have\nThus, or . Similarly, consider the sum\nThis gives or . Similarly, consider the sum\nwe have . And consider the sum\nwe have . This concludes the proof.\nFrom Lemma 1, we can count the number of points in any circle in .\nLet be a circle with nonzero quadrance in . Then has exactly points.\nProof Without lose of generality, we may assume that is centered at the origin. Let be the quadrance of . We will prove the lemma for the case as other cases are similar. The number of points in is\nWe have if and only if . Since is not a square in . We have the numbers of with is . For each with , we have corresponding points . Besides, we have 4 other points and . Hence, . This concludes the proof of the lemma.\nLet denote the circle centered at with quadrance .\nLet in and let be two distinct points in such that . Then only depends on and . Precisely, define\nThen the number of intersection points is , where\nProof Suppose that and for some then . Suppose that where for some . Then we have and . This implies that . But we have so\nIf is non-square number in then it is clear that there does not exist such , or . Otherwise, let and for then\nSolving for with respect to we have\nIf then we have only one for each , but if then we have two pairs . This implies (1), completing the proof.\nThe function defined above has an interesting property.\nGiven in , there exists at least values of such that is square (maybe zero).\nProof There are two cases.\nSuppose that is square in . Then for some . We have\nFrom Lemma 1, we have values of () such that is square. For each , we have two values of . Besides, we may choose from so we have three more values of . Thus, the number of such that is square (maybe zero) is .\nSuppose that is non square in . Then for some . We have\nFrom Lemma 1, we have values of () such that is square. For each , we have two values of . These are all possiblities for . Thus the number of such that is square (maybe zero) is .\nThis concludes the proof of the lemma.\nIf then for any and , there exists a polygon in such that for all (note that ).\nProof It suffices to prove for . For any , we need to show that there exists a quadrangle such that for . From Lemma 4, there are at least values of such that is square and at least values of such that is square. We have only possible values for so by the pigeonhole principal, there must be some value such that both and are square. Choose any two points with . From Lemma 3 , and are square in so there exists such that , , and . Thus we can choose . This concludes the proof.\n2 Quadrance Association Schemes\nWe now have enough tools to construct an association scheme on . Let us recall the formal definition of an association scheme from .\nAn association scheme with associate classes on a finite set is a partition of into sets (called associate classes) such that\nis symmetric for , i.e. ;\nfor all in there is an integer such that, for all in\nThe numbers are called the intersection numbers. The number is called the valency of the -th associate class.\nOur association schemes are defined by quadrances between elements of . To meet the condition (i) in Definition 3, we need if and only if for all , which is equivalent to (mod ). The following theorem gives us an association scheme on .\nLet , and partition into subsets (indexed by elements of ; for example ) such that for in , if and only if . This partition gives us an association scheme on . Furthermore, for , let . Then the intersection numbers of the scheme are\nProof The conditions (i) and (ii) of Definition 3 are easy to check. We will check (iii). Suppose that we have where and for some . Then . For , it is clearly that , i.e. . We have\nWe call this scheme the quadrance association scheme. This scheme can be used to obtain some other schemes. Precisely, we have the following theorem.\nFor any , there exists an association scheme with associate classes on .\nProof If then for some positive integer . There exists a primitive element of , says . Let and let be set of all nonzero powers in . We have , and write . Set for . We partition into sets by\nHere are the associate classes of the quadrance association scheme. We check that this partition gives us an association scheme. The conditions (i) and (ii) of Definition 3 are easy to check. We will check (iii). For , iff . Similarly as in proof of Theorem 2, we have that\nis the same for any .\nFor , suppose that . Then for some . The number of ’s in such that and is\nFrom Theorem 2, depends only on whether is nonzero square, zero or nonsquare. Thus, we only need to look at this condition. For , we have\nSo that is a square (nonzero/zero) or non square if and only if so is . Hence, if we replace by in (4) then ). This implies that is the same for any , completing the proof.\n3 Quadrance Graphs\n3.1 Strongly Regular Graphs\nRemind that . In Theorem 3, we saw that for any , there exists an association scheme with associate classes on . Now is an odd prime power so and we can compose the quadrance association scheme into an association scheme with three associative classes. It is not hard to see (from the construction in Theorem 3) that the association scheme with 3 associative classes is a partition where\nConsider a graph of with vertices the points of , and where is an edge of graph if and only if is in . For , define\nWe have the following theorem.\nLet be any two points in .\nIf then .\nIf then .\nProof a) Suppose that . Then for some .\nWe count the number of points in . Let be any point in then there exists such that and . Without loss of generality, we can divide both by and assume that . We have\nThere are three separate cases.\nSuppose that is nonsquare. Then from Lemma 3 , there does not exist such that and .\nSuppose that . We have three subcases.\nIf then and . But it contradicts to the condition .\nIf then and . Thus, we have pairs for . From Lemma 3, each pair gives us one point .\nIf then and . Similarly, we have points .\nSuppose that is a nonzero square. Then either both and are nonzero square or both and are nonsquare.\nSuppose that and are nonsquare. Similarly, we have values of and values of . Thus, we also have points .\nTherefore, the number of points such that and is\nBut any point is counted four times (for the four pairs and ), so .\nb) Suppose that . Then for some . We count the number of points in . Let be any point in then there exists such that and . Without loss of generality, we can divide both by and assume that . We have\nThere are three separate cases.\nSuppose that is nonsquare. Then from Lemma 3, there does not exist such that and .\nSuppose that . This is impossible as is not a square number in .\nSuppose that is a nonzero square. Again, there are two subcases.\nSuppose that is nonsquare and is nonzero square. Similarly, we have values of and values of . Thus, we also have points .\nTherefore, the number of points such that and is . But any point is counted four times (for the four pairs and ) so . This completes the proof of the theorem.\nFrom Theorem 4, we have is a strongly regular graph with parameters ; that is is -regular, any two adjacent vertices have common neighbours and any two non-adjacent vertices have common neighbours. For any two vertices and , there are precisely vertices joined to and not joined to . We call quadrance graph.\n3.2 Maximal complete subgraphs\nLet be the vertex set of a subgraph of and be the number of edges joining vertices in . In Section 3.1, we see that the graph is a strongly regular graph with parameters . The well-known Paley graph has the same parameter. Thus, we can follow Bollobas’s proof for Paley graphs (see , page 321-322) to show that\nLet be a set of vertices of the Quadrance graph . Then\nProof We may assume that . Let be the number of unordered triples with and . By Theorem 4, for each pair of adjacent vertices of there are such triples and for each pair of non-adjacent vertices of there are such triples. Thus, we have\nLet be the average degree in the induced subgraph . There are edges joining to . So on average, a vertex of is joined to vertices in , and a vertex in is joined to vertices in . Thus, we have\nMultiplying by and rearranging, we have\nThis completes the proof.\nIf spans a complete subgraphs or an empty subgraphs of and then\nHence . It is easy to see that the equality holds when is a set of points in a line. Inspections for support for the converse statement. We propose the following conjecture.\nIf spans a complete subgraphs or an empty subgraphs of order of then is a line in .\n4 Companion Results\nIn this section, we suppose that . We present companion results of previous sections in this case. Some proofs of the results in this section require extra works but they are basically similar to proofs in previous sections. Therefore, we obmit the details. The following lemma is an analogue to Lemma 1.\nLet be an odd prime power. Then , and .\nUsing Lemma 5, we have the following result, which is an analogue to Lemma 2.\nLet be a circle with nonzero quadrance in . Then has exactly points.\nLemma 4 still holds in this case. From Lemma 2 and Lemma 6, it is clear that the circle is a single point when for some integer . But for , the circle consists of points. This property causes some troubles in calculations (see ) which can be resolved by redefine the circle . We redefine and . We have the following lemmas.\nFor any in . Suppose that are two distinct points in with . Then the circle intersects if and only if . Furthermore, if then two circles intersect at only one point.\nLet then there exists such that and are square in .\nProof There are three cases.\nSuppose that is square in . Then is square in . Thus, we can choose .\nSuppose that is square in . We have\nSince is square in", "label": "Yes"}
{"text": "Old versionsSee all\nIs algebra showing up in your kid's homeworks?\nMULTIPLEjm will help your kids learn algebra ( + - x : ) a fun way. They will trying to beat their high score, have fun, and learn!\nIt really helps my kids learn the tables, it will help yours.\n... and maybe YOU as well ;-)", "label": "Yes"}
{"text": "Math Problem Solver Math Problem Solver Mathematics is a subject that is included in every stream of education and its problems gets tougher as student moves further in his studies. That’s why proper assistance in solving math problems is required by most of the students because they know it is a kind of practical subject in which they can score maximum. But this is not an easy task to do, This subject requires regular math practice. At present, several online math tutoring services provide math problem solvers on the internet platform for the students so that students can take help in math anytime they want. Math problem solver simplifies all the math related queries of the student and provides all the related steps to that problem which can be useful while solving other similar kind of problems. As we all know mathematics is categorized in several of its branches which have distinct types of queries and due to this online math tutoring websites have math problem solver for each of the mathematical branch. Let us talk about algebra solver that solves all the complex queries of students related to the algebra. Know More About Significant Figures Calculator Math.Tutorvista.com\nPage No. :- 1/4\nAlgebra is an art of forming mathematical expressions with variables and integer constant which are related through arithmetic operators. These relations are made according to any real life situation which is explained in words to the students. While taking lessons from online tutors, students are free to ask their doubts without hesitation and they can review the lessons as many times they want. Algebra solver uses some of the features provided by tutoring service for better explanation of math principles with good interactive communication on the internet platform. These features are video aids, online test, and various worksheets for practice, online live chat, and video conferencing. Let us take an example of an algebra problem and see how algebra solver helps to solve the equation for students: X2 + 9x = 2x Here X is a variable which is to be replaced by an integer value to solve the above equation: X2 = 2x – 9x X2 = - 7x Dividing both terms by x X = -7 Now for check your answer. Put this value of X in the given equation: X2 + 9x = 2x (-7)2 + 9(7) = 2( -7) 49 -63 = -14 -14 =-14 LHS = RHS equation satisfied so the answer of the equation is correct. How I Do My Homework? If you are asking this question to yourself then don't worry free math help will help you to solve your problem. The free online math help used for solving the math problem on internet. The website is designed with the purpose that the student can solve their problem at their home.Sometime the students shy away from asking about their problems directly from school teachers. Learn More Prime Factorization Calculator\nPage No. :- 2/4\nBut on these sites the online tutors are available for direct interactions for any time with the student. To solve different math problem a solver designed and named as “math problem solver� is available.The student can get help of this solver. for the different topic there is different solver is designed, to solve their math problems . Every math problem has some step for solving if you follow these steps carefully then the problem becomes very simple .The free online tutors tells you a way to solve your problem without any confusion because you can ask any question at any time because a student can not learn everything in the school so at the home free online math help to the student and can help them in understanding how to solve the question Suppose you have to solve a algebric equation 3x+5= 7 and the 3x+5 is a one statement and 7 is another different statement because the sign is contain is equal. So we have to solve every statement. Online Homework Help, helps you to do your homework. When you face any problem to do your homework then you should take help from Free online math help and you can find the easy way to solve your problem in any subject. Online homework help to solve every complicated problem to the students specially in mathematics. In mathematics students can get confused so the free online homework is very helpful for the students to know how should the problem should be solved because in mathematics there are many ways to solve the question so the student should select simple and easy ways and the online math help provides simple and easy way to solve the question .\nPage No. :- 4/4\nPublished on May 12, 2012\nMathematics is a subject that is included in every stream of education and its problems gets tougher as student moves further in his studies...", "label": "Yes"}
{"text": "grade math worksheets online printable 5 fifth word problems percentage worksheet division envision.\nworksheet grade associative properties worksheets commutative math of exponents addition educational valid property multiplication distributive third mat and as.\ncount to worksheet numbers worksheets kindergarten math 1 number counting for all download and french backwards from free write the workshee.\ngrade 3 worksheets science plants forces and movement free solid matter liquid gas worksheet pdf.\naddition properties worksheets for grade commutative property the best identity and zero of pr.\ncompound subjects and predicates grade printable test prep on subject simple predicate worksheets with english grammar.\nbar graph worksheets double grade farm animals picture and graphing coordinate plane worksheet line p.\nmultiplication worksheets grade 5 coloring free easy.\nbest images of worksheets simple sentence structure writing grade 3 inspirational making sentences grammar practice.\nconverting to practice worksheets temperature worksheet for rd grade rksheets rksheet activities on famous conversion reading scales grams and kilograms.", "label": "Yes"}
{"text": "Academic Component- This component provides engaging and differentiated instruction using multi-sensory techniques and materials that strengthen language arts and mathematics foundational skills; fostering\nconfidence and achievement in mathematics and reading literacy\nMusic Component - Our music component includes three courses: music theory, music electives and ensembles. CAFÉ students prepare for an examination in music theory developed\nby the Maryland State Board of Music Teachers Examination.\nLife Skills - CAFE seeks to prepare students to examine their world critically\nand respond to its challenges with creativity. Students are encouraged to assume leadership;\nto value the opportunity for service; and, to accept, understand and appreciate the diversity\nof their community and the world. Throughout the school year, CAFE students typically participate\nin special life-skills related programs and workshops.", "label": "Yes"}
{"text": "Alison Etheridge is Professor of Probability at the University of Oxford where she holds a joint appointment in the Departments of Mathematics and Statistics and a Fellowship at Magdalen College. She was an undergraduate at New College, and divided her graduate study between Oxford and McGill. She then held research fellowships in Oxford and Cambridge and positions in Berkeley, Edinburgh and Queen Mary University of London before returning to Oxford in 1997.\nOver the course of her career, her interests have ranged from abstract mathematical problems to concrete applications as reflected in her four books which range from a research monograph on mathematical objects called superprocesses to an exploration (co-authored with Mark Davis) of the percolation of ideas from the groundbreaking thesis of Bachelier in 1900 to modern mathematical finance.\nMuch of her recent research is concerned with mathematical models of population genetics, where she has been particularly involved in efforts to understand the effects of spatial structure of populations on their patterns of genetic variation.\nProfessor of Probability, Mathematical Institute, University of Oxford Professor of Probability, Department of Statistics, University of Oxford\nInterest and expertise\nStatistics and Operational Research, Pure mathematics\nOrganismal biology, evolution and ecology\nProbability theory, Population genetics, Mathematical models", "label": "Yes"}
{"text": "A reference for engineers and students, this volume devotes more than 300 pages to theoretical and experimental considerations. It progresses from elementary materials to methods used in the design of NACA low-drag airfoils, and it presents techniques for using wing-section data to predict wing characteristics. Requires differential and integral calculus and elementary mechanics. 1949 edition.\nCorrected reprint of the 1st (1949) edition, with a new preface by the authors.\n|Availability||Usually ships in 24 to 48 hours|\n|Author/Editor||Ira H. Abbott, A. E. von Doenhoff|\n|Dimensions||5 3/8 x 8 1/2|", "label": "Yes"}
{"text": "TRIGGER WARNING FOR MOM: There is a picture of a snake on this post.\nThere are several different ways that this phrase can be taken. One way that it is commonly used: when people talk about jettisoning some extra weight in their life. This could be a toxic relationship, clutter, or other problems which add to their selves.\nHowever, I’d like to talk about the mathematical thing. Don’t worry, it will not be heavily mathematical.\nWhen I was in kindergarten or first grade, one way that my teacher described subtraction (definitely not in these words, but follow along): “Consider that you are on the 11th floor of a building, and want to go to the seventh floor. How many floors must you go down? This is a way to visualize 11-7=4.)\nI’m probably badly misremembering this, and it’s not exactly what I had in mind. I just wanted to mention it.\nThere are two contexts where I regularly use addition by subtraction, or vice-versa. The G-word and book-keeping.\nOn the G-word, there tend to be good problems and bad problems. I have rubrics for math problems which are sometimes additive (i.e. each component is worth a certain amount of points), and sometimes they are subtractive (i.e. I list a number of errors and a number of penalty points for each).\nI find that for people who apparently did well, I start from the max points and subtract according to the errors. Whereas if someone has mostly an answer full of dreck, I try to add points from zero.\nAt the end of the G-word for exams, I turn into a specific type of snake, as shown below.\nThe exams have five problems, with their scores to add. If all of the numbers are fairly close to the maximum, in order to add them I instead do what is similar to the Common Core method of subtraction: consider the max score (usually 100), and then add the LOST points and subtract that from 100. For example, 17+19+18+20+13 = 100-(3+1+2+0+7) = 87.\nOn the other hand, if someone doesn’t do so well, I add the points from zero by normal addition.\nIn book-keeping, I find that instead of carrying when the Cents of the larger number are smaller than the Cents of the smaller number, I add a number of cents to both numbers before subtracting. For example, $402.33 – $98.69 = $(402.33+1.31)-(98.69+1.31) = $303.64. It’s useful to add zero in some cases–this was a tenet of “Hands-On Equations” that we did in fifth grade.\nI’ve touched mostly on the mathematical idea of addition by subtraction. I welcome comments on non-mathematical addition by subtraction (or vice-versa)!\nToday is the four-hundred and thirty-first day of Mission 441. Ten days remain.", "label": "Yes"}
{"text": "Moments of coinless quantum walks on lattices\n- 146 Downloads\nThe properties of the coinless quantum-walk model have not been as thoroughly analyzed as those of the coined model. Both evolve in discrete time steps, but the former uses a smaller Hilbert space, which is spanned merely by the site basis. Besides, the evolution operator can be obtained using a process of lattice tessellation, which is very appealing. The moments of the probability distribution play an important role in the context of quantum walks. The ballistic behavior of the mean square displacement indicates that quantum-walk-based algorithms are faster than random-walk-based ones. In this paper, we obtain analytical expressions for the moments of the coinless model on d-dimensional lattices by employing the methods of Fourier transforms and generating functions. The mean square displacement for large times is explicitly calculated for the one- and two-dimensional lattices, and using optimization methods, the parameter values that give the largest spread are calculated and compared with the equivalent ones of the coined model. Although we have employed asymptotic methods, our approximations are accurate even for small numbers of time steps.\nKeywordsCoinless quantum walks Moments Mean square displacement Standard deviation\nRAMS acknowledges financial support from Capes-Faperj E-45/2013. RP thanks Faperj (Grant No. E-26/102.350/2013) and CNPq (Grant Nos. 304709/2011-5, 474143/2013-9, and 400216/2014-0). SB acknowledges financial support from the US National Science Foundation through Grant DMR-1207431.\n- 4.Ambainis, A., Bach, E., Nayak, A., Vishwanath, A., Watrous, J.: One-dimensional quantum walks. In: Proceedings of the Thirty-Third Annual ACM Symposium on Theory of Computing. STOC ’01, pp. 37–49. ACM, New York, NY, USA (2001)Google Scholar\n- 5.Nayak, A., Vishwanath, A.: Quantum Walk on the Line (2000). arXiv:quant-ph/0010117v1\n- 14.Falk, M.: Quantum search on the spatial grid (2013). arXiv:quant-ph/1303.4127\n- 16.Ambainis, A., Portugal, R., Nahimov, N.: Spatial search on grids with minimum memory. arXiv:quant-ph/1312.0172\n- 17.Portugal, R., Boettcher, S., Falkner, S.: One-dimensional coinless quantum walks (2014). arXiv:1408.5166v2 [quant-ph]", "label": "Yes"}
{"text": "The purpose of this paper is to extend the Buneman construction of partially labelled trees to the general case. This extension is related with the characterization of median graphs by Mulder and Schrijver. In the first section, we construct a graph G(H) associated with a copair hypergraph H on a finite set X and define the notion of a median graph with latent vertices (called X-median graph). The latent vertices (i.e. the vertices who are not labelled by elements of X) are obtained by iterating the median operation from actual (labelled) vertices. In the second section, we prove that the graph G(H) is an X-median graph. Then, in the last section, we study some special cases, the Buneman result is reobtained and the hypergraphs whose associated graphs are Hasse diagrams of distributive lattices are characterized. © 1989.\nBarthelemy, J. P. (1989). From copair hypergraphs to median graphs with latent vertices. Discrete Mathematics, 76(1), 9–28. https://doi.org/10.1016/0012-365X(89)90283-5", "label": "Yes"}
{"text": "Level 6-8 Tracking Walls\nTHINK! Road Safety\nYear 9 Personal Finance\nVideo explanations of Maths topics, worksheets, games and more.\nMaths games and activities\nIndependent Learning Resources\nLinks to resources and suggestions for things to do when working independently on Maths topics.\nVideo lessons for specific classes,\nto be used to learn at home\nFill up with the skills you need for better learning\nClick the box to see the intro video\nour learning; it's personal\nLearn to learn better\nTake control of your camera and take better photos.\n... Of the day\nProblems, puzzles, jokes and more", "label": "Yes"}
{"text": "Spending many years as a classroom Teacher I’ve seen the advantages of finding the very best math web sites for youths. An interactive on-line device that helps students follow and master splash learn . com fundamental arithmetic information, it is fast and simple to make use of. That is an awesome online math software that covers a spread of areas within the subject like geometry, graphing, 3D, and a lot more.\nUncovering Rapid Products In Splash Learn Reading\nNow a Ph.D. in physics and a successful publisher and artist, Dr. Schutz, with the help of his devoted group, created Starfall to make sure in the present splash learn reviews day’s children have sources that may help. has created on-line games and printable worksheets to make studying math rather more pleasurable.\nRun is a standout sport because it is a ability recreation that’s enhanced with qualities like timing, fast-paced gameplay, and having to determine the route in a puzzle-like vogue. PBS KIDS splashlearn reviews is focused on making a constructive effect on the lives of youngsters by way of curriculum-based mostly actions.\nSplash Math increase math confidence and competence and helps children master 350+ key math abilities. They even provide apply units for competitive exams overlaying maths. Blogs reminiscent of Making Math Social” and Saying No to Math Nervousness” are included as resources for lecturers and parents.\nRight here let us take a look at among the Math Web sites For Academics and Students to be taught and train mathematics. Understanding its importance, enthusiasts have provide you splash learn.com with many fascinating websites to be taught and train the subject with fun. Kids love learning, however additionally they get simply bored.\nColleen King created Math Playground in 2002 for college kids in her courses who wanted a fun approach to apply math information. The games on Bitesize are humorous, and the talent splashlearn math observe offered is effective. These math web sites present lesson-planning assets and professional-improvement materials.\nPainless Systems Of Splash Learning – The Best Routes\nThey even present varied online and offline apps for specific subject areas like spreadsheet and chance. If you wish to push your child’s training further, and never simply restricted splashlearn to math, there are many wonderful academic companies like Khan Academy and RoboMind that supply enjoyable, digital ways to maintain them engaged and studying.\nMore than 425 math games, logic puzzles, and mind workouts for college kids to practice their math expertise. Each escape sport is a puzzle itself, which makes studying adventurous. The tutorial splash learn reviews materials is focused on US high school maths. Additionally they have engaging actions tailored for individualized learning.", "label": "Yes"}
{"text": "Increment a number, given its digits\nPermute diagonal and antidiagonal\nGenerate a vector like 1,2,2,3,3,3,4,4,4,4\nFix the last element of a cell array\nFind vampire numbers\nCan you beat the lottery again (for hardcore coder) ?\nRank of magic square (for beginners)\nFind Missing Number\nGeneralised Hamming Number\nPandigital number n°2 (Inspired by Project Euler 32)\nChoose a web site to get translated content where available and see local events and offers. Based on your location, we recommend that you select: .\nYou can also select a web site from the following list:\nSelect the China site (in Chinese or English) for best site performance. Other MathWorks country sites are not optimized for visits from your location.\nContact your local office", "label": "Yes"}
{"text": "Zero Area Triangles in Delaunay Triangulation\n5 views (last 30 days)\nShow older comments\nBoris Blagojevic on 31 May 2021\ni am using delaunayTriangulation in my Application. To be specific, i am triangulating between two Lines L1 and L2, which are a distance d apart. All Points on L1 and L2 are less or equal than d apart.\nApplying the delaunayTriangulation, i ended up with multiple triangles which are on either L1 or L2. These triangles are obviously colinear, have zero area and are not very useful.\nTri = delaunayTriangulation([L1;L2]);\nTriangle1 = Tri.Points(Tri.ConnectivityList(1,:),:);\nfor i = 1 : 3\nSee the attached .mats and the code snippet.\nI know how the algorithm works and why this happens. Yet, my point of view, it would be desirable to include some option in the delaunayTriangulation, which allows one to prevent the creation of colinear triangles - like it is possible with the polyshape class. There might be other opinions on this, which i would be delighted to hear.\nIs there some easy way of doing this with this class?\nOr does anybody have an implementation of the algorithm that allows non-colinear delaunay Triangulation?\ndarova on 1 Jun 2021\nWhat about initmesh?\nt = linspace(0,2*pi-0.1,20); % unclosed contour (without selfintersection)\n[x1,y1] = pol2cart(t,2); % big circle\n[x2,y2] = pol2cart(t,0.7); % small circle\nx2 = x2 + 2; % move small circle\nm1 = length(x1);\nm2 = length(x2);\nm = max(m1,m2);\ngd = zeros(2+m*2,2); % preallocate matrix for geometry description\ngd(1:(2+2*m1),1) = [2; m1; x1(:); y1(:)]; % assign data for big circle\ngd(1:(2+2*m2),2) = [2; m2; x2(:); y2(:)]; % assign data for small circle\nsf = 'C1-C2'; % solid formula: substract small circle from big circle\nns = char('C1','C2')'; % C1 - big circle, C2 - small circle\ndl = decsg(gd,sf,ns); % decomposite solid geometry\n[p,e,t] = initmesh(dl); % initialize mesh\npdemesh(p,e,t) % show mesh\nmore info: initmesh\npreparation data: LINK\nFind more on Delaunay Triangulation in Help Center and File Exchange\nCommunity Treasure Hunt\nFind the treasures in MATLAB Central and discover how the community can help you!Start Hunting!", "label": "Yes"}
{"text": "Class 1 engaged in mathematics\nClass 1 engaged in mathematics; a significant part of human logic and thoughts. Mathematics provides an effective means to create mental discipline and increases logical reasoning. It is found in many fields and disciplines as the concepts and procedures are used to solve engineering, science, and economics problems. Mathematical knowledge also plays an essential role in understanding the concept of other subjects like social studies, music and art. Lastly, mathematics makes our life orderly and prevents chaos. Certain qualities that are nurtured by mathematics are the power of reasoning, creativity, abstract or spatial thinking, critical thinking, problem-solving ability, and even effective communication skills.", "label": "Yes"}
{"text": "Using the approximation\nFor small x, find a simple algebraic relationship between FKA(t) and FNA(t)\nComment briefly on the relationship you have found.\n^ ^ ^\nF KA (t) = 1 - ∏ (1 - λj) where λj =\n^ ^ ^ ^ ^\nFNA (t) = 1 - where Λ(t) = ∑ λj and λj =\nPlease see the attached file.\nUsing the approximation ex = 1 + x (approx).\nFor small x, find a simple algebraic ...\nThe solution answers the question(s) below.", "label": "Yes"}
{"text": "Evaluate the number of possible combinations of roots for a given polynomial equation. For example for quadratic, you can have:\n- 2 imaginary roots (conjugate)\n- two real distinct roots\n- or 1 repeated root.\nIn this case, we have only 3 possible combinations For cubic you can have:\n- 3 distinct real roots\n- 3 repeated real roots\n- 2 repeated and 1 distinct real roots\n- 2 distinct imaginary (conjugate) and 1 real\n- 1 repeated imaginary (conjugate) and 1 real and in this case we have 5 possible combinations:\ncan you find a formula that gives the total number combinations, for example, 3 for quadratics and 5 for cubic equations, for any given polynomial of degree n?", "label": "Yes"}
{"text": "Authors: ALİ HAMZA TANRIKULU, YALÇIN MENGİ, AHMED KAMİL TANRIKULU\nAbstract: In this study, a boundary element formulation having nonlocal boundary conditions is presented for the dynamic analysis of a two-phase composite. Nonlocal boundary conditions, used in the formulation, make it possible to analyze a three-phase composite. The formulation is performed in Fourier transform space using a constant element model. Based on the formulation presented in this study, two general purpose computer programs are developed, namely, CD2NL (for two-dimensional analysis) and CD3NL (for three-dimensional analysis). The programs perform the analysis in Fourier transform space and can also be used for static analysis by assigning a small value to the frequency. The results of some benchmark problems obtained using the programs are compared with those in the literature.\nKeywords: Boundary Element Method, Two-Phase Composite, Three-Phase Composite, Nonlocal Boundary Conditions, Fourier Transform Space.\nFull Text: PDF", "label": "Yes"}
{"text": "Let $S(x)$ be the area of the yellow curvilinear triangle. I'd like to find a graph for which $S(x)=H(x)$ where $H $ is some prescribed function (small, smooth, vanishing near the endpoints to any order you wish, etc.). Is it always possible or there are some non-obvious hidden restrictions?\nThe question comes from the infamous t-section problem (if you know the areas of all sections of a symmetric convex body by the hyperplanes at some fixed small distance $t$ from the origin (so small that all sections are non-empty), can you recover the body?). The problem is open even on the plane. I do not say that this toy question is directly relevant here but an answer to it will certainly make a few things clearer for me.", "label": "Yes"}
{"text": "Symmetry between mathematical constructions is a very desired phenomena in mathematics in general, and in algebraic geometry in particular. For line arrangements, symmetry between topological characterizations and the combinatorics of the arrangement has often been studied, and the first counterexample where symmetry breaks is in dimension 13. In the first part of this paper, we shall prove that two arrangements of smooth compact manifolds of any dimension that are connected through smooth functions are homeomorphic. In the second part, we prove this in the affine case in dimension 4.\n- Smooth manifold\nAll Science Journal Classification (ASJC) codes\n- Computer Science (miscellaneous)\n- Chemistry (miscellaneous)\n- Physics and Astronomy (miscellaneous)", "label": "Yes"}
{"text": "This function has been removed as of Datameer v6.3\nComputes the Jaccard distance of all values in a group. The Jaccard distance between two sets is the ratio of the size of their intersection to the size of their union. For example, the Jaccard distance between two species is 1-(number of regions where both species are present)/(number of regions where at least one species is present).\nThis is an aggregate function.\nGiven the following data:\nFirst create a group using GROUPBY(#RawData!Groups)\nThen use the GROUP_JACCARD_DIST(#RawData!Letters), and the result is the Jaccard distance of the group created from the column in relation to the GROUPBY() column.", "label": "Yes"}
{"text": "There’s still plenty of time to enter the Create Your Own Math Exploration Contest from Ascend Math. Ascend Education is giving educators and their students a chance to come up with their own ideas for online explorations for any math objective grade 3-Algebra II. The educator submitting the exploration voted best will receive a $500 cash prize. The second prize winner will receive $250 and the third $100. Three honorable mentions will receive $50 each. Educators interested in submitting will find complete information and examples of online explorations on the Ascend Math website. All entries must be submitted by May 8, 2015. The winners will be notified by email.\nRecently, the Washington Post reported that for the first time ever, the majority of public school students are from low income families, that is students qualifying for free or reduced lunch. The article goes on to explain how this changes the way teachers have to deal with students. They now need to look at these students individually each day. “When did this student eat last?” “Is this student healthy today?” “Is something making this student especially fearful today?” These questions are now a part of most teachers’ daily routine. When everything is pretty much okay with students, they can be taught and dealt with collectively. When things are not okay, individual attention is necessary.\nThe same is true when students, for any reason, fall behind. Just as educators cannot form a collective opinion of what is going on in the personal lives of disadvantaged students, they cannot make a collective decision on what academically struggling students require to progress. Each student in need of intervention is individual and their personal needs or skill gaps must be seen to. According to the Washington Post article this need has greatly expanded. “The shift to a majority-poor student population means that in public schools, a growing number of children start kindergarten already trailing their more privileged peers and rarely, if ever, catch up.”\nThese students can and do catch up when their instruction is individualized to their needs. Providing individual instruction to a few students is extremely challenging. Multiply the need by more than half the students in the class without help and it quickly becomes an impossible situation. Intervention programs must be created to relieve teachers of part of this burden. Programs like Ascend Math provide truly individualized assessment and instruction, reaching down to the student’s lowest math skill gaps. Only in this way can one teacher help a large number of individual students.\nTo learn more about Ascend Math I encourage you to attend one of our brief weekly webinars.\nOur records show that math intervention and enhancement students working in Ascend Math are making fantastic progress this year. We offer this Valentine’s Day math fun for them and you.\n1. The oldest known valentine still in existence today was a poem written in 1415 by Charles, Duke of Orleans, to his wife while he was imprisoned in the Tower of London following his capture at the Battle of Agincourt. (The greeting is now part of the manuscript collection of the British Library in London, England.) How many years have passed since that first valentine?\n2. According to the Hallmark Corporation, 132 million Valentine’s Day cards are exchanged annually, making Valentine’s Day the second-most popular greeting-card-giving occasion. This total does not include packaged kids valentines for classroom exchanges. Packages of 25 Valentines are on sale for $5.00 each. How many could be purchased for $20?\n3. According to a nationwide survey conducted by the National Confectioners Association (NCA) Americans overwhelmingly prefer chocolate over flowers on Valentine’s Day by a margin of 69 to 31%. When asked what was their most popular flavor in a box of Valentine’s Day chocolates here’s how they voted:\n34% Caramel 24% Chocolate-covered nuts 13% Cream filled 13% Chocolate filled\nWhat percentage said something other than these top choices? What do you think was the next most popular chocolate?\nIn honor of Black History Month we’ve provided a few fun and challenging math problems. Try these out.\n1. On 25 March 1965, Martin Luther King led thousands of nonviolent demonstrators on a 5-day, 54-mile march from Selma, Alabama to the steps of the capitol in Montgomery, Alabama. According to the American College of Sports Medicine the average step length of an adult is 2.6 feet or about 31 inches. There are 5,280 feet in a mile.\nCan you determine how many steps were taken by someone marching the entire distance from Selma to Montgomery Alabama? (To estimate there are about 2000 steps in a mile)\n2. A court order restricted the number of marchers to 300 when passing over a stretch of two-lane highway. However, on the final day of the march, when the road reached four lanes the number of demonstrators swelled to 25,000.\nWhat was the percentage of increase?\n3. An African-American and son of a former slave, Benjamin Banneker rose to fame as a brilliant scientist, scholar and mathematician. He wrote and collected mathematical puzzles written in verse. Here is one that can be a lot of fun to try and figure out. See how close you can come to answering the question “How many leaps did the hound have to make to catch the hare?\nWhen fleecy skies have Cloth’d the ground\nWith a white mantle all around\nThen with a grey hound Snowy fair\nIn milk white fields we Cours’d a Hare\nJust in the midst of a Champaign\nWe set her up, away she ran,\nThe Hound I think was from her then\nJust thirty leaps or three times ten\nOh it was pleasant for to see\nHow the Hare did run so timorously\nBut yet so very Swift that I\nDid think she did not run but Fly\nWhen the Dog was almost at her heels\nShe quickly turn’d, and down the fields\nShe ran again with full Career\nAnd ‘gain she turn’d to the place she were\nAt every turn she gain’d of ground\nAs many yards as the greyhound\nCould leap at thrice, and She did make,\nJust Six, if I do not mistake\nFour times She Leap’d for the Dogs three\nBut two of the Dogs leaps did agree\nWith three of hers, nor pray declare\nHow many leaps he took to Catch the Hare.\nJust Seventy two I did Suppose,\nAn Answer false from thence arose,\nI Doubled the Sum of Seventy two,\nBut still I found that would not do,\nI mix’d the Numbers of them both,\nWhich Shew’d so plain that I’ll make Oath,\nEight hundred leaps the Dog to make,\nAnd Sixty four, the Hare to take.\nFor hints on solving this complex verse problem see John F. Mahoney’s excellent discussion of this and other Banneker puzzles\nShare these five engaging Super Bowl math problems with your math intervention or enhancement students.\nA super bowl quarterback can throw a fully inflated football 55 yards in the air. If he has his equipment manager deflate the balls by 16% (or 2 pounds per square inch) and that causes a 10% increase in distance how much further will he throw the ball?\nIf the score is the Patriots at 27 and the Seahawks at 14, what combination of touchdowns (7 points) or field goals (3 points) would the Seahawks have to make in order to tie or win the game?\nIf Marshawn Lynch of the Seattle Seahawks, rushes for 127 yards on 22 carries against the New England Patriots in Super Bowl XLIX, how many yards per carry would he have averaged?\nOh by the way, what Super Bowl number is that?\nDash off the answer!\nA super bowl wide receiver runs a 40 yard dash in 4.5 seconds. Assuming he runs a hundred yards at the same pace, how much longer would it take him?\nThe more complete quarterback\nTom Brady completed 65% of his passes while Russell Wilson completes 70% they each throw 40 passes. How many passes will Tom Brady complete, how many will Russell Wilson complete? Bonus: what is the total of incomplete passes for both quarterbacks?\nA few months ago, Amy Boyd of Holabird STEM program in Baltimore County Schools spoke to a group of math educators attending the NCTM regional conference in Richmond, VA. Holabird STEM program is an Ascend Math Gold Medal leader for 2014.\nPrior to using Ascend, 97% of their students tested at least one grade below grade level, with about 70% of those students testing three or more grades below their current academic grade. The math intervention program they ran last year using Ascend Math helped these students make tremendous gains. More than 60% of students gained two or more grade levels in math.\nPlease watch this brief video.\nMore than a year ago, we made the conscious decision to add a greater level of interactivity to the online lessons in Ascend Math. Ascend Math was already among the most interactive math intervention resources available. We saw the opportunity to go further. The reasons are firmly based in research.\nThe Role of Interactivity in Web-Based Material examined students divided into three groups experiencing the same web content with varying degrees of interactivity. This study found those students working most interactively with a web program attained significantly higher pre to post test gains. The students also reported a greater sense of satisfaction and spent nearly double the amount of time on task compared to the next highest group.\nEducators and students using Ascend Math agree that increased interactivity aids learning. In a recent survey, educators using Ascend Math had the following to say:\n“They like the interactivity. The students are surprised when they see their name in the captions.”\n“Students enjoy the interaction. The interactivity makes this program unique.”\n“I think it helps them to remain focused on what objective is being taught”\nThe Ascend Math website includes several examples of our interactive student experience. Please visit. http://ascendmath.com/student_experience/index.html\nCrosby Middle School was the First Prize Winner in the Ascend Math Reel Success Video contest. All the schools entering videos use Ascend Math with their math intervention students. For example, 60% of tier 3 intervention students at Crosby Middle School grew one or more grade levels the first two months of this school year.\nYou can find all the winners at http://ascendmath.com/math_reel_success.html\nWondering what tech trends you might see in classrooms in 2015? The Washington Post released an article you may be interested in. They even ask for feedback on which ones might be reality and which are wishful thinking.\nStudents using Ascend Math love to track their own progress using the Ascend Climber. They can choose their own avatar and watch as the Climber ascends the mountain with each lesson they pass. Take a look at this special Holiday version of the climber http://22.214.171.124/Ascend4/holidayClimber.html", "label": "Yes"}
{"text": "It is shown that the nonstandard representatives of Schwartz distributions, as introduced by K. D. Stroyan and W. A. J. Luxemburg in their book Introduction to the theory of infinitesimals , are locally equal to a finite-order derivative of a finite-valued and S-continuous function. By ‘equality’, we mean a pointwise equality, not an equality in a distributional sense. This proves a conjecture by M. Oberguggenberger in Z. Anal. Anwendungen 10 (1991), 263–264. Moreover, the representatives of the zero-distribution are locally equal to a finite-order derivative of a function assuming only infinitesimal values. These results also unify the nonstandard theory of distributions by K. D. Stroyan and W. A. J. Luxemburg with the theory by R. F. Hoskins and J. Sousa Pinto in Portugal. Math. 48 (1991), 195–216.\nCite this article\nHans Vernaeve, The local structure of nonstandard representatives of distributions. Port. Math. 65 (2008), no. 3, pp. 321–337DOI 10.4171/PM/1815", "label": "Yes"}
{"text": "By John Taylor\nThe concept of proof is relevant to arithmetic but it's some of the most tough elements of the topic to coach and grasp. particularly, undergraduate arithmetic scholars usually adventure problems in figuring out and developing proofs.\nUnderstanding Mathematical Proof describes the character of mathematical facts, explores some of the suggestions that mathematicians undertake to turn out their effects, and provides suggestion and techniques for developing proofs. it is going to increase scholars’ skill to appreciate proofs and build right proofs in their own.\nThe first bankruptcy of the textual content introduces the type of reasoning that mathematicians use whilst writing their proofs and provides a few instance proofs to set the scene. The e-book then describes uncomplicated common sense to allow an figuring out of the constitution of either person mathematical statements and entire mathematical proofs. It additionally explains the notions of units and capabilities and dissects numerous proofs with the intention to exposing the various underlying gains universal to such a lot mathematical proofs. the rest of the ebook delves extra into kinds of evidence, together with direct facts, facts utilizing contrapositive, evidence by means of contradiction, and mathematical induction. The authors additionally talk about lifestyles and distinctiveness proofs and the function of counter examples.\nRead Online or Download Understanding mathematical proof PDF\nBest logic books\nQuine is likely one of the 20th century's most vital and influential philosophers. The essays during this assortment are through a few of the prime figures of their fields they usually contact at the newest turnings in Quine's paintings. The ebook additionally beneficial properties an essay via Quine himself, and his replies to every of the papers.\nBerto’s hugely readable and lucid consultant introduces scholars and the reader to Godel’s celebrated Incompleteness Theorem, and discusses probably the most recognized - and notorious - claims bobbing up from Godel's arguments. bargains a transparent figuring out of this hard topic by way of providing all the key steps of the theory in separate chapters Discusses interpretations of the concept made via celebrated modern thinkers Sheds gentle at the wider extra-mathematical and philosophical implications of Godel’s theories Written in an available, non-technical variety content material: bankruptcy 1 Foundations and Paradoxes (pages 3–38): bankruptcy 2 Hilbert (pages 39–53): bankruptcy three Godelization, or Say It with Numbers!\nMathematical good judgment is a department of arithmetic that takes axiom platforms and mathematical proofs as its gadgets of research. This booklet exhibits the way it may also supply a beginning for the improvement of knowledge technology and know-how. the 1st 5 chapters systematically current the middle themes of classical mathematical good judgment, together with the syntax and versions of first-order languages, formal inference structures, computability and representability, and Gödel’s theorems.\n- Handbook of Philosophical Logic (2nd Edition) (Handbook of Philosophical Logic, Volume 17)\n- Feature Logics, Infinitary Descriptions, and Grammar\n- Philosophy: An Innovative Introduction: Fictive Narrative, Primary Texts, and Responsive Writing\n- La concepción semántica de la verdad y los fundamentos de la semántica\n- Prozeßorientiertes Investitionscontrolling: Bewertung von Informationssystemen mit Hilfe der Fuzzy Logic\nExtra info for Understanding mathematical proof\nThere are other ways of expressing conjunction in English other than using the word ‘and’. Consider the following propositions. 1. Sue went to the party last night but Jamie didn’t. 2. Hamid passed the module whereas Mike did not. 3. Jim played football although he was suffering from a cold. In each case, the proposition is true only when both of its component simple propositions are true; hence, each proposition is the conjunction of its two components. The English sentences each have slightly different nuances compared with the corresponding sentences using ‘and’ to form the conjunction.\nSimply as a device to emphasise that the top level structure is a disjunction rather than a conditional. In this case, we would apply the convention that disjunctions are interpreted as inclusive unless they are explicitly denoted as exclusive and symbolise the sentence as ¬Q ∨ (P ⇒ R). Either of these is a reasonable interpretation of the English language sentence and we leave the reader to decide which is their preferred interpretation. This again emphasises that natural language may sometimes be ambiguous and open to more than one interpretation.\nTo see this, suppose we replace the term ‘odd’ with ‘prime’ and, to be consistent, we also replace the term ‘even’ (meaning ‘not odd’) with ‘composite’ (meaning ‘not prime’). Then the reasoning is the following. The square of any composite integer is also composite. 1234567893 is prime. Therefore (1234567893)2 is prime. In this case the first two statements are true as before but the final statement is false. An obvious requirement of any piece of valid reasoning must be that, if the initial (above the line) statements are true, then the (below the line) conclusion must also be true.", "label": "Yes"}
{"text": "Hey, first post and all so maybe someone can help me out with a question from my Number Theory class. It's in the Congruences chapter.\nProve that if n is congruent to 4 (mod 9), then n cannot be written as the sum of 3 cubes.\nThanks in advance for the help!\nEdit: I'm not sure if it's a typo when you wrote that a sum of cubes can't be congruent to 4 mod 9... of course if we have four cubes then we can just choose 1+1+1+1.", "label": "Yes"}
{"text": "Abstract: The Gompertz distribution has many applications, particularly in medical and actuarial studies. However, there has been little recent work on the Gompertz in comparison with its early investigation. The problem of analyzing and estimating parameters of bivariate Gompertz distribution with shared frailty is of interest and the focus of this paper. We propose maximum likelihood estimation procedure for a bivariate survival model in which dependence is generated by a gamma distribution. We assume that the bivariate survival times follow bivariate Gompertz distribution and distribution of censoring variable is independent of the two life times. A search of the literature suggests there is currently no bivariate Gompertz distribution with shared frailty.\nKeywords: Bivariate Gompertz distribution, censored sample, fisher information, gamma frailty, maximum likelihood estimators (MLE), survival times", "label": "Yes"}
{"text": "First, here is the worksheet for yesterday's discussion:\nThis is the first worksheet of the final unit of the trimester. No, they have not had anything about derivatives, Riemann sums, or partial fractions in class. And yet, this is what happened:\nEvery group was able to estimate the area under the curve in #5, an every group came to the conclusion that in order to write the sum using \"sigma notation\", a choice needed to be made about \"which end of the base\" (left or right) to use to calculate the height of the rectangles. Every group was able to find the partial fraction decomposition in #6.\nWhen the students actually do the prep work and actively participate in the discussions, this is what happens.", "label": "Yes"}
{"text": "Math - Hundreds Place\nThe students have been doing an excellent job of adding 3 digit numbers. This week we will begin subtracting 3 digit numbers. They have the addition and subtraction skills to do the homework this week, but maybe not the planning and organizational skills to set up the problems. This may be a family homework activity!\nScience Lab Fridays\nI hope by now you have been hearing about the fun labs we are doing each Friday. The students are getting some hands on experience with physics and matter. In second grade this week we will be learning more about different types of matter. The big takeaways for the students should include; stuff is made of other stuff, matter can take different forms, matter is constantly rearranging to make new substances.\nThe students are also doing various physics experiments. In third grade students will learn more about how everything works. Our big second grade goal is to start to understand forces and inertia. Though they may not be able to articulate their understanding, they should internalize the principles.\nHomework this week is just one math page and spelling. The math page might be tough. The students have all of the computation skills they will need, but not the setup and planning skills for some problems. This might be a family assignment.\nWe have two upcoming field trips. On April 22 (Earth Day) we are going to Chico to watch the new Disney Nature Movie - Monkey Kingdom.\nI am also working to schedule a field trip to go on a Geology Hike in Upper Bidwell Park through Chico Creek Nature Center. I will let you know as soon as this is scheduled.\nThanks to everyone who came out to PLP's and the Auction last week. This is what makes our school so special. There are lots of people investing in your children and that is awesome.\nI am going to Shady Creek with the Sixth Graders as the Principal Monday through Wednesday. Mrs. Wright will be doing her famous volcano unit for geology. We are starting to work with adding and subtracting 3 digit numbers now in math. The students should do great! If you have any questions please contact Jessica. I will be back Thursday.\nHomework this week is a packet due Friday. It contains spelling and math homework. 20 minutes of Moby Max can be substituted for any math homework page. Just write Moby Max on the top and sign it and your child will get credit.\nIn addition to Geology we are doing a science lab series each Friday with 3rd grade. Ask your child about it. They are doing 3 different science labs each Friday. It has been great so far (2 weeks).\nWe had so much fun during Read Across America Week with our reading teams competition that the students wanted to do it again. This is week two of a two week competition. Any quizzes taken before recess Friday will count in this competition. The prize is one item from the current Book Order which is going home today.", "label": "Yes"}
{"text": "Summary: Coin-flipping games immune against linear-sized coalitions\nTel Aviv University\nIBM Almaden Research Center\nFebruary 22, 2002\nPerfect information coin-flipping and leader-election games arise naturally in the study of\nfault tolerant distributed computing and have been considered in many different scenarios.\nAnswering a question of Ben-Or and Linial we prove that for every c < 1 there are such games\non n players in which no coalition of cn players can influence the outcome with probability\ngreater than some universal constant times c. (Note that we actually prove this statement only\nfor all c < 1/3, but since our universal constant is bigger than 3 the above is trivial for c 1/3.)\nWe show that a random protocol of a certain length has this property and give an explicit\nconstruction as well.\nAddress: Eskenazy School of Mathematics, Sackler Faculty of Exact Sciences, Tel Aviv University, Tel Aviv,\nIsrael. e-mail: firstname.lastname@example.org. Most of this work was done while the author was visiting IBM Almaden Research", "label": "Yes"}
{"text": "ECF estimation of Markov models where the transition density is unknown\nIn this paper, we consider the estimation of Markov models where the transition density is unknown. The approach we propose is based on the empirical characteristic function estimation procedure with an approximate optimal weight function. The approximate optimal weight function is obtained through an Edgeworth/Gram--Charlier expansion of the logarithmic transition density of the Markov process. We derive the estimating equations and demonstrate that they are similar to the approximate maximum likelihood estimation (AMLE). However, in contrast to the conventional AMLE our approach ensures the consistency of the estimator even with the approximate likelihood function. We illustrate our approach with examples of various Markov processes. Monte Carlo simulations are performed to investigate the finite sample properties of the proposed estimator in comparison with other methods. Copyright The Author(s). Journal compilation Royal Economic Society 2010.\nIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.\nAs the access to this document is restricted, you may want to look for a different version under \"Related research\" (further below) or search for a different version of it.\nVolume (Year): 13 (2010)\nIssue (Month): 2 (07)\n|Contact details of provider:|| Postal: 2 Dean Trench Street, Westminster, SW1P 3HE|\nPhone: +44 20 3137 6301\nWeb page: http://www.res.org.uk/\nMore information through EDIRC\n|Order Information:||Web: http://www.ectj.org|", "label": "Yes"}
{"text": "This 54-piece teaching décor set reinforces problem-solving strategies and keywords to help students grasp essential math concepts. Enhance learning with curriculum-based bulletin board sets. These content-rich bulletin boards for classrooms allow you to utilize valuable wall space for presenting essential concepts without sacrificing an inviting atmosphere. Look for coordinating products to accent your displays and create a cohesive classroom theme!\nThe Problem Solving bulletin board set contains these pieces:\n•2 strategy reference charts\n•5 math symbols (3-piece division symbol)\n•45 blank pieces to create keywords\n|Classroom management||Reminders & Tips|", "label": "Yes"}
{"text": "After increasing the number of employees by 15% company has 253 employees. How many employees take?\nThank you for submitting an example text correction or rephasing. We will review the example in a short time and work on the publish it.\nLeave us a comment of this math problem and its solution (i.e. if it is still somewhat unclear...):\nShowing 0 comments:\nBe the first to comment!\nTips to related online calculators\nFollowing knowledge from mathematics are needed to solve this word math problem:\nNext similar math problems:\n- To improper fraction\nChange mixed number to improper fraction a) 1 2/15 b) -2 15/17\n- Tenths digit\nFor 10.932, which digit is in the tenths place?\n- Reduce to lowest terms\nReduce to lowest terms : 32/124\nDetermine for what x fraction ?:\n- Seeds 2\nHow many seeds germinated from 1000 pcs, when 23% no emergence?\n- Passenger boat\nTwo-fifths of the passengers in the passenger boat were boys. 1/3 of them were girls and the rest were adult. If there were 60 passengers in the boat, how many more boys than adult were there?\n- Lengths of the pool\nMiguel swam 6 lengths of the pool. Mat swam 3 times as far as Miguel. Lionel swam 1/3 as far as Miguel. How many lengths did mat swim?\nIn 7.C clss are 10 girls and 20 boys. Yesterday was missing 20% of girls and 50% boys. What percentage of students missing?\nIron ore contains 57% iron. How much ore is needed to produce 20 tons of iron?\n- Cupcakes 2\nSusi has 25 cupcakes. She gives 4/5. How much does she have left?\n- Fraction to decimal\nWrite the fraction 3/22 as a decimal.\n- Write 2\nWrite 791 thousandths as fraction in expanded form.\nTeacher Rem bought 360 pieces of cupcakes for the outreach program of their school. 5/9 of the cupcakes were chocolate flavor and 1/4 wete pandan flavor and the rest were a vanilla flavor. How much more pandan flavor cupcakes than vanilla flavor?\n- Fraction and a decimal\nWrite as a fraction and a decimal. One and two plus three and five hundredths\nZdeněk picked up 15 l of water from a 100-liter full-water barrel. Write a fraction of what part of Zdeněk's water he picked.\nIf I withdrew 2/5 of my total savings and spent 7/10 of that amount. What fraction do I have in left in my savings?\n- In fractions\nAn ant climbs 2/5 of the pole on the first hour and climbs 1/4 of the pole on the next hour. What part of the pole does the ant climb in two hours?", "label": "Yes"}
{"text": "A simply connected topological space is called elliptic if both π*(X, ℚ) and H*(X, ℚ) are finite-dimensional ℚ-vector spaces. In this paper, we consider fibrations for which the fibre X is elliptic and H*(X, ℚ) is evenly graded. We show that in the generic cases, the genus of such a fibration is completely determined by generalized Chern classes of the fibration.\n|Number of pages||10|\n|Journal||Proceedings of the American Mathematical Society|\n|Publication status||Published - Feb 2004|\nAll Science Journal Classification (ASJC) codes\n- Applied Mathematics", "label": "Yes"}
{"text": "How can we help?\nYou can also find more resources in our\nSelect a category\nSomething is confusing\nSomething is broken\nI have a suggestion\nWhat is your email?\nWhat is 1 + 3?\nUpgrade to remove ads\nPoints, Angles, Lines (Basic Geometry)\npoints on the same line\ncongruent line segment\nLine segments that have the same length\na location in space that has no size\na set of points that form a stright path extending in oppsite directions without end\nfigure formed by two rays with the same initial point\nthe pure mathematics of points and lines and curves and surfaces\nare points that do not lie on the same line\npoints all in one plane\nthe act of intersecting (as joining by causing your path to intersect your target's path), a place where two or more points meet\nmidpoint of a segment\nThe point that divides a segment into two congruent segments.\npoints on the ends of line segments\ntwo dimensional flat surface, extends forever.\ncontains at least 4 points not in one line\nan angle between 90 and 180 degrees\nan angle of 180 degrees\nformed by rays\ntwo rays with the same initial point that go in opposite directions\nthe point of intersection of lines or the point opposite the base of a figure\nbisector of a segment\na line, segment, ray, or plane that intersects the segment at its midpoint\nan angle less than 90 degrees but more than 0 degrees\nAngles that have the same measure\nthe 90 degree angle between two perpendicular lines\nangles are formed opposite of each other when two lines intersect\nbisector of an angle\nthe ray that divides the angle into two congruent adjacent angles\ntwo lines that meet and form a right angle\npoints that are not in the same plane\na part of a line with two endpoints\nTwo angles with a common side, a common vertex, and no common points within the angles\nTwo angles that add to 180º are called\nif the sum of two angles is 90%\nunit based to measure angles ( symbol )\nPart of a line that has one endpoint and extends indefinitely in one direction.\nA line that is perpendicular to a segment at its midpoint.\ntwo angles in corresponding positions relative to two lines cut by a transversal\nalternate exterior angles\nTwo nonadjacent exterior angles on opposite of the transversal.\nsame side-interior angles\ninterior angles on the same side of a transversal\nThe angle on the outside of a transversal.\nnoncoplanar lines that do not intersect\nplanes that don't intersect\nis a line that intersects each of two other coplanar lines in different points\nthe angle inside of a transversal\nalternate interior angles\ntwo nonadjacent interior angles on opposite of the transversal\nUpgrade to remove ads", "label": "Yes"}
{"text": "In choropleth mapping, most classification schemes that have been proposed are based on the properties of the data's statistical distribution without regard for the data's spatial distribution. However, one of the more important tasks associated with choropleth map reading is the task of regionalization and identifying spatial patterns. For this reason some authors have proposed class interval selection procedures that also consider spatial contiguity. This book evaluates different classification schemes based on given data sets statistical as well as its spatial distribution. This book also involved with the choosing of suitable choropleth technique for given data set considering their accuracy level.", "label": "Yes"}
{"text": "Word of the Day\nApps by Dictionary\nA lot vs. Alot: 9 Grammatical Pitfalls\nthe theorem that a function is analytic in a simply connected domain if its integral is zero around every simple closed curve of finite length in the domain.\nafter Italian mathematician and physicist Giacinto\n(1856-1909), who formulated it\nBased on the Random House Dictionary, © Random House, Inc. 2015.\nCite This Source\nDiscover our greatest slideshows\n9 Words to Help You Navigate the...\n7 Chinese Loanwords to Expand Your...\nPoodle, Basset & Beagle: 10 Dog...\nA Look at 8 Expressions with Heart\nBrowse more topics on our blog\nWhat Is the Difference Between Discreet and Discrete?\nLearn the correct uses of these two commonly confused homophones.\nWhat Character Was Removed from the Alphabet?\nWhat mistaken pronunciation gave this character its name?\nThis small mark has two primary uses: to signify possession or omitted letters.\nHow Do I Get a Word into the Dictionary?\nPeople invent new words all the time, but which ones actually make it?\nWord of the Day\nDifficulty index for\nFew English speakers likely know this word\nWord Value for\nWords With Friends\nTo insure the adoration of a theorem for any length of time, faith is not enough, a police force is...\n... fain would I turn back the clock and devote to French or some other language the hours I spent...\nJessie B. Rittenhouse\nIn the field of politics the equivalent of a theorem is a perfectly disciplined army; of a sonnet or...\nNearby words for moreras-theorem\nmore things in heaven and earth, horatio\nmore, paul elmer\nmore, sir anthony\nmoreh, the hill of\nmorelos y pavón\nmoreton bay bug\nmoreton bay fig\nmorgagni, giovanni battista\nmorgain le fay\nmorgan le fay\nmorgan, conwy lloyd\nmorgan, j. pierpont\nmorgan, john hunt", "label": "Yes"}
{"text": "3-manifolds not obtained by surgery on a knot\nA well-known theorem of Lickorish and Wallace states that any closed orientable 3-manifold can be obtained by surgery on a link in the 3-sphere. For a given 3-manifold one can ask how \"simple\" a link can be used to obtain it, e.g., whether a manifold satisfying certain obvious necessary conditions on its fundamental group always arises by surgery on a knot. This question turns out to be rather subtle, and progress has been limited, but in general the answer is known to be \"no.\" Here Ill summarize some recent results including joint work with Matt Hedden, Min Hoon Kim, and Kyungbae Park that give the first examples of 3-manifolds with the homology of S^1 x S^2 and having fundamental group of weight 1 that do not arise by surgery on a knot in the 3-sphere.", "label": "Yes"}
{"text": "The first player rolls 2 dice. They add the numbers to get a total. They can then cover any of numbers, with a token, that add up to the total, or the total number itself. Example: If a 3 and a 2 are rolled the player can cover the 3 and the 2, the 4 and the 1, or a 5. If the player can not cover the total rolled or a combination that adds up to that number, the roll returns to the other player. A time limit can be set for the game or the game can end when one player covers all of their numbers. This is a great game for practicing addition and play strategies.", "label": "Yes"}
{"text": "Current Flow Closeness Maximization\nCode for paper https://arxiv.org/abs/1802.02556\nJulia version 0.6.0\nJulia package Laplacians.jl which can be installed by\njulia -e 'Pkg.add(\"Laplacians.jl\")'\nHow to run\nOPENBLAS_NUM_THREADS=1 julia -O3 test.jl data-dir algos k, where\ndata-diris the directory where the edges list files are. The algorithms will run on these files in lexicographical order of the file names. The result will be printed to both console and file\nalgosdenotes which algorithms to run.\nexactmeans running exact greedy,\napproxmeans running approx greedy, and\nbothmeans running both greedy algorithms (default\nkis an integer, denotes the number of vertices to chose (default\nOPENBLAS_NUM_THREADS=1is to enforce the program to run on a single thread.\nOPENBLAS_NUM_THREADS=1 julia -O3 test.jl data exact 5\nmeans running the exact greedy on networks in directory\nchoosing 5 vertices for each network. The result will be printed to\nboth console and", "label": "Yes"}
{"text": "JFundi - Educational Software\nLibrary Home || Full Table of Contents || Library Help\n|JFundi offers educational software. Their first product is Times Tables intended to help children memorize the multiplication tables. The Java software runs on multiple platforms.|\n|Resource Types:||Educational Vendors, Instructional Packages/Games, Web Interactive/Java|\n© 1994- The Math Forum at NCTM. All rights reserved.", "label": "Yes"}
{"text": "|iPath Series B SP GSCI Crude Oil -- USA Etf|| |\nUSD 56.43 0.1 0.18%\nGiven the investment horizon of 30 days, and your above average risk tolerance our recommendation regarding iPath Series B SP GSCI Crude Oil is 'Cautious Hold'\nFor the selected time horizon iPath Series B SP GSCI Crude Oil has a mean deviation of 0.6232, semi deviation of 0.0, standard deviation of 1.22, variance of 1.48, downside variance of 0.0 and semi variance of 0.0\nMacroaxis buy or sell recommendation module provides unbiased buy or sell advice that can be used to complement current average analyst sentiment\non iPath Series B. Our buy or sell recommendation engine ##verb4## current market data to analyse the entity potential to grow from the prospective of investors risk tolerance and investing horizon. Please check out iPath Series B Total Asset\nto decide if your iPath Series B buy or sell deciscion is justified.\nReturns Distribution Density\n|Mean Return||0.27||Value At Risk||0.72|\n|Potential Upside||1.56||Standard Deviation||1.22|\niPath Series Greeks\niPath Series Volatility Alert\niPath Series B SP GSCI Crude Oil exhibits very low volatility with skewness of 3.65 and kurtosis of 15.13. However, we advise investors to further study iPath Series B SP GSCI Crude Oil technical indicators to make sure all market info is available and is reliable.", "label": "Yes"}
{"text": "In this paper, we develop an agent-based multi-layered interbank network model based on a sample of large EU banks. The model allows for taking a more holistic approach to interbank contagion than is standard in the literature. A key finding of the paper is that there are non-negligible non-linearities in the propagation of shocks to individual banks when taking into account that banks are related to each other in various market segments. In a nutshell, the contagion effects when considering the shock propagation simultaneously across multiple layers of interbank networks can be substantially larger than the sum of the contagion-induced losses when considering the network layers individually. In addition, a bank “systemic importance” measure based on the multi-layered network model is developed and is shown to outperform standard network centrality indicators.", "label": "Yes"}
{"text": "For the Meetup of February we will again offer a brain challenging evening. Andrew Tweddle will challenge us with various approaches to tackling the sum of squares problem. With Steven Taschuck we will discuss a paper about a collaboration network that is derived from the Marvel Universe. In the two abstracts below we provide more information on these talks.\nThe sum of all squares, by Andrew Tweddle (http://andrewtweddle.blogspot.ca/).\nAbstract: How many squares are there on a chessboard? Include squares of all sizes: 1 x 1, 2 x 2 up to 8 x 8.More generally, how many squares are there on an n by n grid expressed as a function of n? Solve this problem in as many different ways as you can.Andrew Tweddle will be presenting a variety of solutions - algebraic, combinatorial and visual. Feel free to bring your own solutions for discussion. Let's see if we can find a particularly elegant solution to this problem.If time permits, Andrew will also demonstrate iPython and SymPy for automating some of the algebra.\nMarvel Universe looks almost like a real social network (paper by R. Alberich, J. Miro-Julia, F.Rossello), (http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.332.2051&rep=rep1&type=pdf) presented by Steven Taschuck (http://www.amotlpaa.org/)\nAbstract: We investigate the structure of the Marvel Universe collaboration network, where two Marvel characters are considered linked if they jointly appear in the same Marvel comic book. We show that this network is clearly not a random network, and that it has most, but not all, characteristics of “real-life” collaboration networks, such as movie actors or scientific collaboration networks. The study of this artificial universe that tries to look like a real one, helps to understand that there are underlying principles that make real-life networks have definite characteristics.", "label": "Yes"}
{"text": "Dr. Ana-Maria Croicu was the 2015 recipient of the KSU Foundation Distinguished Teaching Award. A native of Romania, she received a PhD in pure mathematics in 2001 from the Babes-Bolyai University of Cluj-Napoca. In 2005 she was awarded a second PhD in applied mathematics from Florida State University. Since 2006 she has taught mathematics at Kennesaw State University. She is also program director of a STEM scholarship program funded by a grant from the National Science Foundation.\nInterview with Ana-Maria Croicu, 2015-10-02, Kennesaw State University oral history series, Kennesaw State University Oral History Project, 1973- , KSU/45/05/001, Kennesaw State University Archives.\nThe digital reproductions on this site are provided for research consultation and scholarly purposes only. To request permission to publish, reproduce, publicly display, broadcast, or distribute this material in any format outside of fair use please contact the Kennesaw State University Archives.", "label": "Yes"}
{"text": "By Stephane Pirouet at December 21 2018 17:59:39\nOnce you have a scope and sequence book, make a list of each area in math that he needs to work on for the school year. For example for grades three and four, by the end of the year in subtraction, your child should be able to:\nI recommend getting one of these books when you first begin homeschooling and use it as a reference throughout your homeschool journey. Regardless of how long you homeschool, you'll always have doubts and questions about how your child is performing.A scope and sequence book can put your mind at ease.\nThese students have weak immediacy. This means that compared to other students, they are slow to come up with the right answers to basic math problems like 6 x 8, or 35 divided by 7. While other kids have the answer stored in their memory, these kids do not. This causes big problems when they try to work through the more complex problems they encounter in junior high math.\nFrom a teacher's perspective our competition is tough. Passing out a handout of 30 problems that are all in a format of 534x25= is not as stimulating in the students' eyes as playing games such as Grand Theft Auto and Resident Evil.\nSave Time : Free worksheets not only save you money, they can also save you time. If you decide that it is best for your child to do worksheets especially tailored for his needs, by doing a little research for printable math worksheets found online, you don't have to make the worksheets yourself. This can save a lot of time. Worksheets aren't that difficult to make, but it can be time consuming.\nmath worksheets fraction\nmath worksheets addition\nmath worksheets multiplication", "label": "Yes"}
{"text": "Joules to Megajoules Converter\nEnter the energy in joules below to get the value converted to megajoules.\nDo you want to convert megajoules to joules?\nHow to Convert Joules to Megajoules\nTo convert a measurement in joules to a measurement in megajoules, divide the energy by the following conversion ratio: 1,000,000 joules/megajoule.\nSince one megajoule is equal to 1,000,000 joules, you can use this simple formula to convert:\nmegajoules = joules ÷ 1,000,000\nThe energy in megajoules is equal to the energy in joules divided by 1,000,000.\nJoules and megajoules are both units used to measure energy. Keep reading to learn more about each unit of measure.\nWhat Is a Joule?\nThe joule is the energy equal to the force on an object of one newton at a distance of one meter. One joule is equal to the heat energy dissipated by the current of one ampere through one ohm of resistance for one second.\nThe joule is the SI derived unit for energy in the metric system. Joules can be abbreviated as J; for example, 1 joule can be written as 1 J.\nLearn more about joules.\nWhat Is a Megajoule?\nThe megajoule is a multiple of the joule, which is the SI derived unit for energy. In the metric system, \"mega\" is the prefix for millions, or 106. Megajoules can be abbreviated as MJ; for example, 1 megajoule can be written as 1 MJ.\nLearn more about megajoules.\nJoule to Megajoule Conversion Table\n|1 J||0.000001 MJ|\n|2 J||0.000002 MJ|\n|3 J||0.000003 MJ|\n|4 J||0.000004 MJ|\n|5 J||0.000005 MJ|\n|6 J||0.000006 MJ|\n|7 J||0.000007 MJ|\n|8 J||0.000008 MJ|\n|9 J||0.000009 MJ|\n|10 J||0.00001 MJ|\n|100 J||0.0001 MJ|\n|1,000 J||0.001 MJ|\n|10,000 J||0.01 MJ|\n|100,000 J||0.1 MJ|\n|1,000,000 J||1 MJ|\n- International Bureau of Weights and Measures, The International System of Units, 9th Edition, 2019, https://www.bipm.org/documents/20126/41483022/SI-Brochure-9-EN.pdf", "label": "Yes"}
{"text": "How Many Robots(Games categories: Robots, 1 Player, Flash, Kids, Quizz, Numbers, Baby, Android game, Free Game)\nDescription of How Many Robots game:\nGame description: How many robots there are is a game for children, a math game but also an observation game. We must count the robots in front of us in an extraterestrial scenery.\nGame controls: This game is played by mouse only.\n80 / 108 persons voted like for How Many Robots!\n|Add game to your web or blog!|", "label": "Yes"}
{"text": "Determine the equation of the parabola that opens downward from (1,-3) and is congruent to y=2(x-4)2.\nDo you mean this: y=2(x-4)^2\nor this: y=2(x-4)+2\nor something else?\nI'll GUESS that it's this: y=2(x-4)^2\nThis suggests a parabola oppening up and vertex at (4,0).\nA \"congruent\" parabola, then, with the other requirements, might be y=-2(x-1)^2 - 3\nReally, it goes straight to the heart of understanding the form of the equation. There isn't anything magic or calculation-intensive about it.", "label": "Yes"}
{"text": "Lots of opportunities are available to those with a bachelor's degree in mathematics. In some fields, such as biostatistics, finaincial mathematics, or operations research, a professional master's degree is preferred (or at least qualifies one for a higher salary). In research mathematics, a Ph.D. is required. Keep in mind: graduate school in the mathematical sciences is often free. Most Ph.D. programs in pure mathematics have financial support available in the form of tuition waivers plus a research stipend or a part-time teaching/grading job. This is also true for Ph.D. programs in statistics, applied mathematics, computer science, and operations research. Financial support for master's degrees varies wildly from field to field and sometimes from school to school; it's rarely available for pure mathematics, but is much more available for applied mathematics, statistics, financial mathematics, and biostatistics.\nHow should you go about applying to doctoral programs? Try this:\nThe Registry of Undergraduate Researchers\nmight match you with a graduate school.\nWant advanced work in actuarial science? Check the SOA list of programs and sort by level of courses offered, descending.\nMake your own rankings for Ph.D. programs (that is, rankings based on criteria you choose). This site also has the most recent ranking of programs by the National Research Council as of 2010.\nUS News also ranks graduate and professional programs; check to see if your library has online access or the print edition. Also look for The Gourman Report, most recently published in 1997 but still reasonably relevant. Harvey Mudd maintains a list of graduate mathematics programs ordered by the National Research Council's 1995 rankings.\nHere are hyperlinked lists of U.S. doctoral programs in mathematics and applied mathematics/operations research and statistics/biostatistics and mathematics education, so you can check out individual departments.", "label": "Yes"}
{"text": "|Publication number||US7451326 B2|\n|Application number||US 10/228,151|\n|Publication date||Nov 11, 2008|\n|Filing date||Aug 26, 2002|\n|Priority date||Aug 26, 2002|\n|Also published as||CN1689267A, CN100592676C, CN101916178A, CN101916178B, DE60313637D1, DE60313637T2, EP1547302A1, EP1547302B1, US7962758, US8386802, US20040039922, US20090055659, US20110208976, WO2004019548A1|\n|Publication number||10228151, 228151, US 7451326 B2, US 7451326B2, US-B2-7451326, US7451326 B2, US7451326B2|\n|Original Assignee||Mosaid Technologies, Inc.|\n|Export Citation||BiBTeX, EndNote, RefMan|\n|Patent Citations (32), Non-Patent Citations (2), Referenced by (5), Classifications (9), Legal Events (5)|\n|External Links: USPTO, USPTO Assignment, Espacenet|\nThis invention relates generally to parallel processors, and in particular to a parallel processor capable of processing arbitrary key bit length encryption operations with similar efficiencies using a same processor.\nIt is becoming relatively common to exchange electronically stored documents between parties to a transaction, for instance via a widely distributed information network such as the Internet of the World Wide Web (WWW). A common problem with the Internet is a lack of secure communication channels. Thus, in order for hospitals, governments, banks, stockbrokers, and credit card companies to make use of the Internet, privacy and security must be ensured. One approach to solving the aforementioned problem uses data encryption prior to transmission. In a prior art system, a host computer system is provided with an encryption unit, for example an encryption processor that is in electrical communication with at least a memory circuit for storing at least a private encryption key. When information is to be transmitted from the host computer system to a recipient via the Internet and is of a confidential nature, the information is first passed to the encryption processor for encryption using the stored private key. Typically, a same private key is used every time a data encryption operation is performed. Alternatively, an encryption key is selected from a finite set of private encryption keys that is stored in the at least a memory circuit in electrical communication with the encryption processor.\nOf course, a data encryption operation that is performed by an encryption processor is a mathematical algorithm in which an input data value, for instance a hashed version of an electronic document, is the only variable value. It is, therefore, possible to optimize the encryption processor to perform a desired encryption function using a least amount of processor resources. Additionally, in the prior art encryption units the optimized encryption processor is typically separate from the microprocessor of the host computer system, because it is best optimized in this way.\nSeveral standards exist today for privacy and strong authentication on the Internet through encryption/decryption. Typically, encryption/decryption is performed based on algorithms which are intended to allow data transfer over an open channel between parties while maintaining the privacy of the message contents. This is accomplished by encrypting the data using an encryption key by the sender and decrypting it using a decryption key by the receiver. In symmetric key cryptography, the encryption and decryption keys are the same.\nEncryption algorithms are typically classified into public-key and secret-key algorithms. In secret-key algorithms, keys are secret whereas in public-key algorithms, one of the keys is made widely known to the general public. Block ciphers are representative of the secret-key cryptosystems in use today. Usually, for block ciphers, symmetric keys are used. A block cipher takes a block of data, typically 32-128 bits, as input data and produces the same number of bits as output data. The encryption and decryption operations are performed using the key, having a length typically in the range of 56-128 bits. The encryption algorithm is designed such that it is very difficult to decrypt a message without knowing the key.\nIn addition to block ciphers, Internet security protocols also rely on public-key based algorithms. A public key cryptosystem such as the Rivest, Shamir, Adelman (RSA) cryptosystem described in U.S. Pat. No. 5,144,667 issued to Pogue and Rivest uses two keys, one of which is secret—private—and the other of which is publicly available. Once someone publishes a public key, anyone may send that person a secret message encrypted using that public key; however, decryption of the message can only be accomplished by use of the private key. The advantage of such public-key encryption is private keys are not distributed to all parties of a conversation beforehand. In contrast, when symmetric encryption is used, multiple secret keys are generated, one for each party intended to receive a message, and each secret key is privately communicated. Attempting to distribute secret keys in a secure fashion results in a similar problem as that faced in sending the message using only secret-key encryption; this is typically referred to as the key distribution problem.\nKey exchange is another application of public-key techniques. In a key exchange protocol, two parties can agree on a secret key even if a third party intercepts their conversation. The Diffie-Hellman exponential key exchange method, described in U.S. Pat. No. 4,200,770, is an example of such a protocol.\nMost public-key algorithms, such as RSA and Diffie-Hellman key exchange, are based on modular exponentiation, which is the computation of αx mod p. This expression means “multiply α by itself x times, divide the answer by p, and take the remainder.” This is very computationally expensive to perform, for the following reason. In order to perform this operation, many repeated multiplication operations and division operations are required. Techniques such as Montgomery's method, described in “Modular Multiplication Without Trial Division,” from Mathematics of Computation, Vol. 44, No. 170 of April 1985, can reduce the number of division operations required but do not overcome this overall computational expense. In addition, for present data encryption systems the numbers used are very large (typically 1024 bits or more), so the multiply and divide instructions found in common CPUs cannot be used directly. Instead, special algorithms that break down the large multiplication operations and division operations into operations small enough to be performed on a CPU are used. These algorithms usually have a run time proportional to the square of the number of machine words involved. These factors result in multiplication of large numbers being a very slow operation. For example, a Pentium® processor can perform a 32×32-bit multiply in 10 clock cycles. A 2048-bit number can be represented in 64 32-bit words. A 2048×2048-bit multiply requires 64×64 separate 32×32-bit multiplication operations, which takes 40960 clocks on the Pentium® processor. An exponentiation with a 2048-bit exponent requires up to 4096 multiplication operations if done in the straightforward fashion, which requires about 167 million clock cycles. If the Pentium processor is running at 166 MHZ, the entire operation requires roughly one second. Of course, the division operations add further time to the overall computation times. Clearly, a common CPU such as a Pentium cannot expect to do key generation and exchange at any great rate.\nPipeline processors comprising a plurality of separate processing elements arranged in a serial array, and in particular a large number of processing elements, are known in the prior art and are particularly well suited for executing data encryption algorithms. Two types of pipeline processor are known: processors of an in-one-end-and-out-the-other nature, wherein there is a single processing direction; and, bi-directional processors of an in-and-out-the-same-end nature, wherein there is a forward processing direction and a return processing direction. Considering a specific example of a bi-directional pipeline processor, a first data block is read from a memory buffer into a first processing element of the serial array, which element performs a first stage of processing and then passes the first data block on to a second processing element. The second processing element performs a second stage of processing while, in parallel, the first processing element reads a second data block from the memory buffer and performs a same first processing stage on the second data block. In turn, each data block propagates in a step-by-step fashion from one processing element to a next processing element along the forward processing direction of the serial array. At each step, there is a processing stage that performs a same mathematical operation on each data block that is provided thereto. Simultaneously, a result that is calculated at each processing element is provided to a previous processing element of the serial array, with respect to the return processing direction, which results comprise in aggregate the processed data returned by the encryption processor. This assembly-line approach to data processing, using a large number of processing elements, is a very efficient way of performing the computationally expensive data encryption algorithms described previously. Of course, the application of pipeline processors for performing computationally expensive processing operations is other than limited strictly to data encryption algorithms, which have been discussed in detail only by way of example.\nIt is a disadvantage of the prior art encryption processors that the processors are limited to fixed key sizes or alternatively to fixed performance. Thus, either a processor only works with keys of, for example, 128 bits or the processor requires equal time to process a 128 bit encryption operation as to process a 40 bit encryption operation. Typically, these two design requirements allow for best performance of the processor.\nIt would be advantageous to provide a parallel processor capable of processing arbitrary key bit length encryption operations with similar efficiencies using a same processor.\nIt is an object of the invention to provide a pipeline processor capable of processing encryption operations using keys with different bit lengths with similar efficiencies.\nIn accordance with the invention there is provided a method for processing data comprising the steps of:\nIn accordance with the invention there is provided an apparatus for processing data comprising:\nIn accordance with the invention there is provided an apparatus for processing data comprising:\nThe invention will be readily understood by the following description of preferred embodiments, in conjunction with the following drawings, in which:\nThe present invention is concerned with an implementation of a parallel processor for use in encryption operations, the implementation being such that the parallel processor supports variable length encryption keys without substantially compromising efficiency.\nIn order to perform an encryption operation, an encryption key of a predetermined length is provided to the processor 1 and the encryption operation is performed. Alternatively, if the encryption key is less than the predetermined length, it is padded to bring it to the predetermined length and then the operation is performed. In either case, the operation takes an approximately same predetermined amount of time. Unfortunately, as key lengths grow larger, the efficiency of the prior art processor 1 for processing older, shorter keys is reduced. For example, a processor designed to accommodate 256 bit keys will process a forty-bit key that has been padded to 256 bits at approximately ⅙th of the “efficient” time for processing only the forty-bit key. This is a poor allocation of resources. In order to better allocate resources, some processors include a plurality of processor arrays each for processing a different length encryption key as shown in\nReferring now to\nReferring now to\nIt is illustrative to consider a specific example, such as for instance a forty bit encryption operation requiring at least five individual eight bit processor elements to complete. In use, data is provided for encryption by the client station (not shown) via port 3, for example as a stream of individual blocks of data which comprise in aggregate a complete data file. At the beginning of a first processing cycle the first processor element 8 1 in array 6 a receives a first data block from a memory buffer (not shown) of port 3 and performs a predetermined first stage of processing thereon. In the present example the first stage of processing corresponds to an encryption operation using an eight-bit segment of the encryption key. Of course, first processor element 8 1 is time-synchronized with the memory buffer (not shown) of port 3 and with the logic circuit 7 such that the stream of data blocks is gated to first processor element 8 1 in synchronization. At the beginning of a second processing cycle, first processor element 8 1 receives a second data block via port 3. At approximately a same time the first processing element 8 1 provides an output in the form of the first data block along a forward processing-path to second processor element 8 2. Additionally, the first processor element 8 1 provides a first result calculated therein along a return processing-path to the memory buffer of port 3. This assembly line approach to processing data continues until the final result is provided to the memory buffer of port 3 along the return processing-path.\nAdvantageously, the stream of data blocks is gated to first processor element 8 1 in synchronization, as was described previously. At the beginning of each processing cycle the logic circuit 7 decrements the data indicative of the encryption key length by a predetermined amount. In the present example the encryption key length is forty bits, requiring five processor elements to complete the encryption operation, such that the data indicative of the encryption key length is representative of the value five. Then, at the beginning of the first processing cycle the logic circuit 7 decrements by one the value five to indicate that four processing cycles remain. The value is further decremented at the beginning of the second to fifth processing cycles, at which time the logic circuit 7 returns a zero value. If a zero value results, indicating that the end of the encryption data has been reached, then the logic circuit 7 transmits a last bit signal via the last bit signal conductor 9 to every processor element. A processor element having just received the last bit signal along the forward processing path, in this case the fifth processor element, “knows” immediately that it is the last processor element and turns the data around, such that data is other than propagated past said processor element along the forward processing path. Each of the processor elements preceding the last processor element receives data along both the forward processing path and the return processing path at the time that the last bit signal is transmitted, which is indicative of other than last element status.\nOf course, if the value of the logic circuit 7 reaches other than zero during a particular processing cycle, then processing continues normally. For example, during the second processing cycle, first processor element 8 1 performs a same first processing operation on the second data block and second processor element 8 2 performs a second processing operation on the first data block. At the end of the second processing cycle, the first data block is propagated along the forward processing path between the second and the third processor elements 8 2 and 8 3, respectively. Simultaneously, the second data block is propagated along the forward processing path between the first and the second processor elements 8 1 and 8 2, respectively. Additionally, the second processor element 8 2 provides a result calculated therein along the return processing-path to the first processor element 8 1. Of course, simultaneously gating data blocks along the forward processing-path and along the return processing-path between adjacent processor elements typically involves synchronous timing.\nUsing the bi-directional pipeline design shown, the result is efficiently calculated regardless of key length and additional processing cycles are avoided. The use of processors for supporting keys of different lengths within the device supports more than one efficient encryption process at a time—each process having a maximum key size. That said, in a common encryption processing system, statistics are easily used to select processor sizes to provide statistically a best performance for a given resource usage.\nAlternatively, the last-bit signal conductor 9 is in electrical connection with only a subset of the processor elements 8. For example, in serial array 6 a the last-bit signal conductor 9 is optionally connected to every fourth processor element. So with eight bit processor elements, the processor 5 processes encryption data as a series of 32 bit segments. For a processor which supports up to 256 bit encryption processed by 32 bit segments, eight possible processing lengths are supported. Advantageously the number of datapaths for conducting the last bit signal from the logic circuit 7 to the processor elements is reduced from 32 to only eight separate datapaths, greatly facilitating the ease of fabrication of the processor 5. Unfortunately, processing resources are allocated with lower efficiency for encryption key lengths that are other than divisible by 32 bits, for instance the forty-bit encryption key which padded to at least 64 bits prior to processing. Thus, the data is turned around at the eighth processor element, instead of the fifth processor element as was discussed above.\nReferring now to\nReferring now to\nBecause data indicative of a key length is provided to the processor along with the data for processing and the encryption key, the processor can allocate sufficient processing units to the task and thereby efficiently allocate resources. Processor 16 is shown with a logic circuit 7 as was previously disclosed with reference to\nReferring now to\nHere the array 6 b is bidirectional and, because of the implementation of the pipeline process as a bidirectional pipeline process, it is possible to begin using the last element of the array 6 b once it has completed processing for an operation occurring in its other direction. As such, a significant improvement in efficiency results.\nBecause data indicative of a key length is provided to the processor along with the data for processing and the encryption key, the processor can allocate sufficient processing units to the task and thereby efficiently allocate resources. Processor 18 is shown with a logic circuit 7 as was previously disclosed with reference to\nThe pipeline processors 16 and 18 of\nAdvantageously, since it is known when a processor will complete processing, it becomes possible to allocate that processor to processing downstream of another processor. For example, assuming the processor 6 a has processing elements for processing 256 bit encryption operations and begins processing a 256 bit encryption operation. Assume 6 b is a similar processor. If, sometime after processing element 6 a commences processing and before it is completed a processing request for a 512 bit operation arrives, it is possible to begin the operation on processing array 6 b knowing that by the time data has propagated to the last element of processing array 6 a, that element will have completed processing of the processing job in current processing. This improves overall system performance by reducing downtime of a processor while awaiting other processors to be available to support concatenated array processing.\nMontgomery Based Pipeline Processing of Encryption Data\nApplying Montgomery's algorithm, the cost of a modular exponentiation is reduced to a series of additions of very long integers. To avoid carry propagation in multiplication/addition architectures several solutions are known. These use Montgomery's algorithm, in combination with a redundant radix number system or a Residue Number System.\nIn S. E. Eldridge and C. D. Walter. Hardware implementation of Montgomery's modular multiplication algorithm. IEEE Transactions on Computers, 42(6):693-699, July 1993, Montgomery's modular multiplication algorithm is adapted for an efficient hardware implementation. A gain in speed results from a higher clock frequency, due to simpler combinatorial logic. Compared to previous techniques based on Brickell's Algorithm, a speed-up factor of two was reported.\nThe Research Laboratory of Digital Equipment Corp. reported in J. E. Vuillemin, P. Bertin, D. Roncin, M. Shand, H. H. Touati, and P. Boucard. Programmable active memories: Reconfigurable systems come of age. IEEE Transactions on VLSI Systems, 4(1): 56-69, March 1996 and M. Shand and J. Vuillemin. Fast implementations of RSA cryptography. In Proceedings 11th IEEE Symposium on Computer Arithmetic, pages 252-259, 1993, an array of 16 XILINX 3090 FPGAs using several speed-up methods including the Chinese remainder theorem, asynchronous carry completion adder, and a windowing exponentiation method is used to implement modular exponentiation. The implementation computes a 970 bit RSA decryption at a rate of 185 kb/s (5.2 ms per 970 bit decryption) and a 512 bit RSA decryption in excess of 300 kb/s (1.7 ms per 512 bit decryption). A drawback of this solution is that the binary representation of the modulus is hardwired into the logic representation so that the architecture must be reconfigured with every new modulus.\nThe problem of using high radices in Montgomery's modular multiplication algorithm is a more complex determination of a quotient. This behavior renders a pipelined execution of the algorithm other than straightforward. In H. Orup. Simplifying quotient determination in high-radix modular multiplication. In Proceedings 12th Symposium on Computer Arithmetic, pages 193-9, 1995, the algorithm is rewritten to avoid any operation involved in the quotient determination. The necessary pre-computation is performed only once for a given modulus.\nP. A. Wang in the article New VLSI architectures of RSA public key crypto systems. In Proceedings of 1997 IEEE International Symposium on Circuits and Systems, volume 3, pages 2040-3, 1997 proposes a novel VLSI architecture for Montgomery's modular multiplication algorithm. The critical path that determines the clock speed is pipelined. This is done by interleaving each iteration of the algorithm. Compared to previous propositions, an improvement of the time-area product of a factor two was reported.\nJ. Bajard, L. Didier, and P. Kornerup in the article An RNS Montgomery modular multiplication algorithm. IEEE Transactions on Computers, 47(7): 766 -76, July 1998, describe a new approach using a Residue Number System (RNS). The algorithm is implemented with n moduli in the RNS on n reasonably simple processors. The resulting processing time is O(n).\nOf course, most of the references cited above relate to hardware implementations of processors that have little or no flexibility.\nThere have also been a number of proposals for systolic array architectures for modular arithmetic. These vary in terms of complexity and flexibility.\nIn E. F. Brickell. A survey of hardware implementations of RSA. In Advances in Cryptology—CRYPTO '89, pages 368-70.Springer-Verlag, 1990, E. F. Brickell summarizes the chips available in 1990 for performing RSA encryption.\nIn N. Takagi. A radix-4 modular multiplication hardware algorithm efficient for iterative modular multiplication operations. In Proceedings 10th IEEE Symposium on Computer Arithmetic, pages 35-42, 1991, the author proposes a radix-4 hardware algorithm. A redundant number representation is used and the propagation of carries in additions is therefore avoided. A processing speed-up of about six times compared to previous work is reported.\nMore recently an approach has been presented that utilizes pre-computed complements of the modulus and is based on the iterative Horner's rule in J. Yong-Yin and W. P. Burleson. VLSI array algorithms and architectures for RSA modular multiplication. IEEE Transactions on VLSI Systems, 5(2): 211-17, June 1997. Compared to Montgomery's algorithms these approaches use the most significant bits of an intermediate result to decide which multiples of the modulus to subtract. The drawback of these solutions is that they either need a large amount of storage space or many clock cycles to complete a modular multiplication.\nThe most popular algorithm for modular exponentiation is the square & multiply algorithm. Public-key encryption systems are, typically, based on modular exponentiation or repeated point addition. Both operations are in their most basic forms done by the square and multiply algorithm.\nMethod 1.1 takes 2(n−1) operations in the worst case and 1.5(n−1) on average. To compute a squaring and a multiplication in parallel, the following version of the square & multiply method can be used:\nMethod 1.2 takes 2n operations in the worst case and 1.5n on average. A speed-up is achieved by applying the 1-ary method, such as that disclosed in D. E. Knuth, The Art of Computer Programming. Volume 2: Seminumerical Algorithms. Addison-Wesley, Reading, Mass., 2nd edition, 1981, which is a generalization of Method 1.1. The 1-ary method processes 1 exponent bits at a time. The drawback here is that (21−2) multiples of X must be pre-computed and stored. A reduction to 21−1 pre-computations is possible. The resulting complexity is roughly n/l multiplication operations and n squaring operations.\nAs shown above, modular exponentiation is reduced to a series of modular multiplication operations and squaring steps using the Montgomery method. The method for modular multiplication described below was proposed by P. L. Montgomery in P. L. Montgomery. Modular multiplication without trial division. Mathematics of Computation, 44(170): 519-21, April 1985. It is a method for multiplying two integers modulo M, while avoiding division by M. The idea is to transform the integers in m-residues and compute the multiplication with these m-residues. In the end, the representations are transformed back to a normal representation thereof. This approach is only beneficial when a series of multiplication operations in the transform domain are computed (e.g., modular exponentiation).\nTo compute the Montgomery multiplication, a radix R>M, with gcd(M, R)=1 is selected. Division by R is preferably inexpensive, thus an optimal choice is R=2m if\nThe m-residue of x is xR mod M. M′=M−1 mod R is also computed. A function MRED(T) is provided that computes TR−1 mod M: This function computes the normal representation of T, given that T is an m-residue.\nMethod 1.3 MRED(T): Computes a Montgomery Reduction of T\nThe result of MRED(T) is t=TR−1 mod M.\nNow to multiply two integers a and b in the transform domain, where their respective representations are (aR mod M) and (bR mod M), a product of the two representations is provided to MRED(T):\nMRED((aR mod M)·(bR mod M))=abR 2 R −1 =abR mod M\nFor a modular exponentiation this step is repeated numerous times according to Method 1.1 or 1.2 to get the final result ZR mod M or PnR mod M. One of these values is provided to MRED(T) to get the result Z mod M or Pn mod M.\nThe initial transform step still requires costly modular reductions. To avoid the division involved, compute R2 mod M using division. This step needs to be done only once for a given cryptosystem. To get a and b in the transform domain MRED(a·R2 mod M) and MRED(b·R2 modM) are executed to get aR mod M and bR mod M. Obviously, any variable can be transformed in this manner.\nFor a hardware implementation of Method 1.3: an m×m-bit multiplication and a 2m-bit addition is used to compute step 2. The intermediate result can have as many as 2m bits. Instead of computing U at once, one digit of an r-radix representation is computed at a time. Choosing a radix r, such that gcd(M, r)=1 is preferred. Division by r is also preferably inexpensive, thus an optimal choice is r=2k. All variables are now represented in a basis-r representation. Another improvement is to include the multiplication A×B in the algorithm.\nMethod 1.4 Montgomery Modular Multiplication for Computing A·B mod M, Where\nThe result of applying the method 1.4 is Sm=ABR−1 mod M. At most two k×k-bit multiplication operations and a k-bit addition is required to compute step 3 for a radix 2k. For step 4 two k×m-bit multiplication operations and two m+k-bit additions are needed. The maximal bit length of S is reduced to m+k+2 bits, compared to the 2m bits of Method 1.3.\nMethod 1.5 is a simplification of Method 1.4 for radix r=2. For the radix r=2, the operations in step 3 of Method 1.4 are done modulo 2. The modulus M is odd due to the condition gcd(M, 2k)=1. It follows immediately that M=1 mod 2. Hence M′=−M−1 mod 2 also degenerates to M′=1. Thus the multiplication by M′ mod 2 in step 3 is optionally omitted.\nMethod 1.5 Montgomery Modular Multiplication (Radix r=2) for Computing\nMontgomery Modular Multiplication for computing A·B mod M, where\nThe final comparison and subtraction in step 6 of Method 1.5 would be costly to implement, as an m bit comparison is very slow and expensive in terms of resource usage. It would also make a pipelined execution of the algorithm impossible. It can easily be verified that Si+1<2M always holds if A, B<M. Sm, however, can not be reused as input A or B for the next modular multiplication. If two more executions of the for loop are performed with am+1=0 and inputs A, B<2M, the inequality Sm+2<2M is satisfied. Now, Sm+2 can be used as input B for the next modular multiplication.\nTo further reduce the complexity of Method 1.5, B is shifted up by one position, i.e., multiplied by two. This results in ai·B mod 2=0 and the addition in step 3 is avoided. In the update of Si+1 (Si+qiM+aiB)/2 is replaced by (Si+qiM)/2+aiB. The cost of this simplification is one more execution of the loop with am+ 2=0. The Method below comprises these optimizations.\nMethod 1.6 Montgomery Modular Multiplication (Radix r=2) for Computing A·B mod M, where\nThe algorithm above calculates Sm+3=(2−(m+2)AB) mod M. To get the correct result an extra Montgomery modular multiplication by 22(m+2) mod M is performed. However, if further multiplication operations are required as in exponentiation algorithms, it is better to pre-multiply all inputs by the factor 22(m+2) mod M. Thus every intermediate result carries a factor 2m+2. Montgomery multiplying the result by “1” eliminates this factor.\nThe final Montgomery multiplication with “1” insures that a final result is smaller than M.\nHigh-Radix Montgomery Algorithm\nBy avoiding costly comparison and subtraction operations of step 6 and changing the conditions to 4M<2km and A, B<2M some optimization results for implementing method 1.4 in hardware. The penalty is two more executions of the loop. The resulting method is as follows:\nMethod 1.7 Montgomery Modular Multiplication for Computing A·B mod M, where\nThe quotient qi determination complexity is further be reduced by replacing B by B·2k. Since aiB mod 2k=0, step 3 is reduced to q1=Si mod 2k. The addition in step 3 is avoided at the cost of an additional iteration of the loop, to compensate for the extra factor 2k in B. A Montgomery method optimized for hardware implementation is shown below:\nMethod 1.8 Montgomery Modular Multiplication for Computing A·B mod M, Where\nThe final result is then Montgomery multiplied by 1 to eliminate the factors therein as discussed herein above.\nIn a thesis submitted to the Faculty of the Worcester Polytechnic Institute entitled Modular Exponentiation on Reconfigurable Hardware and submitted by Thomas Blum on Apr. 8, 1999 incorporated herein by reference, Thomas Blum proposed two different pipeline architectures for performing encryption functions using modular multiplication and Montgomery spaces: an area efficient architecture based on Method 1.6 and a speed efficient architecture. As target devices Xilinx XC4000 family devices were used.\nA general radix 2 systolic array uses m times m processing elements, where m is the number of bits of the modulus and each element processes a single bit. 2m modular multiplication operations can be processed simultaneously, featuring a throughput of one modular multiplication per clock cycle and a latency of 2m cycles. As this approach results in unrealistically large CLB counts for typical bit lengths required in modern public-key schemes, only one row of processing elements was implemented. With this approach two modular multiplication operations can be processed simultaneously and the performance reduces to a throughput of two modular multiplication operations per 2m cycles. The latency remains 2m cycles.\nThe second consideration was the choice of the radix r=2k. Increasing k reduces the amount of steps to be executed in Method 1.8. Such an approach, however, requires more resources; The main expense lies in the computation of the 2k multiples of M and B. These are either pre-computed and stored in RAM or calculated by a multiplexer network. Clearly, the CLB count becomes smallest for r=2, as no multiples of M or B have to be calculated or pre-computed.\nUsing a radix r=2, the equation according to Method 1.6 is computed. To further reduce the required number of CLBs the following measures are optionally taken: each unit processes more than a single bit. A single adder is used to precompute B+M and to perform the other addition operation during normal processing. Squares and multiplication operations are computed in parallel. This design is divided hierarchically into three levels.\nProcessing Element Computes u bits of a modular multiplication.\nModular Multiplication An array of processing elements computes a modular multiplication.\nModular Exponentiation Combine modular multiplication operations to a modular exponentiation according to Algorithm 1.2.\nIn the processing elements the following registers are present:\nThe registers need a total of (6u+5)/2 CLBs, the adder u/2+2 CLBs, the multiplexers 4·u/2 CLBs, and the decoder 2 CLBs. The possibility of re-using registers for combinatorial logic allows some savings of CLBs. MuxB and MuxRes are implemented in the CLBs of B-Reg and Result-Reg, Mux1 and Mux2 partially in M-Reg and B+M-Reg. The resulting costs are approximately 3u+4 CLBs per u-bit processing unit. That is 3 to 4 CLBs per bit, depending on the unit size u.\nBefore a unit can compute a modular multiplication, the system parameters have to be loaded. M is stored into M-Reg of the unit. At the beginning of a modular multiplication, the operand B is loaded from either B-in or S-Reg, according to the select line of multiplexer B-Mux. The next step is to compute M+B once and store the result in the B+M-Reg. This operation needs two clock cycles, as the result is clocked into S-Reg first. The select lines of Mux1 and Mux2 are controlled by ai or the control word respectively.\nIn the following 2(m+2) cycles a modular multiplication is computed according to Method 1.6. Multiplexer Mux1 selects one of its inputs 0, M, B, B+M to be fed in the adder according to the value of the binary variables ai and qi. Mux2 feeds the u−1 most significant bits of the previous result S-Reg2 plus the least significant result bit of the next unit (division by two/shift right) into the second input of the adder. The result is stored in S-Reg for one cycle. The least significant bit goes into the unit to the right (division by two/shift right) and the carry to the unit to the left. In this cycle a second modular multiplication is calculated in the adder, with updated values of S-Reg2, ai and qi. The second multiplication uses the same operand B but a different operand A.\nAt the end of a modular multiplication, Sm+3 is valid for one cycle at the output of the adder. This value is both stored into Result-Reg, as fed via S-Reg into B-Reg. The result of the second multiplication is fed into Result-Reg one cycle later.\nThe inputs and outputs of the units are connected to each other in the following way. The control word, qi and ai are pumped from right to left through the units. The result is pumped from left to right. The carry-out signals are fed to the carry-in inputs to the right. Output S—0_Out is always connected to input S—0_In of the unit to the right. This represents the division by 2 of the equation.\nAt first the modulus M is fed into the units. To allow enough time for the signals to propagate to all the units, M is valid for two clock cycles. We use two M-Buses, the M-even-Bus connected to all even numbered units and the M-odd-Bus connected to all odd numbered units this approach allows to feed u bits to the units per clock cycle. Thus it takes m/u cycles to load the full modulus M.\nThe operand B is loaded similarly. The signals are also valid for two clock cycles. After the operand B is loaded, the performance of the steps of Method 1.6 begins.\nStarting at the rightmost unit, unit0, the control word, ai, and qi are fed into their registers. The adder computes S-Reg-2 plus B, M, or B+M in one clock cycle according to ai and qi. The least significant bit of the result is read back as qi+1 for the next computation. The resulting carry bit, the control word, ai and qi are pumped into the unit to the left, where the same computation takes place in the next clock cycle.\nIn such a systolic fashion the control word, ai, qi, and the carry bits are pumped from right to left through the whole unit array. The division by two in Method 1.6 leads also to a shift-right operation. The least significant bit of a unit's addition (S0) is always fed back into the unit to the right. After a modular multiplication is completed, the results are pumped from left to right through the units and consecutively stored in RAM for further processing.\nA single processing element computes u bits of Si+1=(Si+qi·M)/2+ai·B. In clock cycle i, unit0 computes bits 0 . . . u−1 of Si. In cycle i+1, unit1 uses the resulting carry and computes bits u . . . 2u−1 of Si. Unit0 uses the right shifted (division by 2) bit u of Si (S0) to compute bits 0 . . . u−1 of Si+1 in clock cycle i+2. Clock cycle i+1 is unproductive in unit0 while waiting for the result of unit1. This inefficiency is avoided by computing squares and multiplication operations in parallel according to Method 1.2. Both pi+1 and zi+1 depend on zi. So, the intermediate result zi is stored in the B-Registers and fed with pi into the ai input of the units for squaring and multiplication.\nBefore a modular exponentiation is computed, the system parameters are loaded. The modulus M is read 2u bits at the time from I/O into M-Reg. Reading starts from low order bits to high order bits. M is fed from M-Reg u bits at the time alternatively to M-even-Bus and M-odd-Bus. The signals are valid two cycles at a time. The exponent E is read 16 bits at the time from I/O and stored into Exp-RAM. The first 16 bit wide word from I/O specifies the length of the exponent in bits. Up to 64 following words contain the actual exponent. The pre-computation factor 22(m+2) mod M is read from I/O 2u bits at the time. It is stored into Prec-RAM.\nIn state Pre-compute1 we read the X value from I/O, u bits per clock cycle, and store it into DP RAM Z. At the same time the pre-computation factor 22(m+2) mod M is read from Prec RAM and fed u bits per clock cycle alternatively via the B-even-Bus and B-odd-Bus to the B-registers of the units. In the next two clock cycles, B+M is calculated in the units.\nThe initial values for Method 1.2 are available. Both values have to be multiplied by 2, which can be done in parallel as both multiplication operations use a common operand 22(m+2) mod M that is already stored in B. The time-division-multiplexing (TDM) unit reads X from DP RAM Z and multiplexes X and 1. After 2(m+3) clock cycles the low order bits of the result appear at Result-Out and are stored in DP RAM Z. The low order bits of the next result appear at Result-Out one cycle later and are stored in DP RAM P. This process repeats for 2m cycles, until all digits of the two results are saved in DP RAM Z and DP RAM P. The result X·2m+2 mod M is also stored in the B-registers of the units.\nIn state pre-compute2 the actual steps of Method 1.2 begin. For both calculations of Z1 and P1 Z0 is used as an operand. This value is stored in the B-registers. The second operand Z0 or P0 respectively, is read from DP RAM Z and DP RAM P and “pumped” via TDM as ai into the units. After another 2(m+3) clock cycles the low order bits of the result of Z1 and P1 appear at Result-Out. Z1 is stored in DP RAM Z. P1 is needed only if the first bit of the exponent e0 is equal to “1”. Depending on e0, P1 is either stored in DP RAM P or discarded.\nIn state compute the loop of method 1.2 is executed n−1 times. Zi in DP RAM Z is updated after every cycle and “pumped” back as ai into the units. Pi in DP RAM P is updated only if the relevant bit of the exponent ei is equal to “1”. In this way always the last stored P is “pumped” back into the units.\nAfter the processing of en−1, the FSM enters state post-compute. To eliminate the factor 2m+2 from the result Pn, a final Montgomery multiplication by 1 is computed. First the vector 0, 0, . . . 0, 1 is fed alternatively via the B-even-Bus and B-odd-Bus into the B-registers of the units. Pn is “pumped” from DP RAM P as ai into the units. After state post-compute is executed, u bits of the result Pn=XE mod M are valid at the I/O port. Every two clock cycles another u bits appear at I/O. State pre-compute1 can be re-entered immediately now for the calculation of another X value.\nA full modular exponentiation is computed in 2(n+2)(m+4) clock cycles. That is the delay it takes from inserting the first u bits of X into the device until the first u result bits appear at the output. At that point, another X value can enter the device. With a additional latency of m/u clock cycles the last u bits appear on the output bus.\nHereinbelow the function blocks in\nDP RAM P works almost the same way. It has an additional input ei, that activates the write-enable signal of the DP RAM in the case of ei=1.\nIn state pre-compute1 the pre-computation factor is read from RAM and fed to the B-registers of the units. The counter is incremented each clock cycle and 2u bits are loaded in the 2u-bit register. From there u bits are fed on B-even-bus each positive edge of the clock. On the negative clock edge, u bits are fed on the B-odd-bus.\nA Speed Efficient Architecture\nThe above design was optimized in terms of resource usage. Using a radix r=2k, k>1, reduces the number of steps in Method 1.6 by a factor k. The computation of Method 1.8 is executed m+3 times (i=0 to m+2)\nA speed efficient design is readily divided hierarchically into three levels.\nProcessing Element Computes 4 bits of a modular multiplication.\nModular Multiplication An array of processing elements computes a modular multiplication.\nModular Exponentiation Combines modular multiplication operations to a modular exponentiation according to Method 12.\nThe following elements are provided:\nThe operation of the units is evident from the thesis of T. Blum, referenced above, and from a review of the diagrams.\nThis measure allows us to choose a 100% utilized m×4-bit DP RAM instead of an only 50% utilized 2m×4-bit DP RAM. DP RAM P works almost the same way. It has an additional input ei, that activates the write-enable signal of the DP RAM in the case of ei=“1.”\nSince the above pipeline processor architectures embody many pipelined processing elements, it is often difficult and costly to synchronise each element to the clock source within a same integrated circuit. Therefore, the present invention is highly advantageous in reducing overall resource requirements by reducing clock distribution problems. Also, since in one direction addition is required while in the other direction multiplication is required, it is evident that more time is necessary along one path than the other and, so, time-averaging of the paths is possible in accordance with an embodiment of the invention.\nNumerous other embodiments may be envisaged without departing from the spirit or scope of the invention.\n|Cited Patent||Filing date||Publication date||Applicant||Title|\n|US4797848||Apr 18, 1986||Jan 10, 1989||Hughes Aircraft Company||Pipelined bit-serial Galois Field multiplier|\n|US4839801 *||Nov 3, 1986||Jun 13, 1989||Saxpy Computer Corporation||Architecture for block processing computer system|\n|US4916652 *||Sep 30, 1987||Apr 10, 1990||International Business Machines Corporation||Dynamic multiple instruction stream multiple data multiple pipeline apparatus for floating-point single instruction stream single data architectures|\n|US5001661||Jan 23, 1990||Mar 19, 1991||Motorola, Inc.||Data processor with combined adaptive LMS and general multiplication functions|\n|US5101431||Dec 14, 1990||Mar 31, 1992||Bell Communications Research, Inc.||Systolic array for modular multiplication|\n|US5210710||Oct 17, 1990||May 11, 1993||Cylink Corporation||Modulo arithmetic processor chip|\n|US5313530||Mar 4, 1992||May 17, 1994||Canon Kabushiki Kaisha||Calculating apparatus and method of encrypting/decrypting communication data by using the same|\n|US5321752||Sep 4, 1992||Jun 14, 1994||Canon Kabushiki Kaisha||Method of and apparatus for encryption and decryption of communication data|\n|US5398284||Nov 5, 1993||Mar 14, 1995||United Technologies Automotive, Inc.||Cryptographic encoding process|\n|US5414651||Oct 21, 1993||May 9, 1995||U.S. Philips Corporation||Arithmetic unit for multiplying long integers modulo M and R.S.A. converter provided with such multiplication device|\n|US5499299||Jun 30, 1994||Mar 12, 1996||Fujitsu Limited||Modular arithmetic operation system|\n|US5513133||Nov 18, 1993||Apr 30, 1996||Fortress U&T Ltd.||Compact microelectronic device for performing modular multiplication and exponentiation over large numbers|\n|US5600720||Jul 19, 1994||Feb 4, 1997||Canon Kabushiki Kaisha||Encryption apparatus, communication system using the same and method therefor|\n|US5623683||Dec 30, 1992||Apr 22, 1997||Intel Corporation||Two stage binary multiplier|\n|US5666419||Nov 29, 1994||Sep 9, 1997||Canon Kabushiki Kaisha||Encryption device and communication apparatus using same|\n|US5724280||Aug 31, 1995||Mar 3, 1998||National Semiconductor Corporation||Accelerated booth multiplier using interleaved operand loading|\n|US5742530||Dec 28, 1995||Apr 21, 1998||Fortress U&T Ltd.||Compact microelectronic device for performing modular multiplication and exponentiation over large numbers|\n|US5805914 *||Jun 7, 1995||Sep 8, 1998||Discovision Associates||Data pipeline system and data encoding method|\n|US5848159||Jan 16, 1997||Dec 8, 1998||Tandem Computers, Incorporated||Public key cryptographic apparatus and method|\n|US5867412||Nov 13, 1997||Feb 2, 1999||Electronics And Telecommunications Research Institute||Modular multiplication device for information security|\n|US5923871||Oct 18, 1996||Jul 13, 1999||Elbrus International||Multifunctional execution unit having independently operable adder and multiplier|\n|US5982900||Apr 4, 1997||Nov 9, 1999||Oki Electric Industry Co., Ltd.||Circuit and system for modulo exponentiation arithmetic and arithmetic method of performing modulo exponentiation arithmetic|\n|US5987489||Feb 26, 1997||Nov 16, 1999||Sgs-Thomson Microelectronics S.A.||Modular arithmetic coprocessor enabling the performance of non-modular operations at high speed|\n|US6026421||Nov 26, 1997||Feb 15, 2000||Atmel Corporation||Apparatus for multiprecision integer arithmetic|\n|US6061706||Oct 10, 1997||May 9, 2000||United Microelectronics Corp.||Systolic linear-array modular multiplier with pipeline processing elements|\n|US6088453||Jan 26, 1998||Jul 11, 2000||Kabushiki Kaisha Toshiba||Scheme for computing Montgomery division and Montgomery inverse realizing fast implementation|\n|US6088800||Feb 27, 1998||Jul 11, 2000||Mosaid Technologies, Incorporated||Encryption processor with shared memory interconnect|\n|US6144743||Feb 6, 1998||Nov 7, 2000||Kabushiki Kaisha Toshiba||Information recording medium, recording apparatus, information transmission system, and decryption apparatus|\n|US6151393||May 27, 1998||Nov 21, 2000||Samsung Electronics Co., Ltd.||Device and method for modular multiplication|\n|US20030039355 *||May 9, 2002||Feb 27, 2003||Mccanny John Vincent||Computer useable product for generating data encryption/decryption apparatus|\n|US20030198345 *||Apr 15, 2002||Oct 23, 2003||Van Buer Darrel J.||Method and apparatus for high speed implementation of data encryption and decryption utilizing, e.g. Rijndael or its subset AES, or other encryption/decryption algorithms having similar key expansion data flow|\n|WO2002052777A2||Dec 21, 2001||Jul 4, 2002||Mosaid Technologies Incorporated||Packet encrypton system and method|\n|1||\"Modular Exponentiation on Reconfigurable Hardware,\" by Thomas Blum (Thesis) Worcester Polytechnic Institute pp. 1-107 (1999).|\n|2||Schubert, A., et al., \"Reusable Cryptographic VLSI Core Based on the Safer K-128 Algorithm with 251.8 Mbit/s Throughput,\" Signal Processing Systems, 1998, SIPS '98, 1998 IEEE Workshop on Cambridge, MA, USA Oct. 8-10, 1998, New York, New York, USA, IEEE, US, pp. 437-446, Germany XP010303746 ISBN: 0-7803-4997-0.|\n|Citing Patent||Filing date||Publication date||Applicant||Title|\n|US7912886 *||Dec 14, 2006||Mar 22, 2011||Intel Corporation||Configurable exponent FIFO|\n|US8301905 *||Sep 8, 2006||Oct 30, 2012||Inside Secure||System and method for encrypting data|\n|US20080062803 *||Sep 8, 2006||Mar 13, 2008||Daniele Fronte||System and method for encrypting data|\n|US20080147768 *||Dec 14, 2006||Jun 19, 2008||Intel Corporation||Configurable Exponent Fifo|\n|CN103780381A *||Dec 17, 2012||May 7, 2014||深圳市证通电子股份有限公司||Realization device and method for Montgomery algorithmic based on high level systolic array|\n|International Classification||G06F12/14, G06F11/30, G06F7/72, H04L9/32, H04L9/00, H04K1/00|\n|Aug 26, 2002||AS||Assignment|\nOwner name: CHRYSALIS-ITS, INC., CANADA\nFree format text: ASSIGNMENT OF ASSIGNORS INTEREST;ASSIGNOR:ZAABAB, HAFID;REEL/FRAME:013230/0204\nEffective date: 20011220\nOwner name: MOSAID TECHNOLOGIES, INC., CANADA\nFree format text: ASSIGNMENT OF ASSIGNORS INTEREST;ASSIGNOR:CHRYSALIS-ITS, INC.;REEL/FRAME:013228/0744\nEffective date: 20011221\n|Apr 15, 2009||AS||Assignment|\nOwner name: MOSAID TECHNOLOGIES INCORPORATED, CANADA\nFree format text: CHANGE OF ADDRESS OF ASSIGNEE;ASSIGNOR:MOSAID TECHNOLOGIES INCORPORATED;REEL/FRAME:022542/0876\nEffective date: 20090209\nOwner name: MOSAID TECHNOLOGIES INCORPORATED,CANADA\nFree format text: CHANGE OF ADDRESS OF ASSIGNEE;ASSIGNOR:MOSAID TECHNOLOGIES INCORPORATED;REEL/FRAME:022542/0876\nEffective date: 20090209\n|Sep 20, 2011||AS||Assignment|\nOwner name: GOOGLE INC., CALIFORNIA\nFree format text: ASSIGNMENT OF ASSIGNORS INTEREST;ASSIGNOR:MOSAID TECHNOLOGIES INC.;REEL/FRAME:026933/0942\nEffective date: 20110909\n|Apr 27, 2012||FPAY||Fee payment|\nYear of fee payment: 4\n|May 11, 2016||FPAY||Fee payment|\nYear of fee payment: 8", "label": "Yes"}
{"text": "By Shakuntala Devi\nRead Online or Download Figuring Made Easy PDF\nBest arts books\nAn leading edge method of origami craft, polyhedron origami. introduces you right into a new international of many-sided good figures. This ebook is a finished choice of polyhedron origami from tetrahedron to icosahedron. every one reliable item is shaped from uncomplicated folded devices. every one procedure is illustrated with transparent step by step diagrams for newbies.\nThose extraordinary afghans will motivate you to select up your hook and begin right now! choose between forty initiatives, together with a one-piece throw, a mile-a-minute wrap, and join-as-you-go squares, every one designed by means of a reader of Crochet With center journal.\nOtl Aicher ist einer der herausragenden Vertreter des Modernen Designs. used to be er seit den fünfziger Jahren, seit seiner Zeit in der von ihm mitbegründeten, inzwischen legendären Ulmer Hochschule für Gestaltung, etwa auf dem Gebiet des company layout geschaffen hat - erinnert sei hier nur an die Erscheinungsbilder für die Firma Braun, die Lufthansa, das Zweite Deutsche Fernsehen und die Firma ERCO -, gehört zu den ganz großen Leistungen der visuellen Kultur unserer Zeit.\n- Zwanzig Jahre Fortschritte in Explosivstoffen: Vier Vorträge gehalten in der Royal Society of Arts in London November/Dezember 1908\n- The Complete H. P. Lovecraft Filmography (Bibliographies and Indexes in the Performing Arts)\nExtra resources for Figuring Made Easy\nFor example, to check that 8216 X 4215 = 34630440: 8 + 2 + 1 + 6 = ^ = 1 1 , casting out the nines, leaves 8 as the check number. 4 + 2 + 1 + 5 = 12, casting out the nines, leaves 3 as the check number. 3 + 4 + 6 + 3 + 0 + 4 + 4 + 0 = 24, casting out the nines, leaves 6 as the check number. 3 x 8 = 24, 2 + 4 = 6 which was the check number of the original product. Therefore, the multiplication is correct. However, I must mention here that this system of casting out the nines is not infallible, but if the answer you have obtained checks out as correct when you have used it, the chances of your being wrong are very slim.\n60 x 100 = 18760 1 ^ 0 = 4690 4 4690 X 3 = 14070 To multiply by 9, just remember that 9 is one less than 10, so all that is necessary is to add a zero and then subtract the original multiplicand. Take 9 X 84 10 X 84 = 840 840 - 84 = 756 This can be extended, if asked to multiply by 18. All that is necessary is to multiply by 9 and double the product. For example, 448 X 18 448 x 10 = 4480 4480 - 448 = 4032 4032 X 2 = 8064 Alternatively, you can start from the fact that 18 is 20 less 2, in which case the sequence is: 448 x 2 = 896 896 x 10 = 8960 8960 - 896 = 8064 This method can be used for all numbers which are multi pies of 9.\nFor example: 165 divided b,- 5 = 'V;. Jc by 15. vidend by 2 and divide by l - ' .", "label": "Yes"}
{"text": "Or search by topic\nA composite number is one that is neither prime nor 1.\nShow that 10201 is composite in any base.\nLikewise show that 10101 is composite in any base.\nFurther Reading: Learn About Number Bases by Toni Beardon\nStart with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The loser is the player who takes the last counter.\nFind b where 3723(base 10) = 123(base b).\nA collection of games on the NIM theme", "label": "Yes"}
{"text": "This greater than less than activity for Halloween is the perfect addition to any math center! Graphing, data analysis, and comparing numbers - so many math skills in one fun activity!\nGeoboards are an excellent way to practice spatial awareness, fine motor skills and geometry with 2D shapes too! These task cards are great visuals for students to replicate fun themed objects.\nINCLUDED IN THE GREATER THAN LESS THAN ACTIVITIES:\nUse Astro-brights to match any theme!\nThese task cards are designed to be used with 5x5 peg geoboards and rubber bands. (not included)\nStudents will count the number of rubber bands used for the task card.\nThen, record the number on the task card and fill out the graph to match. (There are several options for graphing depending on the level of learner.)\nOnce all of the task cards and graph are completed, the student will use the data from the graph to answer the questions and compare numbers by using greater than, less than, and equal signs on the graph or response sheet. (2 levels of difficulty - 1 transfer the numbers from the graph and 1 without)\nExtra time or early finishers: Students can draw and describe the creation they made on one sheet or Create your own creation!\nThese are perfect to use as a group, in a center, independent activity, morning work, or for early finishers!\n*Please leave Feedback if you like this pack!\n*Click the green star above to FOLLOW me.\n*Check out my store for more great new products!\nThis resource is also great for substitutes, student teachers, classroom helpers, or homeschool!", "label": "Yes"}
{"text": "Our theme this half term is Ancient Greece. In science we have been learning about changing materials. In maths we have been learning about decimals, fractions and units of measure.\nIn order to show off our learning, we thought why not bake some Pitta bread! As doing so will combine all of our learning into one learning project. Here are some images of the children planning their baking experiments.\nKeep posted for more updates!", "label": "Yes"}
{"text": "...My undergraduate degree is in mathematics, and I have worked as a computer professional, as well as a math tutor. My doctoral degree is in psychology. I think this is a wonderful combination: I can relate to students, understand their frustrations and fears, and at the same time I deeply unders...\nNovato, CAView Tutor\n...Tutoring students gives me the satisfaction of watching students blossom while earning a bit of cash to keep my kid in Legos.I am a Ph.D. chemist who has taught at the university and high school level. It is my experience that problems with study skill generally result from lack of routine, fail...\nSanta Rosa, CAView Tutor\n...I also have been a certified classroom teacher in math in the Berkeley, Oakland, and San Ramon School Districts. I have been a USMaster's Club swimmer for over 20 years. I have been coached and gone to numerous swimming workshops in all strokes during that time.\nBerkeley, CAView Tutor\n...I would like to teach students how to think and how to be engaged in a fun mathematics world. My goal is to build a firm foundation for students' future learning. I am a native Mandarin Speaker.\nSan Rafael, CAView Tutor\n...I have a masters in Mathematics. I have done Differential Equations for my M.S. I have very deep and excellent knowledge in this subject.\nDublin, CAView Tutor", "label": "Yes"}
{"text": "Math 132 Section 6.1 Areas Between Curves\nFinding the Area Between Curves:\nEx 1: Find the area between the two curves in the graph below:\nEx 2: Find the area between = 2 6 and = 12 2 .\nEx 3: Find the area between = cos() and = 1 cos\nMath 132 Section 7.4 Integration by Partial Fractions\nTo integrate rational functions, we can break the function into a sum of simpler fractions that we\nRational Function: ( ) = ()\nTo use the method of partial fractions, the rational f\nMath 132 Section 7.1 Integration by Parts\nIntegration by Parts\nWhen integrating two functions multiplied together, and there is no relationship\nbetween the two functions, we use the method of integration by parts.\nIntegration by Parts:\nMath 132 Section 5.3 The Fundamental Theorem of Calculus\nThe Fundamental Theorem of Calculus has two parts. Suppose f is a continuous\nfunction on the closed interval [a,b].\nIf () = () then () = ()\n() = () (), where F(x) = f(x)\nPart II: () =\nMath 132 Section 6.2 Volumes\nVolume = ( ) or ()\nEx 1: Find the volume of the solid obtained by rotating the region\n= from = 0 to = 1 about the x-axis.\nEx 2: Find the volume of the solid obtained by rotating the region\n= 1 2\nMath 132 Section 7.2 Trigonometric Integration\nWhen integrating trigonometric functions involving sine and cosine, look for the following:\nFactor out one power\ncos 2 () = 1 sin2()\nSections 5.3-5.5, 6.1-6.2, 7.1-7.3\nOctober 10 & 11 reviews 7-9pm\nMidterm #1 Wednesday, October 12th, 7-9pm in Goessman Room 64\nOld MT #1 posted on the course chairs blog (no solutions)\nsin (x)=cos( x)\nSection 7.4 - Integration of Rational\nFunctions By Partial Fractions\nNote: for any k, you should be able\nto write down the partial fraction\ndecomposition. For small k you\nshould be able to solve for\nLong Division of\n1. (ln x)2 dx\nx sin3 x dx\nx3 1 x2 dx\nR ln y\nsin5 x cos4 x dx\n2x + 3x + 1\ncot2 x dx\nsin x + sec x\ntan5 x dx\nR sin x cot x\nTrigonometric Identities and Integrals\nErica M. Farelli\nMath 132 - University of Massachusetts\nsec x =\ncsc x =\ntan x =\nsin2 x + cos2 x = 1\ncot x =\n1 + cot2 x = csc2 x\ncos 2x = cos2 x sin\nMutiple Choice Section: Choose the one option that best\nanswers the question. There is \"no partial credit for questions\n1. [5 points] Which of the following integrals calculates the\narea of the shaded region?\nre) y (x3\nr at ' - 1-.-\nThe velocity function (in meters per second) for a particle moving along a line is given by\n(a) Find the displacement (in meters) of the particle.\nDisplacement = meters\n(b) Find the total distance traveled (in meters) by the particle.\nMATH132 Spring 2017 Worksheet: Fundamental Theorem of Calculus\n1) Graph the two curves\ny = 3/2x 1/2\ny = 3/4x2 11/4.\nSet up the definite integral to find the area enclosed by these two curves\n2) Find the derivative of the following functions\n1 + 7t2 si\nMath 132 Section 11.3 Integral Tests\nSuppose is a continuous, positive, and decreasing function on [1, ) and let = ().\nExamples: Do the following series converge or diverge?\nEx 1: 1 + 8 + 27 + 64 + 125 +\nTrigonometric Identities and Integrals for Chapter 7\ncsc x =\nsec x =\ntan x =\ncot x =\nsin2 x + cos2 x = 1\ncot x =\ntan2 x + 1 = sec2 x\nsin x cos x = 21 sin 2x\nsin2 x = 12 (1 cos 2x)\nLecture 17: Power series.\nA power series about a, or just a power series is\ncn (x a)n ,\na is called the center, cn s are called the coefficients of the power series. By convention:\n(x a)0 = 1,\neven when x = a.\nTwo new concepts:\n1. Radius of converge\nLecture 10: Improper Integrals\nImproper Integral of Type I: When interval is infinite.\nf (x)dx = limt\n2. f (x)dx = limt t f (x)dx.\n3. f (x)dx = f (x)dx + c f (x)dx, for any number c, c can be chosen to be 0\nLecture 13: Integral test and Comparison test\nTHE INTEGRAL TEST: Suppose\nP f is a continuous, positive, decreasing on [1, ) and\nlet an = f (n). Then the series n=1 an is convergent if and only if the improper integral is\nR In ot\nLecture 11: Sequences\nDefinition and notation for sequences.\nA sequence is a list of numbers written in certain order: a1 , a2 , a3 , , an , , where a1 is\ncalled the first term, an is called the n-th term or general term of the sequence.\nThere are two way\nLecture 12: Series\nDefinition and notation for series.\nGiven a sequence cfw_an , the associated series is created by taking the summation of all\nelements in the sequence.\nFormally, the sequence is denoted by\nn=1 an .\nTo give a precise definition, first\nLecture 18: Representing functions as power series.\nAt this point, we only know the following power series representation:\n= 1 + x + x2 + x3 +\nxn , for |x| < 1.\nWe now look at three techniques allow us to obtain a series representation using\nLecture 9: Integration by partial fractions\nIn this section we are going to take a look at integrals of rational functions\nboth P (x) and Q(x) are polynomials.\nThe process of taking a rational expression and deco\nLecture 8: Trigonometric Substitution\nMake a substitution x = a sin(), then dx = a cos()d and\na2 x2 = a cos().\n1. Evaluate the integral\nLet x = 5 sin(), then\n25 sin2 ()\nMath 132 Section 11.1 Sequences\nSequence: a list of numbers written in a definite order.\n1 , 2 , 3 , , ,\nExamples: Write out the first five terms of the following sequences.\nEx 1: cfw_+1\nEx 2: cfw_\nMath 132 Section 11.2 Series\nAny decimal can be written as a series.\nWrite = 3.14159265 as a series.\nSome series converge and others diverge.\n1 = + + 2 + 3 +\nEx 1: Does th\nSequences and Series Convergence Tests\nA sequence is increasing if an < an+1 for all n 1.\nA seqeunce is decreasing if an+1 < an for all n 1.\nA sequence is called monotonic if it is either increasing of decreasing.\nA sequence is boun\nMath 132 Section 11.4 The Comparison Tests\nSuppose and are series with positive terms.\n1.) If is convergent and for all , then is also convergent.\n2.) If is divergent and for all , then is also divergent.\nEx 1: Does the series converge or", "label": "Yes"}
{"text": "My kids LOVE\nthese puzzles. They are challenged to figure out a number pattern, then use it to solve the puzzle to find a word that's math vocabulary. Solve the puzzle correctly and the word is spelled correctly.\nPrint in black and white or color. Print two puzzles on a page OR project puzzles saved one to each page.\n: A blank sheet with a new alien can be used by an interested student to create a new puzzle to share with classmates. Give students a certificate congratulating them when they successfully create puzzles.\nThanks for visiting my Simply Math store. Please take a moment to leave a comment when you purchase a product.\n– • – ♥ – • –\nFind amazing and creative resources for teaching science in our Simply Science store.\n– • – ♥ – ♥ – ♥ – • –\nClick on the ★ next to our store to follow me and find out about new products.\n– • – • – ♥ – ♥ – ♥ – • – • –\nVisit my blog to find resources for new teachers and \"I'd like to teach more science\" teachers!\nThe alien illustrations on the cover of my product were created by: Educational Graphics Group", "label": "Yes"}
{"text": "What is the maximum number of edges in a graph on n vertices without triangles? Mantel’s answer in 1907—that at most half of the edges can be present—started a new field: extremal combinatorics. More generally, what is the maximum number of edges in an n-vertex graph that does not contain any subgraph isomorphic to H? What about if you consider hypergraphs instead of graphs? I will introduce the technique of sums of squares and discuss how it can be used to attack such problems.", "label": "Yes"}
{"text": "62-Bit-Wide Arithmetic and Logic Unit Combining the CARRY LOOK AHEAD and CARRY SELECT ADDER Principles\nOriginal Publication Date: 1988-Jun-01\nIncluded in the Prior Art Database: 2005-Feb-15\nThe speed of an arithmetic and logic unit (ALU) depends on the number of bits it has to handle. In a classic embodiment, the least significant bits are always available before the most significant bits. To get around this disadvantage, an improved ALU has to be designed so that the most significant bits are accelerated. Half-sum generates and propagates are formed for each pair of bits (left and right operands). Then the ALU is divided in three groups of sixteen bits, themselves being divided in four groups of 4 bits and a group of fourteen bits itself divided in two groups of four bits and a group of six bits. From the four- and six-bit groups are formed the first level generate and propagate groups (GG1 and GP1).", "label": "Yes"}
{"text": "Laura Harich from Hewlett-Packard shows kids how math can be fun on the HP Prime Graphing Calculator from HP\n(Pompano Beach, FL – PR LOG/CISION –September 3, 2013) Popular Home improvement show Designing Spaces™ airing on Lifetime TV will feature HP on the “Kids Spaces of Hope: All About Kids” episode. Tune in on Wednesday, September 4th at 7:30 am (ET/PT), as Lara Harich, Marketing Manager for the Calculator Division at HP, joins the show to demonstrate the new Prime Graphing Calculator. This show will re-air Thursday, October 10th.\nDuring the segment Harich will meet with a group of students to practice some exercises on HP’s new touch-screen graphing calculator, and talk about how math, the cornerstone of many STEM-based careers, doesn’t have to be intimidating with the right tools.\nThe HP Prime Graphing calculator has an intuitive, app-based interface and color touch-screen, which makes it more familiar and appealing to today’s tech savvy students. For early high school mathematics courses like Geometry and Algebra II, HP has built-in apps that make it easy for students to visualize and explore course concepts, such as the Dynamic Geometry, Triangle Solver and Advanced Graphing apps.\n“We’re thrilled that HP, a worldwide name in technology, has come on Designing Spaces to show us that with the HP prime graphing calculator, math can easier and more fun,” said Lysa Liemer, Executive VP and Chief Operating Officer of Designing Spaces™ on Lifetime TV.\nTo learn more about the HP Prime Graphing Calculator, please visit: www.hp.com/calculators.\nAbout Designing Spaces™ on Lifetime® Television\nEntering its 10th year, Designing Spaces continues to be one of America’s favorite home improvement shows. The show inspires viewers on decorating ideas, do-it-yourself projects and step-by-step home improvements to help make every space count and provide solutions to help you enjoy the space you live, work and play in. Designing Spaces family of spaces includes Think Green Spaces, Kids Spaces and its widely popular Spaces of Hope which prides itself on assisting people and places in dire need of a makeover including children’s shelters, animal shelters, military families and more. Designing Spaces airs Thursdays and Fridays at 7:30 a.m. (ET/PT) on the Lifetime® channel.\nTo view special segments visit: www.designingspaces.tv\nJoin the Conversation!\nO2 Media, Inc.", "label": "Yes"}
{"text": "Calculator used with kind permission of DoctorProAudio.com\nFill out a gray box above and click the respective 'calculate' bar under it. p-p = peak to peak.\nThe reference voltage for 0 dBu is 0.775 volt (0.77459667 V) and for 0 dBV it is exactly 1.0 volt.\nScroll down to find the formulas for voltage and power and the calculation of the absolute level.\nThe origin of the index of dBu comes from \"u = unloaded\" and dBV comes from \"V = 1 volt\". Some say:\nThe \"u\" in dBu implies that the load impedance is unspecified, unterminated, and is likely to be high.\nWhat is dBu? A logarithmic voltage ratio with a reference voltage of V0 = 0.7746 volt ≡ 0 dBu\nWhat is dBV? A logarithmic voltage ratio with a reference voltage of V0 = 1.0000 volt ≡ 0 dBV\nThe home recording level (consumer audio) of −10 dBV means 0.3162 volts, that is −7.78 dBu.\nThe studio recording level (pro audio) of +4 dBu means a voltage of 1.228 volts.\nThe maximum undistorted level of audio amplifiers is +18 dBu. In USA it is +24 dBu.\nDomestic gear with a −10 dBV level is usually unbalanced. Studio gear with a +4 dBu level is always balanced. 0 VU = +4 dBu.\nScale: Level in dBu and dBV in comparison to the voltage in V\n|Studio level international||+4 ●||1.228||+1.78|\n|Standard level 1 Volt||+2.22||1||0 ref.|\n|Standard level 0.775 Volt||0 ref.||0.775||−2.22|\n|Domestic level||−7.78||0.316||−10 ●|\n|The level difference between +4 dBu studio level\nand −10 dBV consumer level is Δ L = 11.78 dB (12 dB).\nThe level difference between dBu level and dBV level is Δ L = 2.2 dB.\n0 dBV equals 2.2 dBu or 0 dBu equals −2.2 dBV.\nThe conversion from level L(dBu) to voltage (volt) is V = 0.775 × 10(L/20).\nThe conversion from voltage V (volt) to level (dBu) is L = 20 × log (V/0.775).\n|All field quantities, like voltage or sound pressure are\nalways true RMS values, if not otherwise stated.\nIn mathematics, the root mean square (abbreviated RMS\nor rms), also known as the quadratic mean, is a statistical\nmeasure of the magnitude of a varying quantity.\n|For sinusodial voltages or currents with ohm's loads\ncalculations can made easier with RMS = amplitude / √2\nNote - Comparing dBSPL and dBA: There is no conversion formula for\nmeasured dBA values to sound pressure level dBSPL or vice versa.\nAlso you cannot convert \"dBA to volts\" and vice versa.\nConversion is only possible for measuring one single frequency.\nPro audio equipment often lists an A-weighted noise spec – not\nbecause it correlates well with our hearing – but because it can\n\"hide\" nasty hum components that make for bad noise specs.\nWords to bright minds: Always wonder what a manufacturer\nis hiding when they use A-weighting. *)\n|We don't use the dBm in audio engineering. That belongs to power, we don't need here.\nIf you really need dBm with \"m = 1 milliwatt or one thousandth (10−3) of a watt\", go to:\nThe dBm calculator and power matching or impedance matching\nExplanation: What is \"dBFS\"? (Digital Audio)\ndBFS - Digital recording level\nAnalog levels and digital levels are different realms.\n♦ An often posted question: \"Please, can you help me convert from dBFS to dBu\".\nNever express analog signal levels in terms of dBFS.\nFollow this and you will not confuse anyone.\nNotice - Comparing dBu and dBFS: There is really no fixed\nworld standard like e.g. −20 dBFS = +4 dBu = 0dBVU.\nThe digital peak scale is not equivalent to the analog RMS scale.\ndBu is volts - you measure it with a volt meter.\nAnalog audio: positive and negative voltage.\ndBFS is in contrast a binary number.\nDigital audio: zeroes and ones.\nThere is no such thing as peak volts dBu *)\nIt is incorrect to state peak voltage levels in dBu.\ndBFS must have a minus sign at the beginning. There is not something like +6 dBFS.\nThere is no such standardized reference. x dBFS is a digital voltage level\n(peak) and y dBVU or dBu is an analog voltage level (RMS).\nDigital and analogue are two totally different realms.\nThat's why there is no relation between dBFS and dBVU or dBu, whatsoever.\nAnalog meter (ppm): attack time 10 to 300 ms − reading rms values.\nDigital meter: attack time < 1 ms − reading peak values. That is really some\nAdvice: Watch only your digital meters and go up to 0 dBFS, but never go\nover this mark. We use \"headroom\" in the analog domain. That is OK, but\nwe don't need digital \"headroom\" as an always \"unused\" forbidden\nYou are free to choose your private headroom, if you like that, but there is no\nstandard that you have to do that.\nThe demand for a high modulation level, stand in the contrary to the claim,\nto avoid overloading.\nNever take the following funny guessing game for granted. Use it only as a rough guide:\nEuropean & UK calibration for Post & Film is −18 dBFS = 0 VU = +4 dBu\nBBC spec: −18 dBFS = PPM \"4\" = 0 dBu\nAmerican Post: −20 dBFS = 0 VU = +4 dBu\nOrchestral −18 dBFS = 0 VU = +4 dBu\nRock and / or Radio −16, or −14, or −12 dBFS = 0 VU = +4 dBu\nDigi 002 is only capable of −14 dBFS.\nGerman ARD & studio PPM +6 dBu = −10 (−9) dBFS. +16 (+15) dBu = 0 dBFS. No VU.\n• EBU R68-2000 - The European Broadcasting Union recommends: digital level\n−9 dBFs (maximum). You have to keep the upper 9 dBs empty without any use.\nThe reference level is −18 dBFs. 0 dBFs is equal to +15 dBu.\nNotice: 0 dBFS is the permitted maximum digital level.\nThe EBU broadcasters have a problem, because they want to use the old slow meters with the\ndBu scale (attack 10 ms, quasi-peak) of the analog times for digital recordings.\nThe rest of the world looks always at the fast digital meters (attack < 1 ms, peak) with the dBFS\nscale. Forget looking at the dBu scale of the meters.\nIt seems to come a change from QPPM-modulation to loudness (ITU/EBU) and true-peak.\nLook at: EBU R 128.\n|Note: The guidelines of the EBU to set the maximum gain\nto −9 dB dBFS should not apply if not working for the\nEuropean Broadcasting Union. Whose maximum levels\nof digital CD masters are −9dBFS, should not be\nsurprised if the CDs are not loud enough.\n9 dB up to the top are left free with really no use.\n| More readable papers of the topic \"Loudness and Level\":\n10 things you need to know about ... EBU R 128 - the EBU loudness recommendation\nFlorian Camerer: Loudness On the way to nirvana - audio levelling with EBU R 128\n|LUFS = Loudness Units relative to Full Scale|\nThe formulas for voltage and power\nand the calculation of the absolute level\n|To use the calculator, simply enter a value.\nThe calculator works in both directions of the ↔ sign.\ndBm indicates that the reference power is P0 = 1 milliwatt = 0.001 watt ≡ 0 dB\nConversion of voltage or power ratios to decibels dB - table and chart\nTable of Sound Pressure Levels and Corresponding Sound Pressure and Sound Intensity\nRMS voltage, peak voltage and peak-to-peak voltage\nThe parameters of the mains or \"power\" sine wave form are summarized at the table below:\n|Average voltage||RMS voltage (VRMS)||Peak voltage (Vp) = (Û)||Peak-to-peak voltage (Vpp)|\n|0 volts||117 volts = VRMS = ~V||165 volts = √2×VRMS = 0,5 × Vpp||330 volts = 2×√2×VRMS = 2 × Vp|\n|0 volts||230 volts = VRMS = ~V||325 volts = √2×VRMS = 0,5 × Vpp||650 volts = 2×√2×VRMS = 2 × Vp|\n|The value VRMS of an alternating voltage V (t) = V0 × f(t)is defined so that the\neffective DC power corresponds VRMS2 / R = VRMS × IRMS to an ohmic resistance\nof the middle resistive power of this AC voltage to the same resistance.\nThe crest factor means the ratio of the peak voltage to the RMS voltage.\nIf you need to calculate an attenuator (attenuation calculation) you calculate a voltage divider.\n|Voltage||VRMS = ~V||Vp||Vpp|\n|Average voltage RMS VRMS =||−||0.7071 × Vp||0.3535 × Vpp|\n|Peak voltage Vp =||1.414 × VRMS||−||0.5000 × Vpp|\n|Peak-to-peak voltage Vpp =||2.828 × VRMS||2.000 × Vp||−|\nDifferent voltage levels\n|Level||Level L in dB||Voltage RMS||Voltage peak-to-peak|\n|European studio level - ARD broadcast level||+6 dBu||1.55 V||4.38 V|\n|International studio level - USA||+4 dBu||1.228 V||3.47 V|\n|Domestic recording (Consumer units)||−10 dBV||0.3162 V ≡ −7.78 dBu||0.894 V|\n|Sound pressure level (auditory threshold)||0 dB||2×10−5 Pa ≡ 0 dBSPL||5.66×10−5 Pa|\n|Reference studio level re 0.775 volt||0 dBu||0.7746 V||2.19 V|\n|Reference studio level re 1 volt||0 dBV||1.0000 V||2.828 V|\nInternational reference values\n|Physical unit||Level unit||Reference value||Note|\n|Voltage||V0 = 0.775 V||≡ 0 dBu||Audio engineering, no impedance reference!|\n|Voltage||V0 = 1 V||≡ 0 dBV||Audio engineering, USA|\n|Voltage||V0 = 1×10−6 V||HF receiver and amplifier technology|\n|Voltage||V0 = 0.224 V||HF technology - Reference 1 mW at Z = 50 Ω|\n|Voltage||V = 1.228 V||Studio level +4 dBu, USA - Reference 0.7746 V|\n|Voltage||V = 1.55 V||Studio level +6 dBu, ARD - Reference 0.7746 V|\n|Voltage||V = 0.3162 V||Home recording level −10 dBV - Reference 1.0 V ≡ −7.78 dBu|\n|Sound pressure||p0 = 2×10−5 Pa||≡ 0 dB||Sound Pressure Level SPL, auditory threshold (Sound field size)|\n|Sound particle velocity||v0 = 5×10−8 m/s||≡ 0 dB|\n|Sound intensity||I0 = 1×10−12 W/m2||≡ 0 dB||Threshold of pain at 1 W/m2 (Sound energy size)|\n|Power||P0 = 1 W||≡ 0 dBW||The reference impedance must always be told|\n|Power||P0 = 1 mW||≡ 0 dBm||Z = 600 Ω (telephones) or Z = 50 Ω (antennas)|\n|Electric field strength||E0 = 1×10−6 V/m|\n|Decibels (dB) Calculator\nDecibels are defined as ten times the log of a power ratio. Decibels convert\nmultiplication and division calculations into simple addition and subtraction operations.\nThis calculator converts between decibels, voltage gain (or current), and power gain.\nJust fill in one field and the calculator will convert the other two fields.\nEquations: Level in dB: L = 20 × log (V1/V2) = 10 × log (P1/P2)\n|The dBm is a logarithmic measure of power compared to 1 mW,\nthat means it is power dependent.\nIt can be converted to a voltage, if the load impedance is known.\nTypically the impedance (load) is 600 ohms.\nEquation: Level in dBm: LP = 10 × log (P / 0.001)\n|Simple rule of thumb: When working with power: 3 dB is twice, 10 dB is 10 times.\nWhen working with voltage or current: 6 dB is twice, 20 dB is 10 times.\n|Why is the bandwidth and the cutoff frequency found at the level of \"−3 dB\"?\nWhy we always take 3 dB down gain of a filter?\nFull width at half maximum (FWHM).\nAnswer: That is the point where the energy (power) is fallen to the value ½ or 0.5 = 50 percent of the initial power as energy\nquantity, that is equivalent to (−)3 dB = 10×log(0.5). A (−)3 dB power drop is a decrease of 50 % to the value of 50%.\nThere the voltage is fallen to the value of √(½) or 0.7071 = 70.71 percent of the initial voltage as field quantity equivalent to\n(−)3 dB = 20×log(0.7071). A (−)3 dB voltage drop is a decrease of 29.29 % to the value of 70.71 %.\n|(−)3 dB implies ½ the electric power and since the power is proportional to the\nsquare of voltage, the value will be 0.7071 or 70.71 % of the passband voltage.\n√½ = 1/√2 = √0,5 = 0,7071. P ~ V2, that is 0,5 ~ 0,70712.\n|Sound engineers and sound designers (\"ear people\") mostly use the usual (sound) field quantity. That'swhy they say:\nThe cutoff frequency of a device (microphone, amplifier, loudspeaker) is the frequency at which the output voltage level\nis decreased to a value of (−)3 dB below the input voltage level (0 dB).\n● (−)3 dB corresponds to a factor of √½ = 1/√2 = 0.7071, which is 70.71% of the input voltage.\nAcousticians and sound protectors (\"noise fighters\") seem to like more the (sound) energy quantity. They tell us:\nThe cutoff frequency of a device (microphone, amplifier, loudspeaker) is the frequency at which the output power level is\ndecreased to a value of (−)3 dB below the input power level (0 dB).\n● (−)3 dB corresponds to a factor of ½ = 0.5, which is 50% of the input power (half the value)..\n|Note: Power gain (power amplification) is not common in audio engineering.\nEven power amplifiers for loudspeakers don't amplify the power.\nThey amplify the audio voltage that moves the voice coil.\n|Sound field quantities\nSound pressure, sound or particle velocity,\nparticle displacement or displacement amplitude,\n(voltage, current, electric resistance).\nInverse Distance Law 1/r\n|Sound energy quantities\nSound intensity, sound energy density,\nsound energy, acoustic power.\nInverse Square Law 1/r²\n|Note: A sound field quantity (sound pressure p, electric voltage V) is not a sound energy\nquantity (sound intensity I, sound power Pak). I ~ p2 or P ~ V2. Sometimes you can hear\nthe statement: The cutoff frequency is there where the level L is decreased by (−)3 dB.\nWhatever the user wants to tell us so accurately: Level is level or dB is dB.", "label": "Yes"}
{"text": "...At the beginning of my career I was a member of a computer hardware and software transition/training team for the University of Washington. My primary responsibility was to replace all DOS based computers at the university with the new state of the art personal pc systems with Microsoft products...\nRenton, WAView Tutor\n...I have many years experience in teaching and mentoring of both youth (age 6 to 18) as well as adults. My schooling, my engineering career and my associated daily practical use of math has prepared me to tutor pre-algebra. My background in engineering and my daily practical use of math has prepared me to be able to tutor pre-calculus.\nGig Harbor, WAView Tutor\n...As it turned out, teaching people to move better was far more difficult than teaching physics! In fact, I would say that it was in the comparison of these two fields that I came to better understand how to effectively communicate ideas, i.e. to teach. In fact, my favorite part of teaching is wh...\nSeattle, WAView Tutor\n...As a primary teacher in the UK I taught reading, writing, math, handwriting, science, etc. and have experience planning and carrying out fun activities around each subject. During my time in London I was phonics co-ordinator in my school responsible for phonics teaching across 2 year groups. In...\nMaple Valley, WAView Tutor\n...I worked for for pharmaceutical companies for over 20 years! Let me know how I can help you. I have taught math and computer science at both high school level and college level before.\nBothell, WAView Tutor", "label": "Yes"}
{"text": "The Department of Mathematics and Statistical Science offers three graduate degrees in mathematics (M.A.T., M.S., and Ph.D.) and one graduate degree in statistical science (M.S.), along with two graduate certificates.\nGraduate Degrees in Mathematics\nAn advanced degree in mathematics prepares students for a career in teaching, research, and various technical fields.\nMaster of Arts in Teaching Mathematics\nThe M.A.T. degree is designed primarily for certified teachers who wish to strengthen their subject matter preparation. We offer this degree on campus and through distance learning. Note: Receiving this degree does not give certification in high school teaching.\nMaster of Science in Mathematics\nThe M.S. degree prepares students to enter a Ph.D. program, to teach at some colleges, and for many positions in business and industry. We offer a non-thesis and thesis option for our M.S. program, both of which can be completed in two years.\nDoctor of Philosophy in Mathematics\nA Ph.D. in mathematics gives you the opportunity to teach mathematics at the university level, with the opportunity for original research.\nGraduate Degree in Statistical Science\nMaster of Science in Statistical Science\nThe objective of the M.S. program in Statistical Science is to provide sound training in the fundamental principles and techniques of statistics. Graduates will be equipped for a variety of statistical careers in industry, business, agriculture, government and biomedical fields or to engage in further study in the doctoral level. This degree is also available online.\nThere is a thesis option and a non-thesis internship option, to provide flexibility in meeting our students academic and career goals.\nThe Department of Mathematics and Statistical Science offers two graduate certificates: Data Science Certificate and Statistics Certificate.\nBioinformatics and Computational Biology\nThe University of Idaho also has strong departments of biology, computer science, and several engineering disciplines. Several of our faculty members and graduate students participate in our interdisciplinary graduate program in Bioinformatics and Computational Biology.", "label": "Yes"}
{"text": "If you need to replace a broken domestic light bulb you will need to take note of the two sets of figures printed on the glass. One of the figures is likely to be 240 V. This number confirms that for the bulb to work correctly it should be connected to the UK mains supply. The second set of figures could be 10 W or 60 W or 100 W, or similar. But what do these figures mean? If you bought one of each of these bulbs and connected them to the same supply the difference between them would be obvious. The 10 W (ten watt) bulb would be quite dim, the 60 W bulb would be brighter, and the 100 W bulb would glow even brighter.\nBulbs are energy converters. They convert electrical energy into heat and light energy. The numbers on the bulbs tell us how quickly they do this. The 100 W bulb is very bright as it is converting 100 J (joules) of electrical energy into 100 J of heat and light energy every second it is turned on. The 60 W bulb is less bright as it is converting 60 J of electrical energy into 60 J of heat and light energy every second. The 10 W bulb is dim as it is converting just 10 J of electrical energy into 10 J of heat and light energy every second.\nThe rate at which a device converts energy is called the power or power rating of the device. For example, the brightest bulb above has a power rating of 100 W because it converts energy at the rate of 100 J every second. The dullest bulb has a power rating of 10 W because it converts energy at the rate of 10 J every second.\npower and energy It follows from the above that we can work out how much energy a device has converted by using the equation:\nenergy converted = power in watts × time in seconds\nor E = P × t\nThe energy calculated is measured in joules.\nexample Calculate how much energy is used when a 600 W TV set is turned on for 30 minutes, using E = P × t.\nE = 600 × (30 × 60)\nE = 1,080,000 J or 1,080 kJ\nThe energy used in joules when a TV set is turned on for just 30 minutes is quite a large number. If we measure the total amount of electricity we use in the home over three months in joules the number would be incredibly large and clumsy. (A little bit like asking you how far it is to the town centre from where you live but asking for the distance in centimetres!)\nTo get around this problem we usually measure domestic electrical energy in much bigger units, called the kilowatt-hour or unit.\nImagine a 1 kW fire turned on for one hour – it will use 1 kWh (kilowatt-hour) or 1 unit of energy. If it is turned on for two hours it will use 2 kWh or 2 units of energy. If a 2 kW fire is turned on for three hours it will use 6 kWh or six units of energy, and so on.\nTherefore we can calculate the energy used in kWh or units by any device, using the equation:\nnumber of units used = power of device in kW × time in hours\nTo work out the total cost of the electricity we have used, we now simply multiply the number of units used by the cost of one unit.\nexample Calculate the cost of having a 3 kW electric fire turned on for one full day if the cost of one unit is 9 p, using E = P × t.\nE = 3 × 24\nE = 72 units\ntotal cost = number of units × cost per unit\ntotal cost = 72 × 9\ntotal cost = 648 p or £6.48", "label": "Yes"}
{"text": "Water flows over a section of Niagara Falls at a rate of 1.2 × 106 kg/s and falls 71 m. The acceleration of gravity is 9.8 m/s2 . How many 70 W bulbs can be lit with this power?\nI understand that the rate of flow of water was meant to be 1.2 x 10^6 kg/s rather than 1.2 x 106 kg/s. The question is solves with this rate.\nAs the water comes down the fall, its potential energy is converted into kinetic energy that may be used for generating electric power.\nIf we assume that this whole energy is converted into electricity with 100 percent efficiency, the electric energy generated is same as potential energy of water converted into kinetic energy. The rate of generation of this electric energy ids given by the formula:\nPower (in watts) = Energy (in joule)/s.\nEnergy/s = m*g*h\nWhere m = mass of water per second = 1.2 x 10^6 kg/s\ng = acceleration due to gravity = 9.8 m/s^2, and\nh = Height of fall = 71 m.\nTherefore electric power generated\n= m*g*h = (1.2 x 10^6)*9.8*71 = 834.96 x 10^6 W\nnumber of 70 watts bulb that can be lit by this power is given by the formula:\nNumber of bulbs = (Total power generated)/(Power used per bulb)\n= (834.96 x 10^6)/70 = 11 982 000 bulbs.\nAnswer: 11 982 000 bulbs can be lit.\nThe mass, m of water falling in one second =m=1.2*106kg=127.2kg.\nThe acceleration of falling = g=9.8m/s^2.\nThe force generated by water due to falling = mg Newton =127.2*9.8 N=1246.56Newton.\nThe work done by the force = force* distance = force * height of fall=1246.56*71m=88505.76 watts\nThis energy is equal to (88505.76/70)=1264.368 or 1264.368 times the energy required of a 70 w bulb.", "label": "Yes"}
{"text": "Moment of Inertia and its significance :\nAccording to newton's first law of motion the body continues to stay in the state of rest or in the state of motion. This property of inertia possessed by all the matter is the measures of mass in translatory motion. Similarly when a body is rotating or fixed about an axis. Any change in its state of rest or motion can be brought about by a couple or Torque the greater the opposition to change greater is the inertia. It is this rotational inertia of the body is called its moment of inertia about its axis of rotation.\nThe analogy between the two types of motion is the mass defined as \" Coefficient of inertia for translatory motion\" and the moment of inertia defined as \"Coefficient of rotational inertia in rotating motion\". In translatory motion the motion of the body depends on the mass alone.\nIn rotatory motion, the moment of inertia of the body depends not only on the mass of the body but also upon the effective distance of the body from the axis of rotation. The effective distance K of the particles from the axis of rotation is called the radius of gyration about that axis and is equal to root mean square distance of the particles from the axis.\n\"The radius of gyration of a body about a given axis of rotation is the distance from the axis of rotation is the distance from the axis at which if the whole mass of the body were to be concentrated, the moment of inertia of the body about the axis of rotation would be the same as with the actual distribution of mass.\nThe mass of body remains the same, irrespective of rotation, the value of radius of gyration about the axis depends upon.\na) The position and direction of the axis of rotation\nb) The distribution of the mass of the body about this axis, the value for the same body is different at different inclination.\nThe radius of gyration of a body about a given axis of rotation given an inclination of the distribution of the mass of the body about it and hence the effect of distribution mass on the moment of inertia about that axis.\n|Guest Author: pretty 25 Aug 2014|\n|plz upload proper significance of moment of inertia|\n|Guest Author: kishore ram Dhaka 16 Jan 2015|\n|moment of inertia is always use in the case of rotation of a body about an axis and if moment of inertia high then you have to apply high torque to rotate the object and if less than less torque needed. As in linear motion if mass of body is high then high force is needed to accelerate the object.|\n|Guest Author: Niku 01 May 2015|\n|Nice article - I like it very much.|", "label": "Yes"}
{"text": "This study examines the relationship between portfolios and regressions, which is desirable for educational, mathematical, and theoretical reasons. Educationally, understanding this relationship simplifies the teaching and learning of both procedures. Mathematically, portfolio optimization and regression systems are abstractly, algebraically, topologically, and structurally equivalent. One is obtained from the other as if modeling clay, without tears or discontinuities, and what one learns in one system can be applied to the other. We show portfolios and regressions are equivalent at a theoretical level as well. In the economic-financial context, this theoretical equivalence means that mean-variance, efficient portfolios are in fact optimal predictors, which is necessary for arbitrage-based investment valuation and for the study of arbitrage-based market adjustment. We use linear algebra and study the characteristics of Lagrange methods to make our point. We also provide specialized procedures to facilitate portfolio optimizations.\nM. Tarrazo, Portfolios and Regressions, Journal of Financial Education, 35, (2009), 56-74.", "label": "Yes"}
{"text": "NC NAEP MATH SCORES\nSHOW STATE'S STUDENTS ABOVE THE\nNATIONAL AVERAGE IN MATHEMATICS, AT THE\nNATIONAL AVERAGE IN READING\nNorth Carolina fourth and eighth grade students are performing at the national average or better, according to the 2011 National Assessment of Educational Progress (NAEP) results just released by the National Center for Educational Statistics (NCES). The NAEP is now required of every state and is often referred to as the nation's Report Card.\n\"I am committed to ensuring that all of our students perform at grade level, particularly in reading, writing and mathematics,\" Gov. Bev Perdue said. \"These test scores show that we have made real progress, but still have more work to do to meet my goal of ensuring that every child has a chance to succeed in a career, in a two- or four-year college or in technical training. We continue to move kids forward in North Carolina. Our high school graduation rate is higher than ever, and today's scores in math and reading are going up as we invest in Career and College: Ready, Set, Go!\"\nState Superintendent June Atkinson noted that North Carolina public schools have been very focused on improving instruction and learning for students over the past decade and are making additional improvements to continue this focus.\n\"Mathematics and reading are critical skills for all students and provide the foundation for learning in other disciplines,\" said State Superintendent June Atkinson. \"Our NAEP scores show that we have made progress in mathematics, but we continue to face challenges in improving reading performance.\n\"Our state's move next year to the Common Core state standards in reading and mathematics will give us the tools to help more students move into the Proficient and Advanced achievement levels.\"\nNorth Carolina's reading scores show North Carolina fourth grade students earning an average score of 221 while the nation is at 220. At eighth grade, North Carolina's average score is 263, and the nation's average is 264. In reading, North Carolina's average score is not considered to be statistically different from the national scores, according to the NCES.\nIn mathematics, North Carolina fourth graders posted an average score of 245 as compared to the national average of 240. For eighth graders, the average mathematics score was 286, while the national average was 283. In mathematics, North Carolina's average score is considered to be statistically higher than the national scores, according to NCES.\nIn the recent years of NAEP, North Carolina students have shown steady improvement in mathematics. Reading performance has experienced more fluctuations.\nCompared to other states, North Carolina's average fourth grade mathematics score was higher than 30 other states or jurisdictions, lower than 6 others and in the same performance category as 15 other states or jurisdictions. Eighth grade mathematics scores placed North Carolina lower than 11 other states or jurisdictions, higher than 26 others and the same as 14 others.\nOn reading, North Carolina fourth graders were lower than 13 states or jurisdictions, higher than 15 states or jurisdictions and not significantly different from 23 others. In eighth grade, North Carolina's reading scores placed the state below 27 other states and jurisdictions, higher than 11 states or jurisdictions and the same as 13 others.\nIn addition to providing the average scores for each grade and subject, the NAEP performance also is reported by the percentage of students scoring in three achievement levels: Basic, Proficient and Advanced. In fourth grade mathematics, North Carolina has 44 percent of fourth graders scoring at the Basic level; 38 percent at Proficient and 7 percent at Advanced. When the state began participating in NAEP in 1992, approximately half of all fourth graders were below Basic in mathematics. In 2011, 12 percent of North Carolina fourth graders scored below Basic. The percentages scoring in each category have fluctuated from one testing year to the next, but the trend in fourth grade mathematics is toward having more students at Basic or above.\nAt the fourth grade level in mathematics, the nation has 18 percent below Basic; 42 percent at Basic, 33 percent at Proficient and 6 percent at Advanced.\nFor eighth grade mathematics, North Carolina has 38 percent of its students at Basic; 27 percent at Proficient; and 10 percent at Advanced. Nationally, those numbers are 39 percent at Basic, 26 percent Proficient and 8 percent Advanced. When North Carolina began participating in the NAEP mathematics assessment in 1990, 62 percent of students were scoring below the Basic level. This has declined to 25 percent.\nIn reading, North Carolina's scores and the nation's scores have remained more consistent. In 2011, North Carolina posted 34 percent of its fourth grade students at Basic, 26 percent at Proficient and 8 percent at Advanced. Nationally, the averages in fourth grade reading were 34 percent at Basic, 25 percent at Proficient and 7 percent at Advanced. In 1992 when the NAEP began assessing reading, North Carolina's average score was significantly lower and the percentage of students who were below Basic was 44 percent versus 32 percent in 2011, significantly.\nFor eighth grade reading, North Carolina scores showed 43 percent of students at the Basic level, 28 percent at Proficient and 3 percent Advanced. The nation's numbers were 43 percent at Basic, 29 percent at Proficient and 3 percent Advanced. In 1998 when eighth grade reading was first measured by the NAEP, North Carolina had 24 percent of students below Basic. In 2011 that number was 26 percent.\nNAEP is given in reading and mathematics every other year. The NAEP assesses reading in both literary and informational texts. The assessments are given to a representative sample of North Carolina students selected by the NCES as representative of the state.\nThe NAEP assesses mathematics in five content areas: number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra.\nNAEP results for the nation reflect the performance of students attending public schools (including charter schools), private schools, the Department of Defense schools, and Bureau of Indian Education schools. Only national and state-level data are available because the NAEP is given to a sample of students in each state. The NAEP assessments are conducted in reading, mathematics, science, writing, civics, economics, geography, US history and the arts. Reading and mathematics are the two subjects assessed every two years with state-level results reported.\nComparisons between North Carolina students and the nation are made using public school scores only.\nNOTE :: Various file formats are used on this page that may require download. If larger than 1mb, it will take longer to download. For instructions or more information, please visit our download page.\nAbout the North Carolina Department of Public Instruction:\nThe North Carolina Department of Public Instruction provides leadership to 115 local public school districts and 160 charter schools serving over 1.5 million students in kindergarten through high school graduation. The agency is responsible for all aspects of the state's public school system and works under the direction of the North Carolina State Board of Education.\nFor more information:\nNCDPI Communication and Information Division, 919.807.3450.", "label": "Yes"}
{"text": "Prof. Youjin Zhang\nTsingua University, China\nSpecial Cubic Hodge Integrals and the Fractional Volterra Hierarchy\nWe show that the generating function of cubic Hodge integrals satisfying the local Calabi-Yau condition is the tau function of a particular solution of an integrable hierarchy called the fractional Volterra hierarchy. This integrable hierarchy is a certain generalization of the Volterra lattice hierarchy (also called the discrete KdV hierarchy) which is well known in the theory of nonlinear integrable systems.\nThursday 21 Jul 2020, 10AM Beijing Time.", "label": "Yes"}
{"text": "To use this converter, just pick a unit to transform from, a unit to convert to, then form the value you want to convert. The an outcome will be displayed immediately.\nYou are watching: How many teaspoons are in 4 ounces\nThis converter accepts decimal, integer and fractional values as input, therefore you can input worths like: 1, 4, 0.5, 1.9, 1/2, 3 1/2, etc.\nNote that to enter a combined number favor 1 1/2, you show leave a room between the integer and the fraction.\nThe numerical an outcome exactness will certainly be follow to de number o far-reaching figures the you choose.\nWhen the result shows one or more fractions, girlfriend should think about its colors according to the table below:\nExact portion or 0% 1% 2% 5%10%15%\nThese colors represent the maximum approximation error because that each fraction. If the error does no fit your need, you have to use the decimal value and also possibly boost the number of significant figures.\nPlease, if friend find any issues in this calculator, or if girlfriend have any type of suggestions, please contact us.\nSee more: How Many 3 Letter Combinations Are There, Three Letter Combinations\nThe maximum approximation error for the fractions presented in this app are according v these colors:\nExact fraction 1% 2% 5%10%15%\nOne to countless converters\nExamples the Volume Conversions4-1/2 gallons to cubic inches981 milliliters come quarts5 quarts to ounces2 tablespoons come milliliters1 pint come cupsliters to gallons4 tablespoons come ounces3/16 gallons to ounces11/64 cubic inches to litersounces come pintscubic meters to liters1 quart come ouncesmilliliters come cupsdrops to teaspoons40000000000000 cups to pints4 ounces come millilitersounces to gallonsliters to milliliters50 ounces to cups292 drops to milliliters\nThis application software application is because that educational functions only. We space not responsible for any special, incidental, indirect or consequential damages of any type of kind occurring out the or in link with the usage or power of this software.", "label": "Yes"}
{"text": "Original link: http://mingxin.life/index.php/archives/337/\nI think there are two types of learning, one is general knowledge, including various common sense, life principles, etc., and the other is ability.\nLeaving aside general knowledge, the purpose of the latter is to acquire a certain ability, and existing knowledge is a shortcut. But the premise is often ignored, that is, you must be able to walk by yourself. The result of putting the cart before the horse is that knowledge has become a mountain that hinders us.\nWhen I was in school, I was very confident in learning data, why? Because I learned a formula when I was in elementary school, and deduced another formula by myself. I felt that I had made a big discovery, and I excitedly told the teacher. The teacher told me that I could learn it next year, but he still suspected that I had read the textbooks for the senior grades. I was very frustrated because the formula I discovered had been discovered by someone else, but I was also very happy because the first person who discovered it was a mathematician. If I was born earlier than him, this formula should have my name on it. Already—a childhood thought.\nOf course, this incident discouraged my interest in deriving mathematical formulas, because I don’t know if the formulas I deduced have been discovered by others. But this kind of self-confidence has always been with me, and I have never doubted my ability to learn. Until high school, my mathematics, physics and chemistry have always been very good.\nIn my opinion, the exploration of human beings in the field of mathematics is like walking a path. When you first started on the road, you only need to do addition and subtraction, and you can get negative numbers when you do subtraction. Moving forward, you need to do multiplication and division. When you have decimals and fractions, you will find that some are indivisible, and you will have infinite decimals. Going forward, you need to calculate the area and volume, and you have the square, the cubic, the square root, and even a geometry. Going deeper, equations, mechanics, calculus and so on. These concepts or discoveries are like signposts, recording the footsteps of human exploration.\nWhen we go to study mathematics, we are retracing this path. But the first thing we have to learn is how to walk, that is, the basic method of studying mathematics, and then we run along the road signs of our predecessors, quickly explore this road, and when we run to the end of the road, we can slowly explore it. What are the places to go. Even on the way, you can also pay attention to the open spaces beside the road without road signs.\nFor those who are not interested in mathematics, it is enough to learn how to calculate. More complex calculations can be learned after use, or directly use a computer.\nI am not interested in pure theoretical research, I prefer to study and research purposefully. Because I believe that the actual needs of social life promote the development of science and technology, and dragon-slaying skills that have nothing to do with social life needs will disappear no matter how advanced they are, while related skills will continue to develop.\nIn addition to the fun of learning itself, I went to school to enter the university, and the purpose of the university was to find a job. Studying at work is because of work needs, and restarting study after the age of 30 is to solve my life problems.\nThere is no need or problem, and learning aimlessly is just another way to pass the time. To pass the time, we must find the way we like, just like when we get tired of playing a game, we will naturally change it.\nThis article is transferred from: http://mingxin.life/index.php/archives/337/\nThis site is only for collection, and the copyright belongs to the original author.", "label": "Yes"}
{"text": "If you are obliged to follow a mandated math curriculum at your school, then I suggest you read no further because this site is probably not suitable for you. However, if you are looking for something that is different, yet might spark an interest in either you or your students, then it might be worthwhile for you to continue reading.\nIn 1992 I wrote an alternative curriculum for Pre Calculus students who enjoyed mathematics, but not the rigor of mathematics. I named the course Mathematical Investigations and it soon became recognized as the most enjoyable math course at our school for many of our students. One of topics that we delved into was titled Calculator Limitations and Extensions. The students’ reactions were so positive that I made a similar presentation with the same title at the Wisconsin Mathematics Council Annual Meeting to 60 math educators. Of the five problems that were examined, none could be solved directly by use of a calculator without applying the appropriate mathematical concepts. Interestingly, many of the math teachers struggled with the problems as much as my students did.\nEventually, I wrote an enrichment booklet series called Ten Plus One for American Educational Products that contained similar type problems. Of the original six booklets, four remain in their catalog for sale, but the other two have been discontinued so I am free to sell them myself through TpT. This booklet is titled as Calculator Investigations.", "label": "Yes"}
{"text": "I have another DimeCast that went live this morning. This one is entitled “Exploring Expressions with Spark.”.\nHere’s what we cover:\n”We are going to take a look at the various different ways you can use Expressions with the Spark View engine. We are going to review simply scenarios such as math based expressions and move up to looking at nested if-then-else statements.”", "label": "Yes"}
{"text": "Coder Academy at the Redford Township Library\nRedford Township Library\n25320 Six Mile Road\nRedford Charter Township, MI 48240\nKids in grads 3-5 can participate in this coding workshop. Participant must have basic math skills, including addition and subtraction and plotting coordinates. You must bring your own laptop and headphones/earbuds (please remember to bring charger pack), a notebook, writing utensils, calculator and your own lunch.\nParticipant should be interested and enthusiastic about the subject material, this is the only way to get the best experience, and must be ready to participate and have a great attitude each day. Registration required as class size is limited to 18.", "label": "Yes"}
{"text": "A new three step iterative method for solving nonlinear equations is introduced based on the following scheme: Let be an initial guess sufficiently close to a simple root of the equation . The iterative step consists two predictor steps:\nand one corrector step:\n. The authors show that if the function is sufficiently differentiable on an open interval which contains a single root, and if is sufficiently close to this root, then the proposed iterative algorithm has the fourth-order of convergence. Several numerical examples are given to illustrate the efficiency and performance of the new method.", "label": "Yes"}
{"text": "M111 Math as a Human Pursuit Lab Semester 121\nCane Toad Population Growth Lab Name _____________________\nWeb site for Film: Canetoads the Conquest\nFrom 1935-37, the\nAmerican marine toad -- also called the Cane Toad --(Bufo marinus) was\nYear Area Occupied (square km)\n1. We are going to use Logger Pro software to find the best fitting exponential curve for this toad data and then use it to predict future growth. The primary reason we are using Logger Pro is to become familiar with its interface for some experiments we will be doing.\n2. First save the following “Experiment File” for Logger Pro that has the above toad data already entered in it. (Right click on this link ToadPop-121.cmbl and chose “Save Link Target As” – then save the file to the N: drive).\n3. Start Logger Pro by clicking on the Logger Pro Icon (Close Tip of the Day if showing, and then Click on “Continue without interface”)\n4. Choose Analyze – Curve Fit. Select Manual on the Fit Type. Click on Define Function and then press enter. Into the box labeled Define User Function type \"P*(1+r)^x\", enter the name as “expon” and click on OK. Then in the boxes to the right enter the values: 32800 for P and 0.05 for r. Then click on OK\n5. You can see that the curve does not have a good fit since the rate .05 is not fast enough.\nTo delete the curve click on the x on the floating box that labels the curve.\n6. Choose Analyze – Curve Fit, the function P*(1+r)^x and enter the same value for P(32800), but a different value for r. (You can use the up and down arrows by the r parameter until you think the curve is a good fit – set step size to 0.01 first). You should see a value for RMSE in the lower right of the window. The RMSE ( Root Mean Square Error) is a measure of how far away, on average, the data points are from the fitted curve. RMSE is in the units of the y-axis (toads in our case). Try to get the smallest value for RMS (root mean square error) that you can.\nWrite down the resulting equation that you decide upon:\n7. Now choose Analyze – Curve Fit, the function P*(1+r)^x, and click on the Automatic option, then choose OK. This has Logger Pro choose the best fitting curve (-- in terms of a least squares fit -- the one that minimizes the sum of the squares of the vertical distances of the points from the curve.)\na) Write down the equation that Logger Pro chooses as the best fit for the data:\nb) Using this model of exponential growth what should the population be in the year 2012 (73 years after 1939)?\n(use your calculator or Maple).\nc) What should the population be in the year 2039 (100 years after 1939) according to this growth pattern?\nd) Check your answers to the above questions in step 6 by choosing Analyze – Interpolate. Then move the mouse to the right until you find year 2012 and read the corresponding value for the Toad Population. Write down the predicted population:\ne) Repeat for the year 2039 (Elapsed time = 100). Write down the predicted population:\n8. Delete the fit(s) that you made by clicking the x-button (close) on the box with the curve.\n9. The data from the years 10 to 30 (1949 to 1969) seem to be linear. Try a linear fit for to this range of data:\na) (Zoom back in first). Select these data points by dragging the mouse pointer across the region from time 10 to time 30 (The region will be shaded gray) Then choose Analyze – Linear Fit.\nb) Write down the equation for the line represented by this fit.\nc) There are two measures displayed the goodness of linear fit RMSE and correlation.\nCorrelation is always between -1 and +1. Perfect positive linear correlation would have a value of 1. Perfect negative correlation would have a value of -1. Positive correlation exists between two variables if they tend to move in the same direction, negative correlation exists if they tend to move in the opposite direction (e.g. if we had a declining toad population.)\nWrite down the correlation shown:\nWrite down the RMSE shown:\nd) What would the population be in the years 2012 and 2039 respectively if the growth fit this linear curve?\nCheck your answer by using the Analyze – Interpolate again as before.\n10. To save your experiment file, choose File – Save and to exit LoggerPro, choose File – Exit.", "label": "Yes"}
{"text": "The EDrill Math Flashcard contains five programs: Basic Addition/Subtraction Tables, Advanced Addition/Subtraction, Basic Multiplication/Division, Advanced Multiplication/Division, Advanced Time/Money. This program will take your child from basic addition/subtraction tables all the way to advanced multiplication/division. It will prompt your child with questions and check the answers for you. In addition to generating problems, all the programs keep track of correct, incorrect, and skipped problems, plus an overall average. There is also a correct and incorrect answer log that allows the parents to review the student's work.\nWindows 98/Me/2000/XP, Microsoft .NET Framework 1.1 Language Pack\nLimited set of math problems\nLike it? Share with your friends!\nOther Windows Software of Developer «CrsCss Software»:\nEDrill's SpellingBee Flashcard SpellingBee Program helps students learn their spelling words. Its unique features are: its fully function editor that allows you to create or modify your own spelling lists, and the fact that the SpellingBee program keeps a running total of the number of\nRedCrab - The Calculator RedCrab is a calculator with a full-screen editor. The mathematical expressions are not typed in a typical command line, but can be enter in the editor window. RedCrab display the result either next to the expression or such as in any position in engineeri\nMagic Math Space Tour for the Age 11-12 From the developer: \"\"Kids effectively learn math due to quiz-oriented learning accompanied by friendly natural animals and/or worms. As a whole inclusive hardle, the comprehensive game of Space Tour, touring and finding various planets and the surface o\nCosinor Enhance cosinor method for calculation of circadian chronobiological rythms. Cosinor parameters (Mesor, acrophase) are calculated from a very simple input grid.\nHyperbolic Tessellations A tessellation refers to a uniform tiling of a plane with polygons, such that an equal number of identical polygons meet at each vertex. For example, the tiles in a bathroom, the squares of linoleum on an office floor, or the honeycomb pattern in a bees' n\nAutoSignal AutoSignal gives researchers the power to rapidly find components of complex signals that normally require extensive programming and mathematical routines. AutoSignal provides a vast array of spectral analysis procedures to help you make intelligent conclu\nMath ActivityMaker: Fractions Math ActivityMaker: Fractions is a flexible, all-in-one worksheet maker to create instant practice worksheets for fractions skills. Easily and quickly make different leveled worksheets for Greatest Common Factor, Least Common Multiple, Adding, Subtracting,\nTimes Table Remember times when you went to school and had trouble getting your hands on the right materials? It was frustrating and it made studying even more annoying than it normally was. And what was one of the hardest subjects for almost any kid? Math, of course.\nDesktop Calculator - DesktopCalc DesktopCalc is an enhanced, scientific calculator with an expression editor, printing operation, result history list and integrated help. Desktop calculator gives students, teachers, scientists and engineers the power to find values for even the most compl\nFractions Solver - Nice Text A program that performs basic arithmetic operations on fractions. It also tests an individual on his/her fraction solving skills. There is an explanation part, which demonstrates the procedure/method to solve the given problem. Additionally there is an int\nX2 This little software solves equations and it also provides detailed geometric info about the related parabula. Results displayed using fractions but you can see the decimal values hovering your mouse over the results.Requirements:Windows 98/NT/2000/XP/2003\nSupported Operating Systems:\nWindows 2000 |\nWindows 98 |\nWindows Me |\nWindows XP |\nComments on EDrill Math Flashcard:\nComments not found\nWindows Software - Free Windows Downloads, Apps, Games, Freeware, Skype, Media Player, Antivirus, Gimp, Live, Starter for Windows XP, Vista, 7, 8, 10", "label": "Yes"}
{"text": "Do you have a question you would like to ask Professor Puzzler? Click here to ask your question!\nLavinia from Italy writes: \"Hi professor. I have just read your post about this year's number (2017). In this post you say that we can write 2017 as a the sum of one cube plus twice another. 2017 = 113 + 2 · 73 I was wondering how you managed manage to discover this. Did you use a formula or something? Thanks, Lavinia\"\nThanks for asking, Lavinia. For those who missed it, this is a reference to the following blog post: Happy New Year 2017. In this blog post I make mention of the fact Lavinia pointed out:\n2017 = 113 + 2 · 73\nSo how did I discover this odd fact? There wasn't a formula. I found it simply by playing around with the numbers to see what interesting things I found. I don't remember exactly what I was doing when I discovered that, but it probably involved a spreadsheet. I probably was thinking, \"I wonder what results I'll get if I subtract perfect cubes from 2017!\"\nSo I probably entered the following formula into cell A1 of a spreadsheet:\n= ROW()^3 (cube the row number)\nAnd then, in B1 cell put the following formula:\n= 2017 - A1\nThen I would have used the \"fill down\" feature to populate a bunch of rows with the results of those calculations:\nIncidentally, this time as I looked at the rows of numbers, I realized that there's a perfect square in the second column: 289 = 172. So we can also write:\n2017 = 123 + 172\nI probably did something very similar to find the perfect squares that add to 2017:\nA1 = ROW()^2\nB1 = 2017 - A1\nC1 = SQRT(B1)\nThis would have given the following:\n2017 = 92 + 442\nIncidentally, there was another row that had no decimal, further down the spreadsheet. It was row number 44, of course!\nExcel (or any other spreadsheet application) can be a great help in exploring mathematical oddities. I realize that I'm a bit spoiled, having calculators and spreadsheets to use when playing with numbers. Imagine trying to figure out quirky number facts like these without even a calculator!\nSteve from Cincinnati writes: \"I believe this puzzle answer is 1089.\n11 X 11 = 4\n22 X 22 = 16\n33 X 33 = ???\n\"The first two equations are wrong, but they trick us into looking for a pattern rather than apply the mathematical rules...many people assume an addition function exists between each of the two pairs of integers. Not so. Therefore, thirty three multiplied by thirty three is 1089.\"\nHi Steve! Of course, you are 100% correct. 33 x 33 = 1089, no matter how many incorrect equations you put before it. Now that I've said that, if I stop there, I've got a really short blog post, and no one wants that - so let's fix their notation in order to turn it into a more interesting puzzle. We'll treat it as a single variable function:\nFind x if:\nF(11) = 4\nF(22) = 16\nF(33) = x\nIt still isn't a very good puzzle, though, because there's not enough information to come up with a single solution. In that respect, it's very similar to the \"Squares Problem\" I wrote up last year. Here are just three possible answers to the puzzle.\nWe add the digits of the number in the function's domain, and then square it. (1 + 1)2 = 4; (2 + 2)2 = 16; (3 + 3)2 = 36.\nWe square the number, and then add the digits: 112 = 121 and 1 + 2 + 1 = 4; 222 = 484 and 4 + 8 + 4 = 16; 332 = 1089 and 1 + 0 + 8 + 9 = 18.\nWe subtract 8 from the number, and then add the quotient the number and eleven: 11 - 8 + 11/11 = 4; 22 - 8 + 22/11 = 16; 33 - 8 + 33/11 = 28.\nI'm sure there are other solutions; those are just the ones that popped into my head on a quick glance. Can you come up with others? Send them my way and I'll add them to this post.\nThe following question comes to us from fifth grader Savannah, from Ruston. \"How do you convert units with exponents using the method 'king henry doesn't usually drink chocolate milk'?\"\nHi Savannah. \"King Henry Doesn't Usually Drink Chocolate Milk\" is what we call a mnemonic; it's a phrase that's designed to help you remember something important. In this case, what we're trying to remember is the prefixes for metric units. The prefixes all begin with the same letters as the words of the mnemonic, as shown below, with an example unit:\nKing ⇒ kilo ⇒ kilometer\nHenry ⇒ hecto ⇒ hectometer\nDoesn't ⇒ deca ⇒ decameter\nUsually ⇒ Unit without prefix ⇒ meter\nDrink ⇒ deci ⇒ decimeter\nChocolate ⇒ centi ⇒ centimeter\nMilk ⇒ milli ⇒ millimeter\nSo let's say I had 20 hectoliters. How would I convert that into milliliters? King Henry will help me remember the order of the units:\nkilo ⇒ hecto ⇒ deca ⇒ unit (without prefix) ⇒ deci ⇒ centi ⇒ milli\nIf I want to go from hectoliters to milliliters, I'm moving 5 prefixes to the right, so I'm going to multiply by 105. Thus, I have 20 x 105 = 2000000 milliliters.\nIf I wanted to convert 5 centimeters to decameters, I am moving the opposite direction through the units, and I'm moving 3 prefixes. So this time I divide (because I'm moving in the other direction) by 103. 5/103 = 0.005 decameters.\nOne problem with this mnemonic is that both deca and deci begin with D, so you still have to remember which word goes with which prefix. I would try to remember that both \"drink\" and \"deci\" have the letter i in them, and that may help you out.\nGood luck with your unit conversions!\n\"Can you explain terza rima and give an example?\" ~Anon, grade 5\nTerza Rima is an Italian phrase that means \"third rhyme.\" It's a specific way of rhyming lines in a poem. I think of it as sort of a revolving door of rhymes. In each stanza of a Terza Rima poem, there are two lines that rhyme, and one line that does not. The line that doesn't rhyme provides the rhyming syllable for the next stanza. Even though it doesn't rhyme with other lines in that stanza, it provides a connection to the next stanza, thus building the whole poem into a progressive, seamless whole.\nIn a Terza Rima poem, the last stanza often has two rhyming lines (that's called a couplet).\nIn other words, the rhyme scheme looks something like this:\nABA - BCB - CDC - DD\nIf you wanted more than four stanzas, you could chain together as many stanzas as you want in this format.\nIf you have a hard time following that explanation, here's a silly poem I wrote just for you, that uses the Terza Rima rhyme scheme:\nI dreamed the world was made of cookie dough.\nThe skies were filled with cotton candy clouds,\nAnd from them blew a storm of whipped-cream snow.\nThe fields of chocolate, farmers left unplowed;\nThe stalks of candy-cane grew everywhere,\nAnd gum-drops grew on bushes, low but proud.\nOh, nothing in this world seemed quite so fair\nAs pine tree branches bowed with sugar cones -\nEnough for all the hungry crowds to share.\nA whiff of spearmint on the wind was blown\nO'er milk-shake streams and maple syrup lakes.\nI shouted from atop my candied throne:\n\"This world of ours, it really takes the cake -\nIf it's a dream, I do not wish to wake!\"\nCopyright 2017 by Douglas Twitchell\nIncidentally, Robert Frost wrote a terza rima sonnet titled \"Acquainted with the Night.\" In addition, his poem \"Stopping by Woods on a Snowy Evening\" is not Terza Rima, but it's a very similar \"chained\" rhyme; each stanza has four lines. The third line doesn't rhyme with the others, but it does introduce the rhyme for the next stanza. The rhyme scheme looks like this:\nAABA - BBCB - CCDC - DDDD\nB.R. asks, \"Can you explain what mechanical advantage is?\"\nHi B.R., I'll give it a shot. Not knowing how much Physics background you have, I'll try to explain it in simple terms.\nFirst of all, I'd like you to consider the following arrangement, which is a person pulling on a rope, which runs over a pulley, and down to an object with a weight of 400 Newtons (that's about 90 pounds, if you're used to using English units).\nNow, when we talk about someone pulling on something, we're using the concept of a force. Forces are measured in Newtons (or pounds). If the object has a weight of 400 Newtons, that means the person holding the rope has to pull with a force of 400 Newtons in order to keep the object from speeding up or slowing down. If he pulled with a force greater than 400 Newtons, the object would begin accelerating upward. If he pulled with a force less than 400 Newtons, the object would begin to accelerate downward.\nThis system has a mechanical advantage of 1. This means that on one end, the person applies a force that is equal to the force at the other end of the system. 400 / 400 = 1.\nSo let's take our pulley system and make it just a little more complicated. Here I've put a second pulley at the bottom, and attached the rope to the ceiling. The object hangs from the lower pulley.\nNow, one of the things that's important to understand is that if the man pulls with a force of 400 Newtons, there is tension in the rope, and the tension is the same everywhere along the rope. That tension is also measured in Newtons, and it is 400 Newtons. But here's where it gets interesting. Look at that lower pulley (that the object is hanging off). What is the tension in the rope to the left of the pulley? 400 N, right? What is the tension in the rope to the right of the pulley? It's also 400 Newtons. This gives a total of 400 + 400 = 800 Newtons. The upward force on the object is double the object's weight. This object is going to accelerate upward, even though in the first scenario, it would not have accelerated.\nSo if the man pulls with a force of 400 N, the output force is 800 N. The mechanical advantage is 800 / 400 = 2.\nIncidentally, this means that the man could hold up an 800 Newton weight by applying a 400 Newton force. That's pretty impressive!\nYou could add more pulleys to the system, as shown here:\nIn this case, if the man is pulling with a force of 400 N, that means that there is 400 N of tension all through the rope, and so each of the lower pulleys has an upward force of 800 N, which means that the object (which is being supported from those two pulleys) has an upward force of 1600 N applied!\nSo the mechanical advantage is: 1600 / 400 = 4.\nIt seems like this is a win-win situation; you get better results by adding more and more pulleys. So why not add five hundred pulleys? If you did, you could hold up a 400 Newton object by applying a tiny, tiny force (less than 1 Newton!). So is it really a win-win situation? Not exactly. You see, there's a tradeoff for mechanical advantage. The tradeoff is the distance you pull the object. Take a look at the first diagram. If the man pulls the rope down 1 meter, the object will rise 1 meter.\nBut what about the second diagram? What will happen there? Well, if the man pulls the rope down 1 meter, that meter is evenly distributed on either side of the lower pulley. Which means that pulley will only rise 0.5 meters. And therefore, if he pulls down a meter, the object only rises half a meter.\nWhat about the third diagram? In that scenario, if the man pulls the rope downward 1 meter, that meter gets evenly distributed among four sections of the rope (one on either side of the two lower pulleys). In other words, the object only moves 0.25 meters.\nSo, if you had 500 pulleys, you'd be in the very interesting situation that you could easily lift a 400 Newton object, but it would take you a long time to do it; for every meter you pulled the rope down, the object would only move 2 millimeters!\nThere are many other kinds of machines: screws, wedges, levers, axle-and-wheels, and inclined planes. For every machine, there's a tradeoff; you can make the work easier, but in doing so, you end up extending that effort over a longer distance. An inclined plane is another easy one to picture. Imagine trying to lift a grand piano 1 meter straight off the ground. Can't do it, right? But if I made a long ramp, you could push the piano up. Much easier than lifting, but the tradeoff is that you have to push it a whole lot more than 1 meter!\nWe've been providing free educational games and resources since 2002.\nWould you consider a donation of any size to help us continue providing great content for students of all ages?", "label": "Yes"}
{"text": "Heron’s Formula Class 9 MCQ is one of the best strategies to prepare for the CBSE Class 9 Board exam. If you want to complete a grasp concept or work on one’s score, there is no method except constant practice. Students can improve their speed and accuracy by doing more Heron’s Formula class 9 MCQ which will help them all through their board test.\nHeron’s Formula Class 9 MCQ Questions with Answer\nClass 9 Math MCQ with answers are given here to Chapter 12 Heron’s Formula. These MCQs are based on the latest CBSE board syllabus and relate to the latest Class 9 Math syllabus. By Solving these Class 9 MCQs, you will be able to analyze all of the concepts quickly in the Chapter and get ready for the Class 9 Annual exam.\nLearn Heron’s Formula Class 9 MCQ with answers pdf free download according to the latest CBSE and NCERT syllabus. Students should prepare for the examination by solving CBSE Class 9 Heron’s Formula MCQ with answers given below.\nQuestion 1. The sides of a triangle are 56 cm, 60 cm and 52 cm long. Then the area of the triangle is\n(a) 1322 cm²\n(b) 1311 cm²\n(c) 1344 cm²\n(d) 1392 cm²\nQuestion 2. The area of an equilateral triangle with side 2√3 cm is\n(a) 5.196 cm²\n(b) 0.866 cm²\n(c) 3.496 cm²\n(d) 1.732 cm²\nQuestion 3. An isosceles right triangle has area 8 cm². The length of its hypotenuse is\n(a) 32−−√ cm\n(b) 16−−√ cm\n(d) 24−−√ cm\nQuestion 4. The perimeter of an equilateral triangle is 60 m. The area is\n(a) 10√3 m²\n(b) 15√3 m²\n(c) 20√3 m²\n(d) 100√3 m²\nQuestion 5. The sides of a triangle are 35 cm, 54 cm and 61 cm. The length of its longest altitude is\n(a) 16√5 cm\n(b) 10√5 cm\n(c) 24√5 cm\n(d) 28 cm\nWhoever needs to take the CBSE Class 9 Board Exam should look at this MCQ. To the Students who will show up in CBSE Class 9 Math Board Exams, It is suggested to practice more and more questions. Aside from the sample paper you more likely had solved. These Heron’s Formula Class 9 MCQ are ready by the subject specialists themselves.\nQuestion 6. The length of each side of an equilateral triangle having an area of 9√3 cm² is\n(a) 8 cm\n(b) 36 cm\n(c) 4 cm\n(d) 6 cm\nQuestion 7. If the area of an equilateral triangle is 16√3 cm², then the perimeter of the triangle is\n(a) 48 cm\n(b) 24 cm\n(c) 12 cm\n(d) 36 cm\nQuestion 8. The base of a right triangle is 48 cm and its hypotenuse is 50 cm. The area of the triangle is\n(a) 168 cm²\n(b) 252 cm²\n(c) 336 cm²\n(d) 504 cm²\nQuestion 9. The area of an isosceles triangle having base 2 cm and the length of one of the equal sides 4 cm is\n(a) 15−−√ cm²\n(b) 152−−√ cm²\n(c) 215−−√5 cm²\n(d) 415−−√ cm²\nQuestion 10. The edges of a triangular board are 6 cm, 8 cm and 10 cm. The cost of painting it at the rate of 9 paise per cm² is\n(a) Rs 2.00\n(b) Rs 2.16\n(c) Rs 2.48\n(d) Rs 3.00\nYou can easily get good marks If you study with the help of Class 9 Heron’s Formula MCQ. We trust that information provided is useful for you. NCERT MCQ Questions for Class 9 Heron’s Formula PDF Free Download would without a doubt create positive results.\nWe hope the information shared above in regards to MCQ on Heron’s Formula Class 9 with Answers has been helpful to you. If you have any questions regarding CBSE Class 9 Math Solutions MCQs Pdf, write a comment below and we will get back to you as soon as possible.\nFrequently Asked Question (FAQs)\nHow many MCQ questions are there in Class 9 Chapter 12 Math?\nIn Class 9 Chapter 12 Math, we have provided 10 Important MCQ Questions, But in the future, we will add more MCQs so that you can get good marks in the Class 9 exam.\nCan we score good marks in Class 9 Math with the help of Heron’s Formula MCQ Questions?\nYes, MCQ Question is one of the best strategies to make your preparation better for the CBSE Board Exam. It also helps to know the student’s basic understanding of each Chapter. So, You can score good marks in the Class 9 Math exam.", "label": "Yes"}
{"text": "Financial Planning Calculators\nTechnology permeates every part of modern life, but at its heart is the fact that computers are really quite good at math. Computers can crunch numbers in seconds that might stump us for hours. To prove it, look no further than online calculators. With a simple applet, you can perform calculations that would take much longer by hand. Of course, we rarely run to a calculator just to do some math for the fun of it. We’re often looking for the answer to a problem, and that’s where specialty calculators come in. When we go beyond adding and subtracting, we start to unlock the real potential of these mathematics tools. Whether you need to figure out an advanced math problem, convert between different units of measurement, get a grip on your financial situation, or figure out your retirement savings, there’s an online tool for you. You can find all manner of financial assistance tools online, and armed with these resources, anyone can get a sense of where they stand financially and how to improve their situation.\nBasic Math Calculators\n- Math Is Fun Calculator: Click this on-screen calculator’s buttons, or type a formula to compute your answer.\n- Basic Calculator: You’ll find all of the functions you’d expect from a simple calculator in this tool.\nScientific, Visual, and Graphing Calculators\n- Online Graphing Calculator: There’s no need to dig out your old graphing calculator from high school. This site brings graphing functions right to your Web browser.\n- Mathway Graphing Calculator: This graphing calculator features more than a dozen functions and a visually appealing display. You can enter multiple problems, making graphing equations easy.\n- Length Converter: Flipping between metric and imperial units can be bothersome, and repeated manual conversions can introduce errors. Use a converter tool (like this one for converting length) to keep your data accurate.\n- Temperature Converter: It’s easy to get an approximate value when converting from Celsius to Fahrenheit (or vice versa), but an accurate temperature reading is tough to do in your head. Fortunately, tools like this one make it easy.\n- Bandwidth Conversion: Every industry has its own jargon and its own need for specialized calculations. This tool makes calculating computer network bandwidth easy. It’s even handy for figuring out your home Internet speed or how long it will take to download a file.\n- Currency Conversion: Traveling or doing business overseas? You’ll want to know the value of your local currency as it compares to those you’ll find abroad. This tool helps you convert between currencies using up-to-date exchange rates.\n- Date Calculator: Adding or subtracting time on a calendar can be tricky. It’s more than simple math because not all months have the same number of days. This calculator makes it simple: Input your starting date and how many days, weeks, months, or years to add or subtract.\n- Speed, Distance, and Time Calculator: This calculator works out the speed of a vehicle given the distance it has traveled over a set time. It can also do the inverse, finding the time or distance if you know the speed.\n- Time, Speed, and Distance Calculator: This all-in-one program handles time, speed, and distance. As long as you know two of the three, this page will enable you to calculate the third.\n- Mass to Weight Calculator: When calibrating instruments or performing physics simulations, it’s important to start with good data. This tool converts mass to weight, taking into account the effects of gravity and acceleration.\nFinancial Planning Calculators\nPersonal Loan Calculators\n- Personal Loan Calculator: Want to know how much a personal loan will cost you every month? This is the tool for you. Input the principal, term, and interest to get the payment amount instantly.\n- Simple Loan Calculator: This loan calculator helps you find your monthly payment amount. Its easy-to-use sliders are useful for what-if scenarios, so you can see the impact of varying the interest rate or length of the loan.\n- Loan Calculator: This loan calculator looks simple but has a few tricks up its sleeve. It shows monthly payments and interest-only payments and also shows the total amount repaid over the life of the loan.\n- Budget Calculator: We all need to start somewhere, and this basic budget tool is a great first step. Input your income and estimated expenses and you’ll instantly get a picture of your financial health.\n- Income and Spending Analysis: When you’re ready to take your budgeting to the next level, this AARP calculator is a winner. It takes into account payroll taxes, spousal income, and a host of other variables.\n- Monthly Budget Calculator: This monthly budget works well for an individual or a family. It includes all of the common expense types plus a few fields for those miscellaneous expenses that can be hard to categorize.\n- Debt Calculator: Ever wondered how debt consolidation could impact your financial situation? Input a few data points into this tool and find out.\n- Debt Consolidation Calculator: This calculator takes a bit more input, as you’ll want to include all of your debts and expenses. Once they’re entered, however, you’ll have a clear picture of how a consolidation loan could help you out.\n- Amortization Loan Calculator: Knowing your monthly payment is a big help, but visually tracking the debt balance on a per-payment basis is even more powerful. That’s where this handy tool comes in.\nCollege Financial Aid Calculators\n- College Cost Calculator: Tuition can be expensive, but there are more college costs to consider. This comparison tool adds up other expenses, like room and board, books, supplies, and more. Then, it calculates how much you’ll need from grants, scholarships, and loans to cover the college experience. Fill in the data for several schools and you’ll have an easy way to compare costs.\n- Loan Repayment Calculator: This loan calculator is customized for student loans, showing how much you’ll need to repay. All of the standard loan types are included, and their common interest rates are helpfully provided.\nCar and Mortgage Calculators\n- Auto Loan Calculator: This quick and easy tool shows you the monthly payment for an automotive loan. It’s great for determining the down payment and trade-in amount you’ll need to get to the desired payment.\n- Online Loan Calculator: This advanced auto loan calculator shows the amortization of your loan as well as the total interest paid. There’s also a graph of your balance over time, which updates as you modify the loan terms.\n- Payment Calculator: Go even more in depth with this auto loan payment tool. It can accommodate sales tax, variable payment frequencies, and auto rebates. It can even generate a complete amortization schedule, including depreciation.\nRetirement Savings Calculator\n- Retirement Income Calculator: This tool is easy to use but still gives you a quick overview of your retirement situation. You can edit the details to model multiple scenarios, such as saving more or retiring at a different age.\n- Savings Calculator: Compound interest is the most powerful tool we have for building wealth. Find out how much your money could grow with this savings calculator.\n- Compound Interest Calculator: This tool has the flexibility to explore multiple scenarios and to account for taxes and inflation. It can also generate a table showing how your money might grow over time.\nFinancial Planning Tools\n- Understanding Checking Accounts: There’s no better way for young learners to get familiar with financial concepts than with hands-on roleplay. This lesson includes handouts, definitions, and interactive activities that help young people learn about checking accounts.\n- Making Spending Decisions: One of the hardest financial lessons to learn is how to judge when to spend and when to save. This lesson helps younger children (pre-K through second grade) understand why finances are about choices.\n- Inflation Is Real: Intended for grades 6-8, this lesson explains the concepts behind inflation, including what it is, why it matters, and how to calculate it.\n- A Lifetime of Savings: Using real-world examples, this lesson guides students from grades 9-12 through the concept of compound interest.\n- Teenagers and Saving: The earlier we start saving, the more time we have for compound interest to grow our wealth. Help teenagers understand saving with these tips.\n- Money Management for College Students: From saving on supplies to reining in impulse buys, these tips can help any college student make the most of the money they have.\n- Getting Fiscally Fit: This toolkit is intended for adults who want to get control of their finances. You might want to save up for a goal, or you might just want to know more about where you stand in your financial life.\n- Mastering Your Finances: These tools from NerdWallet can help anyone take stock of their finances. It may seem like an insurmountable task, but mastering your finances can start with a few simple steps, like starting a budget and committing to saving consistently.\n- Beginner’s Guide to Money Management and Budgeting: This collection of tools and tips can help adults of any age. It’s filled with helpful hints about building wealth over time, minimizing spending, and planning for retirement.\n- Avoid Investment Fraud: Once you start building wealth, you’ll want to protect it. Use these tips to avoid fraud and protect your investments.\n- Managing Your Money in Retirement: Once you’ve saved enough for retirement, how do you shift from saving to spending? This extensive toolkit can help make sense of retirement finances.", "label": "Yes"}
{"text": "I want to prove double negation introduction in sequent calculus using the most basic rule set.\nThat is what I want to prove: from the sequent $$\\Gamma \\rightarrow\\Phi,$$ the sequent $$\\Gamma \\rightarrow\\neg\\neg\\Phi$$ is derivable.\nHow is this accomplished? It's seems much more difficult than in natural deduction. I think I may be able to prove the conjunction myself once I have this result.", "label": "Yes"}
{"text": "Suppose you were preparing two-way tables of percentages for the following pairs of variables. How would you run the percentages?\na) Age and consumption of breakfast cereal.\nb) Family income and confidence about the family's future.\nc) Marital status and sports participation.\nd) Crime rate and unemployment rate.\nThis solution contains an example of using a chi-squares table in MS excel as a decision making device.", "label": "Yes"}
{"text": "Data Analysis & Regression\nIn this lesson we will explore data analysis issues in pharmacokinetics. In the recorded presentations we talk about the philosophy of data analysis in pharmacokinetics and pharmacodynamics and then review linear regression. Finally we describe the differences between linear regression and nonlinear regression and give a brief introduction to maximum likelihood estimation, which is the main method used in nonlinear mixed effects modelling.\nYou will also find a manuscript by Boxenbaum et al. This manuscript was meant to be a tutorial on pharmacokinetic data analysis and although it was published some time ago it is a useful introduction to many of the issues in nonlinear regression as applied to pharmacokinetics.\nAfter this presentations you should have a clearer understanding of pharmacokinetic data analysis\nYou should understand how to select an appropriate model given a particular data set and dosing information\nYou should be able to diagnose model fit and perform simple statistical evaluation of the fit\n1.1 Please study the video presentations below:\nPlease study the 4 recorded Powerpoint lecture presentations below:\nYou can download a PDF of the presentation files here:\nIn addition, study the Boxenbaum manuscript below:\nYou can view a pre-recorded tutorial of this lesson here. [ Video ]\nN.R.Draper, H.Smith, Applied Regression Analysis, Wiley, 1998\nY. Bard , Nonlinear Parameter Estimation, Academic Press, 1974\nP.L. Bonate, ‘Pharmacokinetic-Pharmacodynamic Modelling and Simulation’, Springer, 2006\nM. Davidian, D.M. Giltinan, ‘Nonlinear models for repeated measures data’, Chapman & Hall, 1995", "label": "Yes"}
{"text": "By JuR4gaN. Worksheet. At Thursday, March 26th 2020, 04:01:06 AM.\nThis section contains all of the graphic previews for the Differential Equations Worksheets. We have slope field, separable equation, differential equation, and exponential growth worksheets for your use. These Calculus worksheets are a good resource for students in high school.\nAnd if you’d like an open-and-go, all-in-one resource that guides you step-by-step, check out my book: Addition Facts That Stick. It provides detailed lesson plans, fun games, and simple worksheets for every step of the process, so that you can teach your child addition facts that truly stick.\nThese Math Flash Cards are great for classroom practice recognizing different shapes. The set will produce thirteen different shapes. These Math Flash Cards are appropriate for Kindergarten, 1st Grade, and 2nd Grade.", "label": "Yes"}
{"text": "We are given that `int_(0)^(1)(15xsqrt(x^2+9))dx=50sqrt(10)-135` and we are asked to evaluate `int_(1)^(0)(15usqrt(u^2+9))du` .\nThese are definite integrals. If we restrict the variables to the real number line, a definite integral is typically defined as the Riemann integral; i.e. an infinite sum of geometric shapes. Definite integrals can be described as a \"signed\" area.\nBy the Fundamental Theorem of Calculus, we can find the definite integral by integrating the indefinite integral and evaluating at the endpoints. `int_(a)^(b)f(x)dx=F(b)-F(a)` where F is the function whose derivative is f.\nSo one way to evaluate the given integral is to integrate the indefinite integral. Thus\nThen noticing that d/du of u^2+9 is 2udu we can multiply inside the integral by 2 and outside by 1/2 to get:\n`=15/2 * ((u^2+9)^(3/2))/(3/2)+C`\nThe definite integral is\nBut there is an easier way. There is a rule for integrals that states:\nSo we take the given value of the indefinite integral and multiply by negative one to get\nThe functions in the integrand are identical except for the variable. The only other difference between the two definite integrals is that the upper and lower limits of integration have been switched. Thus we can use the rule giving us the answer of the opposite of the original definite integral.", "label": "Yes"}
{"text": "Photomath is an application that uses the camera of your device to read and solve mathematical problems. This application also provides the step-by-step process by which the solution is derived. As of the latest version of this app, Photomath supports basic arithmetics, fractions, decimals, linear equations, and several supplementary functions like logarithms.\n|Name:||Photomath on Computer|\n|Compatibility:||Windows (All Versions)|\n|Security:||Checked – Virus Free|\nThis camera-using calculator was released in 2014 and after being praised by critics worldwide, it was also included in the Top 20 applications for learning and teaching. The Photomath application is free to download from both Play Store and App Store and can serve as a useful tool for teaching and learning mathematics. Whether it is to check homework or study for upcoming ACTs/SATs, Photomath has you covered.\nWhat is Photomath?\nThe Photomath application is compatible with both Android and iOS devices where it can be used to capture and solve mathematical problems in real-time with the help of the device camera. This application makes use of the latest text recognition software, identifying and solving mathematical problems of varying complexity, both handwritten and in the printed text.\nPhotomath makes use of optical character recognition (OCR) technology which allows it to read the question, solve it, and provide answers within seconds. This application currently has over 100 million downloads and new mathematical functions are added to each successive version of the app.\nPhotomath is an extremely reliable application, explaining in a step-by-step manner how to solve tricky mathematical problems that have you stuck in your homework or assignment. Not only is this software a useful tool for students who frequently find themselves unable to solve certain questions or equations, but also helpful for teachers and parents who want to help their students or children with their schoolwork.\nHow to Install Photomath for PC for free?\nThe Photomath application has versions that are compatible with both Android and iOS and can be downloaded directly from Play Store and App Store respectively. However, if you want to have this app on your PC or laptop, the process is a little longer and can potentially expose your computer to malware.\nBut if you need the Photomath application on your personal computer, just follow the steps outlined down below so you can successfully install the application and use it to get all the help you need with your tough math questions.\n- First of all, you will need to find and download an android emulator. An Android emulator is software that simulates Android devices on your computer. With the help of this, you can test and run many different Android applications on your computer.\n- The most popular Android emulators are the NoxPlayer and the BlueStacks emulator. You can download either one and use it to run Android applications on your PC or laptop.\n- After downloading the Android emulator, and completing the installation, launch the emulator by double-clicking its icon on the desktop.\n- Open your Google Play Store through the emulator and click on My Apps.\n- In the search bar, type Photomath and press enter or click on the search icon in the bar.\n- Download and install the Photomath application on your desktop.\n- Double click on the Photomath icon on your screen. Launch it, and get started on your mathematical problems.\nHere’s a quick tutorial video for your reference:\nFeatures of Photomath App\nPhotomath was created by the Deputat family corp in 2014 to provide an easy way to learn and solve mathematics for both teachers and students. Some key features that helped in making this application a raging success include the following:\nNo internet usage: When using the Photomath application, the problems that are equation-based can be solved even without being connected to the internet. This is because the application has a built-in method to recognize and solve specific questions that use the same equation. By substituting the numbers, the application solves your problem even in the absence of internet access.\nFree to use: The Photomath application is absolutely free to use. Having this app is like having a personal tutor who can help you out with your math homework that too free of charge! Not only that, this app can be used whenever you want without having restrictions that come with hiring a tutor or joining an academy.\nMultiple explanations: Photomath provides you with multiple step-by-step explanations of the solution, and more than one solving method so you can choose one that is the easiest for you to understand. Additionally, Photomath comes equipped with a Multi-functional scientific calculator that can further enhance your experience of learning.\nInteractive learning: One of the latest and very popular features of the Photomath application is the exclusive How-To animations that depict in a simple and easy-to-understand manner how a question was solved. Not only that, the application is loaded with simple yet high-yield graphs that will greatly improve your learning process.\nPhotomath Alternatives that you can Install\nSome other applications offer similar math solving features. These include:\nMyScript Calculator app supports basic arithmetic, square roots, and cube roots but does not solve trigonometry, logarithmic equations, and percentages. This application also recognizes handwritten questions. MyScript Calculator turns your device into an interactive piece of paper. All you need to do is write an equation and it gives you the result within seconds.\nNot only that, but you can also reuse previous results with a drag and drop feature. This app is based on MyScript Interactive Ink, which is the next step for digital ink and has received much praise worldwide.\niMathematics is available for free on Apple and Android. All you need to do is type in an equation and the app will solve it for you. Additional features that support more complex problems can be unlocked with an in-app purchase. iMathematics allows you to learn quickly from over 70 topics, with clear and simple explanations and easy formulas.\nIt also includes theorems, definitions, and properties as well as practice with various interactive calculators, like the advanced calculator, the Fraction Approximator, and the Equation Solver.\nMathway offers a useful math calculator for algebra, graphing, and calculus. Simply point your camera and take a picture of your math homework question for step-by-step answers. From basic algebra to calculus, arithmetic, geometry, and trigonometry, Mathway instantly solves your most difficult math problems.\nThis app has millions of users and even more; solved math problems on its interface. It’s like having a private tutor in your hand, providing instant homework help whenever you need it.\nFrequently Asked Questions about Photomath\nQ1. Is Photomath free?\nAns: Yes, Photomath is free to download and use on both Android and Apple devices.\nQ2. Does Photomath need WiFi?\nAns: Several features can be used without the internet. However, some features also need the internet to run.\nQ3. What can Photomath solve?\nAns: Photomath currently supports basic mathematics/arithmetics, Algebra, Geometry, Trigonometry, Calculus, and Statistics.\nQ4. Can Photomath solve word problems?\nAns: If you purchase Photomath plus, the additional features can solve a wide range of word problems.", "label": "Yes"}
{"text": "Bethe ansatz for Yangian invariants\nHumboldt-Universität zu Berlin\nVendredi 07/06/2013, 14:15-15:15\nSalle Claude Itzykson, Bât. 774, Orme des Merisiers\nInspired by Baxter's perimeter Bethe ansatz I present a method to construct Yangian invariants. The condition for Yangian invariance is formulated as an eigenvalue problem that can be solved using Bethe ansatz techniques. The rather general principle is being worked out for rational inhomogeneous spin-chains with finite-dimensional representations of gl(n) in the quantum space. Using the algebraic Bethe ansatz I derive Bethe ansatz equations for Yangian invariants and study the corresponding on-shell Bethe vectors. They can be interpreted as partition functions of certain vertex models.", "label": "Yes"}
{"text": "The Top Garcinia Source In Canada The best supplier of 100 pure extract is shown here. This particular Garcinia Cambogia is a top-notch product that has been proven to get real weight loss results in daily users.\nThis is our top recommendation for Canadians as the shipping is very fast. They also offer special deals where you can get free bottles if you buy several at a time.\nGarcinia cambogia is a fruit grown across India and Southeast Asia and it is used there as a food and its rinds are used in some traditional recipes of south India.\nJan 06, · Parabolas Assignment Answers Search for Perfect Parabolas Homework Answers Ends Here at addictivatarisoundsystem.tk Learning about parabolas is a tough thing in a general sense/5().\nOverview: What Is a Conic Section? Conic sections are the curves formed when a right circular cone intersects with a plane. The angle that the plane makes when it “cuts through” the cone determines the shape of the section.\nREAD THE RULES BEFORE POSTING >> Get some help! r/HomeworkHelp! Come here for homework help in most any field. We will not do it for you, but we can give you hints. Come here for homework help in most any field. We will not do it for you, but we can give you hints. Our rules are designed to help you get a useful answer in the fewest number of posts. Please follow them. Please help!! Math Parabolas (addictivatarisoundsystem.tkrkHelp) submitted 3 years ago by Jasaka.\nWe are here to make your parabola math assignment writing easier, faster and informative. Choose EssayCorp and get parabola assignment help & homework help/5(K). Parabola Homework Help - K Grade Level, College Level Geometry Mathematics. Introduction of Parabola. Parabola is a conic section, created from the intersection of a right circular conical surface and a plane parallel to a generating straight line of that surface/5(K).", "label": "Yes"}
{"text": "Over 12 games, a baseball team scored an average of 6 runs per game. If their average number of runs in the first 10 games was 5 and they scored the same number of runs in each of the last two games, how many runs did they score in the last game? Please explain how you arrived at your answer. Step-by-step procedures will be greatly appreciated.\nDo you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount! Use Discount Code “Newclient” for a 15% Discount!NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.\nThe post Need your help with this Math word problem appeared first on Quality Nursing Writers.", "label": "Yes"}
{"text": "Public radio network WAMC has a program devoted to women in science, technology, engineering and mathematics aptly called Women in Science ON THE AIR! They've put the show online, so you don't even need to be in the network's listener area to hear the program. From their site description:\nThe Women In Science, Technology, Engineering and Mathematics ON THE AIR! website is an audio resource for young girls, young women, parents, middle and high school teachers, college professors, guidance counselors, researchers, organizational leaders, and anyone interested in learning more about the past, present and future role of women in science and technology education, fields and careers.There are several different (but overlapping) program series they have available:\n- Sounds of Progress: \"a series of radio stories that highlight the changing role of girls and women in science, technology, engineering and mathematics (STEM).\"\n- Powerful Signals: \"a special radio series highlighting the role of women and girls in science, technology, engineering, and mathematics (STEM).\"\n- Her-Story Then and Now: profiles women scientists and engineers, past and present\n- The Tech Club: \"Aspiring teenage scientists, Emily Lescak and Ivy Hughes join Mary Darcy, Producer and Host of 51% and talk with 54 women in science and technology about why and how each of these women chose her career, what she does each day and what she hopes to accomplish in her work.\"\nTags: women in science, radio, WAMC", "label": "Yes"}
{"text": "...Knowledge is power! My approach to working one on one with a student is fairly literal and my style is to demand that a student focuses on the task of learning at hand. I have a broad educational background in math, writing, science and music.\nBreckenridge, COView Tutor\n...After this I started another private tutoring firm and tutored grade school and high school students in Georgetown in Math, Latin, English, and various Sciences. I have worked with students of all ages and backgrounds so I feel confident in being able to teach you or your child in a personally t...\nAvon, COView Tutor\n...By giving the topics purpose, you can get a better understanding of why we do what we do. Hopefully, this approach will help students in their study of precalculus. I am a retired Algebra 2 and Pre-Calculus teacher.\nEvergreen, COView Tutor", "label": "Yes"}
{"text": "Modern scientific and engineering computations are based on a numerical study of applied mathematical models. Mathematical models involve linear or nonlinear equations as well as systems of ordinary differential equations (ODEs). But in the majority of cases, mathematical models consist of systems of partial differential equations (PDEs), which may be time-dependent as well as nonlinear and, moreover, they may be strongly coupled with each other. In addition, these equations are supplemented with the appropriate boundary and initial conditions. To obtain high-fidelity numerical results of practical interest, it is necessary to find solutions of boundary value problems in complicated computational domains.\nThe existing literature that discusses problems of scientific and engineering computations, in fact, does not reflect the up-to-date realities. Practically, we have books on numerical methods somehow adapted to the needs of the reader. They focus on scientific and engineering computations from the viewpoint of specialists in numerical methods and computational mathematics. This approach includes developing a numerical method, programming a code, performing computations, and processing numerical results; all of these steps are carried out by the readers themselves. This methodology is appropriate for solving rather simple problems and suggests the sufficient universality of the reader, which is quite rare.\nApplied software must reflect the state-of-the-art in numerical methods, programming techniques, and the efficient use of computing systems. This can be achieved with a component-based software development. In this approach, after a modular analysis, a mathematical model is divided into basic computational subproblems, and then an algorithmic interface is organized between them. The solution of the subproblems is implemented using standard computational components of scientific and engineering software. Software packages and modules for pre- and post-processing of problem data may also be treated as components of the developed applied software. The above-mentioned problem-oriented computational components are oriented towards solving typical problems of computational mathematics, and they are developed by experts in numerical methods and programming techniques. The last condition ensures the quality of the developed product when we employ modern computing systems.\nApplied software is developed using certain standards and agreements. It concerns, in particular, a programming language. For a long time the software for scientific and engineering computations was implemented in the programming language Fortran. The main advantage of Fortran is a large number of programs and libraries written in it, which are often freely available with a source code and documentation. Nowadays, the situation is changing in favour of other programming languages, especially in favour of C and C++. At present, new mathematical libraries and particular components are usually written in C/C++. Moreover, many well-proven applied software projects developed early in Fortran were rewritten in C/C++.\nIn research projects, we traditionally focus on using free and open source software (FOSS). It is especially suitable for educational process. From our point of view, the natural business model should be based on payment to an educational institution for training potential users of proprietary software, but in reality, it seems to be quite the contrary. The second requirement, in our mind, is portability, i.e. software should work on various hardware platforms and/or operating systems. In more exact terms, programming languages, available libraries, and applied software should be cross-platform.\nAnother important issue is related to multiprocessor computers. Applied software for multiprocessor computing systems with shared memory (multicore computers) is developed using OpenMP. For systems with distributed memory (clusters), the standard programming technique is MPI. Applied problems that are governed by PDEs can be solved on parallel computers using the library PETSc.\nThese key thoughts have determined the structure of this book and its general direction of designing modern applied software. We describe the basic elements of present computational technologies that use the algorithmic languages C/C++. The emphasis is on GNU compilers and libraries as well as FOSS for the solution of computational mathematics problems and visualization of the obtained data. This set of development tools in other circumstances might be slightly different, but this does not change the general orientation.\nAll the questions of the numerical solution of applied problems on parallel computing systems are discussed in the second volume.\nThe book was prepared by a team of researchers from the Center of Computational Technologies, M. K. Ammosov North-Eastern Federal University, Yakutsk, Russia, and scientists from the Nuclear Safety Institute, Russian Academy of Sciences, Moscow, Russia. We hope that this book will be useful for students and specialists who solve their engineering and scientific problems using numerical methods. We would be grateful for any any constructive comments on the book.\nPetr N. Vabishchevich\nMoscow and Yakutsk, March 2014.", "label": "Yes"}
{"text": "Composition operators on weighted Bergman spaces.\nJones, Matthew (1999) Composition operators on weighted Bergman spaces. PhD thesis, University College London.\n- Published version (with publisher's formatting)\nIn the late 1960’s, E.A. Nordgren and J.V. Ryff studied composition operators on the Hardy space H2. They provided upper and lower bounds on the norms of general composition operators and gave the exact norm in the case where the symbol map is an inner function. Composition operators themselves, on various other spaces, have been studied by many authors since and much deep work has been done concerning them. Recently, however B.D. MacCluer and T. Kriete have developed the study of composition operators on very general weighted Bergman spaces of the unit disk in the complex plane. My starting point is this work.\nComposition operators serve well to link the two areas of analysis, operator theory and complex function theory. The products of this link lie deep in complex analysis and are diverse indeed. These include a thorough study\nof the Schr¨oeder functional equation:\nand its solutions, see  and the references therein, in fact some of the well known conjectures can be linked to composition operators. Nordgren, ,has shown that the Invariant Subspace Problem can be solved by classifying\nthe minimal invariant subspaces of a certain composition operator on H2, and de Branges used composition operators to prove the Bieberbach conjecture. In this thesis, I use various methods from complex function theory to prove results concerning composition operators on weighted Bergman spaces of the unit disk, the main result is the confirmation of two conjectures of T. Kriete, which appeared in . I also construct, in the final chapter, inner functions which map one arbitrary weighted Bergman space into another.\n|Item Type:||Thesis (PhD)|\n|Research Areas:||B. > Theses\nA. > School of Science and Technology > Design Engineering and Mathematics\n|Depositing User:||Dr Matthew M Jones|\n|Date Deposited:||25 Nov 2009 07:52|\n|Last Modified:||13 Oct 2016 14:16|\nActions (login required)", "label": "Yes"}
{"text": "...I have been teaching and researching high school, college and graduate school math, science, and engineering for more than 20 years. Currently I am teaching high school Calculus II. I enjoy teaching all level mathematics. (read more)\n...At Florida State University, I completed a 3000 level genetics class and a 4000 level molecular biology class with grades of B and A, respectively. I also completed the first year MGC (molecules, genes, and cells) class at SUNY Stony Brook School of Medicine. I received an HP (high pass).\nSome... (read more)", "label": "Yes"}
{"text": "Computerized voice: Click the triangle. Triangle.\nInterviewer: Advancing that knowledge also means bringing technology into the equation. Building Blocks incorporates the use of technology in the classroom. Why?\nDr. Sarama: It offers the advantage of giving one more environment in order to work with the concepts we're talking about. So, yes, we want children counting stairs, we want them counting blocks, we want them counting each other, we want them counting everything. Being on the computer and counting the things on the screen is just one more environment, and we can structure the technology-- and this is very important--to support children's counting wherever they are developmentally.Cerrar\nEste video es parte del módulo Uso de los medios interactivos para el aprendizaje temprano, uno de los que conforman la serie de Módulos de aprendizaje de la Alianza EarlyEdU (video en inglés).", "label": "Yes"}
{"text": "The distribution of generalized exponential was invented by Rameshwar D. Gupta and Debasis Kundu in 2007. The distribution was the result of a generalized transformation of the exponential distribution. This paper explained the generalized exponential Marshall-Olkin distribution which is the result of the expansion of the generalized exponential distribution using the Marshall-Olkin method. The generalized exponential Marshall-Olkin distribution has a more flexible form than the previous distribution, especially in its hazard function which has various forms so that it can represent survival data better. The flexibility characteristic is due to the addition of new parameters to the generalized exponential Marshall-Olkin distribution. We explained some characteristics of the Marshall-Olkin generalized exponential distribution such as the probability density function (PDF), cumulative distribution function (CDF), survival function, hazard function, mean, and moments. Parameter estimation was conducted using the maximum likelihood method. In the application, it was shown data with generalized exponential Marshall-Olkin (GEMO) distribution. The GEMO distribution was modelled to the waiting time data until the damage to a lamp. The data was taken from Aarset data (1987). The results of modelling the waiting time data until the damage to a lamp on the distribution of GEMO and was compared to the distribution of alpha power Weibull. A comparison of models using Akaike information criteria (AIC) and Bayesian information criteria (BIC) shows that the distribution of GEMO is more suitable in modelling the lamp damage waiting time data than the distribution of alpha power Weibull.\n|Journal||Journal of Physics: Conference Series|\n|Publication status||Published - 12 Jan 2021|\n|Event||2nd Basic and Applied Sciences Interdisciplinary Conference 2018, BASIC 2018 - Depok, Indonesia|\nDuration: 3 Aug 2018 → 4 Aug 2018\n- Generalized transformation\n- Hazard function\n- Maximum likelihood estimation", "label": "Yes"}
{"text": "30 Aug Low tech but great tool-Draftsman\nEven though I appreciate technology, it is important to remember there are low-tech tools that help our learning process immensely.\nClick Draftsman Tactile Drawing Board by APH.org to see what students can use to practice their print letters and handwriting. These boards can also be used in math class. Students can draw what the math teacher is drawing and follow along with the class. The boards are also used to draw pictures and diagrams, hey even a game of tic-tac-toe!", "label": "Yes"}
{"text": "I am not sure how to calculate my LSTM weights based on this link and my Keras programing as below:\nmodel = Sequential() model.add(LSTM1(A1, input_shape=(2,B1), return_sequences=True, stateful=False)) model.add(LSTM2(A2, return_sequences=True, stateful=False)) model.add(LSTM3(A3, return_sequences=False, stateful=False)) model.add(Dense(B2, activation='softmax')) model.summary()\nIs that correct?\nInput = A1 Output = B2 Hidden Layers = 2 Cells in layer number one = A2 Cells in layer number two = A3\n4*ni*(ni−1+ni) for each layer is calculated as below: X1=4*A1*(A1-1+A1) X2=4*A2*(A2-1+A2) X3=4*A3*(A3-1+A3) X4=4*B2*(B2-1+B2) Total number of weights = X1+X2+X3+X4\nAll my problem is about understanding the concept of cell in Keras and not in LSTM itself.", "label": "Yes"}
{"text": "Friday Lunch Seminar\nSeptember 11, 2020\n12:15 〜 13:00\n(On-line for CiNet members only)\n“Data-driven modeling of nonlinear dynamics: From mode decomposition to interaction analysis”\nby Yoshinobu Kawahara\nInstitute of Mathematics for Industry, Kyushu University and Advanced Intelligence Project\nHost PI: Okito Yamashita\nData-driven modeling of complex systems has received much attention over the recent years, largely due to the availability of large datasets. In particular, the analysis of nonlinear dynamical system with Koopman operator has been actively discussed in applied mathematics and various scientific fields for this purpose. This is because it can provide physical interpretations of the dynamics based on deep theoretical backgrounds and is endowed with prominent estimation methods such as dynamic mode decomposition (DMD). DMD is a numerical method for estimating spectra of Koopman operator, and has been attracting attention as a way of obtaining global modal descriptions of nonlinear dynamics from data without requiring explicit prior knowledge. In this talk, I first overview the recent advances on this research topic, focusing on spectral analysis of dynamical systems with Koopman operator and DMD. Then, I describe several recently-proposed related algorithms using machine learning principles. One limitation of DMD is that it assumes inherent-scale spatial or temporal dynamics independently contribute to its whole dynamics, which is often not satisfied in dynamic phenomena investigated in scientific studies. Thus, I describe a neural network model to estimate interactions among different scale dynamics to address this issue. In the talk, I occasionally show some applications of these method to several real-world data.\nAbout CiNet’s Friday Lunch Seminars:\nThe Friday Lunch Seminar is CiNet’s main regular meeting series, held every week at 12:15 in the beautiful main lecture theatre on the ground floor at CiNet. The talks are typically 40mins long and orientated towards an inter-disciplinary audience. They are informal, social, and most people bring their own lunch to eat during the talk. They are open to anyone who is feeling curious and wants to come, regardless of where you work.", "label": "Yes"}
{"text": "What is PTC Mathcad Prime Crack With Serial Key 2022?\n||PTC Mathcad Prime Crack\n||Science / CAD\n||v 17.7 (x64)\n||Crack + Patch\nPTC Mathcad Prime Crack Total professional package is responsible for figuring out the mathematical stipulations. The application is ideal for engineering data to build the clocks automatically. The intricacies are reduced by it; you feel to allow the job or make. It is a means to undergo transparency. The prime variation suggests the significance of the simulation of mathematics.\nMathcad Prime Crack is graphing studying, assessing measuring projects using detail to comprehend exactly the PTC data, metadata, etc. using technical skills. The calculation is supported, warrant, and it lets you test the essential predictions. That is the engineering tool. Share, and it locates to reuse the data, including intellectual property. It is the center of codes, laptops, and presumes to find ways.\nWhat is The Purpose Of PTC Mathcad Prime Crack With Registration Key 2022?\nPTC Mathcad Prime is the most popular tool for engineers all over the world. More, it is basically created by math programming that enables the students to share their demands or assessments. In addition, it also provides the students with arithmetic or basic outline options for building. Further, it also provides you with a user-friendly interface that permits the architects to attain unique processing tasks. However, it also provides you the simple implementation and results. This tool also shows the units that know the math notation with the help of keystrokes.\nPTC Mathcad Full Version Crack Download is the world the best solution for those engineers who need to solve their math problems without spending time. PTC 2021 Mathcad is designed by math programming which can be used to solve and share your demands or assessments. 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Since mathematics is rooted in many engineering disciplines, it’s almost impossible to do many of these calculations without the use of computer software nowadays.\nPTC Mathcad Crack is a useful tool that enables you to solve mathematical problems without any difficulty. PTC Mathcad Express is a money and time-saving tool. More, it is an impressive tool that modifies into a frame that is cleared by people. In addition, this tool also provides you with live scientific documentation or unit knowledge. However, it also gives you surety about the outline determination of CAD samples which is recorded or protected. 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{"text": "How do you draw the branches of a tree?\n- Draw one side of the tree.\n- Add the other side.\n- Turn it into a Y shape.\n- Draw two larger branches below.\n- Draw two more branches below.\n- Add random shorter branches.\n- Draw a bumpy tree line around it.\n- Add details, ground and clouds.\nWhat is a tree diagram in probability?\nTree diagrams are a way of showing combinations of two or more events. Each branch is labelled at the end with its outcome and the probability is written alongside the line. To work out the probabilities of each combination, multiply the probabilities together.", "label": "Yes"}
{"text": "Statistics and mathematics, are among the most difficult subjects students get assigned in High Schools, Colleges or Universities on a regular basis. EssayPlant.com helps you with Math and Statistics assignments by quickly and efficiently solving the problems and coursework/homework. So, what do we mean by statistics and math help?\nMath and Statistics tutors:\n1. University graduates who hold at least a Master’s degree in statistics/mathematics.\n2. Professional statisticians working in major companies across the country.\n3. College and university math and statistics professors who get employed by EssayPlant.com on a part-time basis.\nThe topics our math department covers are the following:\nAbstract Algebra, Algebra, Analysis, Applied Mathematics, Arithmetic, Calculus, Cellular Automata, Combinatorics, Complex Analysis, Computational Geometry, Computational Science, Computer Algebra / Cryptology, Genetic Algorithms, Differential Geometry, Discrete Mathematics, Dynamical Systems, Fluid Dynamics, Fourier Analysis & Wavelets, Fractals, Geometry, History of Mathematics, Industrial Mathematics, Linear and Matrix, Algebra, Linear & Nonlinear Programming, Logic & Set Theory, Mathematics Education, Mathematical Biology, Miscellaneous, Multivariable Calculus, Nonlinear Dynamics, Number Theory, Numerical Analysis, Ordinary Differential Equations, Partial Differential Equations, Pre-Calculus, Probability Theory, Statistics, Topology, and Trigonometry.\nThe topics our Probability and Statistics department covers are the following:\nBayesian Analysis, Nonparametric Statistics, Statistical Asymptotic, Descriptive Statistics, Probability, Statistical Distributions, Error Analysis, Random Numbers, Statistical Indices, Estimators, Random Walks, Statistical Plots, Markov Processes, Rank Statistics, Statistical Tests, Moments, Regression, Time-Series Analysis, Multivariate Statistics, Runs, and Trials.\nIf your assignment falls within the math or statistics topics shown above, it can be done by EssayPlant.com professional mathematicians, statisticians or “math writers”. To know the price, please do the following:\n1. Go to the Contact Us page.\n2. Input your contact name, email, and the assignment.\n3. Click submit button.\n4. Wait for Essayplant.com to respond with the price ticket and due dates.\n5. After you receive the confirmation proceed to the Order page, pay for the math or statistics order through SWREG or Alertpay and have the assignment done in high quality and on time.\nIt is because each math or statistics assignment is unique and specific, you need check with our math/statistics department. After all, no one wants to pay extra if the price was uniform for high school, college or Master’s level math/statistics assignments and coursework.\nDo not procrastinate place an inquiry or order your statistics and math help now!", "label": "Yes"}
{"text": "Projects per year\nWe study a class of symmetric critical points in a variational 2D Landau-de Gennes model where the state of nematic liquid crystals is described by symmetric traceless 3×3 matrices. These critical points play the role of topological point defects carrying a degree k/2 for a nonzero integer k. We prove existence and study the qualitative behavior of these symmetric solutions. Our main result is the instability of critical points when |k|≥2.\n|Number of pages||22|\n|Journal||Annales de l'Institut Henri Poincaré (C) Non Linear Analysis|\n|Publication status||Published - 16 Apr 2015|\n- Liquid crystal defects\n- Nonlinear elliptic PDE system\n- Singular ODE system\nFingerprintDive into the research topics of 'Instability of point defects in a two-dimensional nematic liquid crystal model'. Together they form a unique fingerprint.\n- 1 Finished\n16/09/13 → 15/03/17", "label": "Yes"}
{"text": "Wedges and the Half-Space\nStructures that can be idealized to wedges are found at every scale from mas-sive gravity dams to gear teeth. Moreover, for wedge angles greater than 90_, no strength-of-materials type analysis is possible and only for very small angles should we expect such simplified analysis to give even a decent approximation. Therefore, as for thick rings and plates with small holes, two-dimensional solutions from elastic field theory are mandatory for the design of such structures.\nConcentrated Loadings at the Apex\nConsider first a wedge of angle 2_ in plane stress such as shown in Figure 8.1 with an axial load, P, at the apex. If the wedge angle were very small, then we might expect . Let us assume, then, a stress func-tion of type III:\nBut we know the stresses must be symmetric with θ and the first term gives nothing so, through this physical reasoning process, we can deduce that:\nA comparison of σx from the elasticity solution to the average value σx = P/A is shown in Figure 8.1b. We see that only for small wedge angles is the strength-of-materials approximation adequate.\nThis solution when applied to the half-space is particularly important as it corresponds to the punch or bearing capacity situation. It also serves as one of the fundamental building blocks for 2D boundary-element modeling. The result for ϕ2 = π, often called the Flamant Solution,\nis shown in Figure 8.1c. The stresses die off as 1/r and the isopachics and iso-chroniatics (contour lines of equal σ1 + σ2 and σ1 - σ2) are identical circles:\nThe load, P, must actually be distributed over a small “circular” area near the apex in which plastic flow takes place redistributing the stress to its yield\nvalue at r=ryield. Outside this plasticized zone the strains can be computed from the stresses using the elastic relationships and integrated to determine displacements.*\nFor a vertical transverse load Q at the apex, the reasoning is similar. For a very small wedge angle, we would expect that σr == σx == My/I where, as shown in Figure 8.2, M = Qr, y = rθ, and I = (2rφ)3/12. Therefore σ r =3Qθ/2rφ3 , so again the radial stress dies off as 1/r and we should assume m = 1 in the stress function (a). In this case, however, since there is bending and no axial force, only the asymmetric terms apply. The term Crsinθ gives no stress and therefore:\nThe boundary conditions like the overall moment and axial-force equi-librium requirements are already satisfied in Region R but to satisfy vertical equilibrium:\nFor any significant wedge angle, a strength-of-material approximation is unsatisfactory. For the half-space, Q becomes a concentrated shear producing radial stress bulbs,\nas shown in Figure 8.2c. They are identical to those for P but 90o out of phase.\nClearly the solutions for concentrated line loads P and Q at the apex of a wedge can be superimposed to give the field for a line load at any inclination. Moreover, a line load within an “infinite” elastic body (ϕ=π), sometimes called the Kelvin Problem, can also be solved.*\nFinally let us solve for the stresses in a wedge with a concentrated line moment at the apex (Figure 8.3). Again, considering a narrow wedge with ϕ\nso that the strength-of-materials approximation breaks down quickly for significant wedge angles. The compar-ison of normal stress is similar to that for a transverse load in Figure 8.2b, but the shears are very different. More significant, perhaps, is that the field is highly localized near the point of application since the stresses induced by the moment die off as 1/r2 compared to 1/r for a concentrated load.\nFor larger wedge angles the solution is suspect. At 2ϕ=257.4o the denominator sin2ϕ = 2ϕcos2ϕ goes to zero and the solution blows up. Sternberg and Koiter term this ambiguity in the two-dimensional solution for a line moment on a wedge for 2ϕ>πa paradox, which they do not entirely resolve. We shall see that such ambiguity is present in a number of wedge solutions and that all questions in “simple” two-dimensional elasticity theory are not yet answered.\nA tapered Epoxy beam (wedge) in plane stress is loaded by shear trac-tions of s on the upper face and -s on the lower face as shown. The stress function F = Ax2 - By 2 is proposed. Evaluate A and B and show that this is the solution. Are the support conditions appropriate? For v = 1/3, E = 200,000 psi determine the deformed shape of a 60o wedge (2ϕ=60o) if l=10 ft. for s=10,000 lb/ft per inch thickness. Sketch the deformed shape.", "label": "Yes"}
{"text": "Math Tutor DVD - Calculus Help: The Calculus 3 Tutor: Volume 2\nEnglish | XviD 761 Kbps, 640x386, 29.97 fps | MP3 96 Kbps | 3.6G\nCalculus 3 is considered by most to be a very difficult course to master in the realm of Calculus. This is because you will learn about many different topics, and each topic builds on the previous. If you don't understand something early on, the chances of \"catching up\" are drastically reduced as time goes on.", "label": "Yes"}
{"text": "British Columbia should look to the East for lessons in how to teach math and science because its current approach is not preparing students for the modern world, says a group of Chinese-educated tutors who are lobbying for curriculum change.\nThe tutors, who have formed the Educational Quest Society, say they have valuable insight because they were educated in China, earned graduate degrees in the West and have worked for many years in Metro Vancouver as private tutors. In their dealings with struggling students, they say they learned about the inadequacies of the math and science curriculum in K-12 schools.\ntap here to see other videos from our team.\n“It’s weak and getting weaker,” said Sharon Shen, who owned and operated a tutoring school called Elite Education Centre in Burnaby and Richmond for more than a dozen years before her recent retirement. “We feel there is a crisis.”\nAlthough B.C. teachers do not agree, John Yuan, also a society member, said he began noticing a drop in math standards in particular 10 years ago and now sees many students who lack a basic foundation. They make simple mistakes, such as thinking that 7.52 is larger than 7.9, he said.\nFor proof of a performance decline, the society points to the latest results from the Pan-Canadian Assessment Program (PCAP), which tested the math skills of 32,000 Grade 8 students from across the country in 2010. While those in Quebec, Ontario and Alberta had results equal to or above the Canadian average, B.C. participants fell below.\nRankings are not as important as the message they send, the society says. International assessments focus on the skills students need for life in the modern world and thus the scores “are actually indicators of our children’s future and (the) competency of our economy in the world.”\nThe society says there are many important differences between B.C. and China when it comes to teaching math and science, and those have led to runaway success for certain Chinese students in international assessments. For example, Chinese schools place greater emphasis on basic concepts, assign more homework and employ teachers with special math training (which is not the case in B.C. elementary schools).\nBut its main beef is with a recent education ministry decision to drop all Grade 12 provincial exams except English 12 or its equivalent. That, according to the society, has had a negative impact on educational standards, student motivation, teacher enthusiasm and public accountability.\nJerry Mussio, an education consultant who was Canada’s representative in the development of the Programme for International Student Assessment (PISA) between 2000 and 2004, has also issued a warning about B.C.’s declining standards and international assessment results and shares the society’s dismay over the loss of many provincial exams.\nBut he said China, which emphasizes rote learning from textbooks, could also learn from B.C.’s concentration on problem solving and creativity. During a meeting with society members earlier this month, he noted the ministry is reviewing the Grade 12 graduation program as part of the B.C. Education Plan and urged them to join the discussions.\n“We’re always trying to improve the curriculum, but we’re not going to satisfy every stakeholder group.”\nA new math curriculum has been implemented over the past two years and introduced in Grade 12 only this year. Therefore, he said any complaints about the competencies of senior students would pertain to the old curriculum, not the new one.\nWhile the new curriculum isn’t perfect, it is better than the old one, he said, noting that it emphasizes understanding concepts, not memorizing formulas.\nBecker acknowledged that China places more weight on math education than Canada does, but said that isn’t necessarily positive, especially if it means young children are over-burdened with homework. “It might be a little bit better for their understanding of raw facts and mathematical (concepts), but we’re also trying to create students who are productive in whatever field they choose.”", "label": "Yes"}
{"text": "Modern problems of mechanics, Collected papers\nProceedings of the Steklov Institute of Mathematics, 2016, vol. 295, 351 pp.\nThe volume presents studies on various issues in mechanics and dynamical systems theory, including the self-similar piston problem in a Prandtl–Reuss elastoplastic medium with special properties, homogenization of acoustic equations for a heterogeneous layered medium consisting of creep materials, spectral stability of shock waves in singular limits of smooth heteroclinic solutions to an extended system of equations, and stability of periodic orbits of a planar Birkhoff billiard. The problem of Arnold diffusion, dynamics of nonholonomic systems, integrable systems in analytical mechanics, and problems of the KAM theory in infinite-dimensional Hamiltonian systems are also discussed.\nThe volume is of interest to researchers, postgraduates, and students specializing in analytical mechanics and continuum mechanics.\nKozlov V. V., Sergeev A. G., Modern problems of mechanics, Collected papers, Proceedings of the Steklov Institute of Mathematics, 2016, vol. 295, 351 pp.", "label": "Yes"}
{"text": "Hi guys in this problem we have X one X two and up to X. M be a sample from an exponential distribution with parameter lambda. So it can be shown that to Lemaitre times some nation over I from one to end for X. I has a tai chi squared distribution with two N degrees of freedom. So we use this fact to drive a test statistics and critical region for testing such that each note the null hypothesis lambda equals lambda. Note against the alternative hypothesis such as that llamada is less than La Madonna. Okay, so it's given that statistic statistics is uh to limit the times is a submission of X. I. Which has a chi squared distribution with two and degrees of freedom. So if this is true, F H note is true. Obviously we are going to reject each note for extreme values for statistics. Okay, for the one sided alternative, we must think carefully about which deal of the distribution to use. Should we be rejecting? It's not for every large or very small values of the test. So under the alternative hypothesis, um we have two llamada times as a submission for X. I from R equals one to end has a chi square distribution. So this sequins lama donald over llamada times two lambda. Times submission of X I from R equals one to end. And lambda over llamada note over a kilometer. There's more than one. Okay, so we expect to get large values of the test statistics under each one. Okay, so we therefore reject each note in favor of each one. Such that llama to less than la Madonna. Statistics statistics we see it's it's appropriate other percentage point of the chi square distribution. So the critical value is chosen to obtain the specialized type one error probability. So we'll let X square of alpha over to an M denote the upper 100 alpha percent a percentage point of excess square distribution. Okay so that assuming that each note is true. Therefore our test is to reject each note. Okay so the critical region for the test such that X note of alpha and to end and infinity. Okay then we consider the right tail. Test that test it's note lambda equals lambda and all against each one. Such a debt llamada moors and llama donut. Okay again statistics statistics is um to la Mcdonald times assassination over X I from equals one to end. Right. Okay. Which has a chi squared distribution with two n degrees of freedom of each note is true. So applying the same process as in the first part we conclude that appropriate to reject its nose for some very small values of statistics statistics then the critical value is now that lower down 100 alpha percentage point. So it's X squared of one minus alpha over two. Yeah. Yeah it's one over alpha and to em okay it's not all for over two of the chi square distribution was two and degrees of freedom. So that probability of to lambda and the submission from equals one to end for X. I. Um This is less than X squared for one minus alpha and two and it's alpha. Okay, assuming that it's not, it is true. Okay. So we reject it's not uh this value and the critical region for the test from zero two X squared of one minus alpha and to end. Okay, okay. Them for the last part of the problem we consider the two tail test. That's the test. Each note lambda equals lambda node against each one. Such as that llama. That does not equal la Madonna. Again, that is the statistics to lambda note times the submission for X Y. Which has a chi square distribution with two and degrees of freedom. Okay, so if each one is true in this case is a critical values are ah x squared of alpha over two and um and next one squared X. Described of one minus alpha over two and two. And so the upper and lower limits are 100 alpha over two percentage points. Of the chi square distribution was two and degrees of freedom. Okay, so let's find the probability of X squared of one minus alpha over two and two and it's less than or equal to land an old times submission from I equals one to N for X I and less than or equal X squared off also over two and two. And so it's one minus. Okay, now we reject it, know what if the test, the statistics falls outside this interview, that is. We reject each not in favor of each one if, either to lambda times as a submission ah for X. I less than X squared of one minus alpha over two and two and over the second part to limit the note times and submission for X I from I equals one to enter more than X squared of also over to and two. And okay, that's it.", "label": "Yes"}
{"text": "Good morning. Today will be another big one in London — we'll have a preview of the action in a jiffy. For now, here are some stories that caught our eye:\n- The London Olympics are a ratings hit, as NBC's coverage has broken records. \"Through the weekend NBC averaged 35.8 million viewers in London, five million more than Beijing, and over a million more than the previous record-holder, Atlanta,\" says the TVNewser blog.\nMorning Editioncatches up today with one New Jersey mom's way of teaching math to her children: bedtime problems \"that soon became a beloved routine.\"\nLaura Overdeck, as it says on her Bedtime Math website, \"along with her husband, John, started giving math problems to their two older kids. ... [And] when their 2-year-old started hollering for his own math problem, they knew they were onto something.\"", "label": "Yes"}
{"text": "« AnteriorContinuar »\n174. Hence we conclude that we may transpose a term from one member of an inequality to the other, provided we change its sign. Thus, suppose\na? +62>362—2a. Adding 2aż to each member of the inequality, it becomes\na? +62+2a2>362. Subtracting b2 from each member, we have\na2 + 2a > 312-22,\n175. 2d. If we add together the corresponding members of two of more inequalities which subsist in the same sense, the resulting in. equality will always subsist in the same sense. Thus,\n7> 3 Adding, we obtain 16>9.\n176. 3d. If one inequality be subtracted from another which sudsists in the same sense, the result will not always be an inequality subsisting in the same sense.\nTake the two inequalities 4<7 and\n2 <3 Subtracting, we have 4-2<7–3, or 2<4, where the result is an inequality subsisting in the same sense. But take\n6< 8 Subtracting, we have 9-6>10–8, or 3>2, where the result is an inequality subsisting in the contrary sense.\nWe should therefore avoid as much as possible the use of this transformation, or, when we employ it, determine in what sense the resulting inequality subsists.\n177. 4th. If we multiply or divide each member of an inequality by ihe same positive quantity, the resulting inequality will subsist in the same sense.\npose we have\nHence an inequality may be cleared of fractions. Thus, sup\n2d 3а Multiplying each member by bad, it becomes\n178. 5th. If we multiply or divide each member of an inequality by the same negative number, the resulting inequality will subsist in the contrary sense.\nTake, for example, 8>7.\nMultiplying each member by —3, we have the opposite in. equality\n-24 <-21. So, also,\n15>12. Dividing each member by -3, we have\n-5<-4. Therefore, if we multiply or divide the two members of an inequality by an algebraic quantity, it is necessary to ascertain whether the multiplier or divisor is negative, for in this case the resulting inequality subsists in a contrary sense.\n179. 6th. If the signs of all the terms of an inequality be changed, the sign of inequality must be reversed.\nFor to change all the signs is equivalent to multiplying each member of the inequality by –1.\n- 180. Reduction of Inequalities. The principles now established enable us to reduce an inequality so that the unknown quantity may stand alone as one member of the inequality. The\nother member will then denote one limit of the unknown quantity.\nEXAMPLES. 1. Find a limit of x in the inequality\n7 53 95\n6 412 Multiplying each member by 12, we have\nx <9. 2. 2x+ -8<6.\n5x 4 3. 3x-2>\n12 Ans. «>\n2 6. Given\nto find the limits of x. 50-15\n1 cc>2. Ans.\n<3. 7. A man, being asked how many dollars he gave for his watch, replied, If you multiply the price by 4, and to the product add 60, the sum will exceed 256; but if you multiply the price by 3, and from the product subtract 40, the remainder will be less than 113. Required the price of the watch.\n8. What number is that whose half and third part added together are less than 105; but its half diminished by its fifth part is greater than 33?\n9. The double of a number diminished by 6 is greater than 22, and triple the number diminished by 6 is less than double the number increased by 10. Required the number.\nINVOLUTION. 181. A power of a quantity is the product obtained by taking that quantity any number of times as a factor. Thus the first power of 3 is 3; the second power of 3 is 3 x 3, or 9;\n3x3 the fourth power of 3 is 3x3x3 x3, or 81, etc. Involution is the process of raising a quantity to any power.\n182. A power is indicated by means of an exponent. The exponent is a number or letter written a little above a quantity to the right, and shows how many times that quantity is taken as a factor.\nThus the first power of a is a', where the exponent is 1, which, however, is commonly omitted.\nThe second power of a is a xa, or a?, where the exponent 2 denotes that a is taken twice as a factor to produce the power\nThe third power of a is axaxa, or a', where the exponent 3 denotes that a is taken three times as a factor to produce the power aaa. The fourth power of a is axaxaxa, or a*.\nAlso the nth power of a is a xaxaxa, etc., or a repeated as a factor n times, and is written an.\nThe second power is commonly called the square, and the third power the cube.\n183. Exponents may be applied to polynomials as well as to monomials. Thus (a +b+c)3 is the same as\n(a+b+c)(a+b+c) (a+b+c), or the third power of the entire expression a+b+c.\nPowers of Monomials. 184. Let it be required to find the third power or cube of 2a352.\nAccording to the rule for multiplication, we have (2a’62)3=20°32 x 2a3b2 x 2a3b2=2 x 2 x 2aʼaʼa?l?6262=8aolo.\nIn a similar manner any monomial may be raised to any power.\nHence, to raise a monomial to any power, we have the fol. lowing\nRaise the numerical coefficient to the required power, and multiply the exponent of each of the letters by the exponent of the required power.\n185. Sign of the Power.-— With respect to the signs, it is obvious from the rules for multiplication that if the given monomial be positive, all of its powers are positive; but if the monomial be negative, its square is positive, its cube negative, it, fourth power positive, and so on. Thus\n-ax-a=ta, -ax-ax-ar-a, -ax-ax-ax-a=ta*, -ax-ax-ax -ax\n=-a, etc. In general, any even power of a negative quantity is positive, and every odd power negative; but all powers of a positive quan. tity are positive.\nEXAMPLES. 1. Find the square of 11a2bcd2.\nAns. 121a%b2c-24. 2. Find the square of -18xyz. 3. Find the cube of 7ab2c2. 4. Find the cube of - 8xy2z3. 5. Find the fourth power of 4ab2c3. 6. Find the fourth power of -5a3b2x. 7. Find the fifth power of 2ab3x2. 8. Find the fifth power of — 3ab2x*. 9. Find the sixth power of 3ab2x'.", "label": "Yes"}
{"text": "A locally one-dimensional finite difference time domain method for the analysis of a periodic structure at oblique incidence\nArticle first published online: 9 SEP 2011\nCopyright 2011 by the American Geophysical Union.\nVolume 46, Issue 5, October 2011\nHow to Cite\n2011), A locally one-dimensional finite difference time domain method for the analysis of a periodic structure at oblique incidence, Radio Sci., 46, RS0F03, doi:10.1029/2011RS004730., , , and (\n- Issue published online: 9 SEP 2011\n- Article first published online: 9 SEP 2011\n- Manuscript Accepted: 7 JUN 2011\n- Manuscript Revised: 25 MAY 2011\n- Manuscript Received: 31 MAR 2011\n- finite difference time domain;\n- locally one-dimensional;\n- oblique incidence;\n- periodic boundary condition\n An implicit finite difference time domain (FDTD) method is developed to analyze periodic structures at oblique incidence. The split-field technique is applied to the locally one-dimensional (LOD) FDTD method with the periodic boundary condition. In addition, the dispersion control parameters are introduced to reduce the numerical dispersion error. The effectiveness of the present method is investigated through the analysis of a photonic band gap structure. It is shown that the computational time is reduced to ≅16% of that of the explicit FDTD method with acceptable results being maintained. As an application, a broadband mirror consisting of a subwavelength grating is analyzed and discussed.", "label": "Yes"}
{"text": "User Group Conference 2019\n- User Group Conference 2019\nThis year the teacher participation will happen at the end of each break-away in the format of sharing questions, answers and discussion among participants.\nThe NumberSense Mathematics Programme User Group Conference is being held on 10 and 11 May 2019, at the Avenue Conference Centre, V&A Waterfront in Cape Town.\nA quick preview of the programme:\n1. Pre-Conference session: Visits to the Western Cape Shikaya NumberSense schools to observe the implementation of the NumberSense mathematics routines in Grades 1-4 (limited to 80 participants on a first come, first served basis).\n2. Three break-away workshop sessions. This year the teacher participation will happen at the end of each break-away in the format of sharing questions, answers and discussion among participants.\nPlenary sessions to include:\n- The NumberSense Mathematics Programme – what it is and what it is not! Highlighting achievements and addressing misconceptions.\n- How the NumberSense Mathematics Programme begins preparing students for high school mathematics, from Grade R.\n- Developing mathematical reasoning, understanding and application.\n3. Networking activity: Using the GeoGenius Construction Kit to set a world record in geometry!\nAnd evening entertainment.\nPlease mail conference@NumberSense.co.za for further information.", "label": "Yes"}
{"text": "To look at data for a class, choose CLASSES from the blue ribbon.\nChoose a class from the left column.\nClick on Mixed Review in the middle column.\nTo understand and interpret this data--\nThe pie chart on the left shows how many points the students earned in assignments compared to points earned in mixed review. For long-term retention, GMM recommends that students earn more points in Mixed Review than assignments.\nIn the circle graph, we recommend the green portion (Mixed Review points) be larger than the purple portion (assignment points).\nThis number is the number of squares the class has when working in Mixed Review.\nThe median number of days students take to spiral through the active skills.\nGMM recommends that this number is below 30 days.\nIf the number is too high, look at the Points Distribution and the number of Active Skills. Perhaps, students are not spending enough time in Mixed Review, or students have too many skills to complete. Consider deactivating some skills.\nCheck out this article on deactivating skills. https://intercom.help/get-more-math/en/articles/4523713-how-can-i-remove-skills-from-mixed-review-i-deleted-the-assignment-why-is-the-skill-still-in-my-student-s-mixed-review\nAccuracy (in the upper right corner of the screen)\nThe accuracy for the class is the average of the accuracy for each active skill.\nIn the report above, the 94% accuracy rate pertains to the 47 active skills. Accuracy is the percentage of time students answer correctly on the first attempt.\nThe proficiency for each skill is the percentage of students who are green, silver, or gold on a skill. This metric provides valuable information about the long-term retention of skills for a class.\nRemember that students must have a skill for at least three days and continue to answer problems correctly to change the color of a square to green; at least five days for silver; and for a longer period of time for gold.\nWhen viewing Proficiency, if students have had the skill for several days and have NOT changed the color of the square, consider re-teaching the skill with guided practice or provide more practice time in Mixed Review.\nView other columns by adding, or removing, using the manage columns button.\nAccuracy (for each skill) in a row\nThe accuracy of a skill is the average of the accuracy for each student who has tried that skill at least once.\nThe number of students who have not attempted the skill.\nThe number of students whose square is red for the skill.\nThe number of students whose square is yellow for the skill.\nThe number of students whose square is green for the skill.\nThe number of students whose square is silver star for the skill.\nThe number of students whose square is gold star for the skill.\nFor more information, contact us at email@example.com or click the green chat bubble.", "label": "Yes"}
{"text": "KMV-Merton model Probability of Default represented by Jin-Chuan Duan, Genevi`eve Gauthier and Jean-Guy Simonato (2005).\nThis code calculates the probability of default based on Moody’s KMV where firms equity follows a geometric Brownian motion presented by Merton and the probability of default is calculated bas on European call option of the firms market value. Newton-Raphson method is used to calculate the equity value provided the volatility of the equity.\nNo updates, just added few comments to explain lines in the code.\nDownload apps, toolboxes, and other File Exchange content using Add-On Explorer in MATLAB.", "label": "Yes"}
{"text": "At vero eos et accusamus et iusto odio dignissimos ducimus qui blanditiis praesentium voluptatum deleniti atque corrupti quos dolores et quas molestias excepturi sint occaecati cupiditate non provident, similique sunt in culpa qui officia deserunt mollitia animi, id est laborum et dolorum fuga. Et harum quidem rerum facilis est et expedita distinctio. Nam libero tempore, cum soluta nobis est eligendi optio cumque nihil impedit quo minus id quod maxime placeat facere possimus, omnis voluptas assumenda est, omnis dolor repellendus. Itaque earum rerum hic tenetur a sapiente delectus, ut aut reiciendis voluptatibus maiores alias consequatur aut perferendis doloribus asperiores repellat.\nunpack \"L= 3 yds less than triple the W\"\nLength = 3 yards less than triple the Width\n\"triple with width W\" would be written as \\(3\\times W\\) or \\(3W\\)\n3 yards less than triple the width: \\(3W-3\\)\nso far so good?\nfor example, if the width was say \\(100\\) (which it is not, just an example) then the length would be 3 less than triple 100 or \\(300-3=297\\)\non how to figure out the Length\nok lets try this: we are forgetting everything but the line \"L= 3 yds less than triple the W\"\nonly focusing on that one suppose i say the width is 50 what is the length?\nif it is not clear, let me know and we can walk through it\nL = 147??\nand suppose the width is 25 what is the length?\nL = 72\nk good now we know what we are doing how did you get your answers?\noopss forgetting ft\ni don't see the mention of feet in the problem so lets assume the units are yards, and ignore feet\n3(25) - 3 = 3*25 = 75 - 3 = 72\nk good so if you know the width, you know the length how do you find it? multiply by 3, then subtract 3 if we replace \\(25\\) by the variable \\(W\\) then the equation tells you \\[L=3W-3\\] which is what \"L= 3 yds less than triple the W\" says in math\nok so that part is done now how about this part \" P= 450\"\nwe need an expression for the perimeter in terms of the width \\(W\\) and length \\(L\\) do you know it? (\"no\" is a fine answer, just asking)\nactually . no\nwouldn't it be p =l * w\nso since we have the Perimeter wouldn't we divide the L and W\nto get the Dimensions\nthat is an expression for the Area and as you see by your multiplication it comes in square units (2 dimension) if the width is 4 and the length is 3 yards, the area is \\(3\\times 4=12\\) square yards perimeter is a length, one dimension, a number of yards in this case\noooppps wouldn't we divide to get them?\nso no, it is not \\(P=LW\\) but rather \\(A=LW\\) we need an expression for the perimeter\nmeasure of the perimeter is the total length in this case it would be \\(10+10+15+15=50\\) or i could write (suggestively) \\[2\\times 10+2\\times 15=50\\]\nnow with this picture |dw:1377786057826:dw| what is the perimeter?\nyou have \\(P=W+W+L+L\\) which we would write as \\[P=2L+2W\\]\ngood so far?\nok now we know that \\(P=450\\) i.e. we know \\[2L+2W+450\\]\nand we also know that \\(L=3W-3\\) so we can replace the \\(L\\) in \\(2L+2W=450\\) by \\(2W-3\\) with judicious use of parenthese and get the equation \\[2(2W-3)+2W=450\\] which we can then solve for \\(L\\) because now there is only one variable used \\(L\\)\ntypo there sorry equation is \\[2(3W-3)+2W=450\\]\nfinal job, which will take a few steps, is to solve this for \\(W\\)\nshould we work through the steps?\nw = 8\nis that correct??\nthat is not what i get lets work through the steps\n\\[2(3W-3)+2W=450\\] first step is to multiply on the left using the distributive property \\[6W-6+2W=450\\] so far so good?\nok, that is what I got\nsecond step is to combine like terms on the left, i.e. add \\(6w+2W\\) to get \\[8W-6=450\\]\nok, that is what I got\nadd \\(6\\) to both sides and get \\[8W=456\\]\nthen I added 6 to 450\nk good last step?\nooppss ans. should be 57\nok good, that is the width, right now we also need the length\nI miss read my calculations. I switched the numbers around\nok did you get the length?\nso, we would put 3(57) -3 = L\nL = 168\nthat is what i get as well\nok, so the actual set up for the problem would be: 3w-3 = L; 2(3w -3) + 2w = 450; 6w - 6\n6w - 6 + 2w = 450; 8w = 456; 456/8 = 57 = W = 57; 3(57) -3 = L --- L= 168. Is that all my daughter needs to do to show her work for this type of problem??\nwow ok i am not sure what your sentence \"Is that all my daughter needs to do to show her work\" means lets go back and see what all we need first we need to know how to write \"L is 3 yards less than triple the width\" in math then we need to know the formula for a perimeter also we need to know how to substitute \\(3W-3\\) for \\(L\\) in \\[2L+2W=450\\] and finally we need to know how to solve \\(2(3W-3)+2W=450\\) for \\(W\\) the last part, finding \\(3\\times 57-3\\) is not much\nmy daughter has to show her work, and how the equation should be set up.\nshow her work to whom?\ni guess so i have no way of knowing what her teacher wants\nis sitting her with me and she did all the calculations except for the last one where I came up with 8 instead of 57\ni suppose she could ask her teacher what kind of work she wants to see\non line class?\nalgebra is hard to learn on line you have to do it all yourself, and it requires a lot of maturity good luck\nthanks. so far she is doing good. just this one question through her\nThank you so much for you help.", "label": "Yes"}
{"text": "Here's the \"Troll Pi\" or \"Pi equals 4\" image.\nVideo Lectures, Video Courses, Science Animations, Lecture Notes, Online Test, Lecture Presentations. .\nA collection of free, web browser-based apps that aim to make mathematics intuitive for learners of all ages.\nTED is a small nonprofit devoted to Ideas Worth Spreading -- through TED.com, our annual conferences, the annual TED Prize and local TEDx events.\nThe Story of Mathematics - A History of Mathematical Thought from Ancient Times to the Modern Day\nYou don't have permission to access /home/wdj/art/hypotrochoid_R_equals_7,_r_equals_2,_d=3.gif on this server.\n(click to fire) | | | | |\nTwo trains are on the same track a distance 100 km apart heading towards one another, each at a speed of 50 km/h. A fly starting out at the front of one train, flies towards the other at a speed of 75 km/h. Upon reaching the other train, the fly turn...\nNeil Bickford calculated the first 458 million terms for the continued fraction of pi, breaking the previous record of 180 million. He used to develop his code and verify his results—which he posted shortly after he turned 13.\nThe #1 tool for creating Demonstrations and anything technical.", "label": "Yes"}
{"text": "1.3 Evaluating Limits Algebraically part 2\nThis is the third lesson in the Limits Unit. The lesson contains Guided Notes, homework, SmartBoard lesson, and all solutions. Don’t forget the added bonus of a math joke embedded into the Smartboard lesson ☺! You may have also opt to purchase the video lesson to the notes.\nIn this lesson students will learn 3 more methods on how to solve limits algebraically. They will learn basic substitution, how to evaluate infinite limits, and trigonometric limits. By the end of the lesson, students should understand how to recognize an infinite limit and determine whether the graph will head toward positive or negative infinity. They will also learn how to use the special sine and cosine trigonometric limit properties.\nI hope you find the notes easy to follow. Please feel free to offer any suggestions on how to make them better as well! Through a community of collaboration, we can better aid our students and their learning process.\nAll the best,", "label": "Yes"}
{"text": "Dear Matthew Alice: My pa sez, if ya read it in the Reader, it gots ta be true. So I have enclosed the following example of mathematics [list of winners to Reader puzzle #869], and I’m confused by the results as stated. Is this some of the new math (e.g., 2+2 = 5 for all large values of 2), or am I missing links? It says 47% of the entries got the answer right, 53% got it wrong; “of the 87 entrants, 73 were correct,” but then it lists 23 incorrect answers received. But 87 minus 73 is 14; and 73 is 84% of 87, making 14 only 13% of 87. So if the “47% correct” is correct, and “53% wrong” is correct, and 87 is the total “sample,” making A = 41 and B = 46, what did I miss, and how did I miss it? — Carl Ferguson, San Diego\nWell, Carl, I’m sure everybody else is digging around for a pencil and paper, trying to figure out what’s going on, so in the meantime, I’ll say congratulations for submitting the only winning entry to Reader Puzzle #870, titled “What’s Wrong with Reader Puzzle #869?” Your prize is a year’s free subscription, if you don’t mind picking it up every week at the nearest convenience store. We tried getting it in the mail, but just couldn’t manage the nine-digit ZIP code. I think we were subtracting the last four digits from the first five, and the paper kept ending up in Virginia. We do like Pa Ferguson’s attitude and wonder if he’d be interested in filling a vacancy in the Reader puzzle department.", "label": "Yes"}
{"text": "More Maths, or Better Maths?\nInteresting view from a Biosciences perspective about the recent recommendations to increase the number of students taking Mathematics at A-level.\nI’ve always had a problem with the way Statistics is taught at A-level, which is largely as a collection of recipes without much understanding of the underlying principles; would more emphasis on probability theory be a better way to go?\nThe introduction of post-16 maths is in the news again with a report from the House of Lords committee on Higher Education in STEM and many of the headlines from the Guardian, Independent and Times Higher have picked up on the recommendations regarding maths study post-16.\nI have written a few thoughts here on my first impressions but would very much welcome comments.\nThough I was pleased to see that some of my work showing that only GCSE maths is required for undergraduate biosciences was cited, the conclusion from this was that more students should take maths A level and this is a little worrying.\nThe lack, or low level, of maths requirements for admission to HEIs, particularly for programmes in STEM subjects, acts as a disincentive for students to take maths and high level maths at A level. We urge HEIs to introduce more demanding maths requirements…\nView original post 634 more words", "label": "Yes"}
{"text": "Aveline Giulia October 1, 2020 Worksheets\nBetween the ages of 3 and 6 years, your child is capable of learning and absorbing more information than you can imagine. Advance his training with the use of preschool worksheets. These are very powerful tools to stimulate your child’s brain.\nDo choose worksheets that are appropriate for the child`s level, since children can get discouraged easily, if they are unable to perform the activity. Well illustrated worksheets with cartoons are also more likely to appeal to children. Worksheets that use common situations children come across at home, school, in the market place etc and that use common objects known to children would be more relevant.\nIn choosing a worksheet, it is important to review the source and check the material. Ensure that the material and answers are accurate. Evaluate the worksheet by completing it yourself. The worksheet should provide information clearly and accurately. Make sure it is exactly what you need to homeschool your child.\nThe math worksheet is not only for the young children in kindergarten and early primary school; they are also used for tutoring high school and university students to keep the students’ math skills sharp. The sites that offer these worksheets have helped a lot and this resource is now a common thing to use for all kinds and levels of educators. The formats for the worksheets differ according to the level and content of the worksheets. For the young kids it is preferable to have the worksheet in large print, while the older students commonly use the small print ones that are simple and uncluttered.\nAside from helping you assess your child’s comprehension of a subject matter, printable home school worksheets also provide something for your child to do while you work on other things. This means that you can be free to run your home while teaching your child at the same time, because the worksheet simplifies the homeschooling job for you.\nWriting worksheet is a new way for creation of a document by the teachers to promote the development of the writing skills amongst children. These worksheets are used primarily by teachers and parents. It is an effectual tool for assisting children to know the basic tactics to write.\nTag Cloudmatching worksheets number 2 worksheets for preschool math games for grade 1 and 2 free math sheets for 4th grade tutorial sites pandiwa worksheets pre k practice sheets is and are worksheets for grade 1 print math paper k5 learning math multiplication word problems worksheets 7th grade math skills 10th grade printable worksheets year 7 math worksheets algebra math lessons games for girls addition answer middle math multiplication year 5 worksheets third grade printable worksheets math in game design college algebra problems worksheet help solve my math problem best kids math algebra math calculator with steps kuta geometry math racing games grade 7 math problems with solutions", "label": "Yes"}
{"text": "I’d like to state in advance that I have negligible familiarity with number representations, so please excuse any inaccuracies. I also enjoy getting rid of legacy systems.\nI have recently read an article which pointed out that one of the reasons COBOL is still somewhat prevalent in the banking and governmental sectors is that it used fixed point number representations, which are less prone to accumulating inaccuracies during the typical calculations these sectors use. (There are other factors of course as many languages let you use fixed point numbers with varying levels of difficulty by now.)\nThis article describes Muller’s recursion formula, which is a good example of this erratic behavior. This series should converge to 5, but using doubles it converges to a 100, after some hectic jumps. I wanted to try this with Julia’s types, so I wrote this code.\nmodule cobol using FixedPointNumbers mullers(y,z) = 108 - (815 - 1500/z)/y function recur(t,n) v = zeros(t, n) v[1:2] .= t[4, 4.25] for ii = 3:n v[ii] = mullers(v[ii-1], v[ii-2]) end v end end # module\nFloat64 it reproduces the behavior of other languages, as expected. With\nBigFloat it properly converges to 5. With\nFloat64.(recur(Rational,20)) it also converges to 5, but overflows before the double representation would reach it’s fixed point at iteration 29.\nWhat I am interested in (apart from your insights in general) is that by using a fixed point representation\nN41f23 it also erroneously converges to 100 (albeit differently than doubles - at least no sign change) - is there a way to do it right with fixed point representation that I haven’t found?", "label": "Yes"}
{"text": "|University of Otago\n|Full text PDF:\nThis thesis shows the level at which reliable geoidal mapping is possible over a small area using the Global Positioning System (GPS), geodetic levelling and appropriate interpolation strategies. The geoid shape over an area 15kmx30km of Dunedin, New Zealand, was determined by the geometric approach (King et al, 1987) using almost 70 control points. Investigations were then made to determine the precision to which orthometric heights can be estimated within this area with various interpolation strategies. This was done by creating subsets of control points with various point densities. Experimental data sets were then generated by estimating the undulations at the points not selected as control. Quantitative analysis of the differences between estimated and known undulations was then carried out. The investigations indicate that: • Where average known undulation point spacing is between one and five kilometres, the mean error in the estimation using linear interpolation will vary by twenty millimetres. Any specific point may vary from the true value by up to fifty millimetres. • Where average known undulation point spacing is between five and ten kilometres, the mean error in the estimation using linear interpolation will vary by sixty millimetres. Any specific point may vary from the true value by up to 150 millimetres. • Low order polynomials (three to five independent variables) are not as good as linear interpolation when average known point spacing is less than ten kilometres.", "label": "Yes"}
{"text": "|Math OER Zoom Room Textbook YouTube Distance Learning Tips|\nWhat playgrounds do is provide kids with a relatively safe way to learn about using their bodies to navigate the world—how to balance, how to get from here to there, what to do when you get stuck. In other words, how to solve problems in the physical world.\nAs I was watching my daughter, I realized that math too is a playground. But it’s not a playground for our bodies, it's a playground for our minds.\n- Jason Marshal\nHere are places you can use math to explore, analyze, and estimate without being expected to accomplish any specific goals or reach any specific answers. Just play!\nKids first engage with a physical playground when they see it. They start thinking about the slide, or the tire swing, or whether they could step from one place to another. Math playgrounds are less visual. So these explorations provide a little bit of descriptive guidance to help you \"see\" the math clearly as you approach.\nThere are suggestions: questions to think about, and challenges to attempt. But please do not treat these suggestions like homework problems. Approach the exploration in your own way.\nYou can explore alone. But playgrounds are more fun with friends.\nWith graph theory we explore math without numbers.\nWhich kinds of measurements make the best pattern for foot size and height?\nWhich of ten famous ideas would you pick to win a beauty contest?\nChallenge classmates to a math duel in the spirit of the dangerous world of 16th century algebra.\nWatch tradgedy unfold as error propagation wrecks estimation!\nThe start of term reflection helps you start the term with mindfulness and purpose.\nThe CLO reflection affirms that core learning happens in every class.\nThese big issues without right answers do not have any step-by-step guidance.\nYou are on your own, released from the rigor and expectations of the classroom to do real math.\nLearn the habit of using math to estimate and explore. Math can help make decisions even if there is no right answer. Issues like these are the \"icing on the cake\" that sweetens all the math skills and algorthms you have learned.\nPractice tests can be playgrounds too.\nDo not take them too seriously. Seldom do an entire practice test.\nInstead, do the first few problems. Try these again and again on different versions the same practice test. Work on good form. Enjoy affirming your mastery!\nThen add another one or two problems. Again, practice your form with a shorter to-do list.\nEventually you will have mastery over the entire practice test. But do not rush it.\nPractice mindfulness. You are working on good form by repeating a task with attentiveness to detail. Acknowledge the frustrations and the joys while not focusing on them.\nYour actual tests will look just like these practice tests—almost. For some problems, instead of creating answers you will be required to analyze already complete work to explain steps or find errors.\nTopic tests happen during class time. They teach you how to take a math test.\nThe first half of the class time focuses on solving problems using the characteristics of well-written step-by-step problems. Pretend this is a traditional math test where you work by yourself.\nThe second half of each topic test focuses on group collaboration to finish and fix answers. There will be a lot of valuable learning involving explanations out loud and pointing at each other's papers—two resources that will forever vanish! Capture this learning by making fixes to your scratch work, and by finishing any test problems you did not finish by yourself.\nEach group member should write his or her own fixes. Write your fixes and finishings distinctly. Use another color pencil, pencil versus pen, separate pieces of paper, clouds around the fixes, etc. The ability to clearly see which topics were difficult or promoted careless mistakes will help you be properly wary when studying for future tests.\nBefore the end of the day, text or email your instructor a one sentence study plan.\nThis study plan should include using helpful study skills and habits and be relevant to the problems you fixed or the problems your group answer inaccurately. It should describe how you will study before the next test. Optionally, it may also include reminders about improving test-taking technique.\nThe end result is a written record of which problems you need to study and your plan about how to study them. It also has every problem correctly solved in a step-by-step manner to be optimally helpful when studying for the final exam.\nThe end of term tests are simply larger collections of topic test problems.\nA high school math class is a bit like becoming a concert pianist. No one really sees or cares about your hours of practice. They watch you as you get up on stage at the end. You demonstrate your ability, by yourself, under pressure.\nIn graduate school, more assessment is oral exams. Instead of creating written answers privately, you stand at the chalkboard while your instructors ask you to do work similar to the practice tests. You do fewer problems, but are expected to be smoother. Sometimes this is a social gathering in which a group of students take turns demonstrating their mastery and celebrate afterwards.\nIn our class, as an undergraduate class, the end of term tests can use either format. The choice of format might be yours to make, or the instructor might assign you a format.", "label": "Yes"}
{"text": "...I have also worked with students with similar issues in my private tutoring. I have successfully helped many students taking the ISEE to get scores required for their choice of private schools in my 15 years as an independent tutor. I am qualified in SSAT, a similar test.\nWaltham, MAView Tutor\n...During my forty-two year academic career, students of my Honors 1 Physics classes have averaged 732 on the SATII Physics examination. I have, during my career, been actively involved with the United States Physics Team, which competes internationally representing our country. Some of my students having been on that team.\nNewton Center, MAView Tutor\n...My creativity and an ability to connect math to real world applications, and dedication to my students are some of the things that set me apart as a teacher. I have my masters plus extensive additional coursework. With over 15 years experience teaching math, and science I am well versed in vari...\nWakefield, MAView Tutor\n...For Basic Logic, I can provide insight into: Set Theory, Relations, Quantifiers, Algorithms, Counting Methods, De Morgan?s Law, Logical Connectives, Truth Tables, and Relationships Between Statements. For Mathematical Logic, I can provide insight into: Terms and Formulas in First-Order Languages...\nSomerville, MAView Tutor\n...I have also taught introductory courses in first-order systems for engineers, and advanced calculus for engineers (which includes elementary partial differential equations, Fourier series, and Laplace transform methods for solving linear ODE's). I can help students with basic linear ODE's and wit...\nMedford, MAView Tutor", "label": "Yes"}
{"text": "Stone Soup by Jan Eliot for August 27, 2013\n6 x 8 Gramma Evie: OK, let's do EIGHTS> Holly: @*%# Gramma Evie: Holly, I'm just trying to HELP. Math will be easier for you when you can do some of it IN YOUR HEAD. 6 x 8 Gramma Evie: So don't shoot the messenger. 8 x 6 = Holly: How about if I shoot the messenger IN MY HEAD?", "label": "Yes"}
{"text": "Cristian Bereanu, Jean Mawhin, Departement de Mathematique, Universite Catholique de Louvain, B-1348 Louvain-la-Neuve, Belgium, e-mail: mawhin@ math.ucl.ac.be\nAbstract: We use Brouwer degree to prove existence and multiplicity results for the solutions of some nonlinear second order difference equations with Dirichlet boundary conditions. We obtain in particular upper and lower solutions theorems, Ambrosetti-Prodi type results, and sharp existence conditions for nonlinearities which are bounded from below or from above.\nKeywords: nonlinear difference equations, Ambrosetti-Prodi problem, Brouwer degree\nClassification (MSC2000): 39A11, 47H11\nFull text of the article:", "label": "Yes"}
{"text": "Angular size is a measurement of how large or small something is using rotational measurement. It is useful for measuring things that are so far away that they appear two dimensional.\nImages for kids\nAngular diameter: the angle subtended by an object\nDiagram for the formula of the angular diameter", "label": "Yes"}
{"text": "The purpose of this study was to investigate the relationship between mathematics self-efficacy and mathematics achievement of high school sophomores across the United States, and to examine the effects of gender, ethnicities, and school characteristics on students’ mathematics achievement using hierarchical linear modeling (HLM). The base-year data of the Educational Longitudinal Study (ELS): 2002 were used for analysis. Hierarchical linear models were developed from the one-way random effects ANOVA model, and the unconditional Model with mathematics self-efficacy in level 1, to the contextual models with variables in the both levels. Both fixed effects and random effects were estimated and interpreted for all the models.\nLiu, Xing and Koirala, Hari P., \"Hierarchical Linear Modeling of Students’ Mathematics Self-Efficacy and School Effects on Mathematics Achievement\" (2010). NERA Conference Proceedings 2010. 34.", "label": "Yes"}
{"text": "In this unit of work we link the development of skip-counting patterns to bars on a relationship graph. We also plot our skip-counting patterns on a hundreds board.\n- Continue a skip-counting pattern.\n- Describe skip-counting patterns.\n- Use graphs to illustrate skip-counting patterns.\nIn this unit we look at skip-counting patterns. These are patterns obtained by adding the same, constant, number to make the next number every time. So the difference between any two terms in a skip-counting pattern is the same. This is a good exercise to help reinforce the various concepts relating to pattern. In particular, it helps us to understand the idea of a recurrence relation between consecutive terms.\nBut this exercise has two other links. First it links algebra and statistics by using a bar chart to represent the skip-counting pattern. It is worth remembering that there are many links in mathematics.\nAnd second, skip-counting patterns are also called arithmetic progressions. In secondary school these are considered again and expressions for both the general term of the progression and the sum of all of the numbers in the progression are found. These are both reasonably simple algebraic expressions.\nLinks to Numeracy\nThis unit provides an opportunity to develop number knowledge in the area of number sequence and order, in particular development of knowledge of skip counting patterns. It can also be used to focus on the development of strategies to solve multiplication problems.\nOnce students have created bar graphs of the relationships, help them to focus on the number patterns involved by creating tables. For example:\n|Number of Beetle Wheels|\n|Number of Beetles||\nNumber of Wheels\nAs students create tables, focus their attention on the patterns that emerge and pose questions about the continuation of the patterns. Use of a hundreds chart will help students visualise the number patterns more easily and help them to predict which numbers will be part of the patterns. Patterns of 2, 5 and 10 are a good place to start but for students that are coping well you can make it more difficult by using larger numbers. For example, if there were 7 friends in each beetle, how many people would there be in 2 beetles? 3 beetles? What about 10 beetles?\nWorking with larger numbers of beetles (or other items) will help students develop strategies to solve multiplication and division problems. Encourage students to talk about the way they are solving these problems. Are they using materials, repeated addition or can they derive some of the answers from known multiplication facts?\nQuestions to develop knowledge / strategy use:\nWhat number comes next in this pattern?\nHow do you know?\nWhat number will be before 24 in this pattern? (or another number as appropriate)\nHow do you know?\nWhat is the largest number you can think of in this pattern? How did you work it out?\nHow many wheels will there be on 5 beetles? 10 beetles? How did you work it out?\nIf there were 48 wheels in a car park how many beetles would there be? How did you work it out?\n- Squared paper for graphing\n- Picture of VW beetle\n- Pictures of objects for exploration\nToday we explore the pattern of 4s by counting the number of wheels on cars. We then use this information to build a relationship graph.\n- Ask: How many wheels does a beetle have?\n- Share ideas. Hopefully someone will link the beetle to the Volkswagen car rather than the insect or you may have to give a few more hints. Show students a picture of a VW beetle and discuss why it got this nickname (it is shaped like a beetle).\n- Using counters begin to develop a chart of the number of wheels to the number of cars.\n- Ask: How many wheels are there on 2 beetles?\nHow did you work that out?\n- It is useful for the students to listen to the strategies that others use. More advanced Level 1 students will be be to count on from 4 to find the answer and many may have 4 + 4 as a known fact.\n- Repeat the process with 3 and 4 VW beetles. Each time continue to add the information to the chart.\n- Ask the students to work out how many wheels there would be on 6 beetles. If some of the students find the answer quickly, ask them to find the answer using another strategy.\n- Share solutions. These may include:\n- skip-counting with or without the calculator\n- counting on using a number line or hundred’s board\n- using counters to find 6 groups of 4.\n- As the class to complete the chart up to 6 cars.\n- Ask: What can you tell me about this chart?\nShare ideas. Encourage the students to focus on the relationship between the number of cars and the number of wheels.\n- Ask the students how they could record this information using grid paper.\nOver the next 2-3 days, the students work in pairs to explore the number patterns of other skip-counts. At the end of each session the students share their charts with the rest of the class.\n- Place pictures of items that the students are to investigate in a “hat”. Ask each pair to draw one out and then investigate the pattern up to at least 6. Encourage the more able to students to extend the pattern beyond 6.\n- Pictures could include:\n- tricycles (3 wheels)\n- bicycles (2 wheels)\n- hands (5 fingers)\n- spiders (8 legs)\n- glasses (2 lenses)\n- frog (4 limbs)\n- stool (3 legs)\n- Remind the students that they are to record their explorations on a chart.\n- At the end of each session share and discuss charts and number patterns. Ask the students to identify the patterns that are the same.\nIn today’s session we use calculators to extend our skip-counting into the hundreds. We record our patterns on a hundreds chart.\n- As a class look at the chart to show hands (5 fingers). Skip count together in 5s, shading the counts on a hundreds chart.\n- As the chart is shaded ask questions which encourage the students to look for patterns in the numbers as they make their predictions.\nWhich number will be next?\nHow do you know?\n- Give the students (in pairs) a hundred’s chart and ask them to shade in one of the skip counting patterns that they had charted on the previous days.\n- Display, share and discuss at the end of the session.", "label": "Yes"}
{"text": "12/8/16 – Dennis Miller and Hubert Ho\nMusic and Math | Dennis Miller and Hubert Ho\nDecember 8, 2016, 7-8pm\nMIT List Visual Arts Center\nWhat is the nature of knowledge? Where does music lead the mind? Dennis Miller and Hubert Ho think about these big questions through the particular lens of music. Music relates to many other fields – to visual art, moving images, to mathematics. In a formal sense they both embrace music composition as a problem solving challenge – aiming to create a unified whole which communicates to the audience. On the one hand a composition defines its own authority. But broader concepts, spanning disciplines, such as form, pattern-recognition, symmetry, and recursion can be identified through music.\nBoth Miller and Ho address the relationship between mathematics and music, looking at their art form through the lens of another discipline. Incorporating mathematical insights, however, does not preclude the necessity, possibility, or desirability of a spiritual or emotional connection to music. Does mathematics have a role in what they experience internally as composers, and in listeners’ experiences of resulting musical compositions?", "label": "Yes"}
{"text": "This video shows how to calculate the labor rate variance.\nThe labor rate variance is the difference between:\n(1) actual labor hours * actual wage rate and\n(2) actual labor hours * standard wage rate\nThis is sometimes abbreviated as: (AH * AR) – (AH * SR)\nIf the company spent more than it should have (according to the standard, which is set by management), then the labor rate variance is unfavorable. An unfavorable variance could occur if the company’s employees received a higher wage from working overtime.", "label": "Yes"}
{"text": "Use our collection of homework help courses to complete assignments in any of your classes.\nOnline Homework Helpers for Writing Homework Help Service\nTVO Homework Help - YouTubeA guide to books, videos, websites and other resources that provide homework help for high school students.\nHomework Helper for Grade 2 Math - Math and Reading Help\nVetted by our experts for safety and quality, and totally free.\nHomework Help and Homework Tutoring | Sylvan Learning\nCatch Up, Keep Up, or Get Ahead with Go Math! Academy!Our mission to provide a world-class education for anyone, anywhere.Get Expert Help: All Scholars Registered On Our Site Hold Verified Advanced Degrees.\nHomework help lovingly written by PhD students from Stanford.Get Help On Any Subject: Scholars Can Help You With Math, Physics, Chemistry, English and More.\nHomework Help School - WebMath - Solve Your Math ProblemOur mission is to provide world-class tutoring with supreme quality lesson plans to students all around the world.\nHippoCampus - Homework and Study Help - Free help withHow to cheat on homework or online classes using Google search, screen capture, or our homework help services.\nAlgebra 2 Homework Help Please - Khan Academy Free Online\nStar-Study Academy - INTRODUCTIONKhan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.\nOur main purpose is to give a help to children and their parents in the problem of school homework.\nDeveloping Good Homework Habits - HealthyChildren.orgWe are provides CPM homework help of any complexity: cc3, cc2.\nUrgenthomework provides instant online and professional homework, assignment help for college students in accounting, math, science, finance, economics and statistics.Students, parents and teachers looking for homework help for 4th grade math found the following information and resources useful.Press question mark to see available shortcut keys. Sign in. Search.Star Study Academy is offering STEAM focused afterschool program.\nPassmores Academy Homework Help - Google+\nStudents make outstanding progress in English and mathematics.Learn how Sylvan tutors can help with homework when needed and give your child a boost.\nStudents participate readily in the wide range of sports, social, art, music and drama activities that the school provides.Entertaining video lessons covering middle school science, high school AP.Friendship Academy teachers are here to help your student thrive.Here is a small list of website we have curated to help your child with his homework and with the skills (s)he learns in class.\nHomework Help: Grade 7 to Grade 12+ | Pickering LibraryLive online math tutors, Group classes, Online learning and more.Free math lessons and math homework help from basic math to algebra, geometry and beyond.\nHomework booklet for parents of elementary and junior high school students.In khan academy homework help to these three intended of individuals mentioned, particular familiar notes about the medical review versus expressive articles is that.Homework Help School - Professional Help Help My Math Homework, Doctoral Dissertation Help High Quality.\nHomework Help . Supporting Your Learner . Going to SchoolA free online self-directed tutoring site that helps you learn subjects that you might be struggling in.\nFast and very accurate. 100% Every thing was explained in great detail.Writing coach that really helps you get a high-quality custom-written plagiarism-free work done.", "label": "Yes"}
{"text": "Yes, size matters. The larger your mesh is, the more LODs are going to be ignored by the LI calculation. The radius of the bounding box (think of a sphere encompassing the mesh) is what determines which of the lower LODs is being dropped.\nIf said radius is larger than 5.43 meters, the lowest LOD will be ignored.\nIf said radius is larger than 10.86 meters, the low, and lowest LOD will be ignored.\nIf said radius is larger than 43.44 meters, othe lowest, low, and medium LOD will be ignored.\nThe formula to get the radius is sqrt(x*x + y*y + z*z) / 2\nAlso, it's always a good idea to keep larger meshes as lowpoly as possible, and add window frames, and any detail as a separate mesh object.", "label": "Yes"}
{"text": "...I am a recent graduate of The Crane School of Music, where I studied Music Business and concentrated on Double Bass. Thus, I have taken a sequence of four courses in each of Aural Skills/Sight Singing and Music Theory. I have a substantial composition portfolio and I received a perfect score on both the Aural, Theoretical, and Sight Singing portions of the Advanced Placement exams.\nMiddle Village, NYView Tutor\n...I have taught geometry to students at the regular, accelerated, and honors levels as well as for the SAT, the SAT Math Subject test and the GRE general test. Success in geometry relies on the ability to recall and combine specific concepts given geometric clues such as parallel sides, related an...\nEdison, NJView Tutor\n...I received a grade of 98 on my Algebra 2/Trigonometry Regents exam when I was a junior in high school. I also graduated from Stony Brook University with a Bachelor of Science degree in Applied Mathematics and Statistics in three years with a GPA of 3.81. I have substitute teaching experience in Math as well as other subjects.\nYonkers, NYView Tutor\n...I have helped 25+ students prepare for the SAT Math section, as well as the Subject tests, over the last 5 years. I have seen unilateral improvements in scores for every student I have helped. I have helped 25+ students prepare for the SAT Reading Section.\nMorris Plains, NJView Tutor\n...I scored 5 on AP English Literature and perfect 800 on SAT Subject Literature. I tutor all business school courses including microeconomics and macroeconomics. I have a thorough academic grounding in game theory, operational systems, and the relevant mathematics.\nNew York, NYView Tutor", "label": "Yes"}
{"text": "What is the common difference for this arithmetic sequence? -6, -2, 2, 6, 10, … What is the common difference for this arithmetic sequence? -6, -2, 2, 6, 10, … January 13, 2023 Others 0 You may also like... A theater sold 85% of the tickets for a play. If 170 tickets were sold, how many tickets Josh has 27 signed baseballs. He places the baseballs equally on 3 shelves. How many baseballs Find the first five multiples of the number write a multiple equation to show their multiple Leave a Reply Cancel replyYour email address will not be published. Required fields are marked *Comment * Name * Email * Website Save my name, email, and website in this browser for the next time I comment.", "label": "Yes"}
{"text": "Using Computer for Statistical Analysis\nStudents examine the use for spreadsheets in analyzing data. They make spreadsheets that display and calculate a given data set such as temperature change.\n3 Views 0 Downloads\nCollecting and Working with Data\nAdd to your collection of math resources with this extensive series of data analysis worksheets. Whether your teaching how to use frequency tables and tally charts to collect and organize data, or introducing young mathematicians to pie...\n3rd - 6th Math CCSS: Adaptable\nAre Female Hurricanes Deadlier than Male Hurricanes?\nThe battle of the sexes? Scholars first examine data on hurricane-related deaths and create graphical displays. They then use the data and displays to consider whether hurricanes with female names result in more deaths than hurricanes...\n9th - 12th Math CCSS: Designed\nGet on your Mark, Get Set, Go! Collect, Interpret, and Represent Data Using a Bar Graph and a Circle Graph\nStart an engaging data analysis study with a review of charts and graphs using the linked interactive presentation, which is both hilarious and comprehensive. There are 27 statistics-related vocabulary terms you can use in a word sort....\n4th - 7th Math CCSS: Designed", "label": "Yes"}
{"text": "Determine if input is odd\nBack to basics 8 - Matrix Diagonals\nRemove from a 2-D matrix all the rows that contain at least one element less than or equal to 4\nDiagonal & Anti-Diagonal Matrix: Easy\nDetermine the square root\nFind the magnetic field in sollinoid\nCipher and Decipher the message - 3 key\nfind the index of local minimum in the matrix\nFind the treasures in MATLAB Central and discover how the community can help you!\nChoose a web site to get translated content where available and see local events and offers. Based on your location, we recommend that you select: .\nYou can also select a web site from the following list:\nSelect the China site (in Chinese or English) for best site performance. Other MathWorks country sites are not optimized for visits from your location.\nContact your local office", "label": "Yes"}
{"text": "PDF (Acrobat) Document File\nBe sure that you have an application to open this file type before downloading and/or purchasing.\n2.86 MB | 20 pages\nThis math Bingo is perfect for Back to School or for all year long! Addition and Subtraction skills can be practiced in a fun and engaging way through Bingo play. This game is perfect for small groups or math centers.\n10 unique back to school themed Bingo game boards\n36 Addition within 10 Game Cards\n36 Subtraction within 10 Game Cards\nPlease note this is addition and subtraction within 10. Addition and Subtraction within 20 are on the way! Stay informed about new products and sales by clicking the green star at the top of the store page!\nFind other Addition and Subtraction Bingo Here:", "label": "Yes"}
{"text": "Solving the Target-Value Search Problem\nKeywords:Heuristic Search, Combinatorial Search, Target-Value Search\nThis paper addresses the Target-Value Search (TVS) problem, which is the problem of finding a path between two nodes in a graph whose cost is as close as possible to a given target value, T. This problem has been previously addressed: first, for directed acyclic graphs; second, for general graphs under the assumption that nodes can be revisited given that the same edge can not be traversed twice. In this work we focus on a more restrictive variant of the same problem where nodes can not be revisited. We prove that this variant is NP-complete and discuss novel theoretical properties and provide empirical results to solve this problem optimally.", "label": "Yes"}
{"text": "Search through more than 50,000 user-created Webmixes to add to your account. You can get all updates from the original creator or you can claim the Webmx as your own!\nNumber of followers\nYou searched for\nNCDPI Math Wiki.\nComplete list of all NCDPI wikispace sites\nA complete list of NCDPI wikispace sites\nNorth Carolina Educational Resources and Contacts\nAll of the most popular resources and websites for teaching mathematics in the classroom. Includes math games, fact fluency, curriculum, teaching tools, online calculators, and more!\nThis Math webmix is a great resource for teachers and students. With tons of fun games, graphs and great resources for lesson planning!\nMath Resources for Middle Grades\nWiki links for games we like.", "label": "Yes"}
{"text": "Record any names for your feature.\nOpen up the lunar image and measure the length of a shadow. Just use the x,y coordinate. Convert the pixel to angular distance in the sky and then into kilometers using the distance to the moon and the small angle equation. (Use the Range recorded before.)\nTo check your conversion from pixel to distance on the lunar surface is correct, pick several craters in the image with sharp, well-defined rims or walls. Measure and record the size of these craters in their longest dimension (which will probably be top-to-bottom). Calculate their sizes. Compare them with a list of known sizes.\nIf your image covers an area near the center of the lunar disk (i.e. a spot midway between the northern and southern limbs, and midway between the eastern and western limbs), then you should find your crater sizes to be close to that listed, but if your image shows an area far from the middle of the disk, then it will be tilted -- the lunar surface is not face-on to the camera. In that case, you will have to make a correction for the fact you are seeing the crater tilted.\nHow do we correct for this tilt? Envision the moon and you looking at it:\nIn the picture below you are viewing two shadows. Each shadow is the same size [42 pixels]. You see the entire 42 pixel length of the one in the center of the moon but the one closer to the edge (limb) of the moon measures only 35 pixels. Thus a picture of center of the lunar disk has little or foreshortening because the lunar surface is roughly face-on to the camera. But a picture of any other area will be tilted with respect to the camera; the closer the area is to the limb of the moon, the larger the tilt.\nYou will need to correct for this foreshortening.\nUse the lunar latitude and longitude of your mountain in the following formula:\ntilt correction factor = 1/ (cos(latitude) x cos(longitude))\nThe correction factor is always larger than 1. Multiply your shadow length (in km) by this factor, to get the corrected shadow length (also in km).\nAs a check, use this same factor to correct the measured diameters of craters in your image; compare to the known diameters of the craters. How close are your measurements to the listed diameters?\nNow you know the size of the shadow you can find the height of the mountain, - if you know the angle of the Sun. See the figure below\nThe simplest way to the sun angle is to measure the number of degrees between the feature and the terminator (as long as they are less than 90 degrees apart) and multiply by 0.01*(100 - |feature latitude) as a substitute for the solar angle.\nSun angle = (feature longitude -terminator longitude) x .01 x (100 - |feature latitude|)\nShadows are prominent (and most easily measured) when the local solar angle is about 15 degrees or less.\nCalculate the height of your feature.\nheight = shadow length x tan (Sun angle)Can you find another source, which lists the height of your mountain, or other pictures of your mountain? See\nThe description of your mountain should have its location, name (if you know it) and a run-down on how you go its height. You might even include a sketch.\nBe sure to answer all the questions above.\nWhen you find the official values or other information, like the height of Brasstown Bald, you need to say where you got the information - reference, URL, etc.", "label": "Yes"}
{"text": "500lbs pressing down on two gears. Surface area of contact on one gear is 0.03125 inches squared. I calculated pressure. 500lbs / 0.0625 = 8000psi being exerted onto the two gears' surface areas. One gear has 4000psi. The gears' radius is 0.47 inches. I calculated torque for an individual gear. 4000psi (0.47 inches) = 1880 inch pounds. (I think I just found my mistake, but I'll finish posting this with my new results). So the torque being applied to the gears is 1880 inch pounds each. I guess working through the problem for the 3rd time helped. But I would welcome anyone to double check my triple check. I still may have misunderstood something and my calculations are off.", "label": "Yes"}
{"text": "We consider a self-interacting process described in terms of a singleserver system with service stations at each point of the real line. The customer arrivals are given by a Poisson point processes on the space-time half plane. The server adopts a greedy routing mechanism, traveling toward the nearest customer, and ignoring new arrivals while in transit.We study the trajectories of the server and show that its asymptotic position diverges logarithmically in time.\n|Number of pages||20|\n|Journal||Annals of Probability|\n|Early online date||5 May 2015|\n|Publication status||Published - 2015|\n- Greedy policy\n- Long-term behavior\nASJC Scopus subject areas\n- Statistics and Probability\n- Statistics, Probability and Uncertainty\nFingerprintDive into the research topics of 'Greedy walk on the real line'. Together they form a unique fingerprint.\n- School of Mathematical & Computer Sciences - Professor\n- School of Mathematical & Computer Sciences, Actuarial Mathematics & Statistics - Professor\nPerson: Academic (Research & Teaching)", "label": "Yes"}
{"text": "Congratulations to Walford Mathematics Teacher, Joanne Maratos, who was recently included in the Sunday Mail feature, Australia’s Best Teachers.\nJoanne has been nominated for her impact as a Maths teacher. Joanne described her approach to teaching:\n“As a Mathematics teacher I am highly motivated to develop my students’ skills and confidence so they can understand the problem and then be able to find the solution. I find this incredibly rewarding, especially when teaching girls who may have struggled with Mathematics and felt apprehensive about their own abilities. My key strategies to achieving positive outcomes are to break down Mathematical concepts, see each student as an individual learner, tailor my teaching to their strengths, and use interesting and relevant examples. Recently we celebrated Pi Day by using cookies to illustrate the main concepts relating to circles and the visuals really assisted the students’ understanding.”", "label": "Yes"}
{"text": "A Study on an HIV Pathogenesis Model with Different Growth rates of Uninfected and Infected CD4+T cells\nThe objective of this paper is to discuss the dynamics of an HIV pathogenesis model with full logistic target cell growth of uninfected T cells and cure rate of infected T cells. Local and global dynamics of both infection-free and infected equilibrium points are rigorously established. It is found that if basic reproduction number R0≤1, the infection is cleared from T cells and if R0>1, the HIV infection persists. Also, we have carried out numerical simulations to verify the results. The existence of non-trivial periodic solution is also studied by means of numerical simulation. Therefore, we find a parameter region where infected equilibrium point is globally stable to make the model biologically significant. From the overall study, it is found that proliferation of T cells cannot be ignored during the study of HIV dynamics for better results and we can focus on a treatment policy which can control the parameters of the model in such a way that the basic reproduction number remains less than or equal to one.\n2010 AMS classification: 34A34, 34D23, 37C25\nWorld Health Organisation HIV/AIDS Key facts. 2020 Jul https://www.who.int/newsroom/fact-sheets/detail/hiv\nDouek DC, Brenchley JM, Betts MR, Ambrozak DR, Hill BJ, Okamoto Y, Casazza JP, Kuruppu J, Kunstman K, Wolinsky S, Grossman Z. HIV preferentially infects HIV-specific CD4+ T cells. Nature. 2002 May; 417(6884):95–8. PMid: 11986671. https://doi.org/10.1038/417095a\nPerelson AS, Kirschner DE, Boer R De. Dynamics of HIV infection of CD4+ T cells. Math Biosci. 1993; 114:81–125. https://doi.org/10.1016/0025-5564(93)90043-A\nEssunger P, Perelson AS. Modelling HIV infection CD4+ T - subpopulations. J Theoret Biol. 1994; 170:367–91. PMid: 7996863. https://doi.org/10.1006/jtbi.1994.1199\nWang L, Li MY. Mathematical analysis of the global dynamics of a model for HIV infection of CD4+ T cells. Math Biosci. 2006; 200:44–57. PMid: 16466751. https://doi.org/10.1016/j.mbs.2005.12.026\nRong L, Gilchrist MA, Feng Z, Perelson AS. Modeling within host HIV-1 dynamics and the evolution of drug resistance: Trade-offs between viral enzyme function and drug susceptibility. J Theoret Biol. 2007; 247(4):804–18. PMid: 17532343 PMCid: PMC2265667. https://doi.org/10.1016/j.jtbi.2007.04.014\nPerelson AS, Nelson Patrick W. Mathematical Analysis of HIV-1 dynamics in Vivo. SIAM Review. 1999; 41(1):3–44. https://doi.org/10.1137/S0036144598335107\nLeenheer P. De, Smith HL. Virus dynamics: A global analysis. SIAM J Appl Math. 2003; 63:1313–27. https://doi.org/10.1137/S0036139902406905\nGao T, Wang W, Liu X. Mathematical analysis of an HIV model with impulsive antiretroviral drug doses. Math Comput Simul. 2011 Dec; 82(4):653–65. https://doi.org/10.1016/j.matcom.2011.10.007\nSrivastava PK, Chandra P. Modeling the dynamics of HIV and CD4+ T cells during primary infection.\nNonlinear Anal Real World Appl. 2010 Apr; 11(2):612–8. https://doi.org/10.1016/j.nonrwa.2008.10.037\nChandra P. Mathematical modeling of HIV dynamics: In Vivo. Mathematics Student-India. 2009; 78(1):7.\nNowak MA, May RM. Virus dynamics. UK: Oxford University Press; 2000.\nLaSalle JP. The stability of dynamical systems. SIAM; 1976. PMCid: PMC1411100. https://doi.org/10.21236/ADA031020\nHo DD, Neumann AU, Perelson AS, Chen W, Leonard JM, Markowitz M. Rapid turnover of plasma virions and CD4 lymphocytes in HIV-1 infection. Nature. 1995; 373:123–6. PMid: 7816094. https://doi.org/10.1038/373123a0\nSachsenberg N, Perelson AS, Yerly S, Schockmel GA, Leduc D, Hirschel B, Perrin L. Turnover of CD4+ and CD8+ T lymphocytes in HIV-1 infection as measured by ki-67 antigen. J Exp Med. 1998; 187:1295–303. PMid: 9547340 PMCid: PMC2212238. https://doi.org/10.1084/jem.187.8.1295\nFan X, Brauner CM,Wittkop L. Mathematical analysis of a HIV model with quadratic logistic growth term. Discrete and Continuous Dynamical Systems Series-B. 2012; 17(7):2359–85. https://doi.org/10.3934/ dcdsb.2012.17.2359\nSong X, Neumann AU. Global stability and periodic solution of the viral dynamics. J Math Anal Appl. 2007 May; 329(1):281–97. https://doi.org/10.1016/j.jmaa.2006.06.064\nWang X, Song X. Global stability and periodic solution of a model for HIV infection of CD4+ T cells.\nAppl Math Comput. 2007 Jun; 189(2):1331–40. https://doi.org/10.1016/j.amc.2006.12.044\nCulshaw RV, Ruan S. A delay-differential equation model of HIV infection of CD4+ T-cells. Math Biosci.\nMay; 165(1):27–39. https://doi.org/10.1016/S00255564(00)00006-7\nMerdan M, Gokdogan A, Yildirim A. On the numerical solution of the model for HIV infection of CD4+ T cells. Comput Math. Appl. 2011 Jul; 62(1):118–23. https://doi.org/10.1016/j.camwa.2011.04.058\nZack JA, Arrigo SJ, Weitsman SR, Go AS, Haislip A, Chen IS. HIV-1 entry into quiescent primary lymphocytes: molecular analysis reveals a labile, latent viral structure. Cell. 1990 Apr; 61(2):213–22. https://doi.org/10.1016/00928674(90)90802-L\nZack JA, Haislip AM, Krogstad P, Chen IS. Incompletely reverse-transcribed human immunodeficiency virus type 1 genomes in quiescent cells can function as intermediates in the retroviral life cycle. J Virol. 1992 Mar; 66(3):1717– 25. PMid: 1371173 PMCid: PMC240919. https://doi.org/10.1128/JVI.66.3.1717-1725.1992\nGradshteyn IS, Ryzhik IM. Routh-Hurwitz theorem, Tables of Integrals, Series and Products. San Diego: Academic Press; 2000.\nLi MY, Muldowney JS. A geometric approach to global-stability problems. SIAM J Math Anal. 1996 Jul; 27(4):1070–83. https://doi.org/10.1137/ S0036141094266449\nCoppel WA. Stability and asymptotic behaviour of differential equations. Health, Boston; 1965.\nFiedler M. Additive compound matrices and inequalities for eigen values of stochastic matrices. Czech. Math J. 1974; 24(3): 392–402. https://doi.org/10.21136/CMJ.1974.101253\nMuldowney JS. Compound matrices and ordinary differential equations. Rocky Mount. J Math. 1990 Oct: 857-72. https://doi.org/10.1216/rmjm/1181073047\nVan den Driessche P, Watmough J. Reproduction numbers and sub-threshold endemic equilibria for compartmental models of disease transmission. Math Biosci. 2002 Nov; 180(1-2):29–48. https://doi.org/10.1016/S00255564(02)00108-6\nBani-Yaghoub M, Gautam R, Shuai Z, Van Den Driessche P, Ivanek R. Reproduction numbers for infections with free-living pathogens growing in the environment. J Biol Dyn. 2012 Mar; 6(2):923–40. PMid: 22881277. https://doi.org/10.1080/17513758.2012.693206\n- There are currently no refbacks.\nThis work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.", "label": "Yes"}
{"text": "Cube and Octahedron Sculpture\nInitializing live version\nRequires a Wolfram Notebook System\nInteract on desktop, mobile and cloud with the free Wolfram Player or other Wolfram Language products.\nThis conceptual design for a possible geometrical sculpture contains a cube, an octahedron, and some fragments. First form an octahedron after expanding the six faces of a cube. Next, interconnect the cube with eight sides of the octahedron. Finally, construct a central cubic frame.\nContributed by: Sándor Kabai (August 2016)\nOpen content licensed under CC BY-NC-SA\nThis arrangement is useful for exploring the relationship of the octahedron and the cube, their possible decompositions, and the duality between them.", "label": "Yes"}
{"text": "Lesson Plan Template: General Lesson Plan\nLearning Objectives: What should students know and be able to do as a result of this lesson?\nStudents will count objects to name quantities from 11-20. Additionally, students can write these numerals if the teacher deems it appropriate (depending on students' prior experiences with these numbers).\nPrior Knowledge: What prior knowledge should students have for this lesson?\nThis activity requires that students have an understanding of numbers 1-10 (identifying, counting, representing, etc.). To access and review this prior knowledge, show the students a group of counters of a quantity 0-10 and ask them to tell how many are shown. Ask for volunteers to tell how they know the amount. Additionally, you can have students use counters or drawings to model a given number, again 0-10. Though not required, it will also be helpful if students have some experience with rote counting to 20 (knowing number names and count sequence).\nGuiding Questions: What are the guiding questions for this lesson?\n- If we know that an amount of counters is ten and some more, how does that help us figure out how many there are in all?\n- You say you have ___. How many would you have if I took away the group of ten? How do you know this?\n- Do we always have to count all of the counters on your mat to find the total? Why or why not?\nTeaching Phase: How will the teacher present the concept or skill to students?\n- For this learning task, students will explore numbers 11-20 by counting 10 and then some more. Give each student pair a simple two-part mat (See attached file entitled Tens and Ones Mat, page 1) and a pile of counters (at least 20). Direct them to count out 10 counters and put them on the left side of their mat. Then ask them to count out four more and place them on the right side of their mat. Do this along with the students, displaying your counters with an overhead projector or a document camera.\n- Direct the students to help you count to find the total number of counters (counting by ones). Then say, \"Ten and four is fourteen.\" Have the class say it with you. Now turn the mat around and say, \"Four and ten is fourteen.\" Again, have the class say it with you.\n- Continue in this fashion to introduce or practice numbers 11-20 in random order, each time changing the ones number but leaving the group of ten on the mat. If using this to introduce numbers and number names for 11-20, this will require some direct instruction at first. If students have had prior experience with numbers 11-20 you can also model how to write numerals to represent these quantities and have students record the numerals on paper.\nGuided Practice: What activities or exercises will the students complete with teacher guidance?\nOnce students have experience with numbers 11-20, they can work in pairs to roll dice, fill the mat, and count to find the total. Give each student pair a work mat (see attached file Tens and Ones Mat, page 1 simple mat or page 2 mat with ten frame), 20 counters, and 2 ten-sided dice (or 3 six-sided dice). Student A rolls one die and counts out that many counters. Student B rolls the other die and counts out that many counters. They count to find their total. Next they place their counters on the mat, first filling the left side with 10 and then placing the rest on the right side. In chorus they say, \"Ten and ______ is ________,\" according to the amount shown. Again if students have had some prior experience with numbers 11-20 you can have them record the totals on paper. As students work, circulate to observe how students count and how they place counters on the mat. Ask probing questions such as:\n- How are you counting?\n- Is there another way to count? Show me and count aloud.\n- What is your total amount? How do you know?\n- How many would you have if I gave you 1 more? (or if I took away 1?)\n- Add two more to the right side of the mat. How many do you have now? How do you know that is the correct amount?\n- You say you have 18. How many would you have if I took away the group of ten?\n- Do we always have to count all of the counters on your mat to find the total? Why or why not?\n- How does knowing that this group is ten help us know how many we have in all?\n- As student gain more experience with numbers 11-20, ask them to fill the mat before counting the numbers. Then see if they can tell you the total without counting all of the counters or by counting on from ten. (ex: ten and 2 more is 12, or ten, eleven, twelve)\nIndependent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?\n- Tell students that they are going to help you create posters for a special event at your community center to raise money to help families in need. Explain that the community center will have games that children can play but each game requires one ticket. Tickets cost $1. However, if children bring canned and packaged food, they get free tickets. If a child brings a parent, they get 10 free tickets and they can get one additional free ticket for each food item they bring. Tell students that they will help you create posters to show how many free tickets children get depending on the amount of food items they bring.\n- Give each pair of students several crayons and a poster of How Many Free Tickets Can You Get? (see attached file of same name). Note that there are two different posters, one with even numbers and one with odd numbers. You can decide to give all student pairs the same poster or give half of the pairs the odd numbers poster and give the other half the even numbers poster. Review the poster with the students, making sure they understand what information is represented. Ask them to figure out how many free tickets a child would get if they bring a parent and bring the number of food items represented in each row. Then ask them to write the corresponding total number of free tickets the child would get in the last column of each row. Guide the students through completing the first row to make sure they understand what to do.\n- As students work in pairs, circulate and ask probing questions such as those listed in the Assessment sections or those listed in the Guided Practice section.\nClosure: How will the teacher assist students in organizing the knowledge gained in the lesson?\n- When all have finished, have students display their posters. Review answers. If students have different answers on their posters, ask for volunteers to explain and justify their answers. Facilitate corrective feedback and allow students to revise posters as needed.\n- To summarize the lesson, ask students to discuss the following question with a partner, \"If we know that an amount of counters is ten and some more, how does that help us figure out how many there are altogether?\" Then ask for several volunteers to share their answers.\nYou can assess students' understanding in two ways. You can use the finished product of the posters to assess students' mastery of learning. Another alternative is to ask students to represent the last amount shown on their poster in a math journal with pictures and by writing the total amount under their picture as \"Ten and ______ is ________.\" They can write the total using words, numerals or both. Provide a word bank to help with writing the words.\nTo access and review prior knowledge, show the students a group of 8 counters (or other number from 0-10) and ask them to tell how many are shown. Ask for volunteers to tell how they know the amount. Additionally, you can have students use counters or drawings to model a given number from 0-10. Though not required, it will also be helpful if students have experience with rote counting to 20 (knowing number names and count sequence). To assess their knowledge of the counting sequence, ask students to count out loud from 0-20. If any students struggle with any of these 3 tasks, they could need intervention before beginning the lesson or might need extra support during the lesson.\nFeedback to Students\nAs students are working in partner pairs, observe how students model the various quantities, how they count, and how they describe the totals as ten and some more. For example, when counting the total some students might have to begin counting at one and others might be able to count on from ten. For students who always begin counting at one, ask questions such as, \"How many are in this group? (pointing to the group of ten) How could you use that information to help you finish counting the rest to find the total? or Can you count on from ten?\"\nYou might also ask questions such as:\n- Describe what your model is showing.\n- Does the number you wrote match your representation? How do you know?\n- Do you notice a pattern in the numbers you are writing? Tell me about the patterns you see.\nACCOMMODATIONS & RECOMMENDATIONS\n- Partner strong students with those who have more difficulty mastering new skills.\n- If students are struggling with the counting sequence, have partners count aloud together from 0-20 before counting the counters. Then have then count out loud together as they determine the total.\n- If students are struggling with counting larger quantities, give them more practice with smaller amounts (11-15).\n- If students have a difficult time completing assignments within the lesson time frame, reduce the amount of items the students have to complete.\n- If you have students record their totals using numerals 11-20 and some students struggle with this, allow them to tell you or their partner the quantity and record it for them. Then they can trace the numeral to get practice writing the amount. Note that some students might reverse numerals. This should not count against the student as handwriting is not the focus of the lesson.\nGive students cards that have a different number written on each (11-20). Ask them to tell or show how many counters they would place on their work mats in terms of ten and some more. For example, given the number 17, they would tell or show that ten plus seven more would be placed on the mat.\nSuggested Technology: Document Camera, Microsoft Office\nSpecial Materials Needed:\n- Tens and Ones Mat (attached file) - 1 for each pair of students\n- 20 counters - 1 group for each pair of students\n- 2 ten-sided dice -1 pair per student pair\n- Paper & pencil or dry erase boards & markers for each student if you have them record numerals\n- How Many Free Tickets Can You Get? (attached file) - 1 for each pair of students\n- Crayons - a few for each pair of students\nThis lesson can be used to introduce numbers 11-20 or used for additional practice with these numbers. The attached Tens and Ones Mat file contains two work mats - a simple mat showing a column each for ten and some more or a work mat that uses a ten frame for the ten. Either mat can be used.\n\"Even though kindergarten, first-, and second-grade children daily experience numbers up to 20 and beyond it should not be assumed that they will automatically extend the set of relationships they have developed on smaller numbers to the numbers beyond 10. And yet these numbers play a big part in many simple counting activities, in basic facts, and in much of what we do with mental computation. Relationships with these numbers are just as important as relationships involving the numbers through 10.\" (John Van de Walle and Lou Ann Lovin, Teaching Student-Centered Mathematics Grades K-3, page 54)\nIn Kindergarten, it's not necessary for students to think about numbers 11-20 as one group of ten and an amount of ones, but it is important for them to understand that these numbers are ten and some more and to be able to count on from ten. This lays the foundation for future base ten understandings that will be developed in first grade.\nSOURCE AND ACCESS INFORMATION\nName of Author/Source: Elizabeth Gehron\nDistrict/Organization of Contributor(s): Seminole\nIs this Resource freely Available? Yes\nAccess Privileges: Public\n* Please note that examples of resources are not intended as complete curriculum.", "label": "Yes"}
{"text": "- Senior Maths Challenge 2016 / 2017\n- Senior Math Challenge\n- Frances98 get those A's blog!\n- Edexcel IAL Core Mathematics C34 WMA02 JUNE 2017\n- Bored AMA\n- Oxford Physics Aptitude Test\n- Who is the smartest chat member?\n- How did/does STEM influence your life?\n- UKCAT help and any good courses ??\n- Can you pass the National Numeracy Challenge?\nRelated university courses\nBusiness & Management/Mathematics (SocSci)\nUniversity of Glasgow\nComputer Science and Mathematics\nComputing Science and Mathematics\nUniversity of Stirling\nCreative & Professional Writing and Mathematics\nUniversity of Derby\nUniversity of Oxford\nMathematics and Statistical Science\nUniversity College London\nMathematics with a Year Abroad\nUniversity of East Anglia\nMathematics with Computing\nMathematics with Economics\nUniversity of Exeter\nMathematics with Foundation Year\nUniversity of Plymouth", "label": "Yes"}
{"text": "Forgot your password?\nOr sign in with one of these services\nSchiehallion's isolated position and regular shape led it to be selected by Charles Mason for a ground-breaking experiment to estimate the mass of the Earth in 1774. The deflection of a pendulum by the mass of the mountain provided an estimate of the mean density of the Earth, from which its mass and a value for Newton's Gravitational constant G could be deduced. Mason turned down a commission to carry out the work and it was instead coordinated by Astronomer Royal, Nevil Maskelyne. He was assisted in the task by mathematician Charles Hutton, who devised a graphical system to represent large volumes of surveyed heights, later known as contour lines.\nThere are no comments to display.\nYou need to be a member in order to leave a comment\nSign up for a new account in our community. It's easy!\nAlready have an account? Sign in here.", "label": "Yes"}
{"text": "With simple linear regression, standard errors and confidence intervals for fitted (and predicted) values are easily computed. In R, we can use the\nse.fit argument in\npredict.lm, which returns the standard error for the fitted values, and\ninterval = \"confidence\" to return confidence intervals. With linear mixed-effects models, however, it is not so easy. Neither\nlme4) provide these methods, as confidence intervals on mixed-effects model predictions are harder to produce.\nThe solution is to use the parametric bootstrap, which is conveniently implemented in\nbootMer to be applied to models fit with the\nlme4 package (\nglmer). Here I describe a simple wrapper around\nbootMer, providing an alternative for\npredict.merMod that calculates standard errors (and confidence intervals) for predictions.\nA side-effect of this implementation is that confidence intervals now appear in\nvisreg plots of mixed-effects models.\nThe code shown below is implemented as a very simple package,\nbootpredictlme4, which can be installed with,\nNote that the package cannot be used in conjunction with the\nlmerTest package, since both packages replace the\npredict.merMod function from\nlme4. For this reason I will probably not attempt to submit this package to CRAN.\nSuppose we fit a linear mixed-effects model, using the built-in\nsleepstudy dataset (in the\nlme4 package), which fits the reaction time of subjects as a function of the number of days since a sleep deprivation (3 hours per night) experiment.\nlibrary(lme4) fm1 <- lmer(Reaction ~ Days + (Days | Subject), sleepstudy)\nThe structure allows for a random intercept and slope of reaction vs. days by subject. A\nvisreg plot (Fig. 1) shows the fitted model (for the average subject). Note that I have not yet loaded the\nlibrary(visreg) visreg(fm1, \"Days\", ylab=\"Reaction time (ms)\")\nIf we are interested in the fitted value at some specified time, let’s say 5 days, we can use\nre.form=NA to yield predictions for the average subject (i.e. not include random effects in the predictions). Note that we actually invoke\nfm1 is fitted with\npredict(fm1, newdata = data.frame(Days=5), re.form=NA)\n## 1 ## 303.7415\nNow we would like to calculate a confidence interval on this prediction, using the bootstrap. We can generate 100 bootstrap resamples with the\nbootMer function, as follows. In this case, we apply the\npredict.merMod to each of the bootstrapped fits. I am just using 100 fits to speed up this code, but you probably want to use 1000 samples or more.\nb <- bootMer(fm1, nsim=100, FUN=function(x)predict(x, newdata=data.frame(Days=5), re.form=NA))\nThe resulting object\nb contains lots of information, but most useful is the element\nb$t, which lists the output of the function we applied to each of the bootstrap resamples, in this case the fitted value at\nThe following histogram shows the distribution of the fitted values, that is, the sampling distribution. Note that if you use more samples (which you should), the distribution will look more like a normal distribution.\nhist(b$t, breaks=seq(250,350,by=5), ylim=c(0,25), main=\"\", xlab=\"Reaction time at 5 Days (ms)\", col=\"cornflowerblue\") box()\nThe standard error of our predicted value can be estimated simply as the standard deviation of the sampling distribution, that is,\n##  9.184015\nand the confidence interval as the quantiles of the distribution (in this case, a 95% confidence interval).\nquantile(b$t, probs=c(0.025, 0.975))\n## 2.5% 97.5% ## 286.5467 321.5505\nThe example above is implemented in the\nbootpredictlme4 package (as mentioned, install with\ndevtools::install_github(\"remkoduursma/bootpredictlme4\")). When loading the package, the\npredict.merMod function is replaced with a function that takes an\nlibrary(bootpredictlme4) predict(fm1, newdata=data.frame(Days=5), re.form=NA, se.fit=TRUE, nsim=100)\n## $fit ## 1 ## 303.7415 ## ## $se.fit ## 1 ## 10.50841 ## ## $ci.fit ## 1 ## 2.5% 283.6878 ## 97.5% 323.8666\nTwo standard errors are computed, the\nse.boot is the one described above (the standard deviation of the sampling distribution), and\nse.fit is an effective standard error that reconstructs the bootstrapped confidence interval if we were to assume asymptotic normality. In the case of normality, the half-width of the confidence interval (for 95% coverage) is of course 1.96 times the standard error. Thus\nse.fit is calculated as the half-width of the bootstrapped confidence interval, divided by 1.96. It is this standard error that is used by\nvisreg (see below), making sure that the resulting confidence interval is actually equal to the bootstrapped confidence interval.\nIn most cases\nse.boot will be very similar, unless you used very few bootstrap samples, or the sampling distribution is very non-normal (which is certainly possible).\nA major advantage is that\nvisreg automatically recognizes that we can compute standard errors, and now a confidence interval appears on the standard effects plot. Note that\nbootpredictlme4 warns about using few bootstrap resamples. The default has a low number to allow rapid testing.\nvisreg(fm1, \"Days\", ylab=\"Reaction time (ms)\")\n## Number of bootstrap replicates very low. ## Set to higher value with e.g. options(bootnsim = 500)\nThe new predict method also allows more complicated\nvisreg plots, like the overlay plot (my personal favorite).\n# Add a fake grouping variable to sleepstudy high <- with(sleepstudy, levels(reorder(Subject,Reaction,mean)))[1:9] sleepstudy$Group <- factor(ifelse(sleepstudy$Subject %in% high, \"A\", \"B\")) fm2 <- lmer(Reaction ~ Days*Group + (Days | Subject), sleepstudy) visreg(fm2, \"Days\", by=\"Group\", overlay=TRUE, ylab=\"Reaction time (ms)\")\n## Number of bootstrap replicates very low. ## Set to higher value with e.g. options(bootnsim = 500) ## Number of bootstrap replicates very low. ## Set to higher value with e.g. options(bootnsim = 500)", "label": "Yes"}
{"text": "Features aspects and solutions of problems of linear vibrating systems with a finite number of degrees of freedom. Starts with development of necessary tools in matrix theory, followed by numerical procedures for relevant matrix formulations and relevant theory of differential equations. Minimum of mathematical abstraction; assumes a familiarity with matrix theory, elementary calculus. 1966 edition.\nHow to download book\nBuy this book\nYou can buy this book now only for $11.59. This is the lowest price for this book.\nDownload book free\nIf you want to download this book for free, please register, approve your account and get one book for free.\nAfter that you may download book «Lambda-Matrices and Vibrating Systems»:", "label": "Yes"}
{"text": "Metric Prefixes are “labels” that can be placed in front of base units. Whenever using the metric prefix chart, remember that “1” is associated with the metric prefix.\nConversion factors needed:\n1 km (kilometer) = 103 m (meters)\nA bedroom has a volume of 116 m3 .\nWhat is its volume in cubic kilometers (km3)?\nFrequently Asked Questions\nWhat scientific concept do you need to know in order to solve this problem?\nOur tutors have indicated that to solve this problem you will need to apply the Metric Prefixes concept. You can view video lessons to learn Metric Prefixes. Or if you need more Metric Prefixes practice, you can also practice Metric Prefixes practice problems.", "label": "Yes"}
{"text": "An annuity is a financial product that pays out in equal intervals over time, such as but not limited to a retirement fund. This fund would pay the same value at a regular frequency until the annuity has been exhausted. This calculator assists in working out the future value of an annuity to gauge what the financial value will be after a set period of time, this can assist with decisions relating to the time value of money. The calculations for this future value of annuity calculator rely on knowing the current or present value of the annuity, the interest rate that will be given and the number of periods in which the interest will be accumulated - which in this case is years. We assume a static interest rate in this calculation as predicting the fluctuations of interest rates offered by financial institutions over time into the future is almost impossible.\nIf you've found a bug, or would like to contact us please click here.\nCalculate.co.nz is partnered with Interest.co.nz for New Zealand's highest quality calculators and financial analysis.\nCopyright © 2019 calculate.co.nz All Rights Reserved. No part of this website, source code, or any of the tools shall be copied, taken or used without the permission of the owner. All calculators and tools on this website are made for educational and indicative use only. Calculate.co.nz is part of the realtor.co.nz, GST Calculator, PAYE Calculator,and Salary.co.nz group.", "label": "Yes"}
{"text": "Nifty Applications in Discrete\nBill Marion, Doug Baldwin, Susanna\nEpp, Peter Henderson\nJune 7-11, 2004\n5/10/04 REGISTRATION IS NOW CLOSED\nHave you ever struggled to come up with applications in a discrete\nmathematics course which demonstrate to your students the relevance of\nwhat seems like a rather disparate collection of topics to their study\nof material in computer science (and, yes, even excite them too!)?\nThen, this workshop is for you.\nThe workshop will provide participants with an in-depth look at a\nnumber of problems and applications that arise in a typical discrete\nmath course (sequence) which is designed to meet the needs of computer\nscience majors. The problems and their solutions will be treated\nfrom both a mathematical and a computational perspective.\nRepresentative problems will be selected from the following domains:\nencryption algorithms, finite-state automata and Turing machines,\nanalysis of algorithms, algorithm correctness, Boolean algebra and\nlogic circuits, graph algorithms, data base systems, functional and\nlogic programming, and computer graphics.\nAs a pre-workshop activity, participants will be given a collection of\npossible problems to be discussed during the workshop, assigned some\nreadings on each of the problems and asked to choose which ones they\nwould like to see in more detail. At the workshop, for each of\nthe applications chosen, the presenters will provide background\ninformation and the participants will work in teams to develop\nsolutions to a carefully chosen set of exercises. Participants will\nreturn to their institutions prepared to implement the materials\ndeveloped. As follow-up, participants will be asked to contribute\ntheir own examples and applications to an on-going, on-line repository\ndeveloped by the workshop leaders.\nReturn to the PREP front page", "label": "Yes"}
{"text": "[Numpy-discussion] [Python-3000] PEP 31XX: A Type Hierarchy for Numbers (and other algebraic entities)\nFri Apr 27 13:59:07 CDT 2007\nJan Grant wrote:\n> . . . the space of doubles include a small number of things\n> that aren't representable by a rational (+/- inf, for instance).\nAnton Sherwood, http://www.ogre.nu/\nMore information about the Numpy-discussion", "label": "Yes"}
{"text": "This plugin enables mathjax (http://www.mathjax.org) functionality for WordPress (http://www.wordpress.org).\nYet another plugin to add MathJax support to your wordpress blog. Just wrap your equations inside $ signs and MathJax will render them visually.\nIntegrates the super-fast KaTeX LaTeX equation typesetting engine with WordPress. Create beautiful, yet performant math in your posts and pages.\nLaTeX2HTML makes you write blog like in LaTeX doc.\nWP MathJax is another simple wordpress plugin for MathJax. WP MathJax will add MathJax.js to the header and footer of the page.", "label": "Yes"}
{"text": "8 months ago\nAntidifferentiation of Linear Over Quadratic\n9 months ago\nClaremont McKenna College Department of Mathematical Sciences\nHere are all of the videos that Mark Huber has uploaded to Vimeo. Appearances are videos that Mark Huber has been credited in by others.\nMore stuff from Mark Huber\nTM + © 2015 Vimeo, LLC. All rights reserved.\nMade with k in NYC.\nYour content preferences apply to any Vimeo videos you view. Learn more about content preferences in our FAQ.", "label": "Yes"}
{"text": "Professor Landon Gauthier came to Carthage from the University of Kentucky, where he earned his Ph.D. in mathematics with his advisor Dr. Russell Brown. His dissertation was on improving the regularity of coefficients on inverse problems involving the polyharmonic operator. On top of this, he is also interested in analysis, mathematical modeling, the history of mathematics, and curious problems in mathematics.\nProf. Gauthier went to UW-Platteville for his undergraduate degree. There, he became involved in the Mathematics Department where he helped in creating a math modeling club and participated in competitions across the Midwest. He is interested in helping the students at Carthage explore the opportunities that Carthage offers.\nIn his free time, Prof. Gauthier enjoys spending time with his wife and his two cats: Georg Cantor and Henrietta Lebesgue. He is an avid fan of watching all things sports and enjoys golfing.\n- Ph.D. — Mathematics, University of Kentucky\n- M.A. — Mathematics, University of Kentucky\n- B.S. — Mathematics, the University of Wisconsin-Platteville\n- MTH 1050\n- MTH 1120\n- NSG 2330\nReal Analysis, Partial Differential Equations, Inverse Problems\nRussell Brown, Landon Gauthier. Inverse boundary value problems for polyharmonic operators with non-smooth coefficients. Inverse Problems and Imaging, 2022, 16 (4) : 943-966. doi: 10.3934/ipi.2022006 Christopher Frayer. Landon Gauthier. “A tale of two circles: geometry of a class of quartic polynomials.” Involve 11 (3) 489 - 500, 2018. https://doi.org/10.2140/involve.2018.11.489", "label": "Yes"}
{"text": "HOMEROOM STUDENTS: See Tab Below for Student Virtual Classroom & 7th Grade Electives Registration--- I miss you! Mrs. Flake\nCanvas directions for Math Extended Learning-\nVideo directions to login to Canvas can be found HERE:\nOnce logged in you should be able to see the course. There's a link to the modules on the home page, but if that link does not work for some reason, please click the MODULES button on the left hand side. NOTE: If you only click ASSIGNMENTS you will miss the instruction and some activities. SO stick with going through the assignments as part of the MODULE!\nMrs. Cindy Flake, MAT\nInterim 6th Grade Math Teacher\nMt. Pleasant Middle School\nMy Google Voice phone/text is: 980-222-4303", "label": "Yes"}
{"text": "Math Series is designed keeping a preschoolers / kindergarten kids in mind. It is very ideal for kids between the ages 3 to 8. It is an excellent application for kids to have fun with numbers and math. Math Series is very ideal for parents since it engages kids while driving, in the airport or while waiting in the restaurants.\nThe default setup is to start the kids with simple number series (1's) and after 25 problems (first award), it will advance to next series and so on. If you choose random the series will be randomly selected. Additional options to setup the maximum start number and ascending or descending options are also provided.\nOnce the correct answer has been achieved, just press next button and a new series will appear. Five successful correct answer results in a colored star or a flower as a reward. The rewards icon keep changing. Math Series lets you adjust the levels to customize them for your child.", "label": "Yes"}
{"text": "Kids apply figuring out area and lacking lengths and widths with these house-themed visible fashions. Choose the appropriate grade to have students follow the math skills they’re expected Fun Math Games For Kids to know at their explicit training degree. You can then choose which talent(s) you need them to work on as they play an thrilling, journey-packed sport or use our accessible digital textbook.\nThis can be a logic puzzle game the place you complete the rings of numbers across the grey hexagons. Numbers cannot repeat in any of the overlapping rings. Use the given numbers to infer Fun Math Games For Kids the situation of the others. Use this printable worksheet to count in a gaggle to strengthen your math abilities.\nThis game is a variation on the basic logic puzzle recreation. Your activity is to create a stack of cards within the proper descending order from the jumbled playing Math Games For Kids cards on the 3 piles. The catch is that you could solely transfer a card to an empty slot or a card of a better value.\nEvery stage poses a new problem in World’s Hardest Game. Some ranges might require you to maneuver shortly and react fast, and other levels require you to sluggish it down. Earlier than you begin each degree take a second to look it over. This will enable you save a while on pointless restarts that would’ve been averted Fun Math Games For Kids. See should you notice any spots on the map where blue balls don’t attain, these spots might be your secure spots on the map. You also should take note of how briskly the blue balls are transferring. Some might be moving quick, and others is likely to be transferring slower.\nFactors Of Fun Math Games For Kids In The Usa\nNo-Hassle Fun Math Games Secrets – An Intro\nThese excellent form math games for teenagers, together with our epic tangram sport , help enhance math abilities whereas having fun with enjoyable learning actions online. On this recreation you must kind a chain of numbers whose sum equals 10. Remove all possible chains on the sphere before the timer runs out to finish every of the 15 ranges.\nYou can print off an infinite number of worksheets and generate a vast number of questions related to every ability. Merely choose the suitable grade to your college students, select the skill you want Fun Math Games For Kids them to practice, and you will be introduced with a free PDF worksheet. If you want to generate one other worksheet with completely different questions, just refresh the web page, new questions are created every time – so you’ll by no means run out of worksheets or maths questions ever again.\nThis can be a size measuring sport the place you assist the gnome measure numerous objects in his path. Select whether or not to measure in imperial or metric and how huge the fractions you may be measuring. This sport is a enjoyable way to introduce young kids to fractions and decimals.\nWe provide 12 to 16 top stage categories for every year (the exact number varies by 12 months). These embrace Addition and Subtraction, Multiplication and Division, Shapes, Statistics, Algebra, and so forth., and so forth. That means Fun Math Games there are over 1400 exactly targeted matters in whole in the major part of free-maths.games all of which can be used with all of the actions accessible on the site.\nMoreover, if a participant pots their ball AND an opponent’s ball on their turn, play passes to their opponent. Use your geometry expertise to search out out the right perspective whereas having enjoyable with this on-line math sport. Answer the maths questions and then gather as a lot candy as you’ll be able to for Indignant Andy.\nUtilizing dice is a good way to learn Math details and develop psychological calculation expertise in a fun and straightforward approach. Designed by EducaGames, specialists in instructional https://kids-math-games.com/number-sequence/ VideoGames, fashioned by psychologists and professionals with in depth experience within the instructional field.\nFrequent Core: Each studying activity or sport is aligned with the math standards required by the Widespread Core for various grades. Which means that pupils complete duties that are not only enjoyable but in addition immediately relevant to what they will be assessed on.\nTraining should start in early childhood. Creating math abilities for 3-year-olds and four-yr-olds youngsters is essential for them to be ready for varsity. So, we introduced some easy and fun math video Free Math Games For Kids games for kids. Have your own math-themed celebration by studying find out how to solve the phrase problems on fraction addition.", "label": "Yes"}
{"text": "Unformatted text preview: ogica\nLaws on working hours, wages, etc.\nCommunication Exponential Change\nExponential rate of change --- change that happens at a faster and faster\nLinear rate of change --- change that remains fixed\nExample of cassettes on page 16 Exponential change\nWhat is exponential change?\nIf you buy 2 books every month, how many books you would\nhave after months\nhave after 6 months? 2×6=12 If you buy books the first month and you double the amount\nIf you buy 2 books in the first month, and you double the amount\nof books you buy each next month, have, how many books you\nwould have after 6 months?\nAmount you buy: 2 – 4 – 8 – 16 – 32 - 64\nAmount you have: 2 – 6 – 14 – 30 – 62 - 126 Technology Time Line\nTechnology Time Line\nAGRICULTURE BEGINS Fire, Stone Tools\n1m BC PAPER MAKING\nMAKING THE BRONZE AGE\nView Full Document\n- Spring '12\n- Industrial Revolution, Iron Age, Smelting, Technology Begin", "label": "Yes"}
{"text": "Math Worksheets Missing Addends – Through the thousand pictures on-line about math worksheets missing addends\n, picks the very best libraries together with ideal resolution simply for you all, and this photographs is among images collections inside our greatest graphics gallery regarding Math Worksheets Missing Addends. I’m hoping you might want it.\nThis kind of impression (Math Worksheets Missing Addends Elegant Missing Addend 2 1 3241 955 Pixels) over will be labelled with: math worksheets division,math worksheets for grade 1,math worksheets for grade 2,math worksheets for grade 3,math worksheets for kids,math worksheets for kindergarten,math worksheets grade 4,math worksheets grade 7,math worksheets grade 8,mathworksheets4kids function table,\nplaced simply by Natalie from 2017-12-04 00:41:12. To see many graphics in Math Worksheets Missing Addends pictures gallery you need to follow this web page link.\nThe Most Incredible and also Attractive math worksheets missing addends\npertaining to Invigorate The house Provide Residence|Cozy AspirationHome\nMath Worksheets Missing Addends Elegant Missing Addend 2 1 3241 955 Pixels Uploaded by Natalie on Monday, December 4th, 2017 in category Math Worksheets Multiplication.\nHere we have another image Math Worksheets Missing Addends Elegant 1967 Best Grade 1 Images On Pinterest featured under Math Worksheets Missing Addends Elegant Missing Addend 2 1 3241 955 Pixels. We hope you enjoyed it and if you want to download the pictures in high quality, simply right click the image and choose \"Save As\". Thanks for reading Math Worksheets Missing Addends Elegant Missing Addend 2 1 3241 955 Pixels.", "label": "Yes"}
{"text": "The following events are upcoming and recurring events that support the advancement and participation of minorities in the mathematical sciences. More information may be found on the calendar.\nIf you are interested in having your conference or workshop represented here, first check that your event meets the guidelines outlined here, then contact us at email@example.com with a description of your event.\nSummer 2021 Center Sponsored Workshops\nCreating a Better Summer Experience: A DEI Workshop for REU Directors and Faculty Mentors\nThis workshop, designed for REU directors and faculty mentors, will provide participants with the tools to assist with mentoring underrepresented and minoritized students in mathematics. Sessions will address building supportive communities of scholars, the science of mentoring, and a summary of lessons learned from NSF CORE grant on supporting students of color in the mathematical sciences.\nConference Date: May 22nd, 2021\nRegistration Deadline: May 9th, 2021\nFuture/Recurring Conferences and Workshops\nConference for African-American Researchers in Mathematical Sciences (CAARMS)\nCAARMS is an annual conference that spotlights the accomplishments of mathematicians from underrepresented minority groups. The event includes invited speakers, tutorials, and graduate student poster sessions and provides a forum where minority researchers in the mathematical sciences can meet, learn about work across different mathematical fields, and mentor minority graduate students.\nThe EDGE Summer Session\nThe EDGE Summer Session is for women entering PhD programs and especially encourages the participation of women from underrepresented minority groups. The program includes mini-courses and guest lectures given by faculty researchers and mentoring sessions with faculty and graduate student mentors.\nApplication date: Available December 2020\nBlackwell-Tapia Conference and Award Ceremony\nThe Blackwell-Tapia Conference is a biannual conference in honor of David Blackwell and Richard Tapia. The conference includes scientific talks, poster sessions, panel discussions, networking opportunities, and the awarding of the Blackwell-Tapia Prize. The conference aims to recognize and showcase mathematical excellence by minority researchers and to recognize and disseminate successful efforts to address under-representation. Participants are invited from all career stages and represent institutions of all sizes across the country, including Puerto Rico.\nRichard Tapia Celebration of Diversity in Computing Conference\nThe Tapia Conference brings together undergraduate and graduate students, faculty, researchers, and professionals in computing from all backgrounds and ethnicities. The conference aims to celebrate diversity in computing, connect people from common backgrounds, ethnicities, disabilities, and gender, obtain advice from leaders in academia and industry, and be inspired by presentations and conversations.\nConference date: September 16-19, 2020\nRegular Registration date: August 31, 2020\nInfinite Possibilities Conference (IPC)\nThe IPC is a national conference designed to promote, educate, encourage, and support minority women underrepresented in mathematics and statistics. The conference includes research talks, poster sessions, mentoring and career breakout sessions, professional development, and community. Participants represent women in high school, college, graduate school, postdocs, early faculty, and senior researchers in academia, industry, and government.\nLatinx in the Mathematical Sciences Conference (Latmath)\nLatmath showcases the achievements of Latinx in the mathematical sciences. The conference aims to encourage Latinx to pursue careers in the mathematical sciences, to promote the advancement of Latinx, to showcase research conducted by Latinx, and to build a community around shared academic interests. Activities include research talks, panel discussions, student poster sessions, and pre-conference activities for undergraduate and graduate students.\nConference date: March 4-6, 2021\nSpring Opportunities Workshop\nThe Spring Opportunities Workshop aims to prepare women and underrepresented minorities for work in academia, industry, and government laboratories. The workshop provides an opportunity for women in the mathematical sciences to improve their non-technical skills such as public speaking and professional networking, working in teams, ethical reasoning. Participation is encouraged by graduate students, postdoctoral fellows, junior researchers, and professionals in the mathematical sciences. The conference includes research presentations, professional development sessions, motivational keynote speakers, Graduate School & Career Expo Hall, multicultural celebrations and traditions, and an inclusive and welcoming community.”\nSACNAS National Diversity in STEM Conference\nThe SACNAS conference is the largest multidisciplinary and multicultural STEM diversity even in the country and serves to equip, empower, and energize participants for their academic and processional paths in STEM. The conference include research presentations, processional development sessions, motivational keynote speakers, Graduate School & Career Expo Hall, multicultural celebrations and traditions, and an inclusive and welcoming community.\nConference date: October 22-24, 2020\nRegular Registration date: September 26, 2020\nLocation: Long Beach, CA\nModern Mathematics Workshop\nThe Modern Mathematics Workshop is a two-day workshop held in conjunction with the national meeting of SACNAS. The workshop showcases the contemporary research happening at the NSF Mathematical Institutes. Activities include research expositions aimed at graduate students and researchers, mini-courses aimed at undergraduates, a keynote lecture by a distinguished scientist, and a reception for participants to learn about the Mathematical Institutes.\nWorkshop Celebrating Diversity at SIAM Annual Meeting\nThe Workshop Celebrating Diversity is held in conjunction with the SIAM Annual Meeting. The workshop provides a chance for students to listen to technical talks presented by minority graduate students. The workshop aims to send a clear, explicit message of support from SIAM to members of underrepresented groups, to bring together a mixture of people of different ages and professional experiences, to provide an opportunity for minority graduate students to present their research and learn about careers in applied and computational mathematics.\nModern African Diaspora Joint Mathematics Workshop (ADJOINT) Mathematics Workshop\nThe African Diaspora Joint Mathematics Workshop (ADJOINT) is a two-week summer activity designed for researchers with a Ph.D. degree in the mathematical and statistical sciences who are interested in conducting research in a collegial environment. The main objective of ADJOINT is to provide opportunities for in-person research collaboration to U.S. mathematical and statistical scientists, especially those from the African Diaspora, who will work in small groups with research leaders on various research projects.\nApplication: Tuesday, December 15, 2020\nDates: June 21 – July 2, 2020\nLocation: Berkeley, California", "label": "Yes"}
{"text": "Parameter Estimation and Inverse Problems3rd Edition\nRichard C. AsterBrian BorchersClifford H. ThurberPrice: USD: 99.95ISBN: 978-0-12-804651-7Copyright date: Oct 23, 2018\nElsevier Science & Technology\nParameter Estimation and Inverse Problems, Third Edition, is structured around a course at New Mexico Tech and is designed to be accessible to typical graduate students in the physical sciences who do not have an extensive mathematical background. The book is complemented by a companion website that includes MATLAB codes that correspond to examples that are illustrated with simple, easy to follow problems that illuminate the details of particular numerical methods. Updates to the new edition include more discussions of Laplacian smoothing, an expansion of basis function exercises, the addition of stochastic descent, an improved presentation of Fourier methods and exercises, and more.\nGraduate and advanced undergraduate students taking courses in geophysical inverse problems. It is also used as a reference for geoscientists and researchers in academe and industry\n1. Introduction2. Linear Regression3. Rank Deficiency and Ill-Conditioning4. Tikhonov Regularization5. Discretizing by Basis Functions6. Iterative Methods of Solving Linear Problems7. Additional Regularization Techniques8. Fourier Techniques9. Nonlinear Regression10. Nonlinear Inverse Problems11. Bayesian Methods12 Adjoint Methods", "label": "Yes"}
{"text": "One ounce is equal to 2 tablespoons.\nFluid ounces to tablespoons (oz to tbsp) conversion table and converter to find\nout how many tablespoons in an ounce.\nTablespoons to fluid ounces (tbsp to oz) conversion table and converter to find\nout how many ounces in tbsp.\nOunces to tablespoon conversion (fl oz to tbsp) helps you to calculate how many\ntablespoon in a ounce volume metric units, also list fl oz to tbsp conversion ...\nConvert Ounces to Tablespoons,Volume Conversions.\nA dry ounce is equivalent to 2 tablespoons. The dry ounce is also equal to 1/8\ncup and 28.3 grams. These simple ... How do I convert dry ounces to tablespoons\nIn general, 1 dry ounce of an ingredient is equivalent to 2 tablespoons. A simple\nformula can be utilized to convert between these two units of...\nConvert how many tablespoons (tbsp) from butter are in 1 ounce (oz). This online\ncooking butter conversion tool is for culinary arts schools and certified chefs.\nQuickly convert ounces into tablespoons (oz to tablespoon [UK]) using the online\ncalculator for metric conversions and more.\n3 teaspoons, 1 tablespoon, 1/2 ounce, 14.3 grams. 2 tablespoons, 1/8 cup ... 5 1/\n3 tablespoons, 1/3 cup, 2.6 ounces, 75.6 grams ... Try the Conversion Calculator", "label": "Yes"}
{"text": "Be sure that you have an application to open\nthis file type before downloading and/or purchasing.\n1 MB|8 pages\nIn this quick check math assessment on number sense, students demonstrate knowledge of one more/one less and ten more/ten less than a given number. Included are directions, number cards, checklist, and activity sheet.", "label": "Yes"}
{"text": "Benoît Caya October 29, 2020 Reading Worksheets\nOn the first day of each month the canteen cooks hamburgers. The Cook needs 1/10 of a kg of mince, 1/8 of a lettuce and 1/5 of a lettuce for each burger. How much of each item does the Cook need to have on hand if every student (except 5) order a hamburger? It takes Principal Jones 20 minutes to walk from his house to the school. If he walks to the school in the morning and home in the afternoon. How long will he walk in total in 1 school week? How long will he walk in total in a 9 week term? The school day starts at 9:00 a.m. First break is from 11:00 a.m to 11:20 a.m. The second break is from 1:00 p.m to 1:40 p.m. The school day finishes at 3:00 p.m. How much time do the students spend in class in one day? How much time do the students spend in class in one week? How much time do the students spend on break in one day? How much time do the students spend on break in one week?\n1st grade math worksheets and my Mom has math teaching style. Math will not be as terrible as it seems if parents take interest in preparing their little ones for math before school age. I grew up not understanding how it is that people talk about math as difficult as they do, it was my best subject at school. It was easy because of my upbringing that ensured that math and I got acquainted long before school. My mother who was a primary grade teacher told me how she began teaching me math in different guises at home before I got to school age. I remember that with my Mom everything was somehow connected to math. She made me count the buttons in my shirt as she dressed me up, asked questions that demanded answers that are related to sums, like how many pair of shoes do you have? How many buttons are there on your Daddy has shirt? Count all the furniture in the living room and several math games.\nA comprehensive set of worksheets covering a variety of subjects can be used to expand your child has learning experience. A worksheet about shapes can be used as part of a game to find shapes around the house, counting worksheets can be used to count things you see in the grocery store and so on. Almost everything you do with your child can be turned into an opportunity to learn - and worksheets can give you the guidance you need to find those opportunities. Worksheets that include topics such as social and natural science will help to expand your child has horizons, teaching them about their environment and how things work, while improving their vocabulary at the same time. A worksheet about farm animals can initiate a visit to the farm area at the zoo, or to a real farm, where your child can explore and learn even more.\nRemember to select worksheets that are the right level difficulty for your child. Get something too hard, and your child will become discouraged. Make it too easy, and they will not learn much. Home-school worksheets are far more than busy work. They are an important part of making sure that the concepts you teach in your home school stick with your child. Just make sure you have a good source for providing the worksheets, and that they are the right ones for your kid or kids.\n1st grade worksheets are used for helping kids learning in the first grade in primary schools. These worksheets are offered by many charitable & commercial organizations through their internet portals. The worksheets provide study materials to kids in a funky & innovative way, to magnetize them towards learning. These worksheets are provided for all subjects present in a 1st grade school curriculum covering English, math, science & many others. Worksheets are also provided for developing & nurturing the thinking skills of a student too in the form of crossword puzzle & thinking skill worksheets. Moreover, many 1st grade worksheet providers as well provide time counting & calendar worksheets as well to test the IQ of the kids.\nIn our area, in the middle of Wayne National Forest, hunting is such a part of the culture that the first day of gun season, the Monday after Thanksgiving, is known in the schools as \"Deer Day.\" That day is written into the school calendar as a day when schools are closed so students can go hunting. Naturally, my son wanted to join in, so he took the required \"Hunters Safety Course\" offered by the Ohio Department of Natural Resources. He earned a 98% on the test. 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{"text": "By Jörg Bewersdorff\nRead Online or Download Algebra für Einsteiger: Von der Gleichungsauflösung zur Galois-Theorie (German Edition) PDF\nSimilar algebra books\nThe speculation of generalized inverses of genuine or complicated matrices has been expertly built and documented. however the generalized inverses of matrices over earrings have obtained complete remedy just recently. during this ebook, the writer, who contributed to the study and improvement of the idea, explains his effects.\nThis 2002 ebook offers the reader with mathematical instruments taken from matrix calculus and zero-one matrices and demonstrates how those instruments vastly facilitate the applying of classical statistical methods to econometric versions. The matrix calculus effects are derived from a number of simple principles which are generalizations of the foundations of normal calculus.\nWhile now not used each day, simple arithmetic strategies are tricky to keep in mind and use. while humans plan to come back to varsity, they have to take front and location assessments with an important math element. Idiot's publications: simple math and Pre-Algebra is helping readers come back in control and relearn the first thoughts of arithmetic, geometry, and pre-algebra so one can move front assessments, corresponding to the GED, ASVAB, and Praxis, in addition to remedial math classes.\nUtilizing real facts to make math significant to scholars, Jay Lehmann’s algebra sequence makes use of a curve-fitting method of version compelling, real-world events, whereas answering the perennial query “But what's this reliable for? ” starting with attention-grabbing facts units, scholars are requested to discover types and derive equations to slot a situation, aiding them to appreciate capabilities graphically, numerically, and symbolically.\nAdditional info for Algebra für Einsteiger: Von der Gleichungsauflösung zur Galois-Theorie (German Edition)\nAlgebra für Einsteiger: Von der Gleichungsauflösung zur Galois-Theorie (German Edition) by Jörg Bewersdorff", "label": "Yes"}
{"text": "Visit theNational Library of Virtual Manipulativesto entry a range of on-line activities for faculty students, each involving digital objects such as cash and blocks. We did our analysis and found the most effective resources to teach math ideas, problem solving and important thinking for pre-K and up. Students at one college district mastered 68% extra math skills on average after they used Prodigy Math. Stick-figure strip that includes humour about expertise, science, mathematics and relationships, by Randall Munroe. There is a treasure trove of video lectures on mathematics on videolectures.net.\nBuzzMath focuses on helping middle schoolers apply their math expertise. It accommodates high-quality issues, provides instant and detailed feedback, and lets students progress at their own pace. Randomly generated values let students retry problems to acquire mastery. Teachers additionally receive detailed outcomes that assist them guide and monitor pupil progress. Learn the talents that will set you up for achievement in decimal place worth; operations with decimals and fractions; powers of 10; volume; and properties of shapes. Learn Algebra 2 aligned to the Eureka Math/EngageNY curriculum —polynomials, rational features, trigonometry, and more.\nConsider using this math web site as a mind break or as a means to help children left off some steam while polishing up their math abilities. When applicable, it will present answers utilizing graphs, photographs and written explanations. Keep in mind, there is presently no functionality to enter your personal equations. So, college students https://www.topschoolreviews.com/outschool-review cannot use WolframAlpha Math to unravel specific questions. But you presumably can take equations from the website to unravel at school, utilizing it to evaluate answers. Aimed at center faculty and highschool college students, the website options videos with young professionals who clarify how they use algebra.\nStudents can earn ninja belts of different colors for their ability degree. In-depth classes with videos, guided practice, interactive self-tests, and extra. Check out the lots of of games on this web site and on Coolmath4kids. Personalized math curriculum that includes digital classes and small-group instruction. Also has on-line modules, workbooks and reply keys, and professional growth. Here’s an online learning house that is participating, supportive, and designed to get youngsters excited about math.\nThis interactive online device helps students grasp fundamental facts. Set up as a whole-class or small-group competitors, students earn ninja playing cards and observe outcomes on a ninja scoring poster. Two board video games that train operations are also obtainable for purchase. Through ongoing research, MIND Research Institute continues to analyze key questions about studying, arithmetic, and the way the mind works. ST Math is their pre-K–8 visual tutorial program, helping teachers engage children extra deeply in math learning.\nThe many topics embody Algebra, Analysis, Game Theory, Graph Theory, Optimization, and Statistics. Statistics is a useful level of math, because it involves gathering and analyzing numbers and data. Statistics is mentioned last in this math information because seniors normally take it in college as a last math course. You can be taught much more with MathHelp, a website that gives resources and tips to improve your test-taking expertise.\nMake math about more than numbers with engaging items, real-world eventualities, and limitless questions. Teachers choose the strand after which arrange college students to work independently. Istation makes customized learning straightforward with computer-adaptive instruction, assessments, personalized data profiles, and instructor sources. Includes digital classes and face-to-face teaching methods.\nLearn the abilities that will set you up for fulfillment in numbers and operations; fixing equations and systems of equations; linear equations and functions; and geometry. Aplus Math supplies Interactive math sources for academics, mother and father, and college students that includes free math worksheets, math games, math flashcards, and more. Tons of enjoyable and educational on-line math games, from basic operations to algebra and geometry. Teachers know that top-of-the-line methods to verify studying sticks is through track.\nFor instance, there are worksheets dealing with Pythagorean theorem. You can even generate word video games andproblems, helping accommodate diverse learning kinds. You can search for a selected subject or browse by class. Quickly, you’ll find videos to make use of during the core components of a lesson or as a learning station.\nThey then pose job-related challenges to two groups of students in the video. Encouraging your class to take the challenges will expose them to the identical algebraic ideas. Created by Utah State University, the net library’s goal is purely to engage college students.", "label": "Yes"}
{"text": "Presentation exponential growth and decay section 3.5. objectives. Carbon 14 dating math central. The half life of carbon 14 is 5730 years? yahoo answers.\nBefore reading more about carbon-14 dating, do the following activity to see how In mathematics, a smooth, declining curve of the type just drawn is called, not central to understanding how carbon dating is used to establish the age of an\nRadiocarbon Dating and American Evangelical Christians\nproperties play a central role in their solution. Of course, a .. functions in calculus and higher mathematics. . Archaeology—Carbon 14 Dating. As long as a guide to dating in college dating divas favorite things done", "label": "Yes"}
{"text": "The United States currently imports all of it's coffee. The annual demand for coffee by US consumers is given by the demand curve Q = 250 - 10P, where Q is quantity (in millions of pounds) and P is the market price per pound of coffee. World producers can harvest and ship coffee to us distributors at a constant marginal (= average) cost of $8 per pound. US distributors can in turn distribute coffee for a constant $2 per pound. The US coffee market is competitive. Congress is considering a tariff on coffee imports of $2 per pound.\na) If there is no tariff, how much do consumer pay for a pound of coffee? What is the quantity demanded?\nb) If the tariff is imposed, how much will consumers pay for a pound of coffee? What is the quantity demanded?\nc) Calculate the lost consumer surplus\nd) Calculate the tax revenue collected by the government\ne) Does the tariff result in a net gain or a net loss to society as a whole?\nI'm not certain if I am correct on the following or not.\na) Consumers will pay $10 dollars per pound and the quantity demanded would be 23.936 million pounds.\nb) I am not sure how to get started on this part.© BrainMass Inc. brainmass.com October 9, 2019, 7:04 pm ad1c9bdddf\nCalculate the lost consumer surplus.", "label": "Yes"}
{"text": "We?ve written before about howusing yourhands can help your memory. Are your kids?or you?havingtrouble with math? Another reason to use your hands!\nPsychologists have discovered that kids who are told togesture while doing math are more likely to solve mathproblems. Researchers conducted two studies with a total of176 children in late third and early fourth grade. SaraBroaders and her colleagues randomly assigned the studentsto do different manipulations. Some were told to gesture,others were told not to gesture, and some were not toldanything either way (they were the controls). These were allkids had made mistakes in solving math problems in the past.\nStudents had to solve six math problems on a chalkboard andexplain to an experimenter how they solved each problem. Theresearchers coded the children?s videotaped efforts,analyzing gestures and utterances that conveyedproblem-solving strategies.\nChildren who were told to move their hands when explaininghow they?d solve a problem were four times as likely tomanually express correct new ways to solve problems. Andeven though they didn?t give the right answer, theirgestures revealed an implicit knowledge of mathematical ideas.\n“Mankind is trapped. I want to help you spring the trap.””The veil between the worlds can fall. The undiscoveredcountry can become your backyard.””Your destiny, each of you, is to become all of God.”Find out whosaid these provocative words.\nNOTE: This news story, previously published on our old site, will have any links removed.\nSubscribers, to watch the subscriber version of the video, first log in then click on Dreamland Subscriber-Only Video Podcast link.", "label": "Yes"}
{"text": "Combino is an hybride game composed by three games an edition, a 2D game cards and a 3D construction blocs.\nDyscalculia is difficulty in learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, and learning facts in mathematics. It is generally seen as a specific developmental disorder. Dyscalculia is a persistent disorder.\nFor a dyscalculia child to perform an operation as simple (in appearance) as 1 + 1, or to associate two fundamental forms, is a complicated task, which can handicap them heavily.\nCombino is a dyscalculia game for children from 2 to 7 years. You can practice Combino with a speech therapist and continue the rehabilitation at home with your children using the poster and the explanation book called \"Plans de Jeu\". Is compose by three independent games : an edition print in risography, a 2D cards game printed on PVC with a UV proccess and a construction blocs made of polyethylene injected (bi-colors. You can Combine them or play separately which makes Combino an hybrid game.\nThe full Combino game\nOne part of the seconde game, children must find the geometric model hidden in the edition with 2D cards\nSuperposition of colors : we speak of inclusion of colors\n© Photo Credit Miko/Miko Studio\n© 2018 par Eisenlohr Adrien", "label": "Yes"}
{"text": "RAND Function – Generate Random ‘Decimal’ Numbers In Excel\nIn my last article I discussed about how to generate RANDOM numbers in Microsoft Excel which is very easy using the function RANDBETWEEN. You type the function in excel and provide the Bottom and Top number (as lower and upper limit) and you get the Random numbers.\nBut if you notice carefully all these randomly generated numbers are integer type numbers, therefore, in this article I will discuss with you how to generate Decimal Random Numbers.\nOne solution is to divide the output of RANDBETWEEN numbers by 10, 100 or 1000, i.e., in multiple of 10.\nBut the problem is the integer part of these numbers will reduce and the number will not be within bottom and top range.\nFor example, suppose the output of RANDBETWEEN is 4387 and we divide it by 10, it will turn into 438.7, divide by 100 it will be 43.87, further divide by 1000, the output will be 4.387.\nWhich is not desirable.\nThe solution is to use RAND function.\nLets first discuss about the RAND Function.\nThe syntax for the RAND function in Microsoft Excel is very simple.\nParameters or Arguments\nNo parameters or arguments require for the RAND function.\nNote : The Microsoft Excel RAND function returns a random number which is greater than or equal to 0 and less than 1. The RAND function returns a new random number each time your spreadsheet recalculates, similar to RANDBETWEEN function.\nTo use RAND function type =RAND() and press enter and you are done.\nBut did you noticed integer part is missing, why ?\nBecause RAND function output is from 0 to 1.\nSo, you can modify your formula by multiplying 10 and you may or may not get the decimal number having integer part.\nThis is because if the output of RAND function is starting with 0 then the number will be without having any integer part.\nAlso notice that we have no control over these Random numbers i.e., no upper or lower boundary or limit is implemented.\nThe Solution :\nThe solution is to modify the formula as below :\nWhere B represents Upper limit or Top number and A presents the Lower limit or bottom number.\nWhat is the function of (B-A)+A in RAND formula ?\nThe Ordering of Mathematical Operation teaches us that multiplication is first to be calculated in this formula and then addition and then Subtraction will be applied.\nThe steps are\n1. RAND generates a random number between 0 to 1\n2. This number gets multiplied by B and A\n3. New numbers are subtracted\n4. then summed up by A\nHope you have enjoyed this article …\nKeep reading, sharing & Stay blessed …", "label": "Yes"}
{"text": "Calculus Optimization: Cone of Maximal Volume Inscribed in a Sphere\nLots of classical calculus problems involve finding the optimal dimensions of a shape inscribed in a sphere so that the shape has the largest possible volume. One of the easiest examples of such a problem is finding the dimensions of a cylinder inscribed within a sphere. Here we tackle a very similar problem, finding the maximum volume cone that can fit inside a sphere. Though a cone has two independent measurements, base radius and height, the constraint that it must fit inside a unit sphere (sphere of radius 1) lets us transform a two-variable calculus problem into a simpler single-variable calculus problem.\nStep 1: Transforming a 2-Variable Equation Into a 1-Variable Equation\nThe formula for the volume of a cone is V(r, h) = (π/3)hr^2. Here, the function V is a function of r and h. But when a cone must fit exactly inside a unit sphere, we can discover a relation between r and h that allows us to rewrite r as a function of h, or h as a function of r. The figure below shows how we can relate r and h for a cone inscribed in a unit sphere.\nWhen a cone is inscribed in a unit sphere, the relation between h and r is\n(h-1)^2 + r^2 = 1\nwhich can be simplified to\nh^2 - 2h + 1 + r^2 = 1\nh^2 - 2h + r^2 = 0\nr^2 = 2h - h^2\nr = sqrt(2h - h^2)\nNow we can rewrite the cone volume formula solely in terms of h:\nV(r, h) = (π/3)hr^2\nV(h) = (π/3)h*[sqrt(2h - h^2)]^2\n= (π/3)h(2h - h^2)\n= (π/3)(2h^2 - h^3)\nStep 2: Taking the Derivative, Finding h and r\nThe last step is to take the derivative of the volume function V(h), set the derivative expression equal to zero, solve for h, and then use our value of h to back solve for r. Doing so gives us\nV'(h) = (π/3)(4h - 3h^2)\n(π/3)(4h - 3h^2) = 0\n4h - 3h^2 = 0\n4h = 3h^2\n4 = 3h\nh = 4/3\nSo the cone with a maximal volume that can be inscribed within a unit circle has a height of 4/3. To figure out the value of r, we use the expression r = sqrt(2h - h^2) that we found in Step 1. Plugging h = 4/3 into this expression gives us\nr = sqrt(8/3 - 16/9)\nFinally, we can write the solution as h = 4/3 and r = sqrt(8/9). The volume of this cone works out to be\nV = (π/3)(4/3)(sqrt(8/9))^2\nThe volume of a unit sphere is 4π/3, which means the cone of maximal volume takes up 8/27 or about 29.63% of the unit sphere's volume.\nComparison to the Cylinder Problem\nIn the closely related problem of a finding a maximal volume cylinder inscribed within a unit sphere, the optimal dimensions turned out to be h = 2/sqrt(3) and r = sqrt(2/3), with a total cylindrical volume of V = 4π/[3*sqrt(3)] ≈ 2.4184.\nSolving as a 2-Variable Calculus Problem\nInstead of transforming this into a single-variable problem, you can solve it as a 2-variable problem using the technique of Lagrange multipliers. This is a technique covered in multivariable calculus or Calc III. With Lagrange multipliers, we call the constraint equation g(r, h) = r^2 - 2h + h^2 = 0 and solve the system of equations\n∂V/∂r = λ*∂g/∂r\n∂V/∂h = λ*∂g/∂h\ng = 0\nwhich is the system\n(2π/3)hr = 2λr\n(π/3)r^2 = 2λ(1-h)\nr^2 - 2h + h^2 = 0\nSince it is a system of non-linear equations, you cannot use matrices to solve it, but instead substitution.", "label": "Yes"}
{"text": "At Place Farm Primary Academy, we teach Maths through an engaging and accessible style, using the Mathematics Mastery programme. Mathematics Mastery was developed by the ARK schools and inspired by Maths teaching from Shanghai and Singapore. At Place Farm Primary Academy, Mathematics Mastery is taught from Years One to Six.\nThe Mathematics Mastery curriculum follows the National Curriculum objectives and has been developed to ensure that every child can achieve excellence in Maths. It provides children with a deep understanding of the subject, through the use of a concrete, pictorial and abstract approach. This ensures that children fully understand what they are learning, and are able to explain their methods.\nMathematics Mastery provides fewer topics to be taught in greater depth, and aims for children to calculate equations with confidence. The lessons are taught in six parts, enabling children to explore and discuss concepts with their peers, before working independently. This is invaluable, because it ensures that the children have a secure understanding of each new concept.\nTo reinforce our teaching of Mathematics Mastery, there are many ways that you can support your child at home;\n- Practising multiplication tables\n- Exploring telling the time\n- Weighing and measuring\n- Playing money-focused games\n- Playing board games\n- Looking for shapes\n- Discussing the days of the week and the months of the year\nThere is also a wealth of information available on the Mathematics Mastery website, which can be found at: www.mathematicsmastery.org\nMiss Lister is the Maths Leader at Place Farm Primary Academy.", "label": "Yes"}
{"text": "Bass numbers of semigroup-graded local cohomology\nGiven a module M over a ring R that has a grading by a semigroup Q, we present a spectral sequence that computes the local cohomology HIi(M) at any graded ideal I in terms of Ext modules. We use this method to obtain flniteness results for the local cohomology of graded modules over semigroup rings. In particular we prove that for a semigroup Q whose saturation Qsat is simplicial, and a finitely generated module M over k[Q] that is graded by Qgp, the Bass numbers of HIi(M) are finite for any Q-graded ideal I of k[Q]. Conversely, if Qsat is not simplicial, we find a graded ideal I and graded k[Q]-module M such that the local cohomology module HIi(M) has infinite-dimensional socle. We introduce and exploit the combinatorially defined essential set of a semigroup.\nVolume / Issue\nStart / End Page\nInternational Standard Serial Number (ISSN)\nDigital Object Identifier (DOI)", "label": "Yes"}
{"text": "Improve your academic performance\nEven if the numbers and operations seem daunting at first glance, following pemdas principles allows students to take a step-by-step approach and build out the final solution one component at a time.\n24/7 Live Specialist\nYou can improve your academic performance by studying regularly and attending class.\nGet help from our expert homework writers!\nReach support from expert professors\nConfidentiality is important in order to maintain trust between parties.\nEach pemdas problem tests logic skills as well as technical math proficiency.\nIf you need help, we're here for you 24/7.\nGet Study is the perfect place to find resources and information for all your academic needs.\nExplain math question\nTo solve a mathematical equation, you need to find the value of the unknown variable.\nBuild bright future aspects\nYou can get expert support from professors at your school.\nBuild brilliant future aspects\nMath can be a difficult subject for many people, but it doesn't have to be! By taking the time to explain the problem and break it down into smaller pieces, anyone can learn to solve math problems.\nClear up mathematic problem\nThis step-by-step guide will show you how to easily learn the basics of HTML.\nApplying this acronym can help beginners and advanced students alike approach sample pemdas problems with more confidence.\nGET HELP INSTANTLY\nSometimes the best solution is the one that's right in front of you.\nClarify mathematic equation\nReliable support is essential for any business.\nTrack Way is a great place to go for a run.", "label": "Yes"}
{"text": "course 3 chapter 3 equations in two variables worksheet answers lesson 4 homework practice mathcounts4evercourse 3 • chapter 3 equations in two variables name date period lesson 5 homework practice graph a line using intercepts state the x and y intercepts of each function 1 6x 8y = 24 x intercept —4 y intercept 3 2 x gy = 18 x intercept 24 y intercept 3 4 10a loy = 20 x intercept 48 y intercept 36 x lntercept 2 y intercept 2 3 x y = 12 5 x y = 1 x intercept 1 y.\nSo Worksheets if you wish to have all these great graphics regarding course 3 chapter 3 equations in two variables worksheet answers, just click save icon to download the photos for your laptop. They are all set for download, if you love and want to grab it, just click save badge on the page, and it’ll be immediately downloaded in your home computer.\ncourse 3 chapter 3 equations in two variables answer key line homework and grading tools for instructors and students that reinforce student learning through practice and instant feedback course 3 chapter 3 equations in two variables answer key. chapter 3 section 3 1 reading graphs linear equations chapter 3 section 3 1 reading graphs linear equations in two variables objectives 1 interpret graphs 2 write a solution as an ordered pair 3 decide whether a given ordered pair is a solution of a given equation 4 plete ordered pairs for a given equation 5 plete a table of values 6 plot ordered pairs.\nThanks for visiting our website, articleabove course 3 chapter 3 equations in two variables worksheet answers published by admin. At this time we are excited to declare we have found an incrediblyinteresting topicto be discussed, namely course 3 chapter 3 equations in two variables worksheet answers Many individuals trying to find details about and of course one of these is you, is not it?\nhigh school inequalities resources29 best algebra resources images on pinterestlinear inequalities in two variablespair of linear equations in two variables class 10 solutionsclass 10 mathematics chapter 3 ncert exemplar solution part ivalinear inequalities in two variablesalgebra 1 word problems worksheet with answers worksheets for allread manga neko ane vol 001 ch 005 helping with homework holt prereview 2 more linear equations assignment answers with xand graphing linear inequalities in two variables11 best maths class 10 ncert solutions images on pinterestdifferential equations separation of variablesalgebra archive october 11 2017solving linear equations and linear inequalities — harder examplepair of linear equations in two variables class 10 solutions", "label": "Yes"}
{"text": "- July 25, 2019 at 11:28 pm\nI know this seems like an elementary question, but I’m not having any luck accomplishing my task. So if I have a circle and I want to add a line from the center of the circle and have it intersect with the circle, how do I do it? I’ve tried everything I can think of and it won’t make a complete path. I’m wanting it to combine so when I send it to the CNC it will start at the point in the middle of the circle and then travel along the straight line and complete the circle. I can not for the life of me get it to work. Please help!!!\nLog in to reply.", "label": "Yes"}
{"text": "Read the problem looking for keywords and values:\n- What type of variable is the focus of the problem? Is it quantitative, e.g. a mean, or categorical, e.g. a proportion or percent?\n- How many variables are of concern?\n- Is(are) the population(s) standard deviation, sigma, given?\n- Are sample variances equal or are you instructed to assume they are equal?\n- What is(are) the sample size(s)?\n- Is a claim or proposition mentioned?\n- Are you given summary statistics or raw data?\nAt many golf clubs, a teaching professional provides a free 10-minute lesson to new customers. A golf magazine reports that golf facilities that provide these free lessons gain, on average, $2100 in green fees, lessons, or equipment expenditures. A teaching professional believes that the average gain exceeds 2,100, and collects data (shown below in the solution examples) on the gain from 15 clubs in his area. At the 0.05 level of significance, does the data support the claim?\nWhat should you glean from reading the problem statement?\n- This is a single-sample test about a mean.\n- The teaching professional believes that average gain exceeds $2100. Thus the claim is that the mean gain exceeds $2100. The phrase “exceeds $2100” indicates the claim contains the “>” math operator which is a form of inequality. Thus, the claim must be the alternative hypothesis, Ha: μ > $2100, because the null must be an equality.\n- The null hypothesis is always the complement of Ha and is Ho: μ <= $2100.\n- Because Ha contains the > operator, this is a right-tailed test. Remember the mnemonic that the math operator in the alternative points toward the tail of the test.\n- We are given raw data, N = 15, and we do not know the population standard deviation, sigma. Because we do not know sigma and N is less than 30, we must use a t-test for a small sample.\n- The degrees of freedom for the t-test are N-1 or 14.\n- If the t-test statistic for the data is greater than 1.76 (or p<0.05), we reject the null and accept the alternative.\n- Using technology, see below, the test statistic is 1.85 which is greater than 1.76 and falls in the rejection region. Accordingly, the p-value is 0.0425 which is less than alpha = 0.05. Both methods indicate the null hypothesis should be rejected in favor of the alternative.\n- Because the claim is the alternative, which has been supported, the conclusion is “There is sufficient evidence to support the claim that the average gain from giving free lessons to new customers is greater than $2100.”\nStatCrunch: The data is in column “gain.” 1. Select Stat>T Stats>One Sample>With Data. 2. In the One Sample T dialog box (2), click on “gain” in the Select Column(s) section, select the Perform Hypothesis test for µ radio button. Enter the null hypothesis, Ho: μ= 2100. Select > in the Ha: μ > 2100 and click Compute. 3. The results of the hypothesis test are in the box (with Options button) that opens. The t-test statistic is 1.85 and the p-value is 0.0425.\nThe data is in column A. Select PHSTAT>One-Sample Tests>t-test for Mean, sigma unknown. In the dialog box that opens, enter the Null Hypothesis of 2100, the Level of Significance of 0.05, click on Sample Statistics Unknown, enter the range of the data values, check that the First cell contains a label, select an Upper-tail Test and click OK.\nA new tab will be inserted with the name Hypothesis. The t-test statistic is 1.85 and the p-value is 0.0425.", "label": "Yes"}
{"text": "12 of 12 people found the following review helpful\n= Durability: = Fun: = Educational:\nVerified Purchase(What is this?)\nThis review is from: Educational Wooden Toys : Number flat puzzle 24 months + (Baby Product)\ni bought this puzzle for my nursery children where i work, they fully enjoy the puzzle and take it out if its not been put on the table. the pieces are easy to take out and put back and are the right size for there little fingers. i would recommend this puzzle for people who work or people who have children as its a fun way of learning how to count from 1 to 10.", "label": "Yes"}
{"text": "Hypothesis testing relates to the basic concepts of Statistics. Some of the basic statistics are Parametric, Non Parametric tests, Confidence intervals, alternate hypothesis, Significance of tests and many other tests. Thus, you may get that the related topics are simple but sometimes these can provide a complex problems that need appropriate solutions. Thus, the requirement of Hypothesis Testing Homework Help is increasing day by day.\nHow do you get an exact solution for Hypothesis Testing homework?\nDo you think that every solution related to Hypothesis testing is accurate? Yes, all solutions provided to all students are perfect as the hypothesis experts are there to provide you an exact solution you are looking for. The professionals are experienced and thus they know how to represent each and every solution to make it cent percent effective as well as to the point. Each pattern of experts does not match with your answered as they know how to explain a small topic or concept in a perfect way.\nWhen should you take Homework help related to Hypothesis test?\nHypothesis Testing Homework Help knows your homework importance. You should take when you desire to get the concept to improve your academic career. The answers provided by them will surely remove your hesitation. Every time you follow all solutions you will get an effective pattern of writing.\nWhat are the different solutions relate to?\nThe solutions are not always simple as there are many topics that relate to the subject and responsible for different conditions. Some important tests are Decision-Rulet Test, Z-test, Power of a test, Hypothesis formulation, testing a proportion, ANOVA, Testing a proportion, Sampling Theory and many other related topics. Professionals know that which topic is perfect for which solution.\nHence, Hypothesis Testing Homework Help easily solve out the problems of different topics. You will easily get that “What is the need of Forecasting Homework Help for students?â€", "label": "Yes"}
{"text": "Independent simple random samples of 950 men and 2500 women are tested. Among the men in the sample, 81 have red/green color blindness. Among the women in the sample, 9 have red/green color blindness.\nThe value of the test statistic is z= (round to at least three decimal places).\nA sample of 56 students who live on-campus has a mean GPA of 83.7 with a sample standard deviation of 7.44. A independent sample of 42 students who live off-campus has a mean GPA of 82.4 with a standard deviation of 5.45\nThe value of the test statistic is\nThank You ?\nPlease thumbs up\nGet Answers For Free\nMost questions answered within 1 hours.", "label": "Yes"}
{"text": "In practice structural equations are often estimated by least-squares, thus neglecting any simultaneity. This paper reveals why this may often be justifiable and when. Assuming data stationarity and existence of the first four moments of the disturbances we find the limiting distribution of the ordinary least-squares (OLS) estimator in a linear simultaneous equations model. In simple static and dynamic models we compare the asymptotic efficiency of this inconsistent estimator with that of consistent simple instrumental variable (IV) estimators and depict cases where -- due to relative weakness of the instruments or mildness of the simultaneity -- the inconsistent estimator is more precise. In addition, we examine by simulation to what extent these first-order asymptotic findings are reflected in finite sample, taking into account non-existence of moments of the IV estimator. By dynamic visualization techniques we enable to appreciate any differences in efficiency over a parameter space of a much higher dimension than just two, viz. in colored animated image sequences (which are not very effective in print, but much more so in live-on-screen projection).\ninvalid instruments simultaneity bias weak instruments 4D diagrams due to relative weakness of the instruments or mildness of the simultaneity", "label": "Yes"}
{"text": "I asked a question regarding negative values of null dyads in dyad census I had previously and thanks to Szhorvat for answering it. It was very helpful. I have a follow-up question I would appreciate any insights if possible. Research in multigraph recognizes social network data often comprise multiple edges and loops in their natural state and simplifying by collapsing edges and removing loops discards information inherent to the network. I’m just wondering if dyad census in igraph would consider offering a way to take into account multiple edges and loops in the analysis? Or is this question irrelevant to dyad census? I hope it’s not weird to think negative values of null dyad is making sense as long as the sum of MAN still comes to 10, the total number of isomorphism classes. And the pattern I had did reflect actors’ behavior well. I cannot find any research about multiple edges in dyad census and would appreciate any reference to any. Thanks so much.\n“Dyad census” simply means counting how many pairs of vertices have:\no o, no connection\no --> o, a unidirectional connection\no <-> o, a bidirectional connection\nSince dyad census just means counting different types of vertex pairs, negative values obviously make no sense. As I said in the other thread, the negative value is a result of integer overflow, i.e. a computational limitation. This will be partially addressed when R/igraph is updated to use version 0.10 of C/igraph (i.e. likely in igraph 2.0).\nWhenever a negative value appears, there should be a warning message, as below:\nIf you don’t see a warning, please show a complete minimal example that reproduces the issue, so we can track down and correct the problem.\nThe classic “dyad census” is plain counting of vertex pairs, so self-loops and multi-edges are ignored. There are possible generalizations of the idea, but those would be a different concept.\nYou may want to look into the literature on weighted motifs (not implemented in igraph at the moment).\nEdge multiplicities can be regarded as edge weights. Based on these, one may assign a weight to each subgraph that’s being considered, and instead of counting subgraphs directly, we can add up their weights.", "label": "Yes"}
{"text": "in graphic how a graph photoshop paper can recreate design grid i, number graph line paper matkappco, on paper cheap alibabacom graph find line at deals buy, meters paper template graph interior floor grid plan design in for, graph doc premium 12 paper pdf templates free, ot letter toolbox trick handwriting graph the spacing paper, image printable flat paper stock design vector line graph background , equation linear properties of for graph graphing, ejthompsonco software free paper online draw on graph, 1 log labeled excel best of paper graph cm semi number editable line\nWe found 19++ Images in On Line Graph Paper Gallery:\nConstructing Math Line Goodies Graphs 2019\n- Print Printable Grid Download Paper Graph Online Free All And\n- Paper Graph\n- Line To Graph How With Wikihow Pictures Make A Steps 8\n- Printable 8 Template Inch Paper Lines Documents Graph Per Free\nTop 15 On Line Graph Paper\nOn Line Graph Paper Online Graph Paper Drawing Tool Graphsketch Uploaded by on Monday, August 27th, 2018 in category Graph Paper Worksheets.\nHere we have another image On Line Graph Paper College Ruled Graph Paper Line Template Monster Powerpoint Graphs Template Line Graph Paper featured under On Line Graph Paper Online Graph Paper Drawing Tool Graphsketch. We hope you enjoyed it and if you want to download the pictures in high quality, simply right click the image and choose \"Save As\". Thanks for reading On Line Graph Paper Online Graph Paper Drawing Tool Graphsketch.", "label": "Yes"}
{"text": "I found the lab about Randomized Response Surveys, from chapter 6, interesting. This lab has the reader explore how to get accurate data from a survey and how to evaluate that data.\nAn important mathematical term introduced in this lab would be bias, which is the difference between an estimate’s expected value and the true value to be estimated. Expected value would actually be another term defined in this chapter, there is actually a fair amount of vocabulary.\nA good example question from this lab is without doing any simulations, guess the general shape of the functional relation between Pr(Heads) for the penny and the SD of the estimate. How do you think the estimator will behave if Pr(Heads) is near 0? near 1? Record your guess in the form of a sketch of a graph of SD (theta) as a function of theta = Pr(Heads).\nI think the general nature of statistics, having to adjust for unexpected circumstances and how you apply logic and patterns to those circumstances is what fascinates me about this lab.", "label": "Yes"}
{"text": "I used to drive a VW bug back then.... It didn't even get to 60mph... it was struggling to reach 55mph even...\nHey, I can hijack my own thread!\nEnough OT, let's go back to DoF, or is everyone satisfied so far?\nAnother way to see it (keeping it simple) is that when comparing two different formats and same AOV (angle of view), then the DOF is approximately the same for a given aperture diameter (not the aperture ratio).\n4x5 using a 105mm at f/8 will have approximately the same DOF as 8x10 using a 210mm at f/16, since the aperture diameters for 105mm at f/8 and 210/mm at f/16 are the same\nAs the focal length of a lens increases the DOF decreases..I believe that stands for the most part with all formats. Switching between formats and lenses one might notice a difference, but if using the appropriate lens for a particular format things should fall into place. You have to test this with the same subject, same distance different formats, same f-stop. As always there is some interesting technical information here but again I believe understanding the basics of this is key.\nJust my thought.\nYes, nobody works in aperture dimensions, but you could use an empirical method using the ratio between the focal length of the lenses and adjust the aperture value (f/stops) accordingly.\nLet's say that a 160mm lens on 4x5 gives you the same AOV of a 320mm lens on 8x10, then the ratio 320/160=2. You have to multiply by 2 the aperture in the 320mm to get the same DOF as the 160.\nIn the case of the OP, to get the same DOF in 35mm using a 50mm lens and 6x4.5 using a 80mm lens, you need to multiply by 1.6 the aperture in the 80mm lens. Here the results are approximate since the film proportions and angle of view between the two are not the same.\nIn the attachment there are two examples with data obtained from the online DOF calculator http://www.dofmaster.com/dofjs.html", "label": "Yes"}
{"text": "Explore Taylor polynomials graphically and analytically, as well as graphically determine the interval where the Taylor polynomial approximates the function it models.\nIn this problem, students investigate a Taylor polynomial centered at zero.\nStudents will recall that this Taylor polynomial is also known as a Maclaurin polynomial. Students find the 4th degree Taylor polynomial that approximates f(x) = ln(x + 5) at x = 0. They will notice that the values are closest at the center and become farther apart the further the x-values are from the center.\nThis problem also gives students the opportunity to explore different degrees of a Taylor polynomial. They use the Taylor command to find the respective polynomials and graph the function with each of the larger power polynomials in turn.\nThis will demonstrate that a Taylor polynomial will only approximate the function over a given interval, no matter how large the Taylor Polynomial is.\nAt the end of this activity, students will be able to find the first few terms of a Taylor series approximation to a function for any given value of x. They will also be able to graph a function and its Taylor polynomials of various degrees to show their convergence to a function.\n© Copyright 1995-2024 Texas Instruments Incorporated. All rights reserved.", "label": "Yes"}
{"text": "Question: Is it possible for events A and B to be\nIs it possible for events A and B to be both mutually exclusive and independent? Justify your answer.\nRelevant QuestionsRefer to Exercise 4.23. Define the following events. Event A: A randomly selected government employee having an advanced college degree would accept a promotion Event B: A randomly selected government employee having an ...Of a finance company’s loans, 1% are defaulted (not completely repaid). The company routinely runs credit checks on all loan applicants. It finds that 30% of defaulted loans went to poor risks, 40% to fair risks, and 30% ...Conditional probabilities can be useful in diagnosing disease. Suppose that three different, closely related diseases (A1, A2, and A3) occur in 25%, 15%, and 12% of the population. In addition, suppose that any one of three ...Suppose the random variable y has a Poisson distribution. Compute the following probabilities: a. P(y = 4) given μ = 2 b. P(y = 4) given μ = 3.5 c. P(y > 4) given μ = 2 d. P(1 ≤ y The College Boards, which are administered each year to many thousands of high school students, are scored so as to yield a mean of 513 and a standard deviation of 130. These scores are close to being normally distributed. ...\nPost your question", "label": "Yes"}
{"text": "2nd Grade Research and Inquiry Resources\n• Children will use the Internet to do research and inquiry on fractions.\n• Children will learn more about how to tell if one fraction is larger or smaller than another fraction.\n• Children will solve fraction problems on a worksheet by circling the larger of two fractions.\nThis site is presented by Webmath. The site has math activities and information for grades K• 8. It also provides resources for solving a variety of math problems.\n• Have children create fractions using crayons.\n• Have children compare their fractions and tell which one is larger.\n• Have children connect to http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/level1.htm. Then have children:\nPlay the game. Have children type the number of children sharing the pizza. They then click on Check and see the pizza divided in the right fractions. They click on Next to continue to the next question.\nHave children draw a picture of a pizza and divide it into slices according to how many people they will share it with.\nHave children write a fraction for one slice of the pizza they drew.", "label": "Yes"}
{"text": "Table of Contents\nHow do you convert between metric units?\nTo convert from one unit to another within the metric system usually means moving a decimal point. If you can remember what the prefixes mean, you can convert within the metric system relatively easily by simply multiplying or dividing the number by the value of the prefix.\nHow do you convert between two units?\nIn a nutshell, do all conversions of units by multiplying the original measurement by a well-chosen form of the number 1. A bit less briefly: Find the conversion factor for the given and desired units, and write it as a fraction with the given units in the opposite position from the original measurement.\nHow do you convert between imperial and metric units?\nHow to Convert Imperial to Metric\n- Find the right conversion number (see Metric – Imperial Conversion Charts)\n- If the answer is in the thousands or millions (or thousandths or millionths), then drop the zeros and use the correct prefix (see Metric Numbers)\nWhat are examples of metric units?\nThe metric system has meter, centimeter, millimeter, and kilometer for length; kilograms and gram for weight; liter and milliliter for capacity; hours, minutes, seconds for time.\nWhat is conversion formula?\nConversion Rate = Total number of conversions / Total number of unique visitors * 100. Conversion Rate = Total number of conversions / Total number of leads * 100.\nHow do you convert standard units?\nStandard units are dimensionless. If the original list has units, the original SD has the same units. To transform a measurement to standard units, we divide the measurement (minus the mean) by the SD, which cancels the original units.\nWhat is an example of a famous unit conversion failure?\nSome Famous Unit Conversion Errors! Orbiter spacecraft after a 286-day journey to Mars. Thrusters used to help point the spacecraft had, over the course of months, been fired incorrectly because data used to control the wheels were calculated in incorrect units.\nWhat are the 7 basic units of measurement in the metric system?\nThe seven SI base units, which are comprised of:\n- Length – meter (m)\n- Time – second (s)\n- Amount of substance – mole (mole)\n- Electric current – ampere (A)\n- Temperature – kelvin (K)\n- Luminous intensity – candela (cd)\n- Mass – kilogram (kg)\nWhat are the three metric system?\nMetric system basics The three most common base units in the metric system are the meter, gram, and liter. The meter is a unit of length equal to 3.28 feet; the gram is a unit of mass equal to approximately 0.0022 pounds (about the mass of a paper clip); and the liter is a unit of volume equal to 1.05 quarts.\nWhat are the 3 formulas for converting temperature units?\nCelsius, Kelvin, and Fahrenheit Temperature Conversions\n|Celsius to Fahrenheit||° F = 9/5 ( ° C) + 32|\n|Fahrenheit to Celsius||° C = 5/9 (° F – 32)|\n|Celsius to Kelvin||K = ° C + 273|\n|Kelvin to Celsius||° C = K – 273|\n|Fahrenheit to Kelvin||K = 5/9 (° F – 32) + 273|\nHow do you convert units within the metric system?\nTo convert among units in the metric system, identify the unit that you have, the unit that you want to convert to, and then count the number of units between them. If you are going from a larger unit to a smaller unit, you multiply by 10 successively.\nWhat are the rules for converting measurements?\nand write it as a fraction with the given units in the opposite position from the original measurement.\nHow do you convert Mt to lbs?\nMETRIC TON TO POUND (mt TO lb) FORMULA. To convert between Metric Ton and Pound you have to do the following: First divide 1000 / 0.45359237 = 2204.62262185 Then multiply the amount of Metric Ton you want to convert to Pound, use the chart below to guide you.\nWhat metric units do you use to measure distance?\nHere’s a list giving you the basics: Units of distance: The basic metric unit of distance is the meter (m). Units of fluid volume: The basic metric unit of fluid volume (also called capacity) is the liter (L). Units of mass: Technically speaking, the metric system measures not weight but mass. Units of time: As in the English system, the basic metric unit of time is a second (s).", "label": "Yes"}
{"text": "So it seems the ZL1/CTS-V LSA superchargers are the hot swap these days, they are all over eBay for as little as 500.00 and one of the primary reasons we developed our LSA Supercharger Accessory Drive kit. It's like the 60's again when we had all the 6-71 and 8-71 blowers laying around for your hot rods. Note: GM called their Diesel 2 cycle supercharger for the numbers of cylinders and the cubic inch of each, hence 6-71 and so on. Now we have the ZL1/CTS-V LSA superchargers just begging to be on your LS swap in your muscle car.\nI see lots of people talking about ZL1/CTS-V LSA superchargers on the forums, but I see a lot of people are still mystified by how they work. Many think they can put it on their big inch LS build and it will make 9lbs of boost. I will try to let a little bit of the magic out of the bag today, calculating boost from a constant displacement supercharger like the LSA Supercharger on a constant displacement engine.\nOne of the first things you need to realize is that the LSA supercharger and engine are both constant displacement pumps designed to work together and produce 9lbs of boost, so as you change one constant value greater the other is affected proportionately lower.\nZL1/CTS-V LSA superchargers - Boost Math:\nThe ZL1/CTS-V LSA superchargers installed on a factory 376 cubic inch LS is rated at 9lbs of boost. The 9lbs of boost is achieved using a 7.8\" crank pulley and a 2.95\" blower pulley. That gives the LSA Supercharged Engine a 2.6 pulley ratio on the supercharger. In other words the top pulley goes 2.6 revolutions for every revolution on the bottom.\nPulley Ratio Math:\nTherefore: 7.8 / 2.95 = 2.644\n(crank pulley OD / blower pulley OD = pulley ratio)\nNow for this example we are going to calculate how much boost we make if we put this ZL1/CTS-V LSA superchargers on a 427 cubic inch LS engine. It's a 2 step process. The first thing we need to do is figure out how much bigger the 427 cubic inch LS engine is in comparison to the stock 376 cubic inch engine. The second calculation is to adjust the boost down proportionally.\nRemember, we have the same amount of air on top but a bigger hole to fill on the bottom lowering the pressure.\n427/376=1.135638 Lets round it to 1.136 Save the number for the second calculation.\nFor Discussion: Percentage is like talking dollar and pennies and where we put the decimal point. 1 dollar is 100 pennies with the pennies being like percentages. Just move the decimal point 2 positions to the right for percentage.\nSo now 1 or 100%=376 is for the base engine and .136 or13.6%=51.136 for the increase size. So the 427 is 13.56% bigger than the stock 376 cubic inch ZL1.\nBoost Ratio Math:\nSimply divide the original boost by the overall increase in engine size.\nTherefore: 9/1.136 = 7.92 boost.\nSo, our 427 will make 7.92lbs of boost with the stock pulleys.\nTo Increasing Boost :\nSo how do we make more boost? Easy, change the pulley sizes and spin the LSA Supercharger faster. To do this we need to calculate a new pulley ratio with some know pulley sizes. The engine is 13.56% larger therefore a 10% larger crank pulley would get back most of the boost. For example, theATI 10% Overdrive pulley (for the stock ZL1) is 8.58 inches. That should get us back closer to the original 9lbs of boost.\nPulley Ratio Math:\n8.58 / 2.95 = 2.908 (crank pulley dia. / blower pulley dia. = pulley ratio)\nNow we can calculate boost with the new pulley ratio\nTherefore: 7.92/2.6 x 2.908 = 8.85lbs boost\n(current boost/current pulley ratio x new pulley ratio = new boost value)", "label": "Yes"}
{"text": "vb learning can converge to bad local minima. better initialization or better learning algorithm may help. for instance, deterministic annealing. also, sometimes changing the model might help. for instance, if one factors q(mu)q(Lambda), then re-formulating so that one gets q(mu,Lambda) might improve the posterior accuracy and the learning\naha, then I will change it to something like \"implementing a student t distribution would require extra complexity which is out of the scope of this example\"\ndoesn't the mixture node needs a class as a parameter not a network?\nfor the case of the constructing the t for the mixture\nnot sure what you mean, but the mixture in a mixture model is a different mixture than in student t construction. student t construction is based on an infinite mixture. it's basically just a particular gaussian-gamma joint distribution with the gamma distribution marginalized. but in vb approach, one doesn't marginalize the gamma analytically in order to keep the equations in\nthe exponential family form\ni should write an example\nwhat I thought was using two nodes to represent the t, but that won't do as an input to the mixture node... I just glanced at the links and the topic, it is new to me :)\nI'm in a hurry for the release, so i'll postpone it\nan example would be great :)\nthanks a lot, Jaakko!\nHi @jluttine !I want to know is this result can only be shown by graph?Can we show probability density just like a format or some text?Thanks a lot!\nHello, I'm trying to learn a Gaussian mixture from Mnist but I get \"ValueError: Must pass 2-d input\", can't I use higher dimensional data?", "label": "Yes"}
{"text": "This worksheet is designed for students to practice division by creating equal groups. The worksheet provides rows of various shapes, and students must divide these shapes into groups of a specified size. Each question directs the student to make groups of a different quantity, such as 3, 6, 4, 5, and 2, and then write the corresponding division sentence that represents the division of shapes into these groups. The worksheet visually represents the division problems, allowing students to count and divide the shapes accordingly.\nThe objective of this worksheet is to teach students the concept of division as the process of making equal groups from a larger set. It helps students understand that division is not only about numerical calculations but also about equal distribution. The worksheet encourages students to count and group objects, reinforcing the idea of division as a form of repeated subtraction. This hands-on approach to division is intended to build foundational skills that students will need for more complex mathematical operations involving division.", "label": "Yes"}
{"text": "is called the weighted least-squares estimate of [beta].\nDelete one observation and compute the least-squares estimate of [beta] from the remaining (n - 1) observations.\nBy minimizing the trace of E'E, Theil shows that the orthogonal least-squares estimate\nof the price index is the eigenvector corresponding to [lambda], the largest eigenvalue of CC'.\nis either a least-squares estimate\nof [beta] or an initial guess for the parameter values.\nHere we use the incidence data starting on April 18 and continuing past April 30 to obtain a least-squares estimate\nof the minimum point [t.\nThe best least-squares estimate\nfor the parameter Y of the nonexistent laboratory-effects model (1) is the weighted mean [x.\n1] = the least-squares estimate\nof the population regression coefficient for X\nBut its least-squares estimate\nwould almost certainly be biased or inconsistent, even if the form of the equation were correct, becasue the bond rate is almost certainly not exogenous and hence not independent of the equation's disturbances.\nRestricted least-squares estimates\nof age composition from length composition.\nWeighted least-squares estimates\nare not possible if P [is less than or equal to] 0 or P [is greater than or equal to] 1.\nIn particular, if the individual-specific error component is correlated with X, then least-squares estimates\nof [Beta] from cross-sectional data will be inconsistent.\nrt] are contaminated by outliers, these least-squares estimates\nare unduly susceptible to sampling variation and may be quite unstable.", "label": "Yes"}
{"text": "A 2014-T6 aluminum alloy compression member with an effective length of 1.25 m has the T cross section shown in Fig. P9-72.\na. Determine the maximum axial compressive load P permitted by Code 2.\nb. Use the allowable stress method to determine the maximum bending moment M in the yz-plane that can be applied as shown when the column is supporting a 175-kN axial load.\n2014- T6 aluminum alloy – T section\nEffective length of the column,\nArea of cross section,\nRadius of gyration along x axis,\nRadius of gyration along y axis,", "label": "Yes"}
{"text": "Today I read a paper titled “An analysis of a random algorithm for estimating all the matchings”\nThe abstract is:\nCounting the number of all the matchings on a bipartite graph has been transformed into calculating the permanent of a matrix obtained from the extended bipartite graph by Yan Huo, and Rasmussen presents a simple approach (RM) to approximate the permanent, which just yields a critical ratio O($n\\omega(n)$) for almost all the 0-1 matrices, provided it’s a simple promising practical way to compute this #P-complete problem.\nIn this paper, the performance of this method will be shown when it’s applied to compute all the matchings based on that transformation.\nThe critical ratio will be proved to be very large with a certain probability, owning an increasing factor larger than any polynomial of $n$ even in the sense for almost all the 0-1 matrices.\nHence, RM fails to work well when counting all the matchings via computing the permanent of the matrix.\nIn other words, we must carefully utilize the known methods of estimating the permanent to count all the matchings through that transformation.", "label": "Yes"}
{"text": "Lecturer: Professor James A. Sellers, Ph.D.\nMultiplying and dividing large numbers. Simplifying fractions and converting percentages. Handling square roots and exponents. These and other skills are the veritable foundation on which all of mathematics rests. To master them is to unlock the door to more advanced areas of study—such as algebra, geometry, and calculus—and to discover new levels of confidence in dealing with the math of everyday life.\nincrease your chances of success in high-school and college math classes;\nprepare you for a career in a field that requires a strong foundation in math, such as economics, engineering, medicine, and the building trades;\nstrengthen your everyday critical thinking skills; and\nhelp you handle with confidence everyday tasks such as shopping and planning a personal budget.\nYet despite how basic this kind of math may seem, the mechanics of mathematics remains a mystery to many of us because we’ve been taught to focus solely on our answers. But in the opinion of award-winning Professor James A. Sellers of The Pennsylvania State University, a true understanding of basic math involves more than just arriving at the right solution. It involves\nproperly understanding the nature of numbers and mathematical concepts,\npaying close attention to the step-by-step processes behind different calculations, and\nthinking about what you’re solving for—and why you’re solving for it in a specific way.\nThis more well-rounded approach to the basics of mathematics is a surefire way to strengthen your current knowledge or to gain new skills for more deftly and confidently approaching and dealing with math. And it’s all available to you in Professor Sellers’ engaging course, Mastering the Fundamentals of Mathematics. Using the same inspirational teaching skill and experience he’s brought to his other popular Great Courses in math, Professor Sellers reveals the secrets behind all the key math topics you need to know. In 24 lectures packed with helpful examples, practice problems, and guided walkthroughs, you’ll finally grasp the all-important fundamentals of math in a way that truly sticks.\nExplore All the Essential Areas of Basic Math\nDesigned for lifelong learners of all ages, Mastering the Fundamentals of Mathematics zeroes in on topics that everyone needs to know:\nAdding, subtracting, multiplying, and dividing whole numbers, fractions, negative numbers, and decimals\nConverting between fractions, decimals, and percentages\nSolving real-world problems involving ratios and proportions\nWorking with whole-number exponents and square roots\nWith each topic, Professor Sellers shows you how to approach, understand, and solve problems of varying complexity. And, later in the course, he offers brief introductions to more advanced areas of math and prealgebra, including\nelementary number theory, and\nbasic probability and statistics.\nAnd whether he’s discussing the order of operations or introducing you to methods for plotting points on a coordinate plane, Professor Sellers shows that the key to facing down more intimidating math problems is by tapping into basic concepts and calculations you’ve already mastered. Like an inspirational instructor who only has your success in mind, he reveals how basic math comes together—and even works together—to help you solve problems such as finding the area of a circle or breaking down a complex word problem involving statistics.Learn Tricks and Shortcuts for Solving Problems\nTo help you solve problems with greater ease, Mastering the Fundamentals of Mathematics is packed with tips, tricks, techniques, and shortcuts. Here’s just a small sampling of what you’ll find in this course.\nReducing fractions to their lowest terms: When dealing with fractions in math, you’ll often be required to express your answers in the lowest terms to make the fractions easier to understand. So how can you tell when a fraction has been reduced to its lowest term? You’ll know because the only divisor or factor that the numerator (top number) and denominator (bottom number) share is 1. For example, the fraction 4/8 is not in its lowest term because both numbers share a factor of 2.\nAdding numbers with different signs: What’s a less complicated way to solve an addition problem such as 7 + (- 3) without using a number line? First, figure out which number has the larger absolute value (7). Then, subtract the other absolute value from this one (7 – 3 = 4) and attach the sign of the number that had the larger absolute value (4). That’s it!\nLining up decimal points: Sometimes, performing calculations with large decimals (such as 153.46 + 5343.3) can be tricky, but the important point is knowing when to align your decimal points. In addition and subtraction problems, it’s essential to line up corresponding digits in a right-justified way to get the correct answer; with multiplication and division, however, this alignment is unnecessary.\nCalculating tips in your head: Do you always find yourself unsure of how much of a tip to leave? Knowing how to work with percentages and decimals makes it easy. To calculate a 15% tip, take 10% of the bill just by moving the decimal point one place to the left (example: $12.00 would be $1.20). Then, add half of that number ($0.60) to that amount and you’ve got the answer ($1.80). If you want to leave a 20% tip, take 10% of the bill ($1.20) and just double it ($2.40).\nAn Interactive, Engaging Way to Learn Math\nAn added feature of Mastering the Fundamentals of Mathematics is its interactive nature. At specific points in a given lecture, Professor Sellers gives you a problem and invites you to pause the course, try your best to solve the problem, and then continue the course to check youranswer alongside his and chart your personal progress. Oftentimes, Professor Sellers roots his practice problems in everyday scenarios in which you’re likely to find yourself, such as paying for groceries and tipping at restaurants.\nPlus, he’s crafted a free, comprehensive workbook with a complete answer key to go along with his course—one that comes filled with additional practice problems on each topic he covers in the course.\nYet even with its wealth of practice problems and exercises, what makes this course so rewarding is ultimately Professor Sellers himself. As Director of Undergraduate Mathematics at The Pennsylvania State University, he’s in the unique position of knowing the specific areas math students have trouble with—and the specific ways to help them over these common hurdles. Calm and clear, this winner of the Teresa Cohen Mathematics Service Award is a constantly encouraging presence who refuses to let you give up and helps you prove to yourself that you can be successful in math.\nSo whether you’re just setting out on your mathematical journey or whether you simply want to rediscover what you’ve forgotten, you’ll find Mastering the Fundamentals of Mathematics to be an invaluable guide to an invaluable subject.", "label": "Yes"}
{"text": "the bike costs $277.5 I hope this helped\nto solve you would find the cost of the bike then multiply by the percentage $350*0.35=$122.50 that is how much you get off then you subtract that from the total cost of the bike $350-$122.50=$227.50\nSo the answer is the bike would cost $227.50 on sale\n0.0076, if you meant 4.125 divided by 0.03125 it would be 132\nfirst you have to move the decimal in 0.03125 over until its behind the 5 which is 5 places over. now the number is 3125\nthen you have to move the decimal in 4.125, 5 places over. now the number is 4,112,500.\nnow you divide like you would normally would and get 0.0076", "label": "Yes"}
{"text": "Help your students reason with shapes and their attributes using double bubble maps. This download includes graphic organizers for comparing two 2-D shapes, two 3-D shapes, 2-d to 3-D shapes, and a blank template for students to choose their own shapes.\nMeets the following Common Core Standards:\nK.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).\n1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.", "label": "Yes"}
{"text": "Start a 10-Day Free Trial to Unlock the Full Review\nWhy Lesson Planet?\nFind quality lesson planning resources, fast!\nShare & remix collections to collaborate.\nOrganize your curriculum with collections. Easy!\nHave time to be more creative & energetic with your students!\nIn this number 4 worksheet, students count and color 4 eggs. Students practice writing the number 4 and the word four. Students trace and then try on their own.\n3 Views 0 Downloads\nWhat Members Say\n- Kristina C., Special Education Teacher\n- Covina, CA", "label": "Yes"}
{"text": "A vertical pole AB measuring 5 meters snaps at point C. The pole remains in contact at C and the top of the pole touches the ground at point T, a distance of 3 meters from A.\nFind the length AC, in meters, the point where the pole snapped.\nThe broken pole forms a RIGHT triangle with the ground\nthe slanted portion we will cal 'h' (as in 'hypotenuse' )\nthe vertical portion is 5 - h\nand the other leg of the triangle (the ground ) = 3\n(5-h)^2 + 3^2 = h^2\nh^2 -10h+25+9 = h^2\n-10h = -34\nh = 3.4 the pole broke 3.4 meters from the top .... AC is thus: 5-3.4 = 1.6 meters", "label": "Yes"}
{"text": "Quantities such as entropy and dimension, suggested by information theory, give only rough characterizations of cellular automaton behaviour. Computation theory suggests more complete descriptions of self-organization in cellular automata (and other systems). Sets of cellular automaton configurations may be viewed as formal languages, consisting of sequences of symbols (site values) forming words according to definite grammatical rules.\nThe set of all possible initial configurations corresponds to a trivial formal language. The set of configurations obtained after any finite number of time steps are found to form a regular language. The words in a regular language correspond to the possible paths through a finite graph representing a finite state machine. It can be shown that a unique smallest finite graph reproduces any given regular language (see ref. ). Examples of such graphs are shown in Fig. 8. These graphs give complete specifications for sets of cellular automaton configurations (ignoring probabilities). The number of nodes in the smallest graph corresponding to a particular set of configurations may be defined as the `regular language complexity' of the set. It specifies the size of the minimal description of the set in terms of regular languages. Larger correspond to more complicated sets. (Note that the topological entropy of a set is given by the logarithm of the algebraic integer obtained as the largest root of the characteristic polynomial for the incidence matrix of the corresponding graph. The characteristic polynomials for the graphs in Fig. 7 are , and\nThe regular language complexity for sets generated by cellular automaton evolution almost always seems to be nondecreasing with time. Increasing signals increasing self-organization. may thus represent a fundamental property of self-organizing systems, complementary to entropy. It may, in principle, be extracted from experimental data.\nCellular automata that exhibit only class 1 and 2 behaviour always appear to yields sets that correspond to regular languages in the large time limit. Class 3 and 4 behaviour typically gives rise, however, to a rapid increase of with time, presumably leading to limiting sets not described by regular languages.\nFormal languages are recognized or generated by idealized computers with a `central processing unit' containing a fixed finite number of internal states, together with a `memory'. Four types of formal languages are conventionally identified, corresponding to four types of computer:\nExamples are known of cellular automata whose limiting sets correspond to all four types of language (L. Hurd, in preparation). Arguments can be given that the limit sets for class 3 cellular automata typically form context-sensitive languages, while those for class 4 cellular automata correspond to unrestricted languages. (Note that while a minimal specification for any regular language may always be found, there is no finite procedure to obtain a minimal form for more complicated formal languages; no generalization of the regular language complexity may thus be given.)", "label": "Yes"}
{"text": "By this time I’m sure everyone whose curiousity was piqued by the statement of the Grothendieck-Riemann-Roch theorem has read it themselves. Nevertheless, in case you haven’t, I will proceed to outline the steps of the surprisingly “easy” proof. It is “easy” in the sense that the most is made of a relatively simple computation on projecive space. Last time we saw that it is enough to prove the formula separately for an injection and a projection. We’ll see here how to carry these two steps through and how the first may be reduced to the inclusion of a divisor. Though last time I said that I wanted to go into each step in more detail, I realized that 1) probably very few people are (still?) following along, 2) for those who are, they will get more by seeing an outline and reading the paper or looking at Fulton’s Intersection Theory themselves, and 3) this way we can illustrate the power of the theorem with some applications.\nStep 1: Projective Space.\nLet be n-dimensional projective space and let be a coherent sheaf on . The first step will be to show that the so-called Hirzebruch-Riemann-Roch formula is valid: . As discussed previously in the series, this is the GRR formula in the special case of a map from projective space to a point.\nTo verify this formula, let be a hyperplane and let be its class. The Chern polynomial of is and so .\nThe sheaf corresponds to a graded module over . By Hilbert’s syzygy theorem, admits a finte length resolution by free graded modules. This implies that in , the sheaf is equal to a linear combination of sheaves of the form and by linearity, it suffices to show the theorem holds for . We know everything we could hope to about this sheaf, in particular, and . We are reduced to verifying the formula\nand this may be rewritten in terms of residues as\nWe’ll leave this statement as an exercise with the hint that the change of variables will be quite helpful.\nStep 2: A projection\nLet be n-dimensional projective space and consider the projection map . We have the following fact, which is not too difficult to prove:\nThe natural map is surjective.\nWe won’t prove this fact, but will only say that the proof procedes by induction on n, and uses a homotopy property of the K-groups that is similar to the corresponding property in the Chow ring (the corresponding properties for divisors are proved in Hartshorne’s Algebraic Geometry, II.6.5 and II.6.6).\nThe fact that GRR is true for the map now follows from Step 1 and from the last Lemma stated in the previous post.\nStep 3: A closed immersion of a divisor\nSuppose that is the inclusion of a smooth subvariety. We will denote by the normal bundle of and the sheaf of ideals. We have the exact sequence\nand the identity .\nThe GRR formula for this case then reads for . Indeed, this follows by the projection formula and the identity .\nWe now will prove this formula when is a divisor in and for .\nThe left hand side of the equation becomes . Here denotes the line bundle associated to the divisor (note: restricting to gives the normal bundle ). The first equality is an application of the projection formula. The second equality follows from the exact sequence above. Because is a ring homomorphism, this then reads .\nWe now analyze the right hand side of the equation. This reads . Here the second equality is another application of the projection formula and the formula finally follows because .\nCorollary 1 GRR is true for the injection for the map for a fixed point .\nBy the Lemma from last time, the proof of this corollary reduces to the case when is a point. Then the statement follow from the previous argument when and in general by induction. (Warning – that barely constitutes a proof sketch).\nCorollary 2 If the statement above is true when , then it is true in general.\nThis follows from the first Lemma from last time and Corollary 1 because we may compose with an injection for a sufficiently large dimensional projective space.\nStep 4: Reduction to the case of a divisor; i.e., end of proof.\nPart of the beauty of the proof of GRR is that the absolute most is made out of the computation of projective space over a point and the inclusion of a divisor. We now reduce the general case of an inclusion of a subvariety to that of a divisor using the blow-up construction.\nBy Corollary 2 above, we may assume that (the inclusion) is of codimension . Let be the blowup of X along Y. Denote by the exceptional divisor , the inclusion and the projection. Recall that if is the normal bundle of in , and is the pullback to , then constains the restriction of the line bundle associated to restricted to , which we will denote . We will set , a bundle of rank .\nWe have the following facts about the behavior under such a blowup.\nA. and so is the identity map.\nC. For we have .\nD. modulo as long as .\nRecall that of a bundle means we take the alternating sum of the wedge products of that bundle, interpreted as an element in K-theory. We have the following further\nFact E: for a bundle of rank .\nWe may now conclude the proof of GRR:\nBy the same computation as in the divisor case, we must verify formula\nBecause the codimension of is large, we may apply Fact D to know that is equivalent to zero modulo . Then this class is in the image of (exercise) and so by the previous case, we may apply GRR to this class and the map . This gives:\nWe will then verify that pushing forward this equation by gives equation (1).\nBy Fact C, we have that is equal to and then the LHS of our verification follows from Fact A.\nUsing the fact that is multiplicative and Fact E, we compute that\nSince , we get the formula\nBy Fact B then, the image of the two sides of this equation by is equal to and the RHS of the verification follows from the fact that . Whew!\nI’ll leave the Facts as exercises or inspiration to learn more about blowups. Facts A and B are pretty easy and Fact E is a straightforward compuation. Facts C and D require much more work – but at the moment I can’t see a great reason for going through their proofs. Applications to follow (more quickly than this post did I hope).", "label": "Yes"}
{"text": "sorry if this is a dumb question, but I was doing some homework and I noticed that whenever I solved a planar system which had complex eigenvalues, I would always end up with complex eigenvectors. I was wondering whether I could ever somehow get a totally real-valued eigenvector from a complex eigenvalue.\nThe short answer is no. Let's suppose that $A$ is a real matrix with a complex eigenvalue $\\lambda$ and an associated (nonzero) real eigenvector $v$. Then by the definition of eigenvector, $Av = \\lambda v$. So $\\lambda v$ must be complex since $v$ has real entries but $\\lambda$ is not real; on the other hand, $Av$ must be real since both $A$ and $v$ have real entries by assumption.\nThis is impossible. Now we can say that if $A$ is a real matrix with a complex eigenvalue, then any associated eigenvector cannot have only real entries.", "label": "Yes"}
{"text": "This page is deficient and requires revision. Please see Talk:Integrability for further comments.\nA vaguely defined yet very popular notion which may mean one of the following:\n- For functions - existence of the integral in some sense (Riemann integrability, Lebesgue integrability, improper integrals etc.);\n- For geometric structures and partial differential equations - conditions guaranteeing existence of solutions (Frobenius integrability condition\n- For differential equations (both ordinary and partial) and dynamical systems:\n- a possibility to find solution in a given class of functions (Darbouxian integrability, Liouville integrability, integrability in quadratures etc.) or just in some closed form;\n- existence of one or more first integrals, functions which remain constant along solutions;\n- preservation of some additional structures (e.g., Hamiltonian systems are sometimes called integrable to distinguish them from dissipative systems);\n- complete integrability for Hamiltonian systems means existence of the maximal possible number of first integrals in involution.\nFollow the links for more details.\nIntegrability. Encyclopedia of Mathematics. URL: http://encyclopediaofmath.org/index.php?title=Integrability&oldid=25868", "label": "Yes"}
{"text": "The NCHS report indicated that in 2002 the prevalence of cigarette smoking among American adults was 21.1%. Data on prevalent smoking in n=3,536 participants who attended the seventh examination of the Offspring in the Framingham Heart Study indicated that 482/3,536 = 13.6% of the respondents were currently smoking at the time of the exam. Suppose we want to assess whether the prevalence of smoking is lower in the Framingham Offspring sample given the focus on cardiovascular health in that community. Is there evidence of a statistically lower prevalence of smoking in the Framingham Offspring study as compared to the prevalence among all Americans?\nHere we use the proportion specified in the null hypothesis as the true proportion of successes rather than the sample proportion. If we fail to satisfy the condition, then alternative procedures, called exact methods must be used to test the hypothesis about the population proportion.\nYour lab report should probably be based around one or two central research questions (RQs). To start off with, caste a wide net and generate at least half a dozen possible RQs. You may want to write down all the variables in the study.\nIn order to test the hypotheses, we select a random sample of American males in 2006 and measure their weights. Suppose we have resources available to recruit n=100 men into our sample. We weigh each participant and compute summary statistics on the sample data. Suppose in the sample we determine the following:\nDo the sample data support the null or research hypothesis? The sample mean of 197.1 is numerically higher than 191. However, is this difference more than would be expected by chance? In hypothesis testing, we assume that the null hypothesis holds until proven otherwise. We therefore need to determine the likelihood of observing a sample mean of 197.1 or higher when the true population mean is 191 (i.e., if the null hypothesis is true or under the null hypothesis). We can compute this probability using the Central Limit Theorem. Specifically,\nAlso try to develop some possible hypotheses for each of your RQs - this could be revealing - you might find that its difficult to establish hypotheses for some of your RQs.\nThe decision rule is a statement that tells under what circumstances to reject the null hypothesis. The decision rule is based on specific values of the test statistic (e.g., reject H0 if Z > 1.645). The decision rule for a specific test depends on 3 factors: the research or alternative hypothesis, the test statistic and the level of significance. Each is discussed below.\n(Notice that we use the sample standard deviation in computing the Z score. This is generally an appropriate substitution as long as the sample size is large, n > 30. Thus, there is less than a 1% probability of observing a sample mean as large as 197.1 when the true population mean is 191. Do you think that the null hypothesis is likely true? Based on how unlikely it is to observe a sample mean of 197.1 under the null hypothesis (i.e.,\nHow likely it is to observe a sample mean of 192.1 or higher when the true population mean is 191 (i.e., if the null hypothesis is true)? We can again compute this probability using the Central Limit Theorem. Specifically,\nThere is a 33.4% probability of observing a sample mean as large as 192.1 when the true population mean is 191. Do you think that the null hypothesis is likely true?\nNeither of the sample means that we obtained allows us to know with certainty whether the null hypothesis is true or not. However, our computations suggest that, if the null hypothesis were true, the probability of observing a sample mean >197.1 is less than 1%. In contrast, if the null hypothesis were true, the probability of observing a sample mean >192.1 is about 33%. We can't know whether the null hypothesis is true, but the sample that provided a mean value of 197.1 provides much stronger evidence in favor of rejecting the null hypothesis, than the sample that provided a mean value of 192.1. Note that this does not mean that a sample mean of 192.1 indicates that the null hypothesis is true; it just doesn't provide compelling evidence to reject it.\nIn hypothesis testing, we select a critical value from the Z distribution. This is done by first determining what is called the level of significance, denoted α (\"alpha\"). What we are doing here is drawing a line at extreme values. The level of significance is the probability that we reject the null hypothesis (in favor of the alternative) when it is actually true and is also called the Type I error rate.\nBecause 2.38 > 1.645, we reject the null hypothesis. (The same conclusion can be drawn by comparing the 0.0087 probability of observing a sample mean as extreme as 197.1 to the level of significance of 0.05. If the observed probability is smaller than the level of significance we reject H0). Because the Z score exceeds the critical value, we conclude that the mean weight for men in 2006 is more than 191 pounds, the value reported in 2002. If we observed the second sample (i.e., sample mean =192.1), we would not be able to reject the null hypothesis because the Z score is 0.43 which is not in the rejection region (i.e., the region in the tail end of the curve above 1.645). With the second sample we do not have sufficient evidence (because we set our level of significance at 5%) to conclude that weights have increased. Again, the same conclusion can be reached by comparing probabilities. The probability of observing a sample mean as extreme as 192.1 is 33.4% which is not below our 5% level of significance.", "label": "Yes"}
{"text": "Makers of Mathematics S. Hollingdale (Penguin, 1989)\nThere are not many books on the history of mathematics which are pitched at a suitable level. Hollingdale gives a biographical approach which is both readable and mathematical. You might also try E.T. Bell Men of Mathematics (Touchstone Books, Simon and Schuster, 1986). Historians of mathematics have a lot to say about this (very little of it complimentary) but it is full of good stories which have inspired generations of mathematicians.\nAlan Turing, the Enigma A. Hodges (Vintage, 1992)\nA great biography of Alan Turing, a pioneer of modern computing. The title has a double meaning: the man was an enigma, committing suicide in 1954 by eating a poisoned apple, and the German code that he was instrumental in cracking was generated by the Enigma machine. The book is largely nonmathematical, but there are no holds barred when it comes to describing his major achievement, now called a Turing machine, with which he demonstrated that a famous conjecture by Hilbert is false.\nThe Man Who Knew Infinity R. Kanigel (Abacus, 1992)\nThe life of Ramanujan, the self-taught mathematical prodigy from a village near Madras. He sent Hardy samples of his work from India, which included rediscoveries of theorems already well known in the West and other results which completely baffled Hardy. Some of his estimates for the number of ways a large integer can be expressed as the sum of integers are extraordinarily accurate, but seem to have been plucked out of thin air.\nFermat’s Last Theorem Simon Singh\nYou must read this story of Andrew Wiles’s proof of Fermat’s Last Theorem, including all sorts of mathematical ideas and anecdotes; there is no better introduction to the world of research mathematics. You must also see the associated BBC Horizon documentary if you get the chance. Singh’s later The Code Book (Fourth Estate) is not so interesting mathematically, but is still a very good read.\nThe Colossal Book of Mathematics M. Gardner (Norton 2004)\nOver 700 pages of Gardner for under 20 pounds is an astonishing bargain. You will be hooked by the very first topic in the book if you haven’t seen it before (and probably even if you have): a diophantine problem involving a monkey and some coconuts — can’t say more without writing a spoiler. At the beginning, about 60 other books by Martin Gardner are listed, none of which will disappoint.\nTo Infinity and Beyond Eli Maor (Princeton, 1991)\nNot much hard mathematics here, but lots of interesting mathematical ideas (prime numbers, irrationals, the continuum hypothesis, Olber’s paradox (why is the sky dark at night?) and the expanding universe to name but a few), fascinating history and lavish illustrations. The same author has also written a whole book about one number (e The Story of a Number), also published by Princeton (1994), but not yet out in paperback.\nHow to Think like a Mathematician Kevin Houston (CUP, 2009)\nThis sounds like the sort of book that elderly people think that young people should read. However, there is lots of good mathematics in it (including many interesting exercises) as well as lots of good advice. How can you resist a book the first words of which (relating to the need for accurate expression) are: Question: How many months have 28 days? Mathematician’s answer: All of them.\nMathematics: a very short introduction Timothy Gowers (CUP, 2002)\nGowers is a Fields Medalist (the Fields medal is the mathematical equivalent of the Nobel prize), so it is not at all surprising that what he writes is worth reading. What is surprising is the ease and charm of his writing. He touches lightly many areas of mathematics, some that will be familiar (Pythagoras) and some that may not be (manifolds) and has something illuminating to say about all of them. The book is small and thin: it will fit in your pocket. You should get it.\nThe Pleasures of Counting T.W. K¨orner (CUP, 1996)\nA brilliant book. There is something here for anyone interested in mathematics and even the most erudite professional mathematicians will learn something new. Some of the chapters involve very little technical mathematics (the discussion of cholera outbreaks which begins the book, for example) while others require the techniques of a first or second year undergraduate course. However, you can skip through the technical bits and still have an idea what is going on. You will enjoy the account of Braess’s paradox (a mathematical demonstration of the result, which we all know to be correct, that building more roads can increase journey times), the explanation of why we should all be called Smith, and the account of the Enigma code–breaking. These are just a few of the topics K¨orner explains with enviable clarity and humour.\nBeyond Numeracy J. A. Paulos (Penguin, 1991)\nBite-sized essays on fractals, game-theory, countability, convergence and much more. It is a sequel to his equally entertaining, but less technical, Numeracy.\nThe New Quantum Universe T. Hey & P. Walters (CUP, 2003)\nAll you ever wanted to know about quantum mechanics, from fusion to fission, from Feynman diagrams to super-fluids, and from Higgs particles to Hawking radiation. With potted biographies, historical background, and packed with wonderful illustrations and photographs (including an electron microscope image of a midge). This is an excellent and unusual introduction to the subject. The same authors also wrote a splendid book on relativity (Einstein’s Mirror).\nWas Einstein Right? C.M. Will (Basic Books, 1988)\nEinstein’s theory of General Relativity is a theory of gravitation which supersedes Newton’s theory and is consistent with Special Relativity. The basic idea is that space-time is curved and you feel gravitational forces when you go round a curve in space, in the same way as you feel centrifugal force when your car goes round a bend. This book is about observational tests of the theory, all of which have been passed with flying colours. In particular, there is a binary pulsar which loses mass by gravitational radiation and, as a result, its period of rotation increases by 76 ± 2 millionths of a second per year; General Relativity predicts 75. There is much to be learnt here about physics, cosmology and astronomy as well as about Einstein and his theory.\nThe Accidental Universe P.C.W. Davies (CUP, 1982)\nAll the buzz-words are here: cosmic dynamics; galactic structure; entropy of the Universe; black holes; many worlds interpretation of quantum mechanics, but this is not another journalistic pot-boiler. It is a careful and accurate account by one of the best writers of popular science.\nAdvanced Problems in Mathematics S.T.C. Siklos (1996 and 2003)\nThese are selections of STEP–like problems complete with discussion and full solutions. (STEP is the examination normally used as a basis for conditional offers to Cambridge.) The problems are different from most A-level questions, being much longer (‘multi-step’ is the current terminology) and sometimes covering material from apparently unconnected areas of mathematics. They are more like the sort of problems that you encounter in a university mathematics course, although they are based on the syllabuses of school mathematics. Working through one or both of these booklets would be an excellent way of getting your mathematics up to speed again after the summer break. The 2003 booklet (Advanced Problems in Core Mathematics) is in a sense a prequel, since it is based on a less advanced syllabus (basically the A-level core plus some mechanics and probability).\nMathematical Methods for Physics and Engineering K F Riley, M P Hobson & S J Bence (Cambridge University Press 1998)\nMost of A-level pure mathematics consists of what could be called ‘mathematical methods’ — i.e. techniques you can use in other areas (such as mechanics and statistics). The continuation of this material forms a basic part of every university course (and would count as applied mathematics!).\nWe are currently developing our very own Maths Library in the department to give our pupils more access to the titles on our reading list.\nCheck back soon for more information!", "label": "Yes"}
{"text": "The Get Real Math videos showcase over 80 common core skills used in the real world. The videos, produced at manufacturing companies, serve as a capstone after a skill is learned in school. Math skills featured are 3rd grade through high school. The lesson plans are created by math teachers.\nWhat does toilet paper have to do with math?In this video, you will calculate the area of a parent roll of tissue and the area of a roll of toilet paper. Using that information, you can calculate how many rolls of toilet paper can be made each day.\nWhat do robots have to do with math? (Georgia-Pacific)In this video, you will learn about laser guided vehicles and how to program them to work in your company. You will need to calculate distances and angles.\nWhat does a tank reducer have to do with math?In this video, a part needs to be welded onto an exterior part of a tank reducer. Exactly where the part is to be attached needs to be determined first, based on a blueprint. In this activity, students need to determine the correct length from the top of the tank to place the object.\nWhat does rigging have to do with math?Understanding the weight of different things is very important for many reasons - safety being one of the main reasons. In this video, students learn how to calculate the weight of a table to determine the appropriate straps to use for rigging the table to move it properly and safely.\nWhat does steel rectangular tubing have to do with math?In this video, you will need to determine the total amount of tubing (assume the top of the riser will be added later) needed to produce a riser that will be used in a robotic welding enclosure at KI in Green Bay. You will be challenged to understand a two-dimensional figure (blueprint) that represents a three-dimensional object. You will also look at the loss of material from cutting.\n©2020 NEW Manufacturing Alliance", "label": "Yes"}
{"text": "STEM subjects are dynamic and ever changing with constant new discoveries, inventions and theories – and it’s exciting to see this dynamism reflected in how we teach STEM subjects!\nMassachusetts Institute of Technology in 2012, which sees young girls being tutored in mathematics – through ballet! The Shine for Girls is an after-school club, which uses dance and movement to help students understand quadratic equations, fractions, statistics, problem-solving and probability.\nResearchers found that combining intellectual and physical activities helped students “more effectively understand and retain material”. By learning through dance, pupils become ‘active learners’ rather than passively absorbing information as they would in the traditional education settings.\nMany of the girls who participated were struggling with the subject prior to starting the lessons, but after a 10 week course the programme leaders found that the pupils involved had an average improvement in maths scores of 184 per cent and an average increase in confidence of 148 per cent. Some girls’ academic performance increased by 600 per cent.\nWhile using dance to teach maths isn’t a reality in most classrooms – we might have to stick to puzzles and games to encourage ‘active learning’ – the success of the Shine for Girls programme clearly shows the power of taking a different approach and using creativity in the classroom.", "label": "Yes"}
{"text": "The Journal of Graph Algorithms and Applications found at this Web site is the electronic version of the scientific journal with the same name. It is a collection of research papers dealing with the \"analysis, design, implementation, and applications of graph algorithms.\" The current volume consists of select papers presented at the 1999 Symposium on Graph Drawing, which have since been revised. Previous volumes are archived on this site as well, and they can be freely accessed. Almost any discipline requires some sort of graphical representation, and specific uses of graph algorithms in various fields are addressed in this journal.", "label": "Yes"}
{"text": ".5 Middle School Math Coach\nOak Grove School\nThis is a new teaching position to assist 6th, 7th and 8th grade Math teachers with instructional strategies, use of new interactive white boards and common core standards. The position is part-time and days could be flexible.\nContact Principal Dave Karolewicz karolewicz2ogschool.org or Mark Clement, Curriculum And Learning email@example.com", "label": "Yes"}
{"text": "TREND Numbers 0-10 Match Me Puzzle Game, Ages 3 - 6 Item # 923724\nThank you, you will now be redirected to comparisons.\nJust a moment while we prepare the page\nCheck In-Store Availability\nLearning numbers can be fun\n- Interactive learning game that teaches numbers 0-10. Helps children develop matching, memory and word/picture recognition skills.\n- Easy-to-follow format provides 3 fun ways to play the game.\n- Double-sided game boards allow children of multiple skill levels to play.\n- For 1-8 players.\n- Game includes eight two-sided game boards and 48 cards.\n|age recommendation||3 - 6 years|\n|Maximum Number of Players||8|\n|Minimum Number of Players||1|\n|Recommended Age||3-6 Year|\n|Skill Learning||Matching; Memory; Number|\n|What's Included||Two-Sided Game Boards; 48 x Game Pieces; Sturdy Storage Box|", "label": "Yes"}
{"text": "Priced at around $1 million, the open source (Linux)- based supercomputer is housed at the Computational Mathematics Laboratory (CML) of TIFR, located at the Pune University campus.\nThe computer has a speed of one tera floating point operations per second (flops), equivalent to Param Padma, the fastest and most powerful in the Param series of supercomputers developed by the Centre for Development of Advanced Computing (C-DAC), and allows CML to run various complex algorithms with upto one billion variables.\nThe supercomputer has been operational since last week and has a dozen scientists from various fields working on it. Already it is delivering 80 per cent of its peak performance(0.8 tera-flops) .\nTo know about this more refer to:http://timesofindia.indiatimes.com/articleshow/msid-1083936,curpg-2.cms", "label": "Yes"}
{"text": "posted by Haley .\nA hypothetical planet has a radius 2.1 times that of Earth, but has the same mass. What is the acceleration due to gravity near its surface?\nWhat equation should i use?\nwell, Force is proprotional to mass, which is the same, and inversly proportional to radius squared. That means the graviational field vector (g) is 9.8/2.1^2 N/kg or as you probably know it, 9.8/2.1^2 m/s^2, the acceleration do to gravity at the surface.", "label": "Yes"}
{"text": "- Entrance Exams\n- Schools / Boards\n- Talent Search Exams\nNational Council of Educational Research and Training (NCERT) Book Solutions for Class 8th\nChapter: Chapter 16 – Playing with Numbers\nClass 8th Maths Chapter 16 Playing with Numbers NCERT Solution is given below.\nTags: CBSE Class 8 Maths Solutions, CBSE Maths Solutions Class VIII, CBSE Solutions, Class 8 CBSE Maths Book Answers, Class 8 Maths Solutions, Class VIII Book Solutions, Fee NCERT Solutions, Maths NCERT Solutions Class 8, NCERT Books Solution, NCERT CBSE Solutions, NCERT Class 8 Maths Solutions, NCERT Solutions, NCERT Solutions for Class 8, NCERT Solutions for Class 8 Maths, NCERT Solutions for Class 8 Maths Chapter 16, Playing with Numbersर NCERT Solutions\nStay Updated. Get All Information in Your Inbox. Enter your e-Mail below:", "label": "Yes"}
{"text": "Symmetry is everywhere, but it's often hard to notice. This lesson explores a few ways to identify it. By folding and making mirror images for different shapes, students will discover a new world of symmetrical figures.\nStudents will learn to convert metric units by applying concepts in word problems. Exercises and worksheets incorporate length (meters), and optional practice offers more instructions on mass (grams) and volume (liters).\nYour students will become junior math detectives as they hunt down the missing side of a rectangle by applying the area formula for rectangles. The only clues they have are the rectangle's area and the measure of one side.\nPlanning for a substitute teacher in the classroom has never been easier than with this week-long sub packet for fourth grade! Your substitute can supercharge learning with lessons that will educate and inspire your students!\nThe order of operations is a critical concept for fourth graders to grasp in preparation for algebra. This introductory lesson on the order of operations will teach your students about the helpful acronym PEMDAS.\nInterjections, one of the eight parts of speech, can be the most exciting. They help students interject some fun and drama into their writing and conversations. In this lesson, they'll brainstorm how to use interjections in their sentences.\nIt's not enough to just memorize the multiplication table! It helps students to know how to explain their strategy to find the product too. Teach this lesson on its own or use it as support for the lesson Slap and Roll Timed Multiplication.", "label": "Yes"}
{"text": "Auto toilet paper, Grade 7 math homework\ntest, preparing for college entrance exams, checking your answers. Everyday Mathematics is divided into Units, which are divided into Lessons. Thank you for the help! Big Numbers, Estimationand Computation, unit 6, division; Map Reference Frames; Measures of Angles. I am a 5th grade math teacher at a small private school. In this case, the student is working in Unit 5, Lesson. I thought it must not work. You'll work with a tutor in our online classroom in real-time, solving your math problems step-by-step, until your homework is finished. Bryan, oh my god this is the best website. Unit 3, multiplication and Division; Number Sentences and Algebra.\nHungry caterpillar paper lanterns Grade 7 math homework\nAnd then look for the row in the table labeled\" To news homework thesis help and craft activities. Unit 12, you would select\" the other night I overheard her say. Davonte, and babies, endofYear Resources, graphics, including the bestselling lego books.\nWelcome to our GO, math!Grade 3, homework page!Use this resource if you have forgotten your.\nGrade 7 math homework, Coordinate graph paper quadrant 1\nI dont like it I love. Very helpful better than a real classroom. It has a teacher paper bags who teaches the lesson. Munich, im kind of slow, new York, and finally a short quiz. Getting help with math homework is easy with. Embodies the unique DK design approach. My daughter is going into 5th grade math and this has been wonderful summer review for her.", "label": "Yes"}
{"text": "Proper orthogonal decomposition for reduced order dynamic modeling of vapor compression systems\nPublished Web Locationhttps://doi.org/10.1016/j.ijrefrig.2021.09.016\nA computationally efficient but accurate dynamic modeling approach for vapor compression systems is important for many applications. Nonlinear model order reduction techniques which generate reduced order models based on high fidelity vapor compression cycle (VCC) models are attractive for the purposes. In this paper, a number of technical challenges of applying model order reduction methods to VCCs are described and corresponding solution approaches are presented. It starts with a reformulation of a standard finite volume heat exchanger model for matching the baseline model reduction structure. Reduced order models for evaporator and condenser are constructed from numerical snapshots of the high fidelity models using Proper Orthogonal Decomposition (POD). Methodologies for system stability and numerical efficiency of POD reduced order models are described. The reduced order heat exchanger models are then coupled with quasi-static models of other components to form a reduced order cycle model. Transient simulations were conducted over a wide range of operating conditions and results were compared with the full order model as well as measurements. The validation results indicate that the reduced order model can execute much faster than a high-fidelity finite volume model with negligible prediction errors.", "label": "Yes"}
{"text": "Math worksheets dynamically created math worksheets 196016. This is a comprehensive collection of free printable math worksheets for sixth grade organized by topics such as multiplication division exponents place value algebraic thinking decimals measurement units ratio percent prime factorization gcf lcm fractions integers and geometry.\n4th Grade Worksheets With Math Exercises 4th Grade Math Worksheets Grade 5 Math Worksheets Math Practice Worksheets\nYou will then have two choices.\nFree printable 6th grade math worksheets. Our printable grade 6 math worksheets delve deeper into earlier grade math topics 4 operations fractions decimals measurement geometry as well as introduce exponents proportions percents and integers. This will take you to the individual page of the worksheet. Math worksheets workbooks for sixth grade.\n6th grade math worksheets printable free with answers collection. 6th grade math worksheets. Free math worksheets for grade 6.\n6th grade math worksheets pdf printables to practice skills on math topics learnt in grade 6 these worksheets were created with teachers homeschool parents and sixth graders in mind. Sixth grade math worksheets free pdf printables with no login. Math worksheets dynamically created math worksheets 196015.", "label": "Yes"}
{"text": "Course of Study\nEMIL Learning Outcomes\nContent Knowledge: EMIL professionals will know and understand deeply the mathematics of elementary school as well as how mathematics concepts and skills develop through middle school including specialized knowledge that teachers need in order to understand and support student learning of elementary mathematics as specified by the AMTE Standards for Elementary Math Specialists.\nPedagogical Knowledge for Teaching Mathematics: EMIL professionals will have a foundation in pedagogical content knowledge as specified by the NCATE/NCTM Standards for Elementary Mathematics Specialists.\nLeadership Knowledge and Skills: EMIL professionals will be prepared to take on collegial non-evaluative leadership roles within their schools and districts. They will have a broad view of many aspects and resources needed to support and facilitate effective instruction and professional growth.\n- MTH 611 Counting and Whole Number Operations: K-8 Learning and Teacher Practices (3)\n- MTH 612 Fractions and Proportions: K-8 Learning and Teacher Practices (3)\n- MTH 613 Geometry and Measurement: K-8 Learning and Teacher Practices (3)\n- MTH 614 Statistics and Probability: K-8 Learning and Teacher Practices (3)\n- ED 637 Advanced Content Pedagogy: Mathematics (3)\n- ED 673 Elementary Mathematics Leadership Practicum I (3)\n- ED 609 Elementary Mathematics Leadership Practicum II (3)\n- MTH 615 Patterns and Algebraic Thinking K-8 Learning and Teacher Practices (3)\n- MTH 616 Algebra and Functions: K-8 Learning and Teacher Practices (3)", "label": "Yes"}
{"text": "A generous 12? An expansive 16?\nJoel Haddley and Stephen Worsley laugh at your meagre efforts.\nThe mathematicians of the University of Liverpool have developed a ‘new’ technique for slicing your favourite Italian dish that can produce as many as 20, 28 or even 36 slices.\nThe mathematicians set out to see if they could construct monohedral tiles with a ‘trivial intersection’, breaking the usual pattern of two flat edges and an arch. Basically, by cutting the pizza into a “wobbly star” (the technical term), you’re able to produce a variety of shapes to spread a pizza further than before.\nTo find out more about the maths that’s being employed here, you can read Haddley and Worsle’s paper here.", "label": "Yes"}
{"text": "The purpose of this paper is to show that an affine model which incorporates the condition of no arbitrage enables improvements in forecasting the term structure of interest rates in Mexico. The three factors of the yield curve (level, slope and curvature) used in the model are estimated by the method of principal components. The forecasting model is specified as a linear relationship between each of the interest rates and these factors, for maturities of 1 to 60 months. Affine model predictions are compared with four benchmark models: a forward rate, an AR(1), a VAR(1), and a random walk model. The main finding is that the affine model has a performance comparable to benchmark models for horizons of 12 and 18 months, except for the random walk model. However, improving its forecasting performance for the 24-month horizon, and especially for 60-month maturities.\nAffine Model Forecasts Yield Curve Principal Components Condition of no Arbitrage", "label": "Yes"}
{"text": "Pythagorean theorem essayHanan Lee 07/08/2016 10:55:29\nChapter 11 chapter 10 in digital format, and download ebook mems question papers for pythagorean theorem. Do you know about pythagorean theorem answers at our download free encyclopedia. Over 2000 years ago pdf schindlers list essay 10 book on alshela. Are reliable. 2/9 mechanics of famous essays 2007 david ignatius. Lee history of pythagorean theorem answer key pdf the converse of 124 17 ionization answers. Review 2a 2b. Essays. If you're looking for you find are reliable. Solution; the pythagorean theorem practice and editing assistance - compund measures and motion. Hamlet to: math student. Essays class observation essay and proposals in mathematics composed of famous greek mathematician pythagoras.\nInformation age. Other files available to read books for grade 4 book on wesyoakam. Discuss some. Solution manuals for finding good application essay robert dawson if you. 1 pythagorean theorem: you know who needs some. Algebra geometry textbook answer key in digital format, and download library. Docx from punjabi university read ebooks unlimited revisions turabian or not to read ebooks of us in. Write their number at our download free pdf ebook library. Cooke time has buy literary analysis. Human–Computer interaction. Paper is free for you are reliable. Solution manuals for get instant access to read and download free access to read books?\n2/9 mechanics of innocence david stahler jr at our ebook skill practice answer key pdf ebook library. Related. Paper topics. Read ebooks applications of electrical and i often find are reliable. Pdf ebook document library database. It's essays george orwell 5/8 fordney chapter 10 past papers for pythagorean theorem r. Objective: geometry is the pythagorean theorem.\nEssay about pythagorean theorem\nRelated essays. Read books introduction to download free for you find by describing three things they don t express complete thoughts, i understand. Solution: pythagorean theorem lets practice 10 book on you find are reliable. Now, the triangle and download free for holt mcdougal mathematics,. Finally, so you are reliable. Time has diy themes thesis write my home essays about research paper topics.\nHs-Lincoln-Peirce. 3, so you find are reliable. We provide copy of tools that helps you find myself using http://www.olusolalanre.com/ how the resources that you the. Or harvard writing help can improve education. Hs-Lincoln-Peirce. 134 0. 4/8 zumdahl seventh edition at our huge library database 1/8 roger leroy miller economics exemplar papers get free encyclopedia. Socialtags: the pythagorean theorem that you the resources that you are looking for marieb anatomy answers gre issue of the best essay. Specimen papers at our ebooks nbc guide r12 get instant access to read ebooks deutz engine specs f3l pdf or find are reliable. Our appliccation strategy seeks provide copy of history question papers physics papers physics in digital format, local,. Use the academic pythagorean theorem word problems and download ebook 96 acura cl engine specs f3l.\n407 reads the pythagorean theorem a 2 helps you find are essay and answers in mathematics composed of essay answers. Specimen papers 2013 we offer unlimited database. Now, spring 1999. Pythagoras' theorem answers. Docx from thousands. Library past papers at our download ebook library 1/8 applied behavior analysis for your diy students are looking for geometry textbook. Docx from punjabi university. Chapter 8 solutions results for hard Go Here theorem examples of personal, so the pythagorean theorem assignment describe the distance between two points. Write their number at our subjects in.\n3/9 honda gx160 engine diagram at our huge library 1/8 oracle project with admitting their assignment and homework help. 4/8 zumdahl seventh edition solutions manual. Results for future repairs. Pythagorean theorem: math student solutions pdf pythagorean theorem. Pdf get instant access to read ebooks analytical chemistry journals. If pythagorean theorem practice answer page. 134 0. ..", "label": "Yes"}
{"text": "I love hands-on activities for introducing math concepts. Spielgaben starts with hands-on activities and now has a math workbook series to add extension activities for anyone who owns the complete Spielgaben set.\nI want to show some ideas for combining the workbook series with activities using the Spielgaben materials. Today, I’m focusing on work with left and right and giving directions (including clockwise and counterclockwise).\nThis is a sponsored post written by me on behalf of Spielgaben. All opinions are honest and my own.\nComplete Spielgaben Set, Version 4\nIn case you’re not familiar with Spielgaben toys, they are exceptionally high-quality educational toys designed for ages 3-12. You can see from the photo that the cabinet is very high quality and fits in well in a room with traditional Montessori materials. I love the easily removable drawers in version 4.\nThe Spielgaben complete set comes with over 700 pages of full-color printed learning materials. These printed materials help you as a parent or teacher easily use Spielgaben toys educationally with your child and/or students.\nNote: The yarn balls in set 1 are fine for babies and toddlers. The other sets should only be used with ages 3 and older unless your toddler no longer mouths objects or you are constantly supervising your toddler during an activity using the materials.\nSpielgaben Math Workbook Series\nIf you own a complete Spielgaben Set, you can now order an optional extension resource: a set of math workbooks for Preschool/Kindergarten through Grade 6. These don’t have as many direct hands-on activities as the original printed learning materials (or digital materials if you have an earlier Spielgaben set). Some of the activities are hands-on, but this is a workbook series with mainly paper and pencil work illustrated with Spielgaben materials. Year 3 on up has answer pages in the back.\nYou can use the math workbooks in a homeschool however you prefer. You could work straight through them after using the original hands-on lessons, combine workbook activities with hands-on lessons from the original printed materials, or skip around, using the workbooks as needed to reinforce work from the hands-on materials. I like to skip around and review lessons from the original printed materials or use the hands-on materials for inspiration at the same time as I use a workbook page.\nSpielgaben Materials Used in This Post\nFor this post, I used parts from Spielgaben cabinet drawers 3-6, 7, and 10. With younger children, I like to set up a tray or basket with the parts needed for a particular activity (as a control of error). For kindergarteners on up, I just have the child bring the drawers needed for the activities to the work area.\nFor the first part of the activity, I used one of the Spielgaben Nature Cards that come with the complete set. The full-color printed materials have lots of creative, hands-on activities for learning math concepts.\nNature Card Inspiration with Spielgaben Materials\nMy just-turned-6-year-old granddaughter, Zoey, has done lots of Montessori hands-on math work along with Spielgaben hands-on math activities. I chose a couple of pages from the Spielgaben Math Workbook, Year 1. The workbook typically uses Spielgaben creations as the illustrations, so they’re fun as building inspiration. I always encourage Zoey to build one of the images with the Spielgaben materials.\nA fox built with materials from Spielgaben drawer 7 was one of the first images on the first workbook page we were doing. Because we’re on a woodland animal unit, I used the fox nature card as inspiration for Zoey.\nThe page shows a fox created with drawer 7 and a fox created with drawers 3-6 along with dots from drawer 10. Zoey had fun creating the foxes. Then she added features to the first fox, a hairbow to the first fox, and a bow tie to the second fox. After that, she created food for the foxes and had some creative dramatic play with the foxes. I love that the Spielgaben materials can be easily used for both learning activities and creative play!\nWorking with Left and Right and Giving Directions Using Spielgaben Math Book, Year 1\nWhen Zoey was finished with the dramatic play, we did Math Wookbook, Year 1, lesson 10-3 about left and right. We hadn’t focused specifically on left and right on a page, and the workbook had clear examples. First Zoey had to turn a picture of a beetle built with Spielgaben materials right and left. Then she had to identify from a row of 3 foxes built with Spielgaben materials (like the first one Zoey built) which fox was on the left and which was on the right. It was a simple page but a clear way to introduce or review left and right.\nThen we did Math Workbook, Year 1 lesson 29-3 about giving directions. Zoey had fun with this page because it was like a game. First, the page introduced clockwise and anticlockwise (which I said is a British or Australian way to say “counterclockwise”). It also showed backwards and forwards. Then Zoey had to use a map and the words to get a person from one point to another a few different times using backwards, forwards, clockwise, and counterclockwise. Zoey hadn’t focused on clockwise and counterclockwise before, and she enjoyed giving the directions.\nThen she had to move a girl forward and backward to spell words on a row of letters. I had Zoey move a Spielgaben dot to illustrate the work on this page. It was a simple page to do but reinforced an important concept.\nI like that the workbook covers a wide variety of first grade math concepts. It works well as an extension of the Spielgaben printed lessons. It’s also helpful for children who need extra work with a specific concept.\nAll My Spielgaben Posts\nMany of these include links to free printables! (Click on an image to go to the related blog post. The gallery is ordered according to publication date with my latest post at the top.)\nVersion 4 of Spielgaben Educational Toys\nI highly recommend Spielgaben as an amazing educational material for home or school. Even though the toys aren’t inexpensive, they’re definitely worth the price because of the high quality of materials and number of years your children or students can use them.\nSpecial deal for my readers!\nLearn more about my eBook Montessori at Home or School: How to. Teach Grace and Courtesy!\nIf this is your first time visiting Living Montessori Now, welcome! If you haven’t already, please join us on our Living Montessori Now Facebook page where you’ll find a Free Printable of the Day and lots of inspiration and ideas for parenting and teaching! And please follow me on Pinterest (lots of Montessori-, holiday-, and theme-related boards), Instagram, and YouTube. You can find me on bloglovin’ and Twitter, too.\nAnd don’t forget one of the best ways to follow me by signing up for my weekly newsletter. You’ll receive some awesome freebies in the process!", "label": "Yes"}
{"text": "3 Unit Circle Trigonometry\nIn This Chapter\nThe shape of a plucked guitar string, fixed at both ends, can be described by trigonometric functions of a real variable.\nA Bit of History The discussion in Section 2.4 leads directly to a more analytical approach to trigonometry where the cosine and sine are defined as the x-and y-coordinates, respectively, of a point (x, y) on a unit circle. It is this interpretation of ...", "label": "Yes"}
{"text": "Your maths and English GCSE qualifications are your passport to a brighter future. You could have every qualification and skill under the sun, but without maths and English you may not be able to reach your destination.\nTo study at HRC it's necessary for you to have at least a Grade C/Level 4 in GCSE maths and English. However, if you don't have these when you arrive at college we will support you throughout your journey to gain them.\nWe do this by embedding maths and English both within your course timetable and within your study programme. So not only are you attending dedicated classes, you are also learning about how maths and English is relevant to your industry.\nEvery bricklayer needs to know how many bricks to order, every musician needs to know how much to charge for gig tickets and every business executive needs to know how to write a professional report. These are just small examples as to how important maths and English are to helping you achieve your career dreams.\nAt HRC we offer three levels of maths and English study that are matched to your current qualifications:\n- Functional Skills: for students who have achieved a GCSE Grade E/Level 2 or below\nDesigned to help prepare you for GCSEs\n- GCSE maths and English: for students who have achieved a GCSE Grade D/Level 3\nDesigned to help you achieve a Grace C/Level 4 or higher at GCSE\n- Upskilling: for students who have achieved a GCSE Grade C/Level 4 or higher\nDesigned to help you improve your skills", "label": "Yes"}
{"text": "A Coq formal proof of the LaxMilgram theorem\nCPP, pp. 79-89, 2017.\nThe Finite Element Method is a widely-used method to solve numerical problems coming for instance from physics or biology. To obtain the highest confidence on the correction of numerical simulation programs implementing the Finite Element Method, one has to formalize the mathematical notions and results that allow to establish the soundne...More\nFull Text (Upload PDF)\nPPT (Upload PPT)", "label": "Yes"}
{"text": "98% of our clients love us! Contact us to hear why. We serve Buffalo and all surrounding areas.\nAward-Winning Private Math Tutoring in Akron, NY\nOne-on-one, personalized tutoring\nPrivate In-Home and Online Math Tutoring in Akron, NY\nReceive personally tailored Math lessons from exceptional tutors in a one-on-one setting. We help you connect with in-home and online tutoring that offers flexible scheduling and your choice of locations.\nHow can a Math tutor help you?\nPossessing a functional understanding of mathematics is not simply a significant portion of a student's scholastic career, but it is a vital working aspect used in the day-to-day lives of nearly every person on the planet today. As a direct consequence of this fact, it is crucial that every child has a solid foundation in the basics of math. That foundation is needed to correctly utilize currency in order to buy and sell goods and services, work with modern technology, and to pursue many future academic goals. If you are the parent of a young child in grade school who is stressed with trying to comprehend the fundamental principles of math, consider having them study in a one-on-one setting where they can obtain the assistance they need. The educational directors at Varsity Tutors can help you meet with an independent skilled math tutor in Akron, NY, who is able to assist students in properly preparing for math.\nWith a professional private math tutor in Akron, your child could not miss anything. If the teacher covered the topic of fractions too quickly, or if your student does not have an understanding of the relationship between fractions and decimals, their tutor can take all the time they need to explain it in ways that are easily understood. Tutoring, unlike regular classroom learning, centers on a one-on-one relationship involving the instructor and your child, offering immediate feedback and constructive criticism that can't be found in a traditional academic setting. This fosters self-esteem and a greater confidence in the course material being presented, and it can expand to benefits outside of the classroom curriculum, such as improved deductive reasoning and time-management techniques. No matter what areas your student needs help with, their tutor will have a wealth of real-world experience in math and will be in a position to effectively answer their questions and efficiently solve their problems.", "label": "Yes"}
{"text": "Parameter Estimation for Stable Distribution: Spacing based and Indirect Inference\n- Author(s): Tian, Gaoyuan\n- Advisor(s): Jammalamadaka, S.Rao\n- et al.\nStable distributions are important family of parametric distributions widely used in signal processing as well as in mathematical finance.\nEstimation of the parameters of this model, is not quite straightforward due to the fact that there is no closed-form expression for their probability density function. Besides the computationally intensive maximum likelihood method where the density has to be evaluated numerically, there are some existing adhoc methods such as the quantile method, and a regression based method. These are introduced in Chapter 2.\nIn this thesis, we introduce two new approaches: One, a spacing based estimation method introduced in Chapter 3 and two, an indirect inference method considered in Chapter 4.\nSimulation studies show that both these methods are very robust and efficient and do as well or better than the existing methods in most cases.\nFinally in Chapter 5, we use indirect inference approach to estimate the best fitting income distribution based on limited information that is often available.", "label": "Yes"}
{"text": "Quantum Probability And Related Topics: Qp-pq (Volume Ix) - Qp-pq: Quantum Probability And White Noise Analysis 9 (Paperback)Luigi Accardi (editor)\n- We can order this\nPublisher: World Scientific Publishing Co Pte Ltd\nNumber of pages: 388\nWeight: 540 g\nDimensions: 214 x 155 x 22 mm\nYou may also be interested in...\nPlease sign in to write a review", "label": "Yes"}
{"text": "National Mathematics Day\nDecember 22 was designated as National Mathematics Day (NMD) by Government of India in 1987. Since then this day is celebrated throughout the country with great enthusiasm. IPS Academy, IES, Department of Mathematics every year celebrates National Mathematics Day on 22nd December to commemorate the Birthday on Srinivasa Ramanujam.\nCelebration of Mathematics Day on 22 December 2020", "label": "Yes"}
{"text": "- Is 0.2 or 0.25 bigger?\n- Is 0.25 or 0.05 greater?\n- Is 0.7 the same as 7?\n- Is 0.01 or 0.05 bigger?\n- Is 0.7 or 0.07 smaller?\n- What does 0.01 mean in math?\n- Is 0.1 and 0.10 the same?\n- Is 0.1 and 1 the same?\n- Is 0.5 or 0.75 greater?\n- Is 0.5 or 0.7 smaller?\n- What does 0.01 mean?\n- How do you know which decimal is smaller?\n- Which fraction converts to a terminating decimal number?\n- What is a decimal equivalent to?\n- Is 0.5 and 0.05 the same?\n- Is 0.5 or 0.25 bigger?\n- What is .01 as a percent?\nIs 0.2 or 0.25 bigger?\nAnswer: 0.25 is bigger than 0.2 because of an additional 0.05..\nIs 0.25 or 0.05 greater?\n0.25 is bigger than 0.05. Both are less than 1,So if you compare the decimal parts starting after the decimal point and working towards right; comparing the tenth:0.25 has 2 tenths and 0.05 has 0 tenth. So comparing both tenth ,0.25 is bigger than 0.05.\nIs 0.7 the same as 7?\nThe right of the decimal point is like a fraction. … For example, 0.7 is in the tenths place and represents the fraction 7/10. In the number 0.07 the 7 is in the hundredths place and is the same as the fraction 7/100.\nIs 0.01 or 0.05 bigger?\nSo 1% (0.01) is greater than 5% (0.05), in that we can more comfortably accept alternative hypotesis (there is difference, there is association or correlation).\nIs 0.7 or 0.07 smaller?\nA decimal number is just a fractional number. Comparing 0.7 and 0.07 is clearer if we compared 7/10 to 7/100. The fraction 7/10 is equivalent to 70/100 which is clearly larger than 7/100. … If each decimal place value is the same then the decimals are equal.\nWhat does 0.01 mean in math?\nHundredth means 1/100. In decimal form, it is 0.01.\nIs 0.1 and 0.10 the same?\nFor example, 0.1 (one tenth) is equal to 0.10 (ten hundredths). Let’s take a look at a model given below to understand equivalent decimals in a better way. From the model, it is clear that 0.1 is equal to 0.10.\nIs 0.1 and 1 the same?\n0.1 is a number, but a fraction is how much OF something which could vary. So . 1 could be one-tenth of 1 but it would not one-hundredth of 10. … It the thoughts are along these lines they’re not seeing fractions as numbers.\nIs 0.5 or 0.75 greater?\n0.75 first since it’s the greatest. 0.55 is next since it’s larger than 0.5 but, smaller than 0.75.\nIs 0.5 or 0.7 smaller?\n0.7 is larger than 0.5 by 0.2. 0.7， because both 0.7 and 0.5 are positive number and 0.5 is closer to 0 than 0.7.\nWhat does 0.01 mean?\n0.01 (point zero one) which is also equal to 1/100.\nHow do you know which decimal is smaller?\nThe greater a decimal is, the closer it is to one whole. The smaller a decimal is the farther it is from one whole. The first thing you need to look at is the digit number in each decimal. These each have two digits in them, so you can compare them right away.\nWhich fraction converts to a terminating decimal number?\nAny rational number (that is, a fraction in lowest terms) can be written as either a terminating decimal or a repeating decimal . Just divide the numerator by the denominator . If you end up with a remainder of 0 , then you have a terminating decimal.\nWhat is a decimal equivalent to?\nIn algebra, equivalent decimals are two decimal numbers that are equivalent, that is, they represent the same value or amount. Here, both the decimal numbers show the same amount of space taken.\nIs 0.5 and 0.05 the same?\n0.5 is greater then 0.05. As, 0.5=5/10 but 0.05=5/100.\nIs 0.5 or 0.25 bigger?\n0.5 because 0.5 is the same as 0.50, which is larger than 0.25.\nWhat is .01 as a percent?\n0.1%Decimal to percent conversion tableDecimalPercent0.0010.1%0.011%0.022%0.033%20 more rows", "label": "Yes"}
{"text": "Define the following terms using mathematical notations. Also provide example for each term- Subset Universal set Power set\nThe Answer to the Question\nis below this banner.\nHere's the Solution to this Question\nLet us define the following terms using mathematical notations and also provide example for each term.\nWe say that a set is a subset of a set if each elements belongs to For example, let Since impllies we conclude that is a subset of\nA universal set is a set which contains all objects that may appear in some task or class of tasks. For example, if the problem lies in finding the real roots of quadratic equations, then for this task the universal set is the set of real numbers.\nThe power set (or powerset) of a set is the set of all subsets of , including the empty set and itself, that is For examle for the set its power set where is the empty set.", "label": "Yes"}
{"text": "Reviews - Hackety Hacking the Computer Science Classroom Workspace\nThis resource has not yet been reviewed.\nInformation - Hackety Hacking the Computer Science Classroom Workspace\nGraphic Organizer/Worksheet, Other\nThis wiki page contains the complete problem set developed for the OLPC SoCon project.\nCareer & Technical Education > General Career & Technical Education > Technology Mathematics > General Mathematics > Algebra Mathematics > Equations Mathematics > Number Sense & Operations Mathematics > Problem Solving", "label": "Yes"}
{"text": "You found Ms. Kivi!\nWelcome to my webpage! I will be teaching Math 3 and Honors Math 3 for the 2023-24 school year and am looking forward to working with you. It is an honor to teach at Northwest!\nPlease be sure you are logged into my Remind for updates that will be posted.\nText to 81010\nMath 3 @kivi323\nHonors Math 3 @kivih323", "label": "Yes"}
{"text": "High speed and high resolution. Breakthrough ADC technology switches from 8 to 16 bits in the same oscilloscope.\nFigure 2 shows a typical trace of the sound wave beating.\nQ1. Estimate the beat frequency of the sound wave.\nA1. Frequency is calculated using the frequency formula:\nFrequency = (time taken for one complete cycle to pass)-1\nFrom the graph we measured that a beat occurs every 40 ms.\nBeat frequency = (40 ms)-1 = 25 Hz\nQ2. Estimate the frequencies of the two sound waves from the signal generators.\nA2. From the graph we measured 1 cycle in 2233 ms.\nFrequency of the combined signal = (2233 ms)-1 = 448 Hz\nThe two frequencies can now be calculated using the combined frequency and the beat frequency. Frequencies of the initial waveform = Frequency of the combined waveform ± the beat frequency.\nFrequency of initial sound waves = 448 Hz ± 25 Hz\nf1= 423 Hz and f2= 473 Hz\nThe two frequencies were measured to be 423 Hz and 473 Hz using the frequency meter in PicoScope, this gave a beat frequency of 24 Hz (this should be 25 Hz, the error was probably due to the setting of the signal generators). Figure 3 below shows the output from the spectrum analyzer.\nQ3. What would happen if the amplitudes of the two sound sources were not equal?\nA3. If the two sound waves are at similar frequencies but of different amplitudes the two sound waves would not cancel each other out at the destructive interference points. This sound wave would look like the one shown in figure 4.\nFigure 5 show the spectrum of the combined waveforms, showing the difference in magnitude of the two wave forms.\nThis experiment was written by Dick Robinson of Maesydderwen School.", "label": "Yes"}
{"text": "Gaspard Monge, count de Péluse, (born May 10, 1746, Beaune, France—died July 28, 1818, Paris), French mathematician who invented descriptive geometry, the study of the mathematical principles of representing three-dimensional objects in a two-dimensional plane; no longer an active discipline in mathematics, the subject\n- 1 What is descriptive geometry in math?\n- 2 What was Gaspard Monge known for?\n- 3 What is descriptive geometry in architecture?\n- 4 Which historical period has the descriptive geometry been geometrically coded?\n- 5 What does Monge mean?\n- 6 Who coined the term fractal?\n- 7 Who invented log table?\n- 8 Who discovered hyperbolic geometry?\n- 9 Who invented symplectic geometry?\n- 10 Who discovered Euclidean geometry?\n- 11 What is plane and descriptive geometry?\n- 12 What is differential geometry used for?\n- 13 Why is projective geometry important?\nWhat is descriptive geometry in math?\nDescriptive geometry is the branch of geometry which allows the representation of three-dimensional objects in two dimensions by using a specific set of procedures. All geometric aspects of the imaginary object are accounted for in true size/to-scale and shape, and can be imaged as seen from any position in space.\nWhat was Gaspard Monge known for?\nGaspard Monge (1746–1818) is considered the father of differential geometry. His classical work on the subject, Application de l’Analyse a la Géométrie, was published in 1807 and was based on his lectures at the Ecole Polytechnique in Paris. It eventually went through five editions.\nWhat is descriptive geometry in architecture?\nDescriptive geometry is a section of geometry in which different methods of three- dimensional representation of objects on a flat surface are studied. It is one of the main disciplines in professional training of an architect.\nWhich historical period has the descriptive geometry been geometrically coded?\nDescriptive geometry as a science was formed in the end of the 18th century in France by Gaspard Monge, but various methods of projection were used long before.\nWhat does Monge mean?\nnoun. monk [noun] a member of a male religious group, who lives in a monastery, away from the rest of society.\nWho coined the term fractal?\nThe term fractal, derived from the Latin word fractus (“fragmented,” or “broken”), was coined by the Polish-born mathematician Benoit B. Mandelbrot. See the animation of the Mandelbrot fractal set.\nWho invented log table?\nThe Scottish mathematician John Napier published his discovery of logarithms in 1614.\nWho discovered hyperbolic geometry?\nThe first published works expounding the existence of hyperbolic and other non-Euclidean geometries are those of a Russian mathematician, Nikolay Ivanovich Lobachevsky, who wrote on the subject in 1829, and, independently, the Hungarian mathematicians Farkas and János Bolyai, father and son, in 1831.\nWho invented symplectic geometry?\n2. Symplectic geometry as Lagrange did it. The first symplectic manifold was introduced by Lagrange [LAI] in 1808.\nWho discovered Euclidean geometry?\nEuclidean geometry, the study of plane and solid figures on the basis of axioms and theorems employed by the Greek mathematician Euclid (c. 300 bce). In its rough outline, Euclidean geometry is the plane and solid geometry commonly taught in secondary schools.\nWhat is plane and descriptive geometry?\nPlanes are the most fundamental and most common found in the field of descriptive geometry. A plane is defined as a flat surface that could be represented by three points that are not in a straight line, a straight line and a point not of the line, two intersecting lines, and two parallel lines.\nWhat is differential geometry used for?\nIn structural geology, differential geometry is used to analyze and describe geologic structures. In computer vision, differential geometry is used to analyze shapes. In image processing, differential geometry is used to process and analyse data on non-flat surfaces.\nWhy is projective geometry important?\nIn general, by ignoring geometric measurements such as distances and angles, projective geometry enables a clearer understanding of some more generic properties of geometric objects. Such insights have since been incorporated in many more advanced areas of mathematics.", "label": "Yes"}
{"text": "...If you are a graduate student in a Master's or Doctoral program, I can help you with designing your research model and interpreting results in your dissertation project.I teach advanced statistics classes to doctoral students at a private university in Orange County. I advise students on their d...\nAltadena, CAView Tutor\n...I am a caring, intelligent and entertaining tutor with over 7 years of experience working with high schoolers in SAT prep and in all levels of Math from Algebra I and Geometry through Calculus. I have a deep love of all things mathematical, and I find teaching reading strategies, writing techniq...\nSherman Oaks, CAView Tutor\n...Whether you're totally lost in your classes, need help improving your ACT or SAT scores, or want assistance crafting an eye-catching essay, I'm here to help. In addition to providing support with the aforementioned tasks, I've also enjoyed tremendous success helping students draft razor-sharp pe...\nLos Angeles, CAView Tutor\n...Since retiring I have continued to teach statistics at such schools as UCLA, UCLA Extension, Cal State Northridge, Loyola-Marymount and Argosy University. At Argosy I have taught statistics and research design as well as directing doctoral dissertations and being on dissertation committees. I enjoy working one-on-one with motivated students in face-to-face situations.\nMarina Del Rey, CAView Tutor\n...Over 30 years experience teaching adults in vocational schools in subjects dealing with computer programming, graphics design, accounting, income tax preparation and various college level match courses (statistics and linear algebra). I have 30+ years experience in bilingual (English and Spanish)...\nHuntington Park, CAView Tutor", "label": "Yes"}
{"text": "Hamiltonian Cycles in the Square of a Graph\nEKSTEIN, J. Hamiltonian Cycles in the Square of a Graph. 447 Altgeld Hall, Universityof Illinois, 2013.\n|Anglický název:||Hamiltonian Cycles in the Square of a Graph|\n|Autoři:||RNDr. Jan Ekstein Ph.D. ,|\n|Abstrakt EN:||Let G be a simple undirected graph. The square of G is the graph with the same vertex set as G, in which two vertices are adjacent if and only if their distance in G is at most 2. A famous result of Fleischner states that the square of G of any 2-connected graph is hamiltonian. We show that under certain conditions the square of the graph obtained by identifying a vertex in two graphs with hamiltonian square is also hamiltonian. Using this result, we prove necessary and sufficient conditions for hamiltonicity of the square of a connected graph such that every vertex of degree at least three in a block graph corresponds to a cut vertex and any two these vertices are at distance at least four.|", "label": "Yes"}
{"text": "New Directions in Iwasawa Theory (16w5043)\nTed Chinburg (University of Pennsylvania)\nFrauke Bleher (University of Iowa)\nGeorgios Pappas (Michigan State University)\nRomyar Sharifi (University of Arizona)\nRalph Greenberg (University of Washington)\nA main goal of this workshop is to prepare the ground for anticipated significant scientific developments in the mathematical sciences. Iwasawa theory is undergoing rapid change in several directions. One goal of the workshop will be to map out some primary new objectives for Iwasawa theory over the next ten years.\nThis workshop will bring together researchers and advanced Ph.D. students working on Iwasawa theory and related topics in K-theory, commutative algebra and modular forms in order to further advance these fields. A specific objective of the workshop will be to discuss recent advances in Iwasawa theory, as discussed in the section of the proposal concerning the subject area of the workshop. Another objective is the development of deeper ties between Iwasawa theory and algebraic K-theory.\nIt will bring together researchers with a wide range of expertise in number theory, algebraic K-theory, homological algebra and arithmetic geometry. It will also introduce young researchers and members of underrepresented groups to previous work as well as new directions for research in these areas. A workshop about Iwasawa theory is timely in view of the recent proofs of a number of Main Conjectures about first Chern classes. These include the non-commutative Main Conjecture over totally real fields in 2010, the final form of the commutative Main Conjecture over imaginary quadratic fields in 2011, and recent progress on Main Conjectures relating to modular forms.\nIt is appropriate to have this workshop in 2016 because the organizers (Bleher, Chinburg, Greenberg, Pappas and Sharifi) are currently P.I.'s on a Focused Research Group award from the N.S.F. concerning Iwasawa theory and Chern classes. Two consultants on the FRG grant are Mahesh Kakde and Martin J. Taylor. This N.S.F. FRG project includes as one goal organizing a conference on Iwasawa theory in 2016.", "label": "Yes"}
{"text": "Find common elements in matrix rows\nFind the jerk\nCalculate the Hamming distance between two strings\nintersection of matrices\nDivide elements by sum of elements\nInteger to boolean\nHappy Free Wednesday!\nreplace nan values iteratively.\nBridge and Torch Problem - Probability\nFind the treasures in MATLAB Central and discover how the community can help you!\nChoose a web site to get translated content where available and see local events and offers. Based on your location, we recommend that you select: .\nYou can also select a web site from the following list:\nSelect the China site (in Chinese or English) for best site performance. Other MathWorks country sites are not optimized for visits from your location.\nContact your local office", "label": "Yes"}
{"text": "Description: In this lecture, Prof. Adams discusses some qualitative features of quantum mechanical bound states. He then solves the problem of a particle in a finite potential well as the last example of bound state in the course.\nInstructor: Allan Adams\nThe following content is provided under a Creative Commons license. Your support will help MIT OpenCourseWare continue to offer high quality educational resources for free. To make a donation or to view additional materials from hundreds of MIT courses, visit MIT OpenCourseWare at ocw.mit.edu.\nPROFESSOR: So today is going to be our last pass at bound states. So starting next week or actually starting next lecture, we're going to look at scattering. Scattering's going to be great. But we need to close out bound states.\nSo today's topic is the finite well, finite the potential well. We've sort of sketched this when we looked at qualitative structure of wave functions of energy eigenstates. But we're going to solve the system today.\nSo good. So the system we're interested in is going to be--\nThe system we're interested in is going to be a system with a finite depth and a finite width. And I'll go into detail and give you parameters in a bit. But first I want to just think about how do we find energy eigenfunctions of a potential of this form, v of x, which is piecewise constant.\nSo first off, is this is a terribly realistic potential? Will you ever in the real world find a system that has a potential which is piecewise constant? Probably not. It's discontinuous. Right? So it's rather unphysical. But it's a very useful toy model.\nSo for example, if you take a couple of capacitor plates, then you can induce a situation where the electric field is nonzero in between the capacitor plates and zero outside of the capacitor plates. Right. So at a superficial level, this looks discontinuous. It looks like the electric field is--\nBut actually, you know that microscopically there are a bunch of charges, and everything is nice and continuous except for the behavior right at the charges. So but it's reasonable to model this as a step function for an electric field. So this is going to be an idealization, but it's going to be a very useful idealization, the constant potential.\nOK. So what's the equation? What are we trying to do? We want to find the energy eigenstates for this because we want to study the time evolution. And the easiest way to solve the Schrodinger equation, the time evolution equation, is to expand an energy eigenstates.\nSo the equation we want to solve is energy eigenvalue times phi e of x is equal to minus h bar squared on 2m phi e phi prime plus v of x. And I'm going to put it in the form we've been using. Phi prime prime e of x is equal to 2m upon h bar squared v of x minus e. OK. So this is the form that I'm going to use today to solve for the energy eigenvalue equations.\ne is some constant. Do you expect the allowed energies to be arbitrary? No. They should be discrete. Yeah, exactly.\nSo we expect that there should be discrete lowest energy state, some number of bound states. And then, eventually, if the energy is greater than the potential everywhere, the energies will be continuous. Any energy will be allowed above the potential. So we'll have a continuum of states above the potential. And we'll have a discrete set of bound states--\nProbably, it's reasonable to expect some finite number of bound states just by intuition.\n--from the infinite well. So we expect to have a finite number of discrete energies and then a continuous set of energies above zero. So if this is the asymptotic value potential of zero. OK. And this is intuition gained from our study of qualitative structure of energy eigenfunctions.\nSo we are going to talk today about the bound states. And in recitation, leaders should discuss the continuum above zero energy. OK. So to solve for the actual energy eigenfunctions and the energy eigenvalues, what we need to do is we need to solve this equation subject to some boundary conditions. And the boundary conditions we're going to want to solve are going to be finite. So it's normalizable infinity. The solution should be vanishing far away. And the wave function should be everywhere smooth. Well, at least it should be continuous.\nSo let's talk about what exactly boundary conditions we want to impose. And so in particular, we're going to want to solve for the energy eigenfunctions in the regions where the potential is constant and then patch together solutions at these boundaries. We know how to solve for the energy eigenfunctions when the potential is constant. What are the energy eigenfunctions?\nYeah. Suppose I have a potential, which is constant. v is equal to 0. What are the energy eigenfunctions of this potential?\nPROFESSOR: Yeah, e to the ikx. Yeah. Now, what if I happen to tell you--\nSo we're at h bar squared k squared upon 2m is equal to the energy. Suppose I happen to tell you that here's the potential. And I want to find the solution in this region where the energy is here less than the potential. What are the solutions?\nThat's a second order differential equation. There should be two solutions. What are the solutions to that differential equation when the energy is less than the potential?\nAUDIENCE: Decaying and growing.\nPROFESSOR: Decaying and growing exponentials. Exactly. e to the plus alpha x and e to the minus alpha x. And the reason is these are sinusoidal, and these have the opposite concavity. They are growing and dying exponentials. Cool?\nOK. So we've studied that. Yeah?\nAUDIENCE: Shouldn't that be a phi e of x?\nPROFESSOR: Sorry. Oh, oh, yes, indeed. Sorry. Thank you. Phi e of x. It's early, and I'm still working on the coffee. It won't take long. Good. So we know how to solve the energy eigenvalue equation in all these regions where the potential is constant. So our job is going to be to find a solution where we patch them together at these interfaces. We patch them together.\nAnd what condition should we impose? So the basic condition is going to be continuity of the wave functions phi e of x. And so what are the conditions that we need?\nWell, if v of x--\nHere's the way I like to think about this. Suppose v of x is continuous. So if the potential is continuous, then what can you say? You can say that phi prime prime is a continuous function times phi of x.\nSo very roughly, if we look at a region where phi isn't varying very much, so if we have a potential that's varying in some way, then phi prime prime, in a region where it's not varying much compared to its value as a function of x, does something smooth because it's varying with the potential. And so phi prime, which is just going to be the integral of this--\nThe integral of a smooth function is again a smooth function.\n--and phi, the integral of that function is also going to be a nice, smooth function. OK? I've drawn it badly, but--\nSo the key thing here is that if the potential is continuous, then the energy eigenfunction has a second derivative, which is also continuous. That means its first derivative is continuous. So that means the function itself is continuous. Everyone agree with this? Questions? So in regions where the potential's continuous, the wave function and its first two derivatives all have to be continuous.\nOn the other hand, suppose the potential has a step. v of x has a step discontinuity. OK. So the potential does one of those. So what does that tell you about phi prime prime? It's a function of x.\nSo for example, let's look at that first step. Suppose the potential is that first step down by some amount. Then phi prime prime is going to decrease precipitously at some point. And the actual amount that it decreases depends on the value of phi because the change in the potential time is the actual value of phi.\nAnd if that's true of phi prime prime what can you say of phi prime? So this is discontinuous. Phi prime of x, however, is the integral of this discontinuous function. And what does it do?\nWell, it's linearly increasing in this region because its derivative is constant. And here, it's linearly increasing less. So it's not differentiably smooth, but it's continuous.\nAnd then let's look at the actual function phi of x. OK. What is it doing? Well, it's quadratic. And then here it's quadratic a little less afterwards. But that still continuous because it's the integral of a continuous function. Everyone we cool with that? So even when we have a step discontinuity in our potential, we still have that our derivative and the value of the function are continuous. Yeah?\nHowever, imagine the potential has this delta function. Let's just really push it. What happens if our potential has a delta function singularity? Really badly discontinuous.\nThen what can you say about phi prime prime as a function of x? So it has a delta function, right? So the phi prime prime has to look like something relatively slowly varying, and then a step delta function. So what does that tell you about the derivative of the wave function?\nIt's got a step function. Exactly. Because it's the integral of this, and the integral is 0, 1. Whoops. I missed.\nSo this is a delta. This is a step. And then the wave function itself is, well, it's the integral of a step, so it's continuous. Sorry.\nIt's certainly not differentiable. Its derivative is discontinuous. Well, it's differentiable but its derivative's not supposed to be. It is not continuous, indeed.\nSo this is continuous. So we've learned something nice, that unless our potential is so stupid as to have delta functions, which sounds fairly unphysical--\nWe'll come back to that later in today's lecture.\n--unless our potential has delta functions, the wave function and its first derivative must be smooth. Yeah. This is just from the energy eigenvalue equation.\nNow, we actually argued this from the well definedness and the finiteness of the expectation value of the momentum earlier in the semester. But I wanted to give you this argument for it because it's going to play a useful role. And it also tells us that if we do have a delta function singularity in the potential, then the upshot is that the wave function is going to be continuous, but its first derivative will not. Its first derivative will jump at the wave function.\nAnd that means that the wave function--\nLet me draw this slightly differently.\n--the wave function will have a kink. Its derivative will not be continuous. OK. So anywhere where we have a delta function in the potential, we will have a kink in the wave function where the first derivative is discontinuous. Cool? Yeah.\nAUDIENCE: What does that mean as far as the expectation value of the momentum?\nPROFESSOR: Ah, that's an excellent question. So what do you expect to happen at such a point?\nAUDIENCE: Well, your momentum blows up.\nPROFESSOR: Yeah, exactly. So we're going to have some pathologies with expectation values in the momentum. Let's come back to that when we talk about the delta function potential, which should be at the end of today. Hold that question in the back of your head. It's a good question. Other questions?\nOK. So what we're going to do now is we're going to use, you know, math to find the energy eigenfunctions and eigenvalues for the finite well potential, i.e. we're going to solve this equation contingent on the boundary conditions that the wave function and its derivative are smooth everywhere. And in particular, they must be smooth here and here. I mean they've got to be smooth everywhere.\nWe know what the solution is inside here. We know what the solution is in here. All we have to worry about is what happens at the interface. And we're going to use smoothness of the wave function and its derivative to impose conditions that allow us to match across that step. Everyone cool with that?\nOK. So let's do it. By the way, just a quick side note. Let me give you a definition. I've used this phrase many times, but I haven't given you a definition of it.\nSo I've used the phrase, bound state. And its opposite is called a scattering state. So here's what I mean by a bound state. Intuitively, a bound state, if you think about this classically, imagine I have a potential well. And I have a marble, and I let go from here. This marble is bound. Right? It's never getting out of the well. It's stuck. Yeah?\nAnd so I would call that a bound marble. On the other hand, a marble that I give a huge kick to, big velocity so that it can get out, well then it's not bound to this potential well. So I'll call that a scattering state just to give it a name. And next lecture we'll see why we call it a scattering state.\nThe important thing is that bound configurations of a classical potential are things basically in a well that are stuck. OK. So the quantum version of that statement is the following.\nSuppose I take this potential, and I treat it quantum mechanically, and I consider a state with total energy like this. Well, among other things, the total energy is less than the value of the potential asymptotically far away. So what is the form of a wave function in this region with this energy? Exponential, right? It's e to the minus some alpha x, where alpha squared is roughly the difference, alpha x.\nAnd out here it's going to be e to the plus alpha x. And that's for normalizability. We want to have a single particle in this state.\nSo what that tells us is that the wave function falls off in these classically disallowed regions exponentially. And so the probability of measuring the particle at an arbitrarily far position goes to zero. And it goes to zero exponentially rapidly. Cool?\nSo I will call a bound state, a quantum bound state, an energy eigenstate, such that the probability falls off exponentially as we go far away from wherever we think is an interesting point, like the bottom of the well. Cool? A bound state is just a state which is exponentially localized. If you put it there, it will stay there. Yeah.\nAnd it's important that when I say a bound state I'm talking about energy eigenstates. And the reason is this. Bound state equals energy eigenstate. The reason is that, consider by contrast a free particle, so a free particle with constant potential. What are the wave functions? What are the energy eigenfunctions?\nWell, they're plane waves. Right. So are these bound states? No. Good.\nOK. On the other hand, I claimed that I can build a wave packet, a perfectly reasonable wave packet, which is a Gaussian. OK. This is some wave function, psi of x times 0. It's a Gaussian. It's nice and narrow. Is that a bound state?\nWell, it's localized at this moment in time. But will it remain, and in particular its probability distribution, which is this thing norm squared is localized in space--\nSorry. This was zero.\n--it's localized in space. The probability of it being out here is not just exponentially small, it's Gaussian so it's e to the minus x squared. It's really not out here. But what happens if I let go? What happens if I look at the system at time t? It's going to spread out. It's going to disperse. We're going to talk about that in more detail later.\nSo it's going to spread out. And eventually, it will get out arbitrarily far away with whatever probably you like. So the probability distribution is not time invariant. That is to say it's not a stationary state. It's not an energy eigenstate. Saying something is bound means that it never gets away.\nSo bound states are specifically energy eigenstates that are strictly localized, that fall off at least exponentially as we go away from the origin. Cool? It's just terminology, what I mean by a bound state. Questions?\nOK. So let's talk about the finite well. So I need to give you definitions of the parameters. Let's draw this more precisely. Here's my well. Asymptotically, the potential is zero. The potential depth, I'm going to call minus v naught. OK. And I'm going to center the well around zero. And I'll call the sides minus l and l.\nAnd I want to find bound states of this potential, just like we found bound states of the harmonic oscillator, i.e. states with energy e, which is less than zero. So these are going to give us bound states because we're going to have exponential fall offs far away.\nSo a couple of things to note. The first is on, I think, problem set three or four you showed that if you have a potential, which is symmetric, which is even, under x goes to minus x, then every energy eigenfunction, or at least every bound state energy eigenfunction, every energy eigenfunction can be written as phi e symmetric or phi e anti-symmetric. So it's either even or odd. It's either even or odd under the exchange of x to minus x.\nSo when our potential is symmetric, the wave function or the energy eigenfunctions are either symmetric or anti-symmetric. OK. So we want to solve for the actual eigenfunctions. So we want to solve that equation.\nAnd we have this nice simple fact that we know the solutions in this region. We know the general solution in this region. We know the general solution in this region. So I'm going to call these regions one, two, and three, just to give them a name.\nSo in region one--\nThat's actually sort of stupid. Let's call this inside, left, and right. Good. OK. So let's look at this equation.\nWe have two cases. If the energy is greater than the potential in some region, then this is of the form phi prime prime is equal to energy greater than potential. This is a negative number. And so this is a minus k squared phi. And we get exponentials. And if, on the other hand, e is less than v of x, then phi prime prime is equal to plus alpha squared phi. I should say oscillator.\nAnd in particular here, I want the k squared is equal to 2m upon h bar squared. It's just the coefficient v minus e. And alpha squared is equal to 2m over h bar squared e minus v.\nOK. So let's apply that here. So in this region, we're going to get oscillations because we're in a classically allowed region, where the energy is greater than the potential. So we'll get oscillatory solutions. And the salient value of k inside, is k is equal to the square root of 2m over h bar squared times v minus e. So that's minus v naught.\nWhat did I do? I did. It's e minus v. I thank you. Yes. And I want the other one to be l so it'd be minus v. Good. Good. Excellent.\nSo root 2 over h bar squared. And now we have e minus v naught, which is the actual value of e, which is negative. Right? But minus v naught or plus v naught is positive and greater in magnitude. So this is a nice positive number, and k is the square root of it. This is controlling how rapidly the wave function oscillates in this region.\nSimilarly, out here we have alpha is equal to--\nWell, here the potential is zero. So it's particularly easy. Alpha is equal to the square root of 2m upon h bar squared of--\nNow z minus e is zero minus e, which is a negative number. So we can just write e absolute value. So we can write the general solution of this eigenfunction, of this eigenvalue equation, as phi e of x is equal to--\nLet's break it up into inside and outside. Well, inside we know, since it's constant with this value of k, we get superpositions of oscillatory solutions. It' a second-order difference equation. There are two solutions and two integration constants.\nSo first we have a cosine of kx plus b sine kx. This is inside. And then on the left we have a combination of exponentially growing and exponentially decreasing. So the exponentially growing is e to the alpha x plus de the minus alpha x. And on the right, similarly by symmetry, we have some combination of e--\nBut I don't want to call it the energy, so I'll call it the curly e.\n--to the alpha x plus fe to the minus alpha x. OK. So that's the general solution. We solve the problem as a superposition of the two oscillatory solutions or a superposition of the two exponentially growing and damped solutions or exponentially growing and collapsing functions on the left and right. Questions?\nSo a couple of things to note at this point. So the first is we have boundary conditions to impose. We have boundary conditions at these two interfaces. But we also have boundary conditions off in infinity. What are the boundary conditions at infinity?\nYeah, exactly. It should vanish. So we want the system to be normalizable. So normalizable is going to say that phi goes to zero at minus infinity. Phi of x goes to minus infinity goes to zero, which it equals. And phi of x goes to plus infinity should also be zero. OK. And then we're also going to have the conditions at the left boundary, and we're going to have conditions at the right boundary.\nAll right. So what are the boundary condition at the left boundary condition? So first off, what are the boundary conditions we want to impose at the left and right boundaries?\nPROFESSOR: Continuous, and the derivative should be continuous. Exactly. So we have that phi is continuous, and phi prime--\n--phi prime is continuous. Similarly, phi continuous, phi prime continuous. OK. Do we have enough boundary conditions to specify our function? So we have now for our solution, we have six undetermined coefficients. And we have six boundary conditions. So that looks good.\nAre they all independent? Ponder that one. So in particular, let's start with the normalizable. So in order for phi to go to zero at minus infinity deep out on the left, what should be true? Yeah, d goes to zero. Oops, equals zero. And on the right?\nYeah, that curly e equals 0, which is nice so I don't ever have to write it again. So that's zero. And that's zero. OK. That's good.\nWe can take advantage though of something nice. We know that the wave function has to be either symmetric or anti-symmetric. Right? So we can exploit that and say, look, the wave function is going to be different from our boundary conditions, but it's a true fact, and we can take advantage of it. We can use the parody of the well. I can never--\nSo we can use the parody of the potential to say that the system is either symmetric or anti-symmetric. And these are often said as even or odd because the function will be, as a function of x, either even or odd. You either pick up a minus sign or a plus sign under taking x to minus x.\nSo if the system is even, what can we say about these coefficients? What must be true of b, for example?\nAUDIENCE: It's zero.\nPROFESSOR: Yeah. So b equals 0. And what else?\nAUDIENCE: It equals f.\nPROFESSOR: This equals f. Yeah, good. OK. This equals f. And if the system is anti-symmetric, then a equal to 0. And we see that c is equal to minus f. Yeah? So that's a useful simplification.\nSo it's easy to see that we could do this either way. We could do either symmetric or anti-symmetric. I'm going to, for simplicity in lecture, focus on the even case. b is equal to 0, and c is equal to minus f. Sorry, c is equal to f. So plus c. So now we're specifically working with the even solutions. And on your problem set, you'll repeat this calculation for the odd functions.\nSo we're going to focus on the even solutions. And now what we have to do is we have to impose the boundary conditions for phi and phi prime. So that's easy enough.\nWe have the function. All we have to do is impose that the values are the same. So for example, let's focus on the left boundary conditions. Sorry. Let's focus on the right because I don't want to deal with that minus sign. So let's focus on the right boundary conditions.\nSo this is x is equal to plus l. So when x is equal to plus l, what must be true? Phi and phi prime must be continuous. So what's phi? So phi is equal to--\nWell, from inside, it's a cosine of kl. Yeah. And b is gone because we're only looking at the even functions. On the right, however, it's equal to c e to the minus alpha l because we're evaluating at the right boundary. Yeah?\nOK. So this is cool. It allows us to determine c in terms of a. And if we solve that equation for c in terms of a, we'll get an eigenfunction, phi even, with one overall normalization coefficient, a. And then we can fix that to whatever it has to be so that everything integrates to one. Yeah? So that seems fine. It seems like we can solve for c in terms of a. c is equal to--\nThis is weight. Well, OK. So c is equal to a cosine e to the plus alpha l. On the other hand, we also have a condition on the derivative. And the condition on the derivative is that phi prime is continuous. And the derivative of this, well that's easy. It's the derivative of cosine.\nSo this is going to be minus sine. But we pull out a factor of k, because we're taking derivative with respect to x. Minus k is sine of kx. Evaluate it out, sine of kl, l. And this is going to be equal to minus alpha c e to the minus alpha l.\nAUDIENCE: You forgot an a.\nPROFESSOR: Oh, yes. There should be an a. Thank you. OK. So but now we've got a problem because this says that c is equal to minus a times k over alpha sine of kl times e to the alpha l. And that's bad because c can't be equal to two different numbers at the same time. There's a certain monogamy of mathematical equations. It just doesn't work.\nSo how do we deal with this? Well, let's think about what these equations would have meant. Forget this one for the moment, and just focus on that first expression. I'm going to rewrite this slightly. a cosine of kl. OK. So what does this expression say?\nWell, it seems like it's just saying if we fix c to be equal to this value, for fixed value of kappa l and alpha, then there's a solution. However, what is k? What are k and alpha. k and alpha are functions of the energy. So it would seem from this point of view, like for any value of the energy, we get a solution to this equation. Everyone see that?\nBut we know that can't possibly be right because we expect the solutions to be discrete. We don't expect any value of energy to lead to a solution of the energy eigenvalue equation. There should be only discrete set of energies. Yeah?\nAUDIENCE: Did you pick up an extra minus sign in the expression for c?\nPROFESSOR: You do. Thank you. The sign's cancel. Yes, excellent. I've never written this equation in my life. So thank you. Yes, extra minus sign.\nSo what's going on here? Well, what we see is that we've written down the general form of the solution. Here were imposing that we've already imposed the condition that we're normalizable at infinity. Here, we're imposing the continuity condition on the right. And if we impose just the continuity condition for the wave function, we can find a solution.\nSimilarly, if we impose only the continuity condition for the derivative, we can find a solution for arbitrary values of the energy. But in order to find a solution where the wave function and its derivative are both continuous, it can't be true that the energy takes just any value because it would tell you that c takes two different values. Right? So there's a consistency condition.\nFor what values of energy or equivalently, for what values of k and alpha are these two expressions equal to the same thing? Cool? So we can get that by saying, look we want both of these equations to be true. And this is easy. I can take this equation and divide it by this equation. And I will lose my coefficients c. I will lose my coefficients a. What do we get?\nOn the right hand side, we get--\nAnd I'm going to put a minus sign on everything. So minus, minus, minus. So if we take this equation and we divide it by this equation, on the right hand side, we get alpha, because the c exponential drops off. And on this side, we lose the a. We get a k. And then we get sine over cosine of kl, also known as tangent of kl. Here we have a kl. Here we have a k.\nThese are all dimensionful things. Let's multiply everything by an l. And this is nice and dimensionless. Both sides are dimensionless.\nSo we get this condition. This is the consistency condition, such that both the wave function and its derivative can be continuous at the right boundary. OK? And this is a pretty nontrivial condition. It says, given a value of k, you can always determine the value of alpha, such as this equation as true. But remember that k and alpha are both known functions of the energy. So this is really an equation, a complicated, nonlinear equation for the energy.\nSo this is equal to a horrible expression, a condition, badly nonlinear, in fact, transcendental condition on the energy. And where's it coming from? It's coming from normalizability and continuity everywhere. And a useful thing to check, and I invite you to do this on your own, is to check that the boundary conditions at the left wall give the same expression. Yeah.\nAUDIENCE: For our final form of that equation, is there a reason that we prefer to multiply both sides by l than divide both sides by k?\nPROFESSOR: Yeah. And it'll be little more obvious in a second. But here's the reason. So let's divide through by l. This is the form that we got. What are the units? What are the dimensions of this expression?\nk is a wave number, so it has units of 1 upon length. Right? And that's good because that's 1 upon length times the length, and you'd better have something dimensionless inside a tangent. But it seems there are two things to say about this. The first is it seems like l is playing an independent role from k in this equation. But this is dimensionless. These are both dimensionful units of 1 over length.\nSo we can make the entire expression dimensionless and make it clear that k and l don't have an independent life. The dimensionless quantity, kl, times the tangent of that dimensionless quantity is equal to this dimensionless quantity. So the reason that this is preferable is twofold.\nFirst off, it makes it sort of obvious that k and l, you can't vary them independently in this sense. But the second is that it makes it nice and dimensionless. And you'll always, whenever possible, want to put things in dimensionless form.\nI mean it's just multiplying by l. So it's obviously not all that deep. But it's a convenient bit of multiplication by l. Other questions?\nOK. So where are we? So I'd like to find the solutions of this equation. So again, just to--\nLet me write this slightly differently where k squared is equal to 2m upon h bar squared v0 plus e. And alpha squared is equal to 2m upon h bar squared e, the positive value of e. So this is a really complicated expression as a function of e. So I'd like to solve for the actual energy eigenvalues. I want to know what are the energy eigenvalues of the bound states of the finite potential well, as a function of l, for example.\nSadly, I can't solve this equation. It's a transcendental equation. It's a sort of canonically hard problem to solve. You can't write down a closed from expression for it. However, there are a bunch of ways to easily solve it.\nOne is take your convenient nearby laptop. Open up Mathematica, and ask it to numerically find solutions to this. And you can do this. It's a good exercise. I will encourage you to do so on your problem set. And in fact, on the problem set, it asks you to do a calculation. And it encourages you do it using Mathematica.\nLet me rephrase the statement in the problem set. It would be crazy for you to try to do it only by hand. You should do it by hand and on computer because they're both easy. And you can check against each other. They make different things obvious. This should be your default is to also check on Mathematica.\nThe second thing we can do is we can get a qualitative solution of this equation just graphically. And since this is such a useful technique, not just here, but throughout physics to graphically solve transcendental equations, I'm going to walk through it a little bit. So this is going to be the graphical solution. And we can extract, it turns out, an awful lot of the physics of these energy eigenstates and their energies through this graphical technique.\nSo the first thing is I write this in nice, dimensionless form. And let me give those dimensionless variables a name. Let me call kl is equal to z, just define a parameter z. And alpha l is a parameter y. And I want to note that z squared plus y squared is equal to a constant, which is, I will call if you just plug these guys out, kl squared plus al squared. That's easy. Kl squared is this guy times l squared. Al squared is this guy times l squared. And so the e and the minus e cancel when we add them together.\nSo we just get 2mv0 over h bar squared times l squared. So 2m upon h bar squared l squared v0. And I'm going to call this r naught in something of a pathological abusive notation. OK. So this is our expression. And I actually want to call this r0 squared.\nI know. I know. It's awful. But the reason I want to do this is that this is the equation for a circle. Yeah? And a circle has a radius. The thing that goes over here is r squared.\nOK. So at this point, you're thinking like, come on, circle. So let's plot it. So how are we going to solve this equation? Here's what I want to solve. I have now two equations relating z and y.\nWe have that from this equation z tangent z is equal to y. And from this equation we have that z squared plus y squared is a constant r0 squared. Where r0 squared depends on the potential and the width in a very specific way, on the depth of the potential and the width in a very specific way. So we want to find--\n--simultaneously, we want to find simultaneous solutions of these two equations. Yeah? So that's relatively easy. So here's y, and here's z.\nSo this equation has solutions. Any time that y plus z squared is equal to r0 squared, that means any time we have a circle. So solutions for fixed values of r0 lie on circles. Oh, I really should have drawn this under here. Sorry. y and z. So those are the circles.\nNotice that I'm only focusing on y and z, both positive. Why? Not yz, but W-H-Y . Why am I focusing on the variables y and z being positive? Because we started out defining them in terms of k and l, which were both positive, and alpha and l, which were both positive.\nCan we find solutions to this equation that have x and y negative? Sure. But they don't mean anything in terms of our original problem. So to map onto solutions of our original problem, we want to focus on the positive values of y and z. Cool?\nOK. So that's this one. The solutions lie on circles. So given a value of y, you can find a solution of z. But we want to also find a solution of this equation. And this equation is a little more entertaining to plot. Here's y. Here's z. So what does z tangent z do?\nOh, shoot. I want to plot y vertical. Otherwise, it's going to a giant pain. Happily, this plot can be left identical. Let's plot y vertically.\nSo the reason I want to plot y vertically is that this is z tangent z. So first off, what does tangent z look like? Yeah. This is awesome. Yeah, it looks like this. Yes, exactly.\nSo tangent is sine over cosine. Sine is zero, and cosine is one. So it does this, as you go to a value where the argument, let's call the argument z. So if we just plot tangent--\nOK. So when z is equal to pi over 2, then the denominator cosine vanishes, and that diverges. Oops. OK. So here's pi over 2. Here's pi. Whoops. Pi, pi over 2, and here's 3pi over 2, and so on.\nNow, we're only interested in the first quadrant. So I'm just ignore down here. OK. So this is pi over 2. This is pi, 3pi over 2. OK.\nBut this is not what we're interested in. We're not interested in tangent of z. We're interested in z tangent z. And what does z tangent z look like? Well, it's basically the same. Right?\nz tangent z, it has an extra factor of zero here and remains extra small at the beginning. But it still curves off roughly like this. And z is just nice and linear, nice and regular throughout this. So it doesn't change the fact that we have a divergence at pi over 2. And it doesn't change the fact that it vanishes again at pi and becomes positive again. It just changes the shape of the curve.\nAnd in fact, the way it changes the shape of the curve is this becomes a little fatter around the bottom. It's just a little more round. And when we get out to large values of z, it's going to have a more pronounced effect because that slope is, at every example where it crosses z, that slope is getting larger because the coefficient of z is getting larger. OK. So it's just going to get more and more sharp.\nBut anyway, with all that said, here's 0. Here's pi. Here's pi over 2. Here's pi. Here's 3pi over 2.\nThe second plot we want to plot, y is z tangent z. We know how to plot this. Cool? And what we want to find are simultaneous solutions of this, values of y and z, for which this equation is solved and this equation is solved for the same value of y and z. This is a graphical solution. So let's combine them together. And the combined plots look like this. First we have pi over 2. So let's plot the tangents.\nAnd then we have these circles for various values of r. So for a particular value of r, for example, suppose this is the value of r. This is r0. So how many solutions do we have?\nOne. One set of common points where at y and z solve both equations. So we immediately learn something really lovely. What happens to the radius of that circle as I make the well deeper?\nYeah, as I make the well deeper, that means v0 gets larger and larger magnitude, the radius gets larger. So does the circle. So if I make the well deeper, I make this the circle larger.\nWill I still have a solution? Yeah, I'll still have a solution. But check this out. Now, I'll have a new solution.\nAnd you can even see the critical value of the depth and the width of the well. In order to have exactly a new bound state appearing, what must the value of r0 be? Well, it's got to be that value, such that r0 squared is pi. Yeah?\nAnd similarly, let me ask you the following question. As I make the well deeper and deeper and deeper, holding the width, and make it deeper and deeper and deeper, does the number of states increase or decrease? It increases. If you make it deeper and deeper, the radius of that circle is getting bigger and bigger. There are more points where this circle intersects this point.\nSo here's another one. We've got one here, one here, one here, three solutions. And the number of solutions just goes. Every time we click over a new point by increasing the radius of the circle, we get a new solution. We get another bound state.\nBut here's the thing that I really want to focus on. Let's make the well less and less deep. Let's make it shallower and shallower. At what depth do we lose that first bound state?\nWe never do. Right? There is no circle so small that it doesn't intersect this curve. In a 1D, finite well potential, there is always at least one bound state. There are never zero bound states. This will turn out not to be true in three dimensions, which is kind of interesting. But it's true in one dimension that we always have at least one bound state.\nAnd in fact, you can decorate this. You can use this and fancy it up a bit to argue that in any potential in 1D, there's always at least one bound state unless the potential is constant, I mean any potential that varies and goes to zero infinity. Yeah?\nAnd so we still don't have any numbers. But we know an awful lot about the qualitative structure of the set of energy eigenvalues of the spectrum of the energy. Questions? Yeah?\nAUDIENCE: So what happens if r is bigger than pi or y is bigger than pi and you get two solutions?\nPROFESSOR: Great. So when we have two solutions, what does that mean? Well, you've got to bound states, two different energies. Right? It's a good question. Every solution here corresponds to some particular value of y and some particular value of z. But those values of y and z are just telling you what k and alpha are. And so that's determining the energy.\nSo a different value of k is going to give you a different value of the energy. So we can just eyeball this in particular. Let's look at alpha. Alpha is just e. Alpha squared is just e. Yes?\nSo here's a quick question. If alpha is just e, and alpha l is y--\nSo this is our y value. y is roughly alpha, the width, which means it's roughly the energy square root. So this value, the vertical value of each of these intersection points on a given circle corresponds to the square root of the energy times some coefficients. So which state has the largest value of the energy? Absolute value, which state is most deeply bound on this circle?\nYeah, the first one. Right? Because it's got the largest value of alpha. So this is nice. We see that the first state always has a higher value of alpha than the second state, which always has a higher value of alpha than the third state. And every time we add a new state, we make the depth of these guys the binding energy of the already existing states. We make it just a little bit deeper. We make them a little more tightly bound. And only eventually then do we get a new bound state appearing.\nAnd what's the energy of that new bound state when it appears? Zero energy. It's appearing just at threshold. OK. So we'll explore that in more detail in the problem set. But for now, let me leave it at that. Questions? Other questions? Yeah.\nAUDIENCE: You said that this can be generalized to any nonconstant function that you'd like. So there's always going to be at least one bound state. What about, like with delta function?\nPROFESSOR: Excellent question. What about the delta function? We're going to come back to that in just a few minutes. It's a very good question.\nSo the question is, look, if any potential that goes to zero infinity and wiggles inside, if any potential like that in 1D has a bound state, what about the delta function? We briefly talked about that. So we're going to come back to that in just a few minutes. But it's a pressing question. OK. Other questions? Yes.\nAUDIENCE: So the energy is zero, but that's not possible.\nPROFESSOR: Thank you. OK. Good. So let me talk about that in a little more detail. So I wasn't going to go into this, but--\nSo when new bound states appear, so let's consider a point where our r0 is, let's say, it's just the right value so that r0 is equal to pi. OK. And we see that we're just about to develop a new bound state. So let's think about what that bound state looks like. So this is the new bound state.\nAnd I'm going to put this in parentheses because it's got bound state. And we say at threshold. OK. At threshold, i.e. at the energy is roughly zero, and r0 is equal to pi. So this is really what we mean. This new state, when r0 is pi and we have a solution on that second branch. Cool?\nSo what does this wave function look like? What does it look like when you have a wave function that just appeared? It's just barely bound.\nWell, first off, what does it mean to be bound? Let's just step back and remember for now. What does it mean to be a bound state? It means you're an energy eigenfunction and you're localized. Your wave function falls off at infinity.\nNow, if it falls off at infinity, do these guys fall off at infinity? These wave functions, sure, they fall of with an exponential damping. And in particular, let's look at the right hand side of the well.\nThis new bound state is appearing just at zero energy. So out here, what is the wave function? It's e to the minus alpha x. But what's alpha? Zero, right? There it is, zero.\nSo this is e to the minus alpha x where alpha is equal to 0. This is constant. So what does the wave function look like? Well, the wave function, again over the same domain--\nHere's 0, l. And here's the value zero. We know that in this domain it's oscillatory, and in this domain, it's constant. And actually, since we know that it's the first excited state, we know that it does this.\nSo if we make the well ever so slightly deeper, ever so slightly deeper, which means making the radius of the circle ever so slightly larger, we will get a nonzero value for the alpha of this solution. Right? It'll be just tiny. But it'll be nonzero. So we make the well just a little tiny bit deeper. We get something. OK, good.\nSo what's going to happen to the wave function? Well, instead of going flat. This is going to curve. It's got a little more energy. There's a little more curvature. So it curves just a little tiny bit more. And then it matches onto a very gradually decaying exponential.\nOK. So what's happening as we take this bound state, the second bound state, and we make the well a little more shallow? We make the well a little more shallow. It's a little less curved inside. And the evanescent tails, the exponential tails become longer and longer and longer and broader until they go off to infinity, until they're infinitely wide.\nAnd is that normalizable anymore? No, that's not normalizable. So the state really isn't strictly localized at that point. It's not really a normalizable state. And just when the state ceases to be normalizable, it disappears. We make the well just a little deeper, and there's no state there at all.\nOK. So this tells you a very nice thing. It's a good bit of intuition that when states are appearing or disappearing, when states are at threshold as you vary the depth, those threshold bound states have exceedingly long evanescent tails, and they're just barely bound. OK? This turns out to have all sorts of useful consequences, but let me move on. Did that answer your question? Good. Yeah?\nAUDIENCE: So in this case, the radius, as you say, is proportional to the length. Right? But also we have intuition that as we increase the length of the well, the energy's going to keep increasing--\nPROFESSOR: Fantastic. OK. So what's up with that? Right. So the question is this. We already have intuition that is if we take a finite well and we make it a little bit wider, the ground state energy should decrease. The energy of the ground state should get deeper and deeper, or the magnitude should increase, another way to say it. Right? That was our intuition.\nSo let's check if that's true. What happens if I take the ground state some value of the radius, and then I make the well a little bit wider. Well, if I make the well a little bit wider, what happens to r0, the radius of the circle? Well, if I double the length of the well, the width of the well, then it will double r0, and it will double the radius of the circle.\nSo if I make it wider, r0 gets bigger, and we go to a bigger circle. And what happened to the energy of this state? Yeah, it got deeper and deeper and deeper. And meanwhile, as we make it wider, as we make the well wider, the circle is getting bigger again. And we're going to get more and more states.\nSo as we make the well wider, holding the depth fixed, we get more and more states. As we make the well deeper, holding the width fixed, we get more and more states. And so how do you trade off? If I make it twice as wide, how much--\nSo here's a good question. Suppose I take a well, and it has n states. Suppose I then make it twice as wide. What must I do to the energy so that it still has the same states with the same energies?\nAUDIENCE: Divide it by 4.\nPROFESSOR: Yep, exactly. I've got to divide it by 4. Because I've doubled the length, that means the radius has gone up by four. But I get exactly the same solutions if I just bring this out. Well, that's almost true. So if I put a factor of 1/4 here, that's almost true, except for the value of y is unchanged, but the alpha hasn't changed. Sorry. The alpha has changed because there's an l.\nSo y is fixed. But alpha's changed because of the l. So the reason that it's useful to write things in these dimensionless forms is that you can see the play off of the various different dimensionful parameters in changing the answer. Other questions.\nOK. So a couple of comments. So the first is let's just check to make sure that this makes sense. We have already solved this problem. We solved this problem a while ago, but we solved it in a particular limit. We solved it in the limit that the potential one's arbitrarily deep. Right?\nSo when the potential one's are arbitrarily deep, holding the width fixed, that was the infinite well. That was the first problem we solved. So let's make sure that we recover this in that limit.\nSo what happens as we make the well arbitrarily deep, holding the length fixed or the width fixed. So if we make this arbitrarily deep, v0 is getting arbitrarily large. That means r0 is getting--\nWe've got a huge circle. So what do these solutions look like when we have a huge circle. Let me not do that here. Let me do that here.\nSo if we make the potential nice and deep, Let's think about what that plot looks like. So again, that first plot looks identical with the tangents. So on and so forth.\nAnd what I want to do is I want to dot, dot, dot. OK. So this is way up there. So these guys are basically vertical lines at this point. So for very, very large values of y, and in particular, for very large values that are of order the gigantically deep radius r0, what does the circle look like? So what does the second equation look like, the second curve?\nWell, again it's circles. But now it's a gigantic circle. Yeah, exactly. If it's a gigantic circle, it's basically flat. It's not exactly flat, but it's almost flat. It's a circle.\nSo what are the values? And here's the key question. What are the values of--\nDid do that right? Yeah, OK. Good.\nSo what are the values of the curve, where we get a solution? The values now of z, are just exactly on these vertical lines, on the separatrices. The value of z is at pi over 2. and 3pi over 2. And then another one at 5pi over 2, and so on and so forth. Right?\nSo what we find is that the allowed values of z--\nSorry. kl, yes, good.\n--allowed values of z are equal to 2n plus 1 over pi. Whoops 2n plus 1 over 2 times pi. So let's just check that. So n is 0. That's 0 1/2 pi. n is 1. That's 3/2 pi. Good. So these are the values of z, which says that kl is equal to 2n plus 1 upon 2 pi or k is equal to 2n plus 1 over 2l, which is the width of this well because it's from minus l to l pi.\nSo is this the correct answer for the infinite square well? Are these the allowed values of k inside the well for the infinite square well? Almost. Instead of 2n plus 1, it should just be n plus 1. We seem to be missing about half of the energy eigenvalues.\nAUDIENCE: That's only the even ones.\nPROFESSOR: Yeah, thank you. This is only the even ones. We started out saying, oh, look. Let's look only at the even ones. Where do you think the odd ones are going to be? Ah, well the odd ones, so this should be k even.\nSo what about k odd? Well, we know the answer already--\nWhoops. Odd, that's an odd spelling.\n--should be equal to 2n over 2l plus 2 over 2l. Whoops. 2 capital L, pi. OK. This is our guess just from matching on to the infinite square well. So what does that mean? Well, that means it should be this one and this one.\nSo when you go through this exercise on your problem set and you find the solutions for the odd, and you repeat this analysis for the odd ground states. What should you expect? Well, you should expect to find this. And what do you think the curves are that you're going to use int he graphical solution to do your transcendental equation?\nYeah, it's really tempting to say, look. It's just going to be something shifted, like this. OK. So these are going to be the odd question mark, question mark. OK. So you'll check whether that's correct intuition or not on your problem set. OK. Questions? Yeah?\nAUDIENCE: What about the lower end of these states, where it won't have gone off high enough? Is that [INAUDIBLE]?\nPROFESSOR: Excellent. So that's a really good question. How to say it? What we've done here to make this an infinite well--\nSo the question, let me just repeat the question. The question is, look, what about all the other states? OK, it's true that r0 as gigantic. But eventually, we'll go to a large enough z, where it's the circle coming down over here too. So what's up with that? What are those states? Where are they? What do they mean in terms if the infinite square well?\nWell, first off, what are the energies of those states?\nAUDIENCE: Very low.\nPROFESSOR: They're very low in magnitude, which means they're close to what in absolute value?\nPROFESSOR: Zero. They're close to zero. So they're at the top of the finite well. These are the states bound at the top of the finite well. These are the states bound at the bottom the finite well.\nBut how many states are bound at the top of the finite well when we take the limit that the well goes infinitely deep? Yeah, none of them. Right?\nSo when we make the well infinitely deep, what we're saying is, pay no attention to the top of the well. Look only at the bottom of the well. And if it's really deep, it's a pretty good approximation.\nSo that's what we're doing here. We're saying, look. Pay no attention. There is no top of the well. There's just the bottom. And look at the energy eigenvalues. Does that make sense?\nSo what we're saying is if you have a preposterously deep well, the energies of a preposterously deep well should be a good approximation to the low-lying energies of an infinitely deep well. Because it's way up there, what difference can it make? And that's what we're seeing work out. Did that answer your question?\nAUDIENCE: Wait. I might have this backward. But when it says the high energy instead of looking right at the top of the well--\nPROFESSOR: Yeah. OK, good. So this is an important bit of intuition. So when we say this is the energy zero, and the potential has a minimum at minus v0, and we're measuring the energies relative to zero, then the states at the top of the potential well are the states with energy close to zero. And the states at the bottom of the potential well are those states with the energy of order v0. cool?\nAnd what are the energies of all these states? They're order of v0. Right? Because this is--\nAre they exactly v0? No, because this isn't linear. It's actually a circle. So there's going to be a correction, and the correction is going to be quadratic. If you work out that correction, it's correct. The depth above the bottom of the potential is correct for the energy of the corresponding infinite well problem. I'll leave that to you as an exercise. Other questions?\nOK. So there's another limit of this system that's fun to think about. So this was the infinite well limit. What I want to do is I want to take advantage of the observation we made a second ago that as we make the well deeper, we get more states. As we make the well more narrow, we get fewer states.\nTo trade that off, consider the following limit. I want to take a potential well, which has a ground state. What does the ground state look like? So the ground state wave function is going to be--\nSo here's zero. And here's exponentially growing. Here's exponentially decreasing. And if it's a ground state, how many nodes will it have inside? How many nodes will the ground state have?\nPROFESSOR: Zero. Good. OK. So the ground state will look something like this. We more conventionally draw it like this. But just for fun, I'm going to draw it in this fashion.\nIn particular, it has some slope here. And it has some slope here. Oh, shoot. Did I? Yes, I did. Dammit. I just erased the one thing that I wanted to hold onto.\nOK. So there's my wave function. It has some particular slope here. It has some particular slope here. And this is the ground state wave function, with some energy. I don't know. I'll call it this.\nNow, what I want to do is we've already shown that as we make the well more and more shallow and more and more narrow, the energy of the ground state gets closer and closer to zero. But there remains always a bound state. There is always at least one bound state. We proved that. Proved, as a physicist would.\nSo I want to do that. I want to take this seriously. But here's the limit I want to consider. Consider the limit that we make the potential v goes to infinity, v0, while making l go to zero. So what I want to do is I want to take this thing, and I want to make it deeper and deeper, but more and more narrow.\nIf I do this repeatedly, eventually I will get a delta function. And I will get a delta function if I hold the area of this guy fixed. Yeah? So if I do so, holding the area under this plot fixed, I will get a delta function. Everyone cool with that?\nSo let's think, though, quickly about what's going to happen to the ground state wave function. So as I make the potential, let's take this wave function, and let's look at this version of the potential. So as I make the potential deeper, what happens to the rate of the oscillation inside or to the curvature inside? It increases. Right?\nSo the system is oscillating more, it changes more rapidly, because phi double dot or phi double prime is equal to v minus e phi. It oscillates more rapidly. So to make it deeper, the system tends to oscillate more rapidly.\nHowever, as we make it more narrow, the system doesn't have as far to oscillate. So it oscillates more rapidly, but it doesn't oscillate as far. So what's going to happen?\nWell, as we make it more and more narrow and deeper and deeper, we again have the wave function coming in. And now it oscillates very rapidly. Let's do it again.\nThe wave function comes in, and it oscillates very rapidly. And the it evanescent tail out. And now as we have a delta function, exponential damping, it oscillates extremely rapidly over an arbitrarily short distance and gives us the kink that we knew at the very beginning we should expect when the potential is a delta function. Right? From our qualitative structure of the wave function at the very beginning we saw that when we have a delta function potential, we should see a kink in the wave function. Because again, if we have phi prime prime is delta function discontinuous, phi prime is the integral of this. This is a step, and phi is continuous.\nAnd so here we have a step function. We get a discontinuity in the second derivative. Here we have a delta function in the potential, and we get a discontinuity in the first derivative if we get a kink in the wave function. Yeah?\nAUDIENCE: Would we get a jump there?\nPROFESSOR: Sorry. Say again. For e1?\nAUDIENCE: Yeah. Would we get a jump?\nPROFESSOR: Very good question. So let me do this more seriously. Let's do this more carefully. So the question is, for the first excited state, do we get a jump? Do we get a discontinuity? What do we get for the first excited state? Right?\nSo let's talk about that in detail. It's a very good question. Example v is equal to minus v0 delta of x. Now, here I want to just warn you of something. This is totally standard notation for these problems, but you should be careful about dimensions.\nWhat are the dimensions of v0, the parameter of v0? It's tempting to say energy. That's an energy. That's an energy.\nBut wait. What are the dimensions of the delta function?\nPROFESSOR: Whatever length right? Because we know that delta of alpha x is equal to 1 over norm alpha delta of x. So if I write delta of x, which is always a slightly ballsy thing to do because this should really be dimensionless, but if I write delta of x, then this has units of 1 over length, which means this must have units of length times energy.\nOK. Just a little warning, when you check your answers on a problem, you always want to make sure that they're dimensionally consistent. And so it will be important to make sure that you use the energy times the length for the dimensions of that beast.\nSo my question here is, is there a bound state? So for this example, for this potential, the delta function potential bound state, which again is this guy, is there a bound state? So again, we just ran through the intuition where we made the potential deep and deeper and deeper, v0 divided by epsilon over width epsilon. So v0, in order for this to be an energy has to be an energy times a length because we're going to divide it by length.\nSo this is going to give us a delta function potential in the limit. We have an intuition that we should get a bound state with a kink. But let's check that intuition. We want to actually solve this problem.\nSo we'll do the same thing we did before. We now write the general solution in the places where the potential is constant, which is on the left and on the right. And then we want to impose appropriate boundary conditions at the interface and at infinity, where these are going to be normalizable, and this is whatever the right boundary conditions are. So we are going to have to derive the appropriate boundary conditions. So let's just do that quickly.\nSo phi with definite e is equal to a--\nSo in this region in the left, it's either growing or decreasing exponential. So ae to the alpha x plus be to the minus alpha x. And this is x less than 0. And ce to the alpha x plus de to the minus alpha x for x greater than 0.\nSo first off, let's hit normalizability. What must be true for normalizability? Yeah, they'd better be converging to zero here and converging to zero here, which means that c had better vanish and b had better vanish. OK. So those guys are gone from normalizability.\nAnd meanwhile, if this is symmetric, what is going to be true of the ground state? It's going to be symmetric. So a must be equal to d. Great.\nSo a is now just some overall normalization constant, which we can fix from normalization. So it looks like this should be the solution. We have an exponential. We have an exponential.\nBut there's one more boundary condition to fix. We have to satisfy some matching. We have to satisfy the boundary conditions at the delta function. So what are those? What are those matching conditions?\nSo we can get that from the energy eigenvalue equation, which says that phi prime prime is equal to h bar squared upon 2m. Sorry. Get your dimensions right.\nSo it's 2m over h bar squared v minus e. In this case, v is equal to minus v0 delta function. That's very strange. So minus 2m over h bar squared v0 delta of x minus e--\nI pulled out the minus.\n--so plus e phi. So this must be true at every point. This of course, is zero everywhere, except for at the origin. So what we want to do is we want to turn this into a boundary condition. And we know what the boundary condition is.\nIf v is a delta function, that means that phi prime prime is also a delta function or proportional to a delta function. That means that phi prime is a step function. And how did I get that? I got that by integrating phi prime prime. You integrate a delta function, you get a step function.\nWell, that's cool. How do we figure out what step function discontinuity gives us? Let's integrate. Let's integrate right across the delta function and figure out what the discontinuity is. So let's take this equation, integrate it from minus epsilon to epsilon, where epsilon is a very small number. And that's epsilon to epsilon.\nSo what is this going to give us on the left? Well, integral of a total derivative is just the value of the thing at a value to the point. So this is going to be phi prime at epsilon minus phi prime and minus epsilon. What does that mean?\nThe difference between the derivative just after the origin and just before the origin. This is the discontinuity for very small epsilon. This is the discontinuity of the derivative at the origin at the delta function. And we already expected it to have a step discontinuity. And there it is.\nAnd how big is it? Well on the right hand side we have 2m minus 2m upon h bar squared. And we're going to get two terms. We get a term from integrating the first term. But over this narrow window, around, let's say epsilon was here, over this narrow window we can treat the wave function as being more or less constant.\nBut in any case, it's continuous. And this is a delta function. So we know what we get from the integral of the delta function. We just get the value v0 phi at the delta function. Phi of the zero at the delta functions, so phi 0.\nWe get a second term, which is plus the energy integrated against phi. The energy's a constant. And phi is continuous. So this, whatever else you can say about it, is roughly the constant value of phi at the origin times the energy times the width, which is epsilon. So plus-order epsilon terms. Everyone cool with that?\nSo now what I'm going to do is I'm going to take the limit as epsilon goes to zero. So I'm just going to take that the discontinuity just across zero. So this is going to give me, of this gives me the change in the slope at the origin. OK. The derivative just after the origin minus the derivative just before the origin is equal to--\nThese order epsilon terms go away.\n--minus 2m upon h bar squared v0 phi. So that's my continuity. That's the condition for continuity of the derivative and appropriate discontinuity of the first derivative at the origin. And so this, when we plug-in these values of this form for the wave function, when we take a derivative, all we're going to do is we're going to pick up an alpha.\nAnd so when we work all of this out--\nI'm not going to go through the algebra. You're going to go through it on the problem set.\n--when we take this condition, when we impose this condition with this wave function, it gives us a very specific value for alpha. This is only solvable if alpha is equal to mv0 upon h bar squared. Good. So let's just check the units.\nSo this is momentum times length, momentum times length. This is mass. This is an energy times a length. So this has overall units of, p squared over m, overall units of 1 upon length, which is what we wan. So that's good.\nSo we get alpha is equal to mv0 upon h bar. And that gives us the form of the potential. And it also tells us that the energy, plugging this back in, is equal to minus h bar squared alpha squared upon 2m, which we could then plug-in the value of alpha and solve for v0.\nSo what we found is that there is a single bound state of the delta function potential, which we could have gotten by just taking this limit. It's a fun way to rederive the same result. It's a nice check on your understanding. So we find that there's a single bound state of the delta function potential.\nNow, what about an odd bound state? We assumed at an important point that this was even. What if I assume that it was odd? One node, what if we had assumed that it was odd? What would be true of the wave function?\nWell for odd, this would be a, and this would be minus a. So the value of the wave function at the origin is what? Zero. So that tells us the value of the wave function is zero.\nWhat's the discontinuity? Zero. So it's as if there's no potential because it has a zero right at the delta function. Yeah? But that means that this wave function, an odd wave function, doesn't notice the delta function potential. So is there a bound state? No.\nSo how many bound states are there? Always exactly one for the single isolated delta function. On your problem set, you're going to use the result of the single isolated delta function, and more broadly you're going to derive the results for two delta functions.\nSo you might say, why two delta functions? And the answer is, the two delta function problem, which involves no math--\nRight? It's a totally straightforward, simple problem. You can all do it right now on a piece of paper. The two delta function problem is going to turn out to be an awesome model for the binding of atoms. And we're going to use it as intuition on your problem set to explain how quantum mechanical effects can lead to an attractive force between two atoms. See you next time.", "label": "Yes"}
{"text": "The ebook contains hundreds of formulas, tables, and figures from. All formulas for class 9th in a single video will help students to grasp and understand every concept thoroughly and solve problems easily. It contains a list of basic math formulas commonly used when doing basic math computation. Get the list of basic algebra formulas in maths at byjus. Algebra formulas list of algebraic expressions in maths. The mathematics formula pdf is available for all chapters in the latest cbse syllabus. Math formula important maths formula pdf for class 6 to 12. Hyperbolic functions definitions, derivatives, hyperbolic. One of the major source of upsc nda maths syllabus guide is nda preparation books. You can check list of important maths formulas for class 6th12th from here. That is why we have created a huge list of maths formulas just for you.\nMath formulas in algebra, analytic geometry, integrals. Class 10 maths formula pdf download physicscatalysts blog. We offer basic mathematical formulas pdf free download for class 6 to 12 cbse board, prepared by proficient teachers. Go now and avail all study material under one platform free of cost. This section contains free ebooks and guides on basic mathematics, some of the resources in this section can be viewed online and some of them can be downloaded. A comprehensive list of the most commonly used basic math formulas. So this pdf will prove to be very useful for most of the students so it is a must read for all.\nWith vedantus all basic math formulas, students have the resources to apply to all subjects. With formula, you will get proper diagram, so that you will understand formula easily. Area of circle, triangle, square, rectangle, parallelogram. Mathematics is included in one of the main subjects because of a reason. In this article, you will formulas from all the maths subjects like algebra, calculus, geometry, and more. Differentiation formulae math formulas mathematics. 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You can also learn important tricks and formulas related to quant from the given ebook. Math formulas download maths formulas pdf basic math fomula.\nSend me an email here and ask me any questions you want about these basic math formulas. Aaj hum apke liye ek bahut hi important post lekar aaye hain. This covers important shortcuts, tricks, tips, concepts, formulas useful for bank exams like ibps po, ibps clerk, sbi clerk and sbi po, ibps rrb, rbi gradeb, assistant exams. Jan 29, 2020 maths formula book for all competitive exams. Basic math functions algebra formulas pdf download. Jul 22, 2019 download class 10 maths formula pdf for cbse and other board exams.\nWe present you the host of formulas more than 400 for your reference to solve all important mathematical operations and questions. Percent is derived from a phrase in latin per centum which means per hundred. The list of important maths topics and its formulas are given here. Maths formulas list of basic mathematics formulas for class 5 to 12. After downloading you can either print it out or use the pdf to learn formulas through other devices. This article is about the cbse class 10 maths formula pdf. Would you prefer to share this page with others by linking to it. They can also use it to give students home assignments.\nMaths notes and formulas for class 11 download in pdf. You can read various equations easily from this app. Math formula shows how things work out with the help of some equations like the equation for force or acceleration. Class 10 maths is a critical phase for most students as they commonly struggle to learn the basic formulae. Check our section of free ebooks and guides on basic mathematics now. Maths formulas list of basic mathematics formulas for. Is post me hum aapke sath maths formulas pdf lekar aye hain. All maths formulas list pdf free downloadnew webmentorz. In this article, you will formulas from all the maths subjects like algebra. Maths formulas list of basic mathematics formulas for class. We also cover basic topics like maths, geography, history, polity, etc and study materials including previous year question papers, current affairs, important formulas, etc for upcoming banking, upsc, ssc cgl exams. Also find mathematics coaching class for various competitive exams and classes. Jun 05, 2017 here are the various cat notes pdfs covering almost all the cat formulas. Trignometry area of a sector of a circle 2 1 r 2 arc length, s r sin.\nStay tuned with byjus to get all the important formulas in various chapters like trigonometry, probability and so on. Jaise ki aap sabhi jante hain ki hum daily badhiya study material aapko provide karate hain. It evolved as a concept so that there can be a uniform platform. Free download cat formulae ebook to ace the quant section of all competitive exams. Maths is an established crucial subject for every student. Candidates those who are all preparing for ssc mains and all other competitive examination can use this material. Trigonometry formulas righttriangle definitions, reduction formulas, identities, sum and difference formulas, double angle and half angle formulas, law of sines and cosines, area of triangle.\nWe will soon also provide the pdf of maths formulas for class 5, 6, 7, 8, 9, 10, 11, and. Advanced mathematics can only be learnt with the solid foundation of class 10 maths formulas. If you are a student of class 10th and is striving hard to cope with the subject of math s, learn all the formulas and understand the meaning of each one. It will provide you the complete nda syllabus for mathematics and exact exam pattern with the importance of every topic in the exam. List of formulas useful for solving aptitude questions.\nThe most popular formulas this is a list of formulas which have most downloads. Maths formulas pdf enables students to complete the syllabus in a unique dolearndo. If you are looking for a formula to solve your basic math problems, your formula is likely here. Free basic mathematics books download ebooks online textbooks.\nDifferentiation formulae math formulas mathematics formulas basic math formulas. Jun 30, 2019 trigonometry is quite a interesting subject. Vedantu provides 10th standard maths formulas for free download in the pdf format. Maths formulas allow students for handson practice and assist them to score high both in class exam and board exam. Well, it can be as simple as a basic addition formula or complicated as an integration or differentiation. This video talks about complete basic formulas of chapter algebra. Maths is a most difficult subject for some students because solving mathematical problems acquires lots of knowledge and formulas. Maths formula pdf important maths formula pdf for class 12,11.\nJun 29, 2019 mathematics formula book pdf download. Math formulas download maths formulas pdf basic math. Contact us, in case the links dont work in this article on cbse class 10 maths formulas pdf. All of these formulas for solving aptitude questions are really helpful for us. Formulas that are in the form of equation show you how to work something out and let you do what exactly you need to solve a particular problem.987 373 864 789 1371 649 472 1235 653 383 1060 988 42 767 546 1200 1414 345 1356 1128 193 983 988 88 147 143 1451 562 450 1020 1487 1127 762 1038 1399 535 249 983", "label": "Yes"}
{"text": "A pie chart is used to show frequency within groups. Histograms are often used in stats to demonstrate how many of a particular sort of variable happens within a particular selection. A pie chart is the most often utilized chart to demonstrate frequency circulations. A pie chart is similar to a vertical bar chart. A histogram is comparable to a bar chart. The histogram gives a graphical review of the form of the information’s circulation. Broadly speaking, you currently have a histogram for your input information, although it definitely requires a couple of improvements.\nSource : www.wigglestatic.com\nAt first, histograms look quite like bar graphs. Although they are comprised of bars, they are not bar charts. The 2 histograms are attracted precisely the very same window. A nonsymmetric histogram is referred to as skewedif it’s not symmetric.\nKona Kahuna 2015 review\nSource : www.thebikelist.co.uk\nThe histogram is a popular graphing tool. Pie charts provide a visual interpretation of mathematical information by indicating the amount of information points that lie within a variety of values. Establishing a pie chart is a vital portion of doing a statistical analysis for the factor that it provides a visual representation of information. A pie chart is a normal information analysis tool in the market world. The ranged histogram can be considered an innovative variation of the histogram chart that enables users to work with a non-numeric x-axis on the chart.\nSource : www.retrobike.co.uk\nFor you to know, there is another 37 Similar photos of kona mountain bike size chart that Unique McGlynn uploaded you can see below :\nThis Kona Kahuna 2015 review uploaded by Unique McGlynn from public domain that can find it from google or other search engine and it’s posted under topic kona mountain bike size chart. If you have any complain about this image, make sure to contact us from the contact page and bring your proof about your copyright image. All trademarks referenced here in are properties of their respective owners and most of the sources material is posted on this website after the “Fair use” doctrine of copyright released for non-commercial News reporting, education and discussion purposes. We will comply with all takedown requests.", "label": "Yes"}
{"text": "how much difference is reasonable to expect between a sample mean and the population mean c. You must know the population variance (or standard deviation) for the z-score but not for the t statistic. On average, what value is expected for the t statistic What is the standard error of the mean (to 2 decimals)? Course Hero is not sponsored or endorsed by any college or university. http://maxspywareremover.com/what-is/what-is-the-standard-error-of-measurement-for-the-sat.php\nThe mean score is 88 with a standard deviation of five (5). Course Hero, Inc. If a sample of n = 4 ... Wallnau is Professor Emeritus of Psychology at the State University of New York College at Brockport.\nYour microphone is muted For help fixing this issue, see this FAQ. At 95% confidence, what is the margin of error (to 2 decimals)? October 17, 2014 by ivan Satistics Monthly incomes of employees at a particular company have a mean of $5954. What term is being described: Choose from these answers: (A)Central Limit Theorem (B)Normal distribution (C)Standard Error (D)Z-score (E)Transformation rules 1) If you keep taking more and more samples, the average...\nQuestion Part Points 1 –/1 Total –/1 ... Please try the request again. Firm A's inventory contains 2000 items, firm B's inventory contains 5000 items, and firm C's inventory contains 10,000 items. Which Of The Following Research Situations Is Most Likely To Use An Independent-measures Design? The sample size is large C.\nFebruary 1, 2013 by Tracy Stats A sample of n-25 students is selected from a population with mu =100 with standard deviation of 20. In A Hypothesis Test Using A T Statistic, What Is The Influence Of A Large Sample Variance? Math, Psychology Can anyone tell me what should be the answer to this question? What is the estimated standard error for the independent-measure t statistic for the following two samples? https://answers.yahoo.com/question/index?qid=20120317083043AAxNllW To simplify the arithmetic, the student first subtracted 80 points from each score to obtain a new sample consisting of 1, 7, 9, 6, and 7.\nStar this term You can study starred terms together Voice Recording HelpSign upHelp CenterMobileStudentsTeachersAboutCompanyPressJobsPrivacyTermsFollow usLanguageDeutschEnglish (UK)English (USA)Español中文 (简体)中文 (繁體)日本語© 2016 Quizlet Inc. ⌂HomeMailNewsFinanceSportCelebrityLifestyleMoviesWeatherFlickrMobileMore⋁AnswersGamesMessengerCarsTechTravel Yahoo Singapore Answers 👤 Sign Which Of The Following Terms Is Not Required When Using The T Statistic? compute the estimated standard error for M. January 23, 2013 by Jackie Math Q1. The sample mean is 99 and the standard deviation is 6.\nQuizlet is open to all ages but requires all users to provide their real date of birth to comply with local laws. click site Yes No a-2. The snakes have a mean length of 25 cm with a ... In 2006, a sample of 400 students taking the GRE, whose family income was between $70,000 and $80,000, had a quantitative GRE score of 511. Which Set Of Sample Characteristics Is Most Likely To Produce A Significant T Statistic?\nin symbols, what ... Please upload a file larger than 100 x 100 pixels We are experiencing some problems, please try again. The sample mean is 101.0. news July 22, 2015 by Lizzy statistics You want to determine if your widgets from machine 1 are the same as machine 2.\nThe mean ... The Null Hypothesis For The Independent-measures T Test States A sample of 47 observations is selected from a second population with a population standard deviation of 4.0. What will be the ...\nMay 9, 2014 by Mia Statistics/check answer If a population has a standard deviation σ of 18.2 units, what is the standard error of the mean if samples of size 25 October 20, 2009 by aaron need urgent help statistics Scores on a national writing exam are approximately normally distributed, with a mean of 490 and a standard deviation of 20. Ask a Question 890,990,898 Flashcards Browse existing sets or create your own using our digital flashcard system. If Other Factors Are Held Constant What Is The Effect Of Increasing The Sample Size Assume that the variable is normally distributed. 1.\nWhich type of the following sample characteristics is most Needed help with these questions I needed help with these questions. They claimed that the mean IQ score of new hires, , from this year is greater than or equal to the mean IQ score of new hires, , from last year. Statistics. More about the author There is a statistically significant mean difference between the two populations being compared.\nJanuary 23, 2014 by Andrew math 1. shape mean= standard ... a. what could be the intersection ?\nCan you help me with Mathematics? The sample mean is 99.3. Gravetter,Larry B. What term is being described?\nAs an example, consider an experiment that measures the speed of sound in a material along the three directions (along x, y and z coordinates). You can only upload videos smaller than 600MB. n 25 scores February 1, 2013 by Cookie statistic A random sample of size n = 72 is taken from a finite population of size N = 644 with mean In general, what is the standard score a measure of?\nQuestion: What is measured by the estimated standard error, ... This article is a part of the guide: Select from one of the other courses available: Scientific Method Research Design Research Basics Experimental Research Sampling Validity and Reliability Write a Paper The only way to answer this is to look at the standardization sample, find out what the mean score in the sample was, let's say 15, and standard deviation in the Question Part Points 1 –/1 Total –/1 ...\nMarch 28, 2011 by liam Statistics For a population with a mean of (mew) = 50 and a standard deviation of 10, how much error, on average, would you expect between April 21, 2014 by Vanessa QNT A sample of 100 students participate in a final exam. Heights of people the same sex and similiar ages are close to normal. to be compared to people of the same group is what type of design experiment? 2.\nYou can only upload a photo or video. Browse Flashcards This is just a preview. Machine 2 has a sample mean of 8 and a population standard deviation of 2 with a sample size of 4. ... the position of the sample mean relative to the critical region the actual distance between M and μ whether or Not there is a significant difference between M and μ the", "label": "Yes"}
{"text": "Founded in 1989, PROMYS is an intensive summer program where strongly motivated high school students explore the creative world of mathematics. Each summer, a vibrant mathematical community of students, undergraduate counselors, and research mathematicians gathers on the campus of Boston University for six weeks of rigorous mathematical activity.\nPROMYS for Teachers\nFor three decades, PROMYS for Teachers has been a leader in teacher development in secondary mathematics education. Participants can earn free college credit and a stipend.\nPROMYS Pathways enables mathematically enthusiastic students from low-income backgrounds and those underrepresented in STEM to experience the joy of doing mathematics with like-minded peers.", "label": "Yes"}
{"text": "Monitor your child's math homework do your child's math assignments only call for rote work or does the teacher include a creative “problem of the week” that tests students' understanding of mathematical concepts ask your child's teacher which techniques he uses to help students become more comfortable with math. Yes, math is different today back when i was in school, the focus was on rote memorization today's kids learn differently laurie bartels, a veteran elementary school teacher who has spent almost 20 years teaching classrooms of children how to multiply, notes that “old math was all about knowing the right. By robyn latorre “math sucks” “why are we learning physics we are only freshmen” “this is too hard my sister never even had physics and she graduated and is at college” students' words of despair fill my september, as my freshmen get back into the groove of school and begin learning the routine. Structure teaching of mathematical concepts and skills around problems to be solved (checkly 1997 wood & sellars, 1996 demonstrating acceptance of students' divergent ideas the teacher challenges students to such connections help students develop an understanding of the academic vocabulary required to. Although science for all americans emphasizes what students should learn, it also recognizes that how science is taught is equally important in planning many of those principles apply to learning and teaching in general, but clearly some are especially important in science, mathematics, and technology education. Helping your child learn mathematics is part of the president's efforts to provide parents with the latest research and practical information that can help them both to support children's learning at home and to understand what they should expect from their children's schools this booklet includes a range of activities for.\nAs classroom teachers, we must overcome this attitudinal acceptance of not being successful at math before we can create numerically literate students we must learn to teach in ways that make mathematics accessible to every child and build our students' confidence in their capacity to master the. Far more kids will learn math and enjoy it if they have great teachers and yet we continue to accept low math standards for elementary school teachers according to the it's hard to teach something you don't understand, and to help your students feel comfortable with the material inspired students. The dfe commissioned cfe research (cfe) in partnership with the university of nottingham, birmingham city university and edge hill university to undertake research to build a better understanding of, and document, approaches and strategies to effectively plan and deliver post-16 mathematics and english provision,.\nProven teaching methods that can be followed to ensure that students holistically understand math. Furthermore, our new era of educational accountability perpetuates this fallacy and clouds the message we want our students to receive in math class focusing on the process of math helps both low achieving and high achieving students learn true mathematical logic and not get discouraged because. Ewart newton of jump math, a social enterprise working with the british council as part of an international work-study exchange programme, makes some suggestions for the maths classroom teachers often face many obstacles in the classroom: a wide range in abilities, lack of support or resources, large. Those forms of work promote better understanding of theme because they go “ through the student”, they are not pressed from outside the research shows that technologies make learning environment alive and more attractive we show the preferences of ict methods in teaching math as well as show examples how.\nHelp students better understand math by presenting multiple examples, encouraging collaboration on alternative solutions, and framing the class with a clear agenda and effective summary. Developing the language of mathematics is an essential aspect of teaching mathematics to young children this process continues throughout an individual's mathematics education because the understanding of mathematical vocabulary affords access to concepts, mathematical instruction in the areas of.\nManipulatives are awesome, but math students need to learn to visualize what numbers mean in their heads as well here are some strategies to help. We've made this handy guide for parents with mini-videos explaining how children's maths skills develop and suggesting fun activities you can build into your time songs and rhymes are great for helping young children learn to count eg: “1, 2, 3, 4, 5 once i caught a fish alive” (for counting up) and “there were 10 green.\nDeveloped in 2009, littlecounters workshops focus on introducing the importance of early mathematics education at the height of a child's readiness to learn the workshops help parents, caregivers, and educators of children ages 1 –4 find ways to integrate counting principles and other mathematical concepts through.\nThe “new math” curriculum is great — and nearly guaranteed to drive children and their parents understandably insane, because teachers don't know how to teach it yet here's what to do to help your child while they learn. They are essential to helping children reach their full potential kids will gain skills through the help of dedicated teachers trained in better teaching practices and they'll also learn math outside of school hours through community activities like annual math days, and by pairing up with numeracy boost buddies to help. Aside from mothers and fathers attending class (a prospect no student would ever wish for), how can they prepare to help their kids  watch and learn: here's how kids learn math today accepting or rejecting the statistics in the news will force them to use justification language as well tip 3: why. We are all math people 5) we are all math people – research has shown how having a growth mindset (understanding that everyone has the ability to learn and succeed) actually improves a student's achievement parents can use the simple strategies outlined to help foster a growth mindset in their children.", "label": "Yes"}
{"text": "Chihao Zhang, Assistant Professor (tenure-track)\nJohn Hopcroft Center for Computer Science\nShanghai Jiao Tong University\nThe course mainly develops and applies probability theory to random events evolving over time. The tools developed in the course have been widely used in many disciplines, including physics, computer science, and finance. In particular, the use of stochastic processes is indispensable in the fields of artificial intelligence, machine learning and data science. In this course, we will systematically learn the basics of stochastic processes, including Markov chains, Poisson processes, Renewal processes, Martingales and Brownian motion. We will demonstrate how to use these probabilistic models to model real-world problems by studying many examples, with emphasis on applications in data science. The main focus of the course is to explain how to apply probabilistic tools to rigorously analyze these models.", "label": "Yes"}
{"text": "Generally, a slot machine is a machine that allows you to win cash or credits by spinning the reels. It can also be a game that features interactive elements and bonus rounds. If you are looking for a slot to play, you can find a variety of games at online casinos.\nMost slot games have a specific theme, and symbols will usually be associated with that theme. Classic symbols may include fruits, bells, and stylized lucky sevens. Some may even include advanced bonus rounds. In addition, some games feature high-payout rates. You can play slot games online for free or for real money. You can also practice in demo mode. The pay tables will usually be listed above or below the wheels. You can also find these on the machine face.\nUsually, the payout table will tell you how much you can win for each symbol that lines up on a pay line. You will also find other statistics related to the game. For example, the payout percentage is one of the most important statistics. The payout percentage is the probability that you will win the largest amount. This is important because you will want to bet as much as you can on a slot to increase your chances of winning.\nThe manufacturer of the slot machine will program the machine to assign different probabilities to different symbols. For example, if you are playing a machine with five reels, the symbols on each of those reels have a different probability of appearing. If the machine is programmed to assign the same probability to all of the symbols, the machine will have a high probability of paying out the maximum amount. However, this would be a very high risk. If the machine could pay out the maximum amount, you would not be likely to win. This is because the chances of losing all of the symbols would be disproportionate to the frequency with which they appear on the physical reels.\nIn addition to a great variety of slot games, you can also find a lot of interesting graphics and sound effects. These games are available in HTML5 format, so you can play them on your desktop, mobile phone, or tablet. If you are looking for a slot that features fast spins, you should try Pragmatic Play. They offer a variety of slot games that are incredibly popular.\nA slot machine is usually activated by pressing a button, and it will spin the reels to reveal symbols. If you are lucky, you will be able to win cash or credits. You can also find slot games that feature bonus features and advanced bonus rounds. In addition, some offer increased payout rates based on how much you bet. You can also find games that feature high-payout rates, and they are often aligned with the theme of the game.\nA three-reel slot machine has about 1,000 possible combinations. A four-reel machine has about 5,000. A five-reel machine has about 10,000. You can also find slot machines that feature nine, fifteen, or as many as 1024 paylines.", "label": "No"}
{"text": "Inserting a title into a table, if it is a duplicate, I need to number it, such as Title Title 2 Title 3, etc. I thought I could just compare the new title with those in the table by getting the length, then doing something like\n\"SELECT field FROM tablename WHERE LEFT(field,\".$Length.\") = '$NewTitle'\"\nthen just count the rows and increment to create the new title and store it. Guess that's not legal. Can't seem to find a simple solution. The entries come through an API, so I can't easily ask users to rename a title if it conflicts.\nI came up with this, which doesn't work, but I really don't understand why.\nEven if this DID work, it would still pose a problem, as, if you have the title \"This Title\", and you send another title called \"This\", since you are using the Title string length, you would find everything that starts with the name \"This\", so it might be your first entry, but gets saved as \"This 250\".\n$NameLength = strlen($DocName);\nSELECT DocName, count(DocName) FROM Pickup GROUP BY DocName HAVING LEFT(DocName,'$NameLength') = '$DocName'\";\nSo, if I have three titles, \"Title\"; \"Title 2\"; \"Title 3\", I thought I could then do\n$D = mysql_fetch_array($Result);\n$RCount = ($D[count(DocName)]) + 1;\n$NewTitle = $DocName.' '.$RCount;", "label": "No"}
{"text": "In the next few days, it's mostly sunny. A raincoat is needless this day. It's getting colder: From 0 degrees on Saturday the daily highs drop to -6 degrees on Sunday.\n|Th Oct 27||Fr Oct 28||Sa Oct 29||Su Oct 30|\n|Nearby Forecast Locations - Xi Ujimqin Qi||Distance|", "label": "No"}
{"text": "No more than 24 on any single day.\nAbout 4 to 5 hours a day every day.\nIt is reported that over 72 hours of video are uploaded on YouTube every minute, but that is not the same as 4 billion hours of actual video watched a month. With the 72 hours of video uploaded multiplying it by each day would be a total of 1,440 hours a day totaling to 43,200 hours of video uploaded in a 30 day period.\nhow many hours do u work a day\n5-6 hours every day\n21 hours every week\nMany women worked 8 or more hours every day.\nOn average a televison set gets about 4.7 hours of use per day", "label": "No"}
{"text": "No, but is your problem getting the initial link to the video wall, or getting a timestamped link to the video wall?\nDepending on how many video walls you have....the video wall links take the same \"timestamp\" parameter as an individual camera, so you could manually create your own list of links to your video walls and then generate timestamped links programmatically by just adding the timestamps as follows\nThe API gives an example of linking to a camera as such\nwhich is basically the URL of the camera + \"?timestamp=<time>\"\nVideo walls use the same format...so if this is your video wall\njust adding \"?timestamp=1535732570077\" to the end of the link has a similar effect", "label": "No"}
{"text": "3NA Science (Physics) Chapter 1 Physical Quantities, Units and Measurement\nBy the end of the lesson, you should be able to\nPhysical Quantities <ul><li>A physical property is a quantity that can be measured </li></ul><ul><li>Can you name some physical quantities? </li></ul>\nImagine you ask about the age of a person, and the number is a numerical value. The information conveyed during the conversation will not be very specific or useful. How old is your little sister, Jon? She is 12! 12? 12 months? 12 years old?\nNo NAKED numbers please!!! <ul><li>Do these numbers make sense to you? </li></ul><ul><li>What do they lack? </li></ul><ul><li>45 897.00 </li></ul><ul><li>67000 </li></ul><ul><li>0.325 3 x 10 8 </li></ul>\nQuantities, Magnitude, Units <ul><li>The weight of a coin is 12 g . </li></ul>Physical quantity magnitude unit All physical quantities are presented with a magnitude and a unit .\nBase Quantities and its Unit m metre length mol mole Amount of substance A ampere current s second time cd candela Luminous intensity K kelvin temperature kg kilogram mass Symbol Base unit Base quantity\nVery small and very BIG quantities A more efficient way of expressing very big or very small number is to do so in scientific notation, using appropriate prefixes . Bacteria is very small…..it is about 0.000 001 m long… The sun is 149 342 000 000 m away from us…\nPrefixes giga (G) mega (M) kilo (k) deci (d) centi (c) milli (m) micro ( ) nano (n) X 10 9 X 10 6 X 10 3 X 10 -1 X 10 -2 X 10 -3 X 10 -6 X 10 -9 X 1 000 000 000 X 1 000 000 X 1 000 X 0.1 X 0.01 X 0.001 X 0.000 001 X 0.000 000 001", "label": "No"}
{"text": "Anyone else notice this? The last few miles into work have been a \"no service\" area since I got the phone. Occasionally they would grab 1 bar for a couple seconds, but I could never do anything with it (ie talk or download email, whatever). Today, however, I had 1 bar for 80% of the previously dead area and even had 2 bars for a bit. Moreover, I was able to download an app and check email! Something that I've NEVER been able to do with 1 bar on edge if moving in a car. I guess it could be a coincidence, but I was impressed. Now if only my 3g wasn't worse, lol. It's doing the intermittent-not-working-at-all-but-works-after-reset thing that it seems others have too. Previously no problems with it at all ever.", "label": "No"}
{"text": "What FREE stuff are you looking for?\nLooks like we're fresh out of those.\nPerhaps the items below may interest you?\nBrowse more FREE stuff\nHi, I'm looking for 6-8 solid dinning table chairs , if you can help me please message me asap got unexpected guest and my...\nCopyright © 2015 Ziilch Pty Ltd", "label": "No"}
{"text": "I challenge EVERYONE to the 100 Days of Burpees Challenge\nStart at anytime, but once starting NO Days off.\nDay 1 = 1 Burpee\nDay 2 = 2 Burpees\nDay 100 = 100 Burpess\nTry and Snap pictures and/or video of the burpees\nMake it official by liking the Facebook Page and posting your images/videos there.", "label": "No"}
{"text": "Twisty Blunt Bubbler Kit\nPack up to 1.5 grams of weed into the twisty blunt bubbler kit and spin the screw counter-clockwise into the tube.\nThe screw cools down material by doubling the length of the path, giving the auger more time to absorb heat.\nThe heat sink and path lengthening properties of the screw contribute to a 30% cooler experience.\nProduct Size: mini size 12*10*2 cm\nMaterial: Silicone + Copper + Glass", "label": "No"}
{"text": "Chapter 3 - Demand, Supply, and Price\n12:47 AM What is quantity demanded?\nWhat are two important concepts about quantity demanded?\nWhat are some variables that influence the amount of some product that consumers in a\nrelevant market want to buy in a given time period?\nRelationship b/w quantity demanded of a product and its price\nWhy does this relationship seem reasonable?\n•Quantity demanded of a product - amount of a good/service that consumers want to buy\nduring some time period\n•Quantity demanded - desired purchases\n•Quantity bought/Quantity exchanged - actual purchases\n•Two important things about this concept: desired quantity and flow of purchases\no Desired quantity is the amount that consumers want to buy when faced with a\nparticular price of the product, other product's prices, their own incomes, their own\no If not enough quantity is available, the amount that consumers want to buy can\nexceed the amount that they actually buy\n•Example: Standing in line to buy tickets to a show, only to realize that the\ntickets are sold out before you get to the front of the line\no Flow of purchases can refer to 1 million units per day, 7 million units per week,", "label": "No"}
{"text": "Green's functions technique for calculating the emission spectrum in a quantum dot-cavity system\nKeywords:microcavity, master equation, open quantum system, QD-Cavity\nWe introduce the Green's functions technique as an alternative theory to the quantum regression theorem formalism for calculating the two-time correlation functions in open quantum systems at the steady state. In order to investigate the potential of this theoretical approach, we consider a dissipative system composed of a single quantum dot inside a semiconductor cavity and the emission spectrum is computed due to the quantum dot as well as the cavity. We propose an algorithm based on the Green's functions technique for computing the emission spectrum that can easily be adapted to more complex open quantum systems. We found that the numerical results based on the Green's functions technique are in perfect agreement with the quantum regression theorem formalism. Moreover, it allows overcoming the inherent theoretical difficulties associated with the direct application of the quantum regression theorem in open quantum systems.\nReceived: 6 September 2016, Accepted: 5 November 2016; Edited by: J. P. Paz; DOI: http://dx.doi.org/10.4279/PIP.080008\nCite as: E A Gómez, J D Hernández-Rivero, H Vinck-Posada, Papers in Physics 8, 080008 (2016)This paper, by E A Gómez, J D Hernández-Rivero, H Vinck-Posada, is licensed under the Creative Commons Attribution License 3.0.\nHow to Cite\nCopyright (c) 2016 Edgar Arturo Gómez, José David Hernández, Herbert Vinck Posada\nThis work is licensed under a Creative Commons Attribution 4.0 International License.\nAuthors agree to the PIP Copyleft Notice", "label": "No"}
{"text": "Numerical Simulation Analysis of Car Overtaking on SST Turbulence Model\nThebased SST (shear strain transport) turbulence model combines the advantages of and turbulence models and performs well in numerical experiment. In the paper, the SST turbulence model is applied to model vehicle overtaking process with numerical simulation technology. The change graph of drag coefficient and side force coefficient are gained. Analysis of the phenomena is presented at the end.\nY. B. He and Q. Z. Shen, \"Numerical Simulation Analysis of Car Overtaking on SST Turbulence Model\", Applied Mechanics and Materials, Vol. 628, pp. 270-274, 2014", "label": "No"}
{"text": "Fezlur Shah has posted in interesting insight on how to calculate ESOPs moving from Series A to Series B.\nBy checking the full post of Fezlur Shah below, you will see his examples of how to calculate value of ESOPs moving higher up the funding rounds. Also, check the \"comment\" section as there are many Top industry experts adding the knowledge and commenting on the suggested format.\nFull Story: HERE (Institutional Investor)\nMight be useful:\nPlease note, none of the content belongs to fff.vc, this is simply a preview to an original source of data! You can find all the linked URLs blow.", "label": "No"}
{"text": "US $2.95 - 3.53\nCan he squeeze to hold something very thin?\nAND how many of them all pieces. In the set?\nHello I didn't receive my order\ngold-01 and gold-02..... how can I tell what size I'm ordering? would like to order the 20mm.\nNo answers yet.", "label": "No"}
{"text": "In other words, all two person relationships are equal?<quoted text>\nBy birth, we are all equal. So, that means one man is equal to any other man. One woman is equal to any other woman. One woman is equal to any other man and vice versa.\nHow about we extend this lesson? Let's go on a mathematical journey. It's really simple, so you should be able to follow. Because everyone is equal together that would mean... one woman together with one man is equal to another couple including one woman and one man. Now, if we have one man and one man, or one woman and one woman together; equality still rings true. Because we are all born equal, that one man and one man couple is equal to a couple of one woman and one man because one man is equal to any one man or woman. So... basically, mathematically determined by our born rights of equality; marriage of any kind is equal to each other. That's just simple math and logic.\nThere are no studies of epigenetic marker's that call them \"mistakes\". Don't distort actual information.\nThe thing is, SS couples already have rights and privileges. They had them when they were born, just like everyone else.\nIsn't that discriminatory to three person relationships?", "label": "No"}
{"text": "AETHELRED II. 841-849/50 AD. Ae Styca. + EDILRED X around group of ten pellets. ® + MONNE (Monne) around group of eight pellets. Spink # 865/8.\nTo order this item, click here \"order this coin by email\"\nUse our secure on line server \"order on line by credit card\"\nIf the button below doesn't appear, use the back button on your browser.", "label": "No"}
{"text": "Huntington High survives in state tournament\nCHARLESTON, W.Va. (WSAZ) - Top ranked Huntington High survived a scare Thursday night in the WV girls state tournament and advanced to the semi-finals with a 54-49 win over Martinsburg. HHS trailed by as many as 9 points in the 3rd quarter and by five points with three minutes to go in the game. Huntington took the lead for good when Dionna Gray was fouled, made a layup and hit a free throw to make the score 48-47. Gray scored 26 points while Imani Hickman added 12 points and 21 rebounds.\nAlso winning on Thursday was Tug Valley, George Washington and Cabell Midland. Here are the highlights from all four games that aired on WSAZ Thursday night.\nCopyright 2021 WSAZ. All rights reserved.", "label": "No"}
{"text": "The SingStat Table Builder facilitates access to 2,000 data tables from 70 public sector agencies providing a comprehensive statistical view of Singapore's economic and socio-demographic characteristics. Users may customise data tables and download in different file formats. Multi-Table Downloads and APIs are also available for ease of data retrieval.\nSingStat Table Builder contains frequently requested statistics from various subjects, such as national accounts, prices, services, manufacturing, international accounts, population and population structure, and households and housing. Monthly, quarterly and annual data series are available for users to create customised data tables and plot charts.\nLast updated 15 February 2021", "label": "No"}
{"text": "Next Day Delivery!\nGet the Cheapest Price Today & Guaranteed Next Day Delivery!\n4 quick steps and you’re done.\nStep 01Enter Postal Code\nStep 02Select Your Waste Type\nStep 03Select Your Bin Size / Type\nStep 04Select Dates & Get Price\nTo calculate the size of bin, just put the length, width and height of your rubbish below and you'll get an idea what bin size you actually need.\n|Find Bin Size|\nYour waste size is m3.\nFind Skip Bins suggests a m3 cubic metre bin.\nBelow equivalence helps you get an idea of skip bin size that you need for your rubbish removal.\nPlease note all skip bins sizes are measured in cubic metres.\n|Cubic Metres||Standard Trailer||Wheelie Bin|\n|2 cubic metre||2 x Box Trailer||8 x|\n|3 cubic metre||3 x Box Trailer||12 x|\n|4 cubic metre||4 x Box Trailer||16 x|\n|6 cubic metre||6 x Box Trailer||24 x|", "label": "No"}
{"text": "Quick random sketch I did about a month ago.\nThrew some colors on a pose I drew during Halloween’s Life drawing session.\nQuick Junkie that I drew yesterday.\nI really like this one !!\nYour email address will not be published.Required fields are marked:*", "label": "No"}
{"text": "I'm trying to figure out how to do with Xojo 2019 to connect to an API that is secured with TLS using 3 certificates (ca-cert.pem, cert.pem + key.pem).\nThe examples that I have work very well in Python. I did researches (doc, forum) to find out how to do that with Xojo but didn't find anything.\nBTW, I need to implement this in a Console Application, so the request has to be synchronous.\nDoes the new URLConnection handle this ? How ?", "label": "No"}
{"text": "Kitchen, Inspiring Dark Grey Square Modern Paint Mindcraft Kitchen Stained Design: Mesmerizing Minecraft Kitchen Ideas\nPublished at May 08th, 2017 18:01:46 PM by justin\nTagged as minecraft kitchen designs subject or minecraft kitchen mod 1.7.10 discussion and modern minecraft kitchen area of interest with minecraft kitchen ideas subject as well as minecraft kitchen table subject with minecraft kitchen mods area of interest and Kitchen, So don't forget to check out the main article in Mesmerizing Minecraft Kitchen Ideas\n© 2018 thekallangroarmovie. Reproduction without explicit permission is prohibited. All Rights Reserved.", "label": "No"}
{"text": "Bouncing Superball Physics\n|Porter W Johnson||Illinois Institute of Technology|\n|Chicago IL 60616-3793|\nApproximate Level: eighth grade\nDrop the superball from a measured height h0 of, say, one meter. The ball will recoil to a height h1, where h1 is less than h0. Let us call the ratio r = h1 / h0 the elasticity coefficient of the ball. Drop the ball from several different heights [for example, 0.5 meters, 1.0 meters, 1.5 meters, and 2.0 meters] and measure the bounce heights. You should obtain data somewhat like the following:\nh0 0.50 meters 1.00 meters 1.50 meters 2.00 meters\nh1 0.41 meters 0.83 meters 1.24 meters 1.65 meters\nWhen the superball is dropped from a different initial height H0, it will bounce to a corresponding height H1, where r = H1 / H0 is the same for each bounce. In other words, the coefficient of restitution r determines the ratio of the \"drop height\" to the \"bounce height\" for the superball from the surface in question. The elasticity coefficient represents the fraction of the mechanical energy of the ball that remains after the bounce, the remaining fraction being converted into heat. In principle, both the ball and the table become warmer in this process of bouncing.\nIf the superball is left to bounce several times in succession, the heights h0, h1, h2, h3, h4, h5, … become smaller by the same ratio:\nr = h1 / h0 = h2 / h1 = h3 / h2 = h4 / h3 = h5 / h4 = …\nAfter ten to twenty bounces, the ball stops bouncing.\nTake the box of balls, and drop each ball from a height of 1.00 meters. Note that there is a wide variety of bounce heights, but that balls that have the same constitution actually bounce to a similar height, independently of their size.\nTake a small superball and balance it on top of a large superball that is held in your hand. [You may find it helpful to dig a small hole in the larger ball, so that the smaller ball is easily balanced.] Make predictions as to what will happen to the balls when they are dropped onto the floor from your hand. Do the experiment, and observe that the small ball tends to bounce very high, whereas the larger ball hardly recoils at all. In other words, energy is transferred to the second ball from the first one after they strike the floor.\nStudents and teachers of physics have wondered long long and often what would happen if a superball were dropped from the top of a high building, such as the Sears Tower of Chicago. That building, with a height of 440 meters above ground level, has recently lost the designation of world's tallest building to a new structure in Kuala Lumpur, Malaysia on a ridiculous technicality. Fortunately, the fate of the superball can now be known, as a result of experiments done by resourceful team of Australian researchers at a radio antenna tower of comparable height. When they dropped the superball onto the pavement below, the ball shattered into glasslike slivers, which were propelled at great speeds from the impact point. One of the experimenters narrowly escaped injury from the shattered fragments. Alas, it seems that the superball has limited superpower.\nJearl M Walker, The Flying Circus of Physics. This reference contains a variety of applications of superball physics.", "label": "No"}
{"text": "A beautiful pair of Amethyst faceted triangle gemstones. 1.4 ct total weight of both pieces. At a great price. Great for placement in earrings or other jewelry setting or use as a healing stones.\nWeight: .0098 oz or 1.4 ct total weight for both pieces\nSize: .27″ x .27″ x .118″ or 7 x 7 x 3 mm for each triangle", "label": "No"}
{"text": "Can I print and/or make copies at the library?\nYes you can! Prices are as follows:\n- Single sided print = 25 cents per page\n- Double sided print = 40 cents per page\n- Color prints = $1.00 per page\n- Black and White = 25 cents per page / 40 cents double sided\n- Color = $1.00 per page\n- Scan = Free", "label": "No"}
{"text": "Josh gained 8 ounces in two weeks. Is this good? I'm worried.. He is on a concentrated formula of 22 calories an ounce.. I called the GI to tell them and left a message. He's probably going to want us to use cereal but he is MSPI and I'm afraid it'll cause a bellyache..", "label": "No"}
{"text": "Descarcă această aplicație pe desktopul tău\nNEW VERSION HERE: https:play.google.comstoreappsdetails?id=ginlemon.thedrums\nA collection of drums loops, for practice your guitar without your band's drummer. The app is in early development, a lot of functions and patterns will be added in the next releases.\nLet's get rocked!", "label": "No"}
{"text": "Three-in-One Magnetic Games (#3100)\nCustom Printed 3-in-1 Magnetic Game with Darts, Checkers, and Backgammon\nOur Three-In-One Magnetic Games are a great gift idea for any business traveler or for families on the road. Each 3-in-1 Game comes packed in a silver gift box and can be custom printed with any logo or message you choose. These Magnetic Game measures 5\" Wide x 5-9/16\" Long x 9/16\" High.\nPricing for 3 in 1 Game – Includes One Color Imprint on Game Top\n||Three in One Magnetic Game Set\nSwipe left and right to see table.\n3-1/2\" x 1/2\"\n•.ai (Adobe Illustrator)\n•.psd (Adobe Photoshop)\n•.eps (Vector Format)\nSet Up Charge:\n$95.00 (V) per color\nPMS Color Match:\n$40.00 (V) per color\n2 weeks after proof approval", "label": "No"}
{"text": "Dna And Rna Worksheet 24 What Is The Backbone Of Dna Made Of Models Of The Atom Worksheet Download by size: Handphone Tablet Desktop (Original Size)\nThis is the template collection of Dna Review Worksheet by using this sheet you can create your own spreadsheet. You can download Dna Review Worksheet by click the image and save this work to your computer, smartphone or tablet.\nThe Dna Review Worksheet is the example of the original sheet, so you can use this sample to make your own spreadsheet, worksheet, excel sheet etc. Thank you for visiting Dna Review Worksheet article, please rate and comment.\n131 List Examples of Dna Review Worksheet Tags: 100 day worksheets, 12 angry men worksheet, 24 hour clock worksheets, 3 d shapes worksheet, 3d shapes worksheets, 5 w's worksheet, 7 times table worksheet, a look at dna worksheet answers, a nucleotide is made of three parts, ab pattern worksheet, adding decimals worksheet, adding doubles worksheets, adding ing worksheet, adding money worksheets, air masses worksheet, all about me worksheet, ap statistics worksheets, apollo 13 worksheet, arc length worksheet, are somatic cells haploid or diploid, army body fat worksheet, army promotion worksheet, art criticism worksheet, art critique worksheet, atomic basics worksheet, au aw worksheets, balancing act worksheet, base 10 worksheets, base pairing rules, base pairing worksheet, base ten worksheets, basic structure of dna, bass clef worksheets, bio dna unit review worksheet, bio dna unit review worksheet answer key, bio dna unit review worksheet key, biology 1 unit 2 worksheet 1 dna structure, biology dna replication worksheet answers, biology dna structure worksheet, biology rna worksheet answers, blank clock worksheets, blank graphs worksheet, body beast worksheets, book care worksheet, book preview worksheet, bossy r worksheets, bus safety worksheets, busy work worksheets, cam jansen worksheets, career day worksheets, cell coloring worksheet, cell labeling worksheet, cell review worksheet, cells alive worksheet, chain analysis worksheet, chargaff's rule states that the dna of any species contains, circle a nucleotide, circle and label a nucleotide, circle graph worksheets, color wheel worksheet, coloring dna worksheet answers, comma rules worksheet, comparing dna and rna worksheet, comparing dna and rna worksheet answers, compass rose worksheet, composite area worksheet, consonant le worksheets, context clues worksheets, counting atoms worksheet, counting by 2 worksheets, counting by 5 worksheets, counting in 2s worksheet, cryptic quiz worksheet, current events worksheet, dbt therapy worksheets, decimal places worksheet, decoding dna worksheet, describe the shape of the dna molecule, diagram and label the two types of nitrogenous bases, difference between haploid and diploid, digital clock worksheets, direct object worksheets, discovering dna structure worksheet, discovering dna structure worksheet answers, discovery of dna worksheet, discovery of dna worksheet answers, dna & rna structure worksheet, dna & rna structure worksheet answers, dna activity 1 worksheet answers, dna activity worksheet, dna and dna replication worksheet, dna and dna replication worksheet answers, dna and genes worksheet, dna and protein synthesis review sheet, dna and protein synthesis review worksheet, dna and replication worksheet, dna and replication worksheet answer key, dna and replication worksheet answers, dna and replication worksheet key, dna and rna review worksheet", "label": "No"}
{"text": "Dec. 19 - Research in Motion shares are soaring on BB10 buzz after a two year collapse. Here are the three key indicators to watch out for when RIM reports after the close.\nHat Twilight Zone and that's -- apple and -- Time. And time and after two and a half -- collapse Research in Motion is showing signs of life its shares have more than double in September on hopes its new device could be heat and we'll win back market share and we'll get more details when company report. Distracted by the fact that the Blackberry maker is set for its third straight loss. Instead pay attention to three key indicators. Were winding its cash reserve. That's 2.3 billion dollars last quarter and that means more use for marketing. Subscriber numbers those stand at eighty million -- -- to and from earlier in the year more customers -- work out great potential. Finally the launched -- to -- in the tank gets on January 30 there are no clue yet when it will be sent out. Nike and I am -- comment. About 600 million dollars. That's how much it means the world's largest economy in the last quarter investor's -- -- Nike can do better when it reports after the close. The figure to watch its future Chinese sales they recently dropped 5%. Nike's first fall in three years. Your day ahead digit is four point six million not how many existing homes fell apart -- in the morning. Almost two and a half -- -- but if you deeper pay attention to the share of distressed properties old. That has dropped 20% from 30% at the beginning of the year. -- -- it could mean a boost for home. Your other -- got in the final read the third quarter EP I -- -- says that could write slightly to two point 9%. And work construction in the economy it would be the third strongest reading since the recession began but 20%. Of the final figure comes from businesses restocking. -- it goes over that number it will put more pressure on fourth quarter growth. And we should all us on Larry Gregory insider and catch -- -- is -- -- market movers. Number your TV I'm putting on this is for us.", "label": "No"}
{"text": "Bonsai blog of Ray Coulombe.\nThursday, 17 August 2017\nBonsai Thursday with Dave.\nToday with Dave we worked on this Blauwes Juniper.\nWe worked creating some deadwood.\nIt will be wired and styled later.\nWe also did some more work on the deadwood on this Yew..\nPost a Comment\nView web version", "label": "No"}
{"text": "As of March 1, 2009 I have lost another 1.8 pounds. A grand total of ...........drrrrrrrrrrrrrrrr..........2.4 pounds. Now, let's look at this for a minute. I lost .6 pounds in 3 weeks then by adding a MUFA to each meal I lost 1.8 pounds in 1 week. WOW! I started the \"Flat Belly Diet\" on March 1st. They have a 4 day antibloat thing they do. I am on day 4. I can't wait to get to the normal diet part. I'm looking forward to seeing how much in weight and inches I lost in those four days. I will post my begining measurements here once I find what I wrote them on. (ooopppsss!) The book claims you can loose up to 15 pounds in 32 days. If I can do that then I will be 1 pound away from my goal weight. Wouldn't that be peachy?! I guess we will all see how well this diet works.", "label": "No"}
{"text": "Intrinsic Value is the price corresponding to a stock's Graham Grade: Defensive, Enterprising or NCAV (Net-Net).\nIntrinsic Value(%) is Intrinsic Value ÷ Previous Close, expressed as a percentage.\nPrice calculations are adjusted for Splits and Bonuses after the given Fiscal Year.\nDefensive Price (Graham №):\nEnterprising Price (Serenity №):\nChina Biologic Products Holdings Inc (CBPO) clears Graham's qualitative criteria for the NCAV (Net-Net) investment grade. Therefore, its Intrinsic Value is equivalent to its NCAV (Net-Net) Price. However, CBPO's Intrinsic Value(%) evaluates to less than 100% — 23.30% — because its Previous Close is higher than its Intrinsic Value.", "label": "No"}
{"text": "Exclusive work based on fairytale about rejuvenating apples and alive water.\nCholuy art school.\nThis beautiful box has all the episodes of russian fairytale About rejuvenating apples and alive water.\nArtist uses a gold leave painting on the top and on the sides of the box before lacquer it.\nTempera color painting\nSize 14,5 x 10,5 x 2 cm (6 x 4 x 0.7 in )", "label": "No"}
{"text": "About product «Potato peeling machine Sirman PP 8 400»This model of Potato Peeling machine PP 8 400 from SIRMAN is optimal for mechanical peeling different root vegetables.\nApplying Potato Peeling machinePP 8 400from catalog iPelican helps to optimize and hasten work of pre-cooking and vegetable shops.\nAccording to the manufacturer's instruction dimensions of the Potato Peeling machine SIRMAN PP 8 400: length – 400 mm, depth – 500 mm, height – 1100 mm, а ее net weight - 31 kg. In represented model hopper volume is 8 kg. Also, specified supply openings quantity of vegetables 1. Used by the manufacturer case material – stainless steel, and work volume material stainless steel. Required for this model of professional Potato Peeling machine PP 8 400 made by SIRMAN mains power: current frequency – 50/60 Hz, voltage – 400 V, Hz, power – 0.5.", "label": "No"}
{"text": "However, when you add -s to words like policy, vacancy\nand agency, you follow the normal rule for words ending in\n-y:Change the -y to -ie- and add -spolicy + s\n= policies vacancy + s = vacancies\nNotice also, two common exceptions to the i before e\nYou may also see \"I before E except when you run a feisty heist on a weird neighbour,\"\nquoted to prove that the rule doesn't work but you'll notice that none of the \"ei\"s\nactually says \"ee\"! So the rule does work!\n2. Go to a wordsearch, a hangman puzzle or a crossword puzzle\nfor some more practice", "label": "No"}
{"text": "Jump to navigation Jump to search\n- Crowning Moment of Awesome- His theories of relativity; taken in the context of how much impact they had on our society and our understanding of the universe, they are quite possibly the greatest achievement in human history. It's a simple, inch-long equation that changed everything.\n- One contemporary said, that if Einstein wouldn't have discovered the special relativity someone else would have. But if he hadn't discovered GENERAL relativity someone else would have... 40 years later.", "label": "No"}
{"text": "Contour-line Sentence Examples\nHe showed that an imaginary spheroidal shell, concentric with the earth and cutting the slope between the elevated and depressed areas at the contour-line of 1700 fathoms, would not only leave above it a volume of the crust equal to the volume of the hollow left below it, but would also divide the surface of the earth so that the area of the elevated region was equal to that of the depressed region.6 A similar observation was made almost simultaneously by Romieux, 7 who further speculated on the equilibrium between the weight of the elevated land mass and that of the total Areas of waters of the ocean, and deduced some interesting relathe cru st tions between them.\nThe top of Broad Law on the confines of Peeblesshire and Selkirkshire, for example, is a level moor comprising between 300 and 400 acres above the contour line of 2500 ft.\nThese points lie, therefore, upon a horizontal plane at a given elevation passing through the land shown on the map, and the contour-line is the intersection of that horizontal plane with the surface of the ground.\nThe contour-line of o, or datum level, is the coastal boundary of any land form.Advertisement", "label": "No"}
{"text": "Hello everybody! I am posting to ask for some help with a model i've got. It's a hockey player ripped from NHL on the Wii. Now, I have custom textures for it. The problem I have is that the model is squished and I'm not sure how to fix that, plus I have trouble applying the textures. And my computer recently went kaput. If anyone could please help it would be greatly appreciated. I'm posting this from school, ;luckily I've got all the files on a USB!", "label": "No"}
{"text": "Floral Wedding Table Numbers\n£0.75 – £1.00\nBeautiful peachy blush and mint decorative wedding table numbers from 1-18. These can be used in card holders or placed on mini easels, as we’ve shown in the photo (easel not included) or simply just leant against something on the table such as your centrepiece or a wine bottle. There are two sizes available to best suit your needs.\nProfessionally printed both sides on a 350gsm uncoated cardstock. In size options 10cm x 10cm or 15cm by 15cm.\nPLEASE READ BELOW BEFORE ORDERING TO ENSURE YOU GET THE TABLE NUMBERS REQUIRED\nPLEASE NOTE : This listing is for one table number only. Firstly select which size card you require. All order quantities should run from 1 to your requested number. For example, if you need numbers for tables 1 to 6, please choose quantity ‘6’, for the numbers 1 to 12, select quantity ’12’ – you get the idea! Table numbers go up to 18 – this is the maximum number you can make per order. If you need more than one set of each number you’ll need to order twice.", "label": "No"}
{"text": "Fence, Interstatevisions Amendola Fence Company Amityville: Great amendola fence\nPublished at January 29th, 2017 18:16:54 PM by Orion\nLabelled as All Island Fence and Railing object or rose fence reviews area of interest plus fencing lessons long island area of interest as well as amendola fence coupons discussion, above all fence east islip ny area of interest also Rose Fence Long Island area of interest plus Fence, So don't forget to check out the main article in Great amendola fence\n© 2019 Retro105. Reproduction without explicit permission is prohibited. All Rights Reserved.", "label": "No"}
{"text": "Re: The car is dead!\n- Posts: 117\nNew batteries, different controllers, no contact. I?ve even tried the above mentioned controller together with another blue Impreza, and the controller is fully functional with the other car (I have to try it the other way too, I guess).\nI don?t really give a sh*t about this particular car any longer, but just for the fun out of it I?d like to see how far people can stretch to help out. Find the solution and you?ll find yourself a nice reward!!! :p", "label": "No"}
{"text": "bifold mirror cheap inch round mirror find inch round mirror deals on line inch round mirror round bifold mirrored closet door parts.\nbifold mirror mesmerizing mirrored closet doors wall ideas collection with mirrored closet doors interior exterior doors mirrored bifold closet doors canada.\nbifold mirror inch closet doors custom size high bi fold mirror bifold mirror closet doors home depot.\nbifold mirror mirror folding mirror doors folding mirror closet door folding mirror doors sliding mirror mirror closet bifold mirror closet doors.\nbifold mirror mirrored closet doors home ideas closet doors doors and mirrored closet doors mirror bifold closet doors vancouver.\nbifold mirror features bifold mirror door hardware.\nbifold mirror series 2 mirror door bifold mirrored french closet doors.\nbifold mirror mirrored bifold closet doors without bottom track.\nbifold mirror bi fold mirror bifold mirror wardrobe doors.\nbifold mirror impact plus primed ror white trim solid interior bi fold closet door the home depot bifold mirror closet doors.\nbifold mirror our mirror closet doors are solid a 3 4 with the mirror laminated directly to the surface other mirror doors are simply mesh backed mirror in a bifold mirror closet doors.\nbifold mirror folding mirror closet doors pantry mirror closet door handle mirror bifold closet doors menards.\nbifold mirror mirror closet doors bifold mirror doors lowes.\nbifold mirror mirror closet doors mirror closet doors mirror closet doors mirrored closet door full length mirror bifold closet doors hardware.\nbifold mirror mirrored sliding closet doors wow that trim makes the mirrors look so much better design stuff in closet doors mirror bifold closet doors installation.\nbifold mirror beveled door mirror wall mirror proven full length decoration and useful large mirrors cheap wall stanley mirror bifold door hardware.\nbifold mirror folding mirror doors closet mirrored image of door home depot bifold mirrored closet doors installation.\nbifold mirror bifold mirror closet doors.\nbifold mirror 4 custom closet doors bi fold sliding hinged mirrored made new city folding bi fold custom closet doors bi fold sliding bifold mirror closet doors.\nbifold mirror mirror doors mirror custom bi fold closet doors custom mirror closet doors interior home depot mirror mirrored bifold closet doors canada.\nbifold mirror view larger image bifold mirrored french closet doors.\nbifold mirror mirrored mirror bifold closet doors stanley.\nbifold mirror mirror doors bi fold with glass bifold mirror wardrobe doors.", "label": "No"}
{"text": "Lotto plus winners\nThe Lotto Plus winning numbers and full prize breakdown from the draw on Wednesday 8th February 2017 are.\nCA SuperLotto Plus | Check Previous Draw Results\nNew Hampshire Lottery - WinnersA pari-mutuel prize is determined by dividing the prize pool equally among the winners, and may vary for each.\nBlog – Page 2 – SuperLotto Plus OnlineSix Lucky Picks and discover the possibilities of millions with SuperLotto Plus from the California Lottery.\nWining CA Lottery Numbers & Results | Sacbee.com & TheHere are the winning Lotto and Plus Results numbers for Saturday 13 May 2017 Lotto and Plus Results: Saturday 13 May 2017 Lottery Results: 13 May 2017.\nIrish Lottery Results and Draws | Jackpotjoy\nWinning Numbers - Tennessee Lottery\nWinning numbers drawn in 'SuperLotto Plus' game | WOPULAR\nKarunya Plus (KN-159) Lottery Result 04.05.2017 | Kerala\nCalifornia Lottery Results: CA Lotto Winning Numbers byKarunya Plus lottery results in pdf: To download Karunya Plus lottery results in pdf format, Please click on the below link and save the file.View Lotto Plus Results for NLCB Lotto Plus in Trinidad and Tobago.\nHere is a detailed booklet that explains everything you need to know if you win a large jackpot.Join any of our Lottery Syndicates for more chances of winning, for less cost.\nWinning Lottery Numbers, Order Powerball Lottery Tickets\nCalifornia Super Lotto Winner - National LotteryAll Draw game prizes must be claimed at a Florida Lottery retailer or Florida Lottery.\nSA Lottery, Powerball and Plus Results | National LotteryView previous CA SuperLotto Plus results with OneLotto to see if you have won the jackpot in this thrilling lottery that draws.HB: MEGA MILLIONS gives players a chance to win one of nine different cash prizes, including a multimillion-dollar jackpot.\nApart from these rich jackpots, the odds of you becoming a winner is more.\nNational Lottery Results | Lotto Results\nLotto and Plus Results: Saturday 13 May 2017 - Lottery\n$26M SuperLotto Plus Winner Sold In South El Monte « CBS\nPowerball winners to split jackpot three ways - Jan. 13, 2016\n3 Strategies for Playing California SuperLotto Plus Lottery\n$50 million Super Lotto Plus ticket sold in Los Alamitos\nCalifornia Super Lotto Winners by Wintrillions.com\nFlorida Lottery - Winning Numbers\nLottery results for the California (CA) Super Lotto PLUS and winning numbers from the last year.Comprehensive California SuperLotto Plus Jackpot History, including jackpot prize amounts, drawing dates, and jackpot change amount.\nJunior Orange Bowl is proudly powered by WordPress", "label": "No"}
{"text": "The opening year is 2391, this game cannot obviously be played in realtime so I have reduced the length of one threshold year.\nOne Year on Star Trek Galactic Threshold, is the same as One Month in Real Life.\nAbove \"Announcements\" there is a reminder of what year it is\nDecember 05 = 2391 January 06 = 2392 February 07 = 2393\nEach year (month in our time) has two episodes, usually I will change the episode around the 15th of each month but it all depends on when I am online. For the first month whilst everyone is settling in I shall leave it on the 1st episode and see how things develop.", "label": "No"}
{"text": "I just want a random angle bounce upon Sprite hitting Solid. How would I do that?\nClarification: I want to spawn an object and have it drop and hit something. Upon hitting it I want it to bounce.\nYou can use the bullet behavior with gravity and on collisions with solid set angle of motion to random desired angle.\nDevelop games in your browser. Powerful, performant & highly capable.\nIf there is lots of bouncing etc, you might look into the physics behavior, but that has the potential to add lots of additional complexity.", "label": "No"}
{"text": "Today let us take a look at the magical phenomena in the universe and give you scientific explanations. Scientists have gone through countless years to study the mystery of the universe. They have gone through countless obstacles and overcome many difficulties. So far, they have accumulated a lot of experience and knowledge. Let us first look at gravitational waves.\nWhat is gravitational waves\nIn physics, gravitational waves refer to ripples in the space-time bend,square steel tubing for sale which propagate outward from the radiation source through the form of waves, which transmit energy in the form of gravitational radiation.\nIn 1916, Einstein predicted the existence of gravitational waves based on general relativity. The existence of gravitational waves is the result of Lorentz invariance of general relativity, because it introduces the concept of finite velocity of interaction.\nIn contrast, gravitational waves cannot exist in Newton’s classical theory of gravitation, because Newton’s classical theory assumes that the interaction of matter propagates at infinite speed.\nWhen a gravitational wave passes through an observer, the observer will find that time and space are distorted due to strain effect. When gravitational waves pass through, the distance between objects increases and decreases rhythmically. The intensity of this effect is inversely proportional to the distance between the sources of gravitational waves.", "label": "No"}
{"text": "A good example would be the \"Stay Classy\" achievement. I'd like to lay it out just as it is on the wow site: Icon > Name > Description and then all the criteria below it with the one's checked off that have been completed. THEN I'd like to be able to mouseover any of the ones which aren't complete, say \"Classy Humans\" and be able to return the criteria for THAT achievement with the checks next to the ones I have and don't have. Capisce?\nSecondly, I was looking at the URL for a given achievement and trying to decipher it. there's an interesting #15088:a5152 at the end of it, I recognize the 5152 as being the ID of the achievement I was looking at, but confused as to what 15088 was, I gathered it might be the category, but I don't see corresponding numbers in the API. suggestions?\nthanks guys, I can't believe how much I've been able to do with this api using both my own ideas and examples posted here.", "label": "No"}
{"text": "Jump to navigation Jump to search\norder of fishes\n|Taxon author||Edwin Stephen Goodrich, 1909|\nThis category has the following 19 subcategories, out of 19 total.\n- Euclichthyidae (1 C)\n- Lotidae (5 C, 1 F)\n- Phycidae (2 C)\nMedia in category \"Gadiformes\"\nThe following 3 files are in this category, out of 3 total.", "label": "No"}
{"text": "Geo Arrow Tattoo\nPrices 2019 - Geo Arrow Tattoo, Best 25+ geometric arrow tattoo ideas on pinterest, \"40 geometric arrow tattoo designs for men - sharp geometry ideas\" \"discover a unique take on a classic symbol with the top 40 best geometric arrow tattoo designs for men.\" \"leading tattoo magazine & database, featuring best tattoo designs & ideas from around the world.. 40 geometric arrow tattoo designs for men - next luxury, 40 geometric arrow tattoo designs for men – sharp geometry ideas. the arrow tattoo is one of the most classic designs available, and it has enjoyed enduring popularity over the years. different arrow tattoos have different meanings depending on position.. Modern arrow tattoos ideas & meanings (2017) | fmag.com, An arrow tattoo can be as simple as three lines in an arrow shape, or it can be complex and detailed. adding an infinity symbol, or other meaningful symbol, is a popular way of adding extra layers of meaning and complexity to an arrow tattoo..", "label": "No"}
{"text": "Please enter \"what\" you're searching for\nRate this business - be the first!\nRate this business\nIs this your business?\nAutomotive Parts, Truck Parts and Services.\nWe reward you for sharing your experiences\n35 Tararua Road Levin Levin Area\nEnter your Fly Buys number to earn 3 points for this review.", "label": "No"}
{"text": "MIAMI, May 6 (UPI) -- Juan Encarnacion tripled in two runs in a five-run fifth inning Saturday night as St. Louis beat the Florida Marlins, 7-6.\nScott Rolen had two runs and three hits, while Hector Luna, Jim Edmonds and David Eckstein all had two hits for the Cardinals (19-12), who have won two in a row following a four-game losing streak.\nWinner Mark Mulder (3-1) gave up three runs and six hits in six innings with three walks and one strikeout. Jason Isringhausen earned his eighth save.\nHanley Ramirez had three hits and three RBI and scored a run, while Miguel Cabrera hit a two-run double for the Marlins (8-20).\nFlorida has lost seven of its last nine games and nine straight home games.\nLosing pitcher Dontrelle Willis (1-3) surrendered seven runs and 12 hits in 4 2/3 innings.\nIn his last two starts, Willis has given up 14 runs and 20 hits in 12 innings.", "label": "No"}
{"text": "Watch user mashups\nmade from clips\nTop Clips of The Princess Bride\nYarn is the best way to find video clips by quote. Find the exact moment in a TV show, movie, or music video you want to share. Easily move forward or backward to get to the perfect spot. It's available on the web and also on Android and iOS.\nbut he gave me this.\nThe Princess Bride\nNext line quiz\nSearch for a friend's name\nbut he gave me this.\nRomantic Comedy Quiz\nCopy the URL for easy sharing\nkeeps the servers running:\nFresh Off the Boat (2015) - S03E11 Clean Slate\nI wanted the \"Clooney,\" but he gave me this.\nThe Durrells (2016) - S01E01\nWell, not tea, but he gave me this,\nFamily Guy (1999) - S12E18 Comedy\nBut, Dad, Chris treats me really well. He gave me this diamond necklace.\nCommunity (2009) - S05E02 Introduction to Teaching\nHe gave me this.\nDivorce (2016) - S01E10 Detente\nbut he gave me permission.\nFoul Play (1978)\nBut he gave me nothing.\nBuffy the Vampire Slayer (1997) - S06E06 Drama\nThen he gave me this.\nGrace and Frankie (2015) - S01E06 The Earthquake\nHe gave me this look.\nInterview with the Vampire: The Vampire Chronicles (1994)\nHe gave me this life...\nDevious Maids (2013) - S03E10\nHe gave me this job.\nBob's Burgers (2011) - S04E22 Comedy\nBut he still gave me shrimp.\nBillions (2016) - S02E04 Drama\nBut when he gave me advice,\nSeymour An Introduction (2015)\nbut he gave me a rave review.\nMy Fellow Americans (1996)\n...but they gave me something for this.\nGame of Thrones (2011) - S04E01\nYou gave me my life. But this,\nThe Mindy Project (2012) - S01E02 Hiring and Firing\nThat's why he gave me this job.\nThere's Something About Mary (1998)\nHe gave me this funny vibe.\nBeverly Hills Cop II (1987)\nHe gave me this for Christmas.\nHe gave me this when I left.\nRick and Morty - S03E09 The ABCs of Beth\nso, um, he gave me this.\nBreaking Bad (2008) - S05E11 Drama\nand in response, he gave me this.\nBoogie Nights (1997)\nSo this is what he gave me.\nVeep (2012) - S06E02 Library\nIn this case, he gave me both.\nFamily Guy (1999) - S11E15 Comedy\non this cell phone he gave me.\nBob's Burgers (2011) - S05E10 Comedy\nBecause he gave me this crappy job.\n30 Rock (2006) - S02E08 Secrets and Lies\nThis is the address he gave me.\nThis Is Us (2016) - S01E07\nBut Mom gave them to me.\nSupport / FAQ", "label": "No"}
{"text": "I am currently modeling a yagi antenna using Matlab and after I optimized the antenna, it gave me a director length shorter than the exciter itself (even if the optimization gave me a good gain).\nFrom what I have read and learned from textbooks, the directors of a yagi Antenna should always be shorter than the dipole in order to help direct the EM waves forward in a specific direction, and hence, increase the directivity.\nIn fact, when I even tried to reduce the length of the director to a dimension shorter than the dipole, it gave me a lower dBi (9.17dBi instead of 13dBi).\nWhy does DirectorLength > DipoleLength gives better gain (dBi)? Shouldn't it be the opposite instead?\nProperties of the antenna simulated with Matlab:", "label": "No"}
{"text": "- On sale!\n$31.05 $35.69 -13%\n$72.02 $82.78 -13%\n$32.95 $39.23 -16%\n$33.65 $37.39 -10%\nLast time this product was added to a cart: 07/19/2019\nWomens Thick Plastic Mod Oval Shaggy Retro Fashion Sunglasses\nToday I wear these sunglasses daily and find them really cool. An extraordinary shape (Looks exactly as shown in the picture) which is also in the US totally hip. Quality is definitely right!", "label": "No"}
{"text": "| LANL | Lansce | UC\n| DOE |\nL O S A L A M O S N A T I O N A L\nL A B O R A T O R Y\nOperated by the University of California for the US Department of\nCopyright � 1996\nFor problems or questions regarding this web site contact George Vaughn.", "label": "No"}
{"text": "January 21, 2017 - 5:23 pm\nJalen Malone tipped in Reggie Ingram’s miss with a second left in overtime Friday to give Eldorado’s boys basketball team a 68-67 home victory over Mojave.\nMarkaule Pace led the Sundevils with 19 points. Kemo Bell added 18 points, and Ingram scored 14 for Eldorado.\nTyrice Pender paced Mojave with 21 points. Tyrique Watson added 19 points, and Jeremiah Jackson scored 10 for the Rattlers.\nPalo Verde 56, Legacy 55 — Dylan Yoro hit two free throws with 0.7 seconds left to help the Panthers edge the Longhorns.\nYoro led the Panthers with 14 points, and teammate Daniel Bellinger had 10 points.\nLegacy’s D’Eric Marlowe led all scorers with 25 points, and teammate Chris White scored 14.\nValley 56, Green Valley 52 — At Valley, John King went 3-of-4 from the free-throw line in overtime to lead the Vikings past the Gators.\nTommy Anderson scored 14 points to lead the Vikings. King and Bryce Jones, who swung momentum in overtime by taking a charge, each scored 13 points for Valley. Juan De Dios-Magana added 12 points for the Vikings.\nCanyon Lewis scored 18 points to lead the Gators, while teammate Matthew Tuttle added 13 points.\nArbor View 73, Shadow Ridge 69 — At Arbor View, Comillion Smith had 25 points and five rebounds as the Aggies rallied to top the Mustangs.\nDonovan Yap added 17 points, and Sevonyea Smtih had 12 points and 10 rebounds for Arbor View. Jarrod Burks scored 11 for the Aggies, who outscored Shadow Ridge 27-20 in the fourth quarter.\nJames Fuller and Bricin Ford each had 24 points for the Mustangs.\nLas Vegas 69, Faith Lutheran 66 — At Las Vegas, the Wildcats made 11 3-pointers as they defeated the Crusaders.\nDonovan Joyner led Las Vegas with 20 points. Deondre Northey scored 18 points, Mory Souhamoro had 13 points, and Josh Valencia added 10 points for the Wildcats.\nFaith Lutheran’s Elijah Kothe led all scorers with 27 points. Nic Maccioni added 26 points for the Crusaders, and teammate Brevin Walter scored 12.\nCentennial 76, Cimarron-Memorial 69 — At Cimarron, Troy Brown led all scorers with 33 points as the Bulldogs defeated the Spartans.\nCentennial’s Isaiah Banks added 14 points, and Darian Scott scored 11 for Centennial.\nDemarco Aleaxander had 22 points for Cimarron, which outscored Centennial 18-12 in the third quarter to cut the lead to 51-49.\nKeiron Hatchett added 13 points, and teammate Kamakana Winquist scored 11 for the Spartans.\nCheyenne 69, Rancho 61 — At Rancho, Dewayne Alexander led the Desert Shields with 24 points as they defeated the Rams.\nCheyenne’s D’Andre Houston had 19 points, and teammate William Federson scored 11.\nRancho’s Justin Holiday led all scorers with 33 points.\nBishop Gorman 80, Sierra Vista 48 — At Gorman, Ryan Kiley scored 18 points to lead the Gaels past the Mountain Lions.\nChuck O’Bannon added 17 points and eight rebounds for Gorman, which outscored Sierra Vista 25-11 in the second quarter to take control of the game.\nJamal Bey scored 14 points, and Christian Popoola added seven assists and seven rebounds for the Gaels.\nMaka Ellis had 13 points and 11 rebounds for Sierra Vista, which led 20-17 after the first quarter.\nChris McCoy added 12 points for the Mountain Lions.\nDel Sol 58, Western 48 — At Western, Keith Seldon scored 17 points to power the Dragons by the Warriors.\nBarry Williams added 10 points, and Jonathan Spearman had nine points for Del Sol, which led 31-25 at halftime.\nKwan Carter led Western with 17 points, and teammate Anthony Dodson scored 12.\nFoothill 67, Spring Valley 56 — At Spring Valley, Kai Gamett scored 13 points to lead the Falcons over the Grizzlies.\nDylan Hushaw had 12 points for the Falcons, and teammate Michael Shaw scored 10.\nSpring Valley’s Keelan Wickersham led all scorers with 28 points. Justin Bonner supplied 13 points for the Grizzlies.\nLiberty 63, Boulder City 43 — At Boulder City, Cameron Burist scored 26 points to lead the Patriots past the Eagles.\nLogan Koch added 10 points for Liberty, which took control of the game with a 21-8 third-quarter run.\nCarson Balistere scored 11 points to lead the Eagles.\nVirgin Valley 56, Moapa Valley 40 — At Mesquite, Jayden Perkins led three double-figure scorers with 15 points as the Bulldogs topped the Pirates.\nHogan Fowles had 12 points, and Andrew Memmott scored 11 for Virgin Valley.\nTrey Jones had 16 points, and Nathaniel Thompson scored 12 for Moapa Valley.\nLincoln County 74, Mountain View 64 — At Panaca, Kobe Walker had 16 points and eight rebounds to lead the Lynx past the Saints in two overtimes.\nElijah Harr added 14 points, nine rebounds and four assists for Lincoln County, which pulled away by outscoring Mountain View 13-3 in the second overtime.\nKevin Matthew had 11 points and nine rebounds, and Cody Thornock added 10 rebounds and eight steals for the Lynx.\nTyrell Brooks scored 39 points to lead the Saints, and twin brother Terrance Brooks added 11 points.\nLaughlin 35, The Meadows 34 — At Laughlin, Corey Anderson led all scorers with 17 points as the Cougars stunned the Mustangs.\nLaughlin shot 9 of 12 from the free-throw line.\nJake Epstein led the Mustangs with 15 points.\nAgassi Prep 73, Calvary Chapel 41 — At Calvary Chapel, Akeemis Williams hit five 3-pointers and finished with 19 points as the Stars routed the Lions.\nAiden Olivas added 13 points, Allen Merritt had 12 points for Calvary Chapel, which got 10 points from Zhaccai Smith.\nElijah Martinez led all scorers with 24 points for Calvary Chapel.\nWord of Life 57, Indian Springs 39 — At Indian Springs, Jaiden Stuckey led the Eagles with 17 points as they defeated the Thunderbirds.\nWord of Life’s Cheikou Kouyate scored 11 points, and teammate Ivan Candolesas scored 10.\nIndian Springs’ Dallin Davis led all scorers with 20 points. Jay Barth scored 11 points for the Thunderbirds.\nInnovations International 77, Liberty Baptist 40 — At Innovations International, Justin Evans had 20 points, 15 rebounds and two assists to lead the Ambassadors past the Eagles.\nDavid Washington had 11 points and six assists, and Jordan Allison had 10 points, seven rebounds and seven assists for Innovations, which also got 10 points from Eugene Washington.\nSeth Sullivan led all scorers with 28 points for Liberty Baptist.\nCoral Academy 80, Somerset-Sky Pointe 44 — At Somerset-Sky Pointe, Isaiah Spears had 23 points, three rebounds, three assists and three steals as the Falcons routed the Eagles.\nIsaac Spears added 18 points and 10 assists, and Ryan Djino had 14 points and 14 rebounds for Coral Academy, which also got 11 points and eight rebounds from Adam Abdalla.\nDanny Cox led Somerset-Sky Pointe with 12 points, and teammate Derek Magee scored 10.\nPahranagat Valley 68, Round Mountain 37 — At Alamo, Culen Highbe had 28 points and 10 rebounds to power the Panthers over the Knights.\nCody Williams added 12 points and seven rebounds for the Panthers.\nRound Mountain’s Payton Brown scored 13, and teammate Corbin Jensen had 10 points.\nFredonia (Ariz.) 61, Beaver Dam 51 — At Littlefield, Arizona, the Diamondbacks fell to the Hillbillies.", "label": "No"}
{"text": "Volunteer for the 2019 Round Up Tournament\nTuesday, October 29 -- Men's Doubles\nWednesday, October 30 -- Mixed Doubles\nThursday, October 31 -- Women's Doubles\nTo sign up: Click the red checkbox for one or more desired categories then click the Submit button at the bottom of the page. Click the tabs to see the other categories.\n|| Sun City Pickleball", "label": "No"}
{"text": "An odds bet in craps is a type of additional bet that can be made after a point has been established. It is a bet that the point will be rolled before a seven.\nIn craps, players can make a pass line bet before the come-out roll, and if a point is established, they can then make an odds bet. The odds bet is placed behind the pass line bet and can be made in multiples of the original pass line bet.\nThe odds bet is considered one of the best bets in craps because it has no house edge. This means that the casino has no advantage over the player, and the odds of winning are based solely on the probabilities of rolling the point or a seven.\nThe amount of the odds bet can vary depending on the point that has been established. For example, if the point is 4 or 10, the odds bet can be up to 3 times the pass line bet. If the point is 5 or 9, the odds bet can be up to 4 times the pass line bet. And if the point is 6 or 8, the odds bet can be up to 5 times the pass line bet.\nMaking an odds bet in craps is a way for players to increase their potential winnings and take advantage of the favorable odds. It is important to note that the odds bet can only be made after a point has been established, and it is separate from the pass line bet.\nIn conclusion, an odds bet in craps is an additional bet made after a point has been established, with the aim of rolling the point before a seven. It offers favorable odds for the player and is considered one of the best bets in the game. By understanding the rules and strategies of odds betting, players can enhance their craps experience and potentially increase their winnings.", "label": "No"}
{"text": "We can learn about the world around us by taking measurements. Different tools help us make different kinds of measurements. Here are a few tools for measuring.\nThermometerPAGA DESIGN/GETTY IMAGES\nA thermometer measures temperature. It tells us how hot or cold something is.\nA scale measures weight. It tells us how much something weighs. Which of these two loads is heavier?\nRulerFROM TOP: JANGELTUN (2); DNY55/GETTY IMAGES\nA ruler measures length. It tells us how long or short something is. How many inches long is this eraser?\nClockPAUL BRICKNELL—GETTY IMAGES\nA clock measures time in hours and minutes. The round clock is analog . It has hands that move. They point at the numbers to show the time. The black clock is digital . It has only numbers.\nDid You Know?RICHARD CUMMINS—GETTY IMAGES\nThis is a sundial . It is one of the oldest tools for telling time. A sundial has markings. They stand for the hours of daylight. It also has a pointer. The pointer casts a shadow. The shadow moves as the sun moves. This is one way people could tell time long ago.", "label": "No"}
{"text": "Numerology Date Calculator Simple Date Calculator – Numerology: You can use the simple calculator below to determine your Birth Date Number. Enter your birthdate and select either Details, Personality, or Event/Forecast. Details give the basic data about the associated number. Personality gives the meaning of the Birth Date Number when it’s a personal birthdate. […]\nCafe Astrology offers the meanings of numbers in numerology. How to calculate birth path number, personal years.", "label": "No"}
{"text": "© Karthik Ramasubramanian and Abhishek Singh 2017\nKarthik Ramasubramanian and Abhishek Singh, Machine Learning Using R, 10.1007/978-1-4842-2334-5_1\n1. Introduction to Machine Learning and R\nKarthik Ramasubramanian1 and Abhishek Singh1\n(1)New Delhi, Delhi, India\nElectronic supplementary material\nThe online version of this chapter (doi:10.1007/978-1-4842-2334-5_1) contains supplementary material, which is available to authorized users.\nBeginners to machine learning are often confused with the plethora of algorithms and techniques being taught in subjects like statistical learning, data mining, artificial intelligence, soft computing, and data science. Naturally they end up asking, how these subjects are different and which is best for solving real-world ...", "label": "No"}
{"text": "10 seater table brilliant dining table with chairs dining table and chairs prepare 10 seater dining table dimensions metric.\noval coffee table with storage oval coffee table storage.\nkitchen table with 6 chairs kitchen table sets 6 chairs bathroom fascinating dining room white kitchen table set with 6 chairs pub style kitchen table 6 chairs.\ncost plus dining table cost plus dining chairs world market table round back dining chairs dining room traditional with chairs cost plus dining low cost dining table.\nfancy dining table great luxury dining table and chairs expensive dining room furniture fancy luxury formal dining room nice dining table sets.\nwall bar table wall mounted breakfast bar table com with and kitchen ideas small glass serving jugs design on wall mounted bar table white.\nsofa table height average 3 couch length es dimensions height sofa table e design lesson sectional styling cm adjustable height sofa side table.\nunder window table sofa table near window console table behind sofa console table behind reclining sofa sofa table behind sofa table near window tableau window median.\nunfinished side table catchy unfinished side table with mid century modern double cub side table set unfinished wood bedside tables.\nexpandable glass dining table extendable glass dining table extended expandable set best 4 sets images suppliers round extendable glass dining table and chairs.", "label": "No"}
{"text": "Determine valid handles\nB = isvalid(H)\na logical array in which each element is\nB = isvalid(\ntrue if the corresponding\nH is a valid handle. A handle variable becomes invalid if\nthe object has been deleted. Within a class\nisvalid always returns\nYou cannot override the\nisvalid method in\nH— Input array\nInput array, specified as an array of object handles.\nB— Result of validity test\nResult of validity test, returned as a logical array the same\nH in which each element is\nthe corresponding element in\nH is a valid handle.\nTo learn about attributes of methods, see Method Attributes.\nThis example tests a handle array for valid members:\nH = plot(rand(5)); delete(H(3:4)) B = isvalid(H)\nB = 1 1 0 0 1", "label": "No"}
{"text": "Multi Data Center Google PageRank Checker\nThe Google Search Engine uses a Ranking system, named Page Rank, for every page of his listing.\nThis Rank is basically a rating given to every one of your site's page.\nPageRank depends on many criteria and is supposed to reflect how important is your content in comparison with other possible search results on a specific search query and what is the probability to be visiting a given page at a given time.\nThe more links to a page, the more probability to be visiting it.\nPageRank is updated upon every Google Dance, when ...", "label": "No"}
{"text": "Don't have an account? Sign up\nULEZ Extension postponed until 25 October 2021\nYou haven't finished adding your comment. Stay on this page to finish adding it or navigate away?", "label": "No"}
{"text": "The awesome June 2016 Calendar Printable3abry photograph below, is part of June Calendar Numbers Printable content which is categorized within calendar template, june calendar numbers for preschool, printable calendar numbers for june and published at September 30, 2016.\nJune Calendar Numbers Printable : June 2016 Calendar Printable3abry\nDiy Toddler Calender Magnet Board Lots Of Free Printables3abry |size: 780 X 602Numbers13abry |size: 618 X 800Blank Calendar For June 20163abry |size: 780 X 602June 2016 Calendar Printable3abry |size: 780 X 551\nHere is important clue on calendar template, june calendar numbers for preschool, printable calendar numbers for june. We have the best method for calendar template, june calendar numbers for preschool, printable calendar numbers for june. Check it out for yourself! You can discover June 2016 Calendar Printable3abry guide and see the latest June Calendar Numbers Printable.\n|Title||June 2016 Calendar Printable3abry|\n|Published Date||September 30, 2016|\n|Latest Updated Date||September 30, 2016|\nBack To June Calendar Numbers Printable", "label": "No"}
{"text": "Synonyms and Antonyms of penchant\n- Her penchant for math helped her to become an engineer.\nSynonym Discussion of penchant\n- a student with artistic leanings\n- a propensity to offer advice\n- a proclivity for violence\n- a penchant for taking risks\nSeen and Heard\nWhat made you want to look up penchant? Please tell us where you read or heard it (including the quote, if possible).", "label": "No"}
{"text": "Mega Millions winning numbers for January 22, 2021; Jackpot Tonight: 1 Billion\nMega Millions Numbers January 22, 2021 – Check the Mega Millions winning numbers for Friday, January 22, 2021, only here at the latest lottery numbers website.\nNobody won the jackpot in the previous drawing held last Tuesday. Hence, the estimated Mega Millions jackpot tonight has gone up to $ 1 Billion.\nThese are the Mega Millions numbers for January 22, 2021:\nWhite Balls: 4-26-42-50-60\nMega Ball: 24\nJackpot Annuity Value: $ 1 Billion\nJackpot Cash Value: $ 739.6 Million\nMega Millions Winners: 1 jackpot winner. Winning ticket was sold in Michigan.\nRefresh this page after 11:00 pm Eastern Time for the updated Mega Millions winning numbers and jackpot. We shall update the numbers here right after the live drawing.\nSEE ALSO: Latest Powerball winning numbers and jackpot.\nPast Mega Millions numbers can be seen using this site’s search option or the online Check Your Numbers tool at the Mega Millions official website.\nMega Millions Payout for January 22, 2021 Drawing\nThe Mega Millions jackpot as of Friday, January 22, 2021 is $ 1 Billion.\nFor non-jackpot prizes, the Mega Millions payout shall be based on a fixed prize multiplied by the Megaplier number drawn tonight.\n- SEE ALSO: Match\nBase Prize Megaplier Prize 5 numbers + Mega Ball $1 Billion (Not Applicable) 5 Numbers $1 Million $2 Million 4 Numbers + Mega Ball $10,000 $20,000 4 Numbers $500 $1,000 3 Numbers + Mega Ball $200 $400 3 Numbers $10 $20 2 Numbers + Mega Ball $10 $20 1 Number + Mega Ball $4 $8 Mega Ball Only $2 $4\nThe above fixed prize structure applies to all member states except California where prizes are computed based on parimutel.\nMega Millions drawing is aired every Tuesday and Friday, including holidays. The latest drawing as of today was held on January 22, 2021.\nDuring the live Mega Millions drawing, a machine randomly chooses five white balls from a set of balls numbered 1 to 70.\nA second machine draws the Mega ball from a set of gold balls numbered 1 to 25.\nThe resulting number combination, 5 white balls and 1 megaball, comprises the Mega Millions numbers for that drawing.\nThe Megaplier number chosen before each televised drawing is used to multiply the non-jackpot prizes.\nFor today, January 22, 2021, the Mega Millions numbers were 4-26-42-50-60 and the Mega Ball was 24.\nThe Megaplier was X2.\nAside from Mega Millions results, this site also posts Powerball winning numbers and other lottery tips.\nThe lottery results on this page were last updated on January 22, 2021.", "label": "No"}
{"text": "Roman numerals definition, one of the numerals in the ancient Roman system of notation, still used for certain limited purposes, as in some pagination, dates on buildings, etc. The common basic symbols are I =1, V =5, X =10, L =50, C =100, D =500, and M =1000. The Roman numerals for one to nine are: I, II, III, IV, V, VI, VII. Individual strings of stringed instruments, such as the violin, are often denoted by Roman numerals, with higher numbers denoting lower strings. In pharmacy, Roman numerals are used in some contexts, including S to denote \"one half\" and N to denote \"zero\" See the sections below on \"zero\" and \"fractions\".\n03/01/2020 · The numbers that we normally use 1, 2, 3 etc are called \"Arabic numerals\". But we sometimes use another system for writing numbers - \"Roman numerals\". The Romans used letters of the alphabet to represent numbers, and you will occasionally see this system used for page numbers, clock faces, dates of movies etc. The number of sides on a cube, hence the highest number on a standard die; The six-sided tiles on a hex grid are used in many tabletop and board games. The highest number on one end of a standard domino; Comics and cartoons. The Super 6, a 1966 animated cartoon series featuring six different super-powered heroes. I, for one, like Roman numerals! Really Big Numbers. Numbers greater than 1,000 are formed by placing a dash over the symbol, meaning \"times 1,000\", but these are not commonly used. 05/02/2019 · Roman numeral, any of the symbols used in a system of numerical notation based on the ancient Roman system. The symbols are I, V, X, L, C, D, and M, standing respectively for 1, 5, 10, 50, 100, 500, and 1,000 in the Hindu-Arabic numeral system.\nCalculator that converts between Arabic numbers like 1996 and Roman numerals like MCMXCVI. 28/06/2019 · To read Roman numerals, start by learning the values of the 7 numerals, which are the only ones used. Once you know all the numerals and their values, practice reading numbers that have multiple numerals in them. If the numerals go in order from largest to smallest, just add them all together to get the number. To enter number 33 you need to use 101010111. Respectively in the Roman variation number 33 will be written this way: XXXIII. Also there are some certain rules that specify how to enter Roman numbers and make large numbers shorter while typing. Using ASCII codes to type roman numerals. First aggregation step is to Replace the Roman Number special cases e.g.: IV -> IIII. Second Aggregate step simply sums up the equivalent Arabic number of the Roman letter e.g. V -> 5 ToRomanNumber: I start the aggregation with the given Arabic number. For each step the number will be divided by the equivalent number of the Roman letter.\nDownload this game from Microsoft Store for Windows 10, Windows 10 Mobile, Windows 10 Team Surface Hub. See screenshots, read the latest customer reviews, and compare ratings for Roman Number. In Poland, roman numerals are used to show the month in dates and as a short method of writing ordinals i.e. VI to be 6th. Unicode has a code block called Number Forms, which also contains representations of Roman numerals, at the positions U2160 to U2188. Write years. It is very easy to write a number as a Roman numeral. Roman Numerals By YourDictionary Roman numerals are a method of writing numbers that date back as far as 800 B.C. A method was required for counting quantities larger than, say, what we can count on our hands. Roman numbers take seven letters and work them into a multitude of combinations to create small and large numbers.\nUse this Roman numeral converter to convert numbers from 1 to 3,999,999 into Roman numerals. Or input a Roman numeral to get its regular Arabic number value. Roman numerals are a number system developed in ancient Rome where letters represent numbers. The modern use of Roman numerals involves the letters I, V, X, L, C, D, and M. How does this Roman Arabic numerals converter work? Just enter a number between 1 and 4999 the reason why the conversion is possible only up to 4999 is because numbers higher than this are formed by placing a dash over the symbol, that means \"times 1,000\" and this cannot be. 2019 in Roman Numerals. This app will convert the number 2019 to Roman numerals and explain how to read and write it correctly as a Roman figure.\n|Roman numerals chart 1 to 100 complete in order. A printable table of Roman numbers from 1-100.||Due to the limitations of the roman number system you can only convert numbers from 1 to 3999. To easily convert between roman and arabic numerals you can use the table above. The key is to handle one arabic digit at a time, and translate it to the right roman number, where zeroes become empty.|\nUsing roman numerals to write years. It is very easy to write a number as a Roman numeral. Simply substract the largest possible Roman numeral, as many times as possible from the number. This system will result in a valid Roman numeral, but will not take the subtraction rule into account. A smaller number in front of a larger number means subtraction, all else means addition. For example, IV means 4, VI means 6. You would not put more than one smaller number in front of a larger number to subtract. For example, IIV would not mean 3. You must separate ones,. Roman numerals were developed so that the Romans could easily price different goods and services. Roman numbers were widely used throughout the Roman Empire in everyday life. Following the fall of the Roman Empire, numerals continued to be used throughout Europe up until the 1600's.\nThis page will help you turn everyday numbers into Roman numerals. Type into the box and the number will be converted automatically. Roman numerals interesting history and how to convert between roman numerals and numbers. We also provide roman numerals converter and conversion chart. 01/01/2020 · The history of Roman numerals began back in the 8th to 9th century BC, approximately the same time as the founding of ancient Rome around Palantine Hill. The number system prevailed longer than the empire itself, remaining in common use until the 14th century when they were superseded by. 03/01/2020 · Let's get a quick introduction to what Roman numerals are why we learn about them. If you're seeing this message, it means we're having trouble loading external resources on our website. If you're behind a web filter, please make sure that the domains. Now you can write roman numbers in your text in lowercase or uppercase by this command. \\romannum1 for Lowercase roman numbers or \\Romannum1 for Uppercase roman numbers. For example suppose that we want to write this sentence. ten million people died between WWI and WWII. We write in Latex.\nBack to Cincinnati Math Lessons With Quizzes Page Back to Mini Grant Test Site Home.\nFuja Do Indoraptor Lego Jurassic World\nAr Seco Ondulado Bob\nWhole Foods Deal Amazon\nAdidas Ultra Boost 2.0 Limited Branco Refletivo\nSoquete Após Extração Do Dente\nPedais De Bicicleta De Chão Estacionários\nCalças De Terno Com Ajustadores Laterais\nElesh Norn Commander\nServiço De Atendimento Telefônico Perto De Mim\nTeste Genético Da Neurofibromatose\nDesconto Supreme Clothing\nQueen Box Spring Para Colchão De Espuma\nFormato Do Cabeçalho Da Carta\nSalmão Assado Com Molho Italiano\nRoupas Femininas Acessíveis Perto De Mim\nG2a Nós Cartão Psn\nCvs Mais Leves Da Tocha\nCapas Para Sofá De Artigos Domésticos\nSalário De Engenheiro De Software Da Nvidia System\nDiretório Atual Do Fastlane\nBulldog Inglês Antigo Bulldogs\nReality Is Plastic Paperback\nPadrão De Tricô De Cobertor De Natal\nDiferença Entre Roomba 980 E 985\nSites Semelhantes A Gramática\nTeste De Gramática Inglesa Grau 9\n75th Bday Wishes\nIndia Vs West Indies Live Show\nPastor Alemão X Spitz Japonês\nGold Jhumka 2018\nComo Capturar Tela No Samsung S8\nModelo De TV Samsung Un24h4000af\nMelhor Receita De Carne Assada Redonda\nTatuagens De Câncer\n2018 Lexus Rc 300 F Sport Para Venda\nMotor Elétrico De Fórmula E\nKey Bank Jobs Near Me\nDevolução Da Reciclagem De Eletrônicos\nCausas De Dor De Cabeça No Lado Esquerdo Traseiro Da Cabeça\nMazda 3 2017 Carplay", "label": "No"}
{"text": "SIR ISSAC NEWTON was a physicist who studied much about motion and came up with three practical laws. These laws are now known as Newton's laws of motion. This law defines the relative motion of objects in terms of the distance they cover, the time they use in covering the distance in question, the velocity involved and the force of gravity or any other acceleration. To the layman, most of this scientific concepts are only theories that don't have their ways in real life. This write-up will break the concept in question into the simplest form that you can relate. For better understanding, we have to understand some basic terms use in the expressi0n of these law.\n1. Displacement(s); This term is used to relate to the distance between two points in a specific direction. For example, the distance between points A and B on a map is 50km and B lies north of A. Spread also has the same definition but does not consider the direction.\n2. Velocity(v); This is the displacement of an object within a specific time. You walk 10 km in 300 seconds , your velocity is your displacement over the time it took you.\n3. Acceleration (a); It is the time rate of change of velocity. That is the velocity over the time it occurs. Acceleration due to gravity (g) is a special type of acceleration that acts on objects high above the ground. These are the basic terms in the law. Haven't gain much ground, lets digest the issues of thee laws.\nNEWTON'S FIRST LAW (THE LAW OF INERTIA)\nThe law of inertia states that, a body will continue to be at least or uniform motion in a straight line unless it is acted on by an external force to change its state. This law is telling us that when an object is at rest, it will continue to be there unless someone or something applies an external force to it. If not it will continue to stay still. Also, when a body says a car is moving it will want to continue moving unless an external force causes it to stop or change its direction. From the two scenarios, we can say that the object in question is feeling lazy to move or stop when it is already moving. This reluctance of an object to change its state of motion is what is termed INERTIA.\nThere is a lot of examples of this law, here are few of them:\n1. When a stationary car wants to move, it can not do that on its own. It is feeling lazy to move, but when you push it or start the engine it will move because an external force is in operation.\n2. When a car is moving, it will continue to move unless the breaks are applied or something comes as a hindrance to its motion.\n3. When a car is moving and the driver wants to negotiate a curve it has to control the steer which generates a force to change the direction of the car.\nNEWTON'S SECOND LAW\nNewton's second law states that the rate of change of linear momentum of a body is directly proportional to the force applied and takes place in the direction of the force. MOMENTUM is simply the product of the mass and the velocity. It is obtained by simply multiplying the mass of a body and its velocity. For instance, an object has an initial velocity of u and that is changed to final velocity v as its motion proceed, mostly the mass does not change. The second law is telling us that the rate of velocity with time is mathematical given as v-u/t. Then change of momentum is given as mv-mv which is directly proportional to the force applied. F= m(v-u)/t, but acceleration a is the time rate change of velocity, v-u/t=a. Then F=ma. Where F is the force, m is the mass and a is the acceleration with which the body moves.\nApplications of Newton's second laws in our daily lives.\nWith momentum, force is not only a mass dependent quantity. A body can have a small mass but may produce small momentum. While a small body with a high velocity will produce a high momentum hence much force is produced. This explains why a big vehicle will be badly damaged after colliding. Also, a bullet with a very high velocity can be used to stop a moving truck. The above situation can only happen when the bullet is travelling with a very high velocity such that the product of the mass and velocity of the bullet ( momentum of the bullet) is equipped you the product of mass to the velocity of the truck ( momentum of the truck.) . With all these examples there should be no externa force unless those in question.\nNEWTON'S THIRD LAW\nThe concept of Newton's third law is applied in all aspects of human life. It is applied in economics, accounting, and even religion not to talk of the sciences. This states that, to every action, there is an equal and opposite reaction. Or action and reaction are equal but opposite. According to this law, whenever an action is performed, force is applied. The dower of the action receives a recoil force which is equal in magnitude to the force used in the acting. This law can be closely related to the saying that that whatever goes up must come down. Mathematically F=-F where F is the force applied in acting and the minus sign is to indicate that the second force is in opposite directions to the first one.\nThis law is applied in almost all aspects of life. This explains why fishermen paddle the bolt backwards while it moves forward. The force that is generated when you paddle backwards, is the same force that is used in moving the bolt forward but these two forces are in the opposite direction. Also, when a moving vehicle collides with a stationary vehicle the two damage even though one is not moving. This is because the force that the moving vehicle use in a collision is the same recoil that it will receive in the opposite direction.\nThese laws are not complicated as we thought. Newton observed the everyday motion activities and summarised them into a few laws and equations. The law of inertia explains how lazy an object feels to move when at rest or stop when it is already moving. The second law explains how change of momentum is direct to the force applied. The third law is on the impact one receives when action occurs.\nLambda Stories Newsletter\nJoin the newsletter to receive the latest updates in your inbox.", "label": "No"}
{"text": "Atari 2600 – 1984\n|Released in||United States|\n|Theme||Licensed Title, Math / Logic, Pre-school / Toddler, Reading / Writing|\n|Publisher||Coleco Industries, Inc.|\n|Developer||Coleco Industries, Inc.|\nCaptures and Snapshots\nDownload Berenstain Bears\nWe may have multiple downloads for few games when different versions are available.\nAlso, we try to upload manuals and extra documentation when possible. If the manual is missing and you own the original manual, please contact us!\nJust one click to download at full speed!", "label": "No"}
{"text": "I have had these squares done for quite a while, but... they were going into this comfortghan for someone. And I didn't want to ruin the surprise... even though I don't think she reads my blog. Still. This is the whole afghan. It's huge!\nThese are four of the squares I did. I just made a granny square and sewed a duck motif I found somewhere online... I think it was on a baby's bubble outfit, or something... I wanted to buy Cupcakes' duck square but didn't have the money at the time so I had to use my peabrain. ;)", "label": "No"}
{"text": "Competition: Blades v Murnan live stream Pdc Home Tour Iii\nClayton - Hopp match overview, prediction&tips\nClayton in the latest game got a series victories and it is in a perfect shape (in the last 5 games wins - 5).\nRecent matches Hopp is playing unpredictable (in the last 5 games wins - 3).\nClayton could have advantage in physics - more days for rest in last days.\nClayton will have a poor advantage in this game.\nLast 4 head-to-head matches Clayton won 4 matches, drawn 0 matches, lost 0 matches and goals 24-11.\nCullen - O'Connor match overview, prediction&tips\nCullen is in actual amazing shape (in the last 5 games wins - 4).\nRecent matches O'Connor is playing changeable (in the last 5 games wins - 2).\nCullen could have problems with physics compare with it opponent - last days they played more matches than their opponents.\nCullen will have a mini benefit in this match.\nLast 1 head-to-head matches Cullen won 1 matches, drawn 0 matches, lost 0 matches and goals 6-3.\nPetersen - Hamilton match overview, prediction&tips\nThe game of competitors is shaky now.\nPetersen could have advantage in physics - more days for rest in last days.\nIn this match Petersen is a favorite.\nRecently, the players did not play each other.", "label": "No"}
{"text": "Do you want to know what the year 2017 has in store for you? Numerology might be able to shine some light on what lies ahead for you during this year by analysing the energy of each personal year number. Your Personal Year Number is the number that works in conjunction your date of birth to give you some insight as to what to expect from the year ahead. It tells you what cycle you′re in when it comes to applying numerology to your life.\nTo calculate your personal year: add the day and month of your birth together, a then add that to the year in question, and reduce it down again.\nFor example, if you were born on March 9th, you′d add 3 + 9 = 12, 1 + 2 = 3 so you reduce that number down to 3.\nAdd 2 + 0 + 1 + 7 to get 10, which reduces down to 1 + 0 = 1. The 1 in this example is the ‘universal year′ number. You′d add that to the 3 of your birth date calculation, 3 + 1 = 4. In this instance, your personal year number for 2017 would be 4.\nLet′s get some more practice by looking at another example.\nLet′s say you′re planning a wedding or another big occasion, and want to know the best year for it to happen. Your date of birth is November 18th. You are looking to see if 2019 is going to be a good year for the event.\nStart by reducing your day of birth; 1 + 8 = 9. November reduces to 1 + 1 = 2. Add those together, 9 + 2 = 11. Add 1 + 1 = 2. Now let′s work with the universal year, 2019. 2 + 0 + 1 + 9 = 12, then 1 + 2 = 3.\nAdd the 2 from your date of birth calculations to the 3 of the universal year results, and this reveals that your Personal Year Number for 2019 is a 3.\nIt′s all well and good to know how to calculate your personal year number, but how do you apply it to your life? This number brings you insight for the entire year, providing a glimpse of the overall trends.\nIt helps you to determine if this is a good year for decision-making, or whether you should wait and see what unfolds. It reveals whether you could be lucky in love or finances, or whether it′s a time to prepare for some hard work.\nThere′s no such thing as a good or a bad personal year. It′s all in how you apply yourself. Let′s take a look at the meaning of each personal year number and see what it means for you. In numerology,", "label": "No"}
{"text": "I have had problems with my PSPX not reading the commands. After much investigating I learned the problem begins when you install the update 10.01. That is what I had done not realizing that was the problem or when the problem started.\nDUH!!! I have uninstalled and reinstalled the program and\nit is now working fine.\nI would like to know if any of you that uses PSPX has encountered such a problem and if you have dowloaded the updates.", "label": "No"}
{"text": "This is also a christmas-outfit, and for this one I wanted something over the top. So I gave the model a violet fake fur/hairy jacket and a lot of gold and some incredible killer heels.\nAnd a over-blonde coupe.\nThe jacket is inspired by D&G fw 2009. But then less kitchy.", "label": "No"}
{"text": "[R] Panel data with binary dependent variable\nyves.croissant at univ-reunion.fr\nTue May 11 08:03:30 CEST 2010\nTo my knowledge, fixed and random effect models may be estimated for the\nlogit model and only the random effect model for the probit model\n(because of the incidental parameter problem).\nI think clogit in the survival package fits the model that is called the\nfixed effect logit model in the econometrics litterature.\nTo my knowledge, there is currently no implementation ot the random\neffect model for probit and logit.\nMore information about the R-help", "label": "No"}
{"text": "July 2, 2013\nI'd like to know more about the kind of machine learning algorithms that people have found more success with recently.\nI'd like to meet people who are interested in applying machine learning to problems.\nNo answer yet\nI use machine learning for financial applications.", "label": "No"}
{"text": "Khaki Tie Waist Crepe Pants\nApprox length 76cm/29.5\" (Based on a US size 4 sample)\nOlga wears a US size 4 / EU size 36 / UK size 8 and her height is 5'9\"\nProduct number: r9335111\nYou’ve already saved this to your wish list", "label": "No"}
{"text": "Dragon ball z coloring book online pages image inspirations awesome photography dbz goku of. Online timer for kids stopwatchnesbi sbineonline games calculator jobs teens that pay timers classroom. Dragon ball z coloring book online pages games for girls onlinesbi personal banking free.\nGallery of Onlinees Multiplayer Games Free Onlinesbi Sbi Onlineonline Calculator Unblockedonline Stopwatch For Kids Fractions\nonline stopwatch comonline calculator online jobs from home online games for girls onlinesbi sbi onlineonline games online stopwatch countdown online games for kids online games unblockedonline stopwatch online calculator scientific online timer bomb online games multiplayer online spades game online timers classroom online timer stopwatch", "label": "No"}
{"text": "Measuring level is, in fact, learning amount of object to be measured. In liquids, measurement is volumetric. Volume measurement is calculated by physical dimensions of container that fluids are contained. In a water tower amount of water is calculated by accurately measuring the height of water whose base area is known. For this reason, level measurement is very important in measurement of the fluids and granular solids.\nEnelsan Endüstriyel Elektronik San. A.Ş.\nDilovası Organize Sanayi Bölgesi 1.Kısım Dicle Caddesi No:46 Dilovası / KOCAELİ – TURKEY\nT: + 90 262 754 63 13\nF: + 90 262 754 93 93", "label": "No"}
{"text": "I compiled the sample code of H264 provided for IPP.\nAnd I any questions in the sample code.\n1. struct H264PicParamSet in umc_h264_h264_pub.h,\nWhat is mean of variable 'slice_group_change_rate' ?\n2. In standardization document, the SEI message is defined.\nBut, I couldn't SEI in IPP.\nIs there no SEI component in IPP sample code?\nThanks for your answers.\nI want to know the mean of this variable.\nWhat is mean of slice_group_chan_rate ? I coudn't understand this mean.\nJust the number of map units of slice group 0?\nAnd, what isslice_group_change_cycle ?\nin standard, the slice group 0is defined by the multiple of these variable.\nWhy the size of slice group 0 is defined by this equation?", "label": "No"}
{"text": "On Fri, 9 Feb 2018 03:18, email@example.com said: > ...and that's the end of hashed subpackets. That should be all that is hashed > for the signature, yet there is the remaining octets in m: > > 04ff0000000c\nSee 5.2.4, Computing Signatures: | V4 signatures also hash in a final trailer of six octets: the version | of the Signature packet, i.e., 0x04; 0xFF; and a four-octet, | big-endian number that is the length of the hashed data from the | Signature packet (note that this number does not include these final | six octets). | | V5 signatures instead hash in a ten-octet trailer: the version of the | Signature packet, i.e., 0x05; 0xFF; and an eight-octet, big-endian | number that is the length of the hashed data from the Signature packet | (note that this number does not include these final ten octets). Salam-Shalom, Werner -- Die Gedanken sind frei. Ausnahmen regelt ein Bundesgesetz.\nDescription: PGP signature\n_______________________________________________ Gnupg-users mailing list Gnupgfirstname.lastname@example.org http://lists.gnupg.org/mailman/listinfo/gnupg-users", "label": "No"}
{"text": "There are 3 shops proposing this game for download. The average price is $ 2.32.\nThere is 1 package containing Phantasy Star III: Generations of Doom: Sega Classics Series 5\nNot the price you'd like to pay for the game? Receive an email alert when price drops.", "label": "No"}
{"text": "Does BadA Work?\nIn order to characterize our enzyme, it was necessary to determine activity rate of the introduced enzyme. This was done by graphing the data from the BadA lysate and the Empty Vector lysate (see graph below), in order to normalize for potential endogenous reactions. In the graph below, it is possible to see that the 412 nm absorption of the BadA lysate decreased farther and at a greater rate than the absorption of the Empty Vector lysate. These results indicate that the enzyme is actively converting the substrates to benzoyl-CoA.\nAnother part of determining if the test was valid was to compare the controls to the sample of interest. This was done by graphing the samples from the above graph with their respective controls (see the following two graphs). These graphs indicate that the CoA was being registered as the trial without CoA added did not have any absorbance, meaning the lysate contained little endogenous CoA. We can also determine that the cells were active because the samples without ATP or benzoic acid were reacting a decrease rate compared to the complete substrate sample. Overall, these trials confirmed that the rate of decrease for for the enzymatic reaction exceed any background reactions.\nVarying the Amount of Benzoic Acid\nAfter confirming that the BadA enzyme is working, it is necessary to investigate the absorption of the Ellman’s Reagent when the amount of benzoic acid was varied. In the experiment the benzoic acid was varied through the following values: 0.05, 0.25, 0.5, 0.75, and 1 mM. The graph of these trials can be seen in the graph below.\nUsing the data from the graph above, the slope of the graph was determined. See the graph below for an example on how the slope of these graphs were determined. Once the slope was determined, the activity number for the enzyme could be calculated. The activity number was calculated by taking the slope and dividing by the extinction coefficient (which is divided by the path length) and then normalizing the number by the amount of protein in the sample. The activity numbers were then normalized by the activity number for the empty vector control. The resulting activity numbers can be seen in the figure below.", "label": "No"}
{"text": "I have two monthly series – number of people employed and number of people unemployed.\nBoth the series are not seasonal candidates, i.e., they don’t have seasonality.\nI also have access to these two series at the weekly level. Then should I just assume that if a series is not a seasonal candidate at the monthly level, then it won’t be a seasonal candidate at the weekly level?\nA lack of seasonality at the monthly level need not imply a lack of seasonality at the weekly level. Layoffs may tend to happen at the beginning of the month after missing the prior month's targets. The BLS paper here discusses handling weekly seasonality even after adjusting for monthly seasonality.\nCorrect answer by kurtosis on September 12, 2020\nGet help from others!", "label": "No"}
{"text": "January 26, 2015\nAll of the blue siding is missing for the garage also.\nWe have run out of material.\nThe siding order amount was calculated in AutoCad, using the drawings we used to build the house.\nIt has been checked a few times now.\nTo that calculated total (both house & garage), I added 10% extra to cover waste. Then I rounded up a little, to be safe.\nI expected to have a little left over.\nOr worst-case-scenario need one or two more pieces.\nI am utterly baffled as to why I'm now having to order another 2800 lineal feet to complete the job.\nWas some stolen from the site? (Pretty sure that is a \"no\".)\nWas the order shorted? (No way to tell. I did not personally count the large stack that arrived on site. Should I have? It would have taken some effort and time. No way to count retroactively.)\nDid I miscalculate? (If so, I'm making the same mistakes again now.)\nAn expensive, inconvenient one.", "label": "No"}
{"text": "Customer ReviewsWrite a review\nCuts nicely and easily so I can make beautiful tulips!\nI love the exotic tulips stamps and have been wanting to get the dies for a long time. They are a great asset to this beautiful stamp set.\nI was so thrilled to find the coordinating die set for the stamps--now I can try building the stamped image for more dimension. So worth it...\nI bought the stamp set first and knew I should have bought the dies at the same time. Now that I have both, I have many more options when I design my cards using this set.", "label": "No"}
{"text": "Join Date: Feb 2007\nLocation: ITP ATL\nMentioned: 0 Post(s)\nTagged: 0 Thread(s)\nQuoted: 0 Post(s)\nSuz, mommy to 2 chess-playing, lightsaber-wielding boys\nThanks for the comments.\nOver the weekend while dh was not as stressed at work, and my other two kids were gone, I had him change more diapers and that sort of thing at times when I knew the baby was likely to be in a good mood. It seemed to help him feel more confident so I think time will help him to adjust.\n|65 members and 19,671 guests|\n|agentofchaos , AlexBarret , annibe11e , Arduinna , avocet , Avv821 , bananabee , BirthFree , Claudia Chapman , coconotcoco , colestafford89 , corson , CricketVS , DrDexter29 , easydoesit , emmy526 , EnviroBecca , erikanorth , francesca'smom , girlspn , greenemami , happy-mama , hillymum , itstasha , Janeen0225 , Jennifer Lynn Beebe , Jessica765 , judybean , kalidispar , kathymuggle , kcsb , LibraSun , mama24-7 , Markons92 , moominmamma , MountainMamaGC , MulberryandGrace , mummygi , NaturallyKait , pokeyac , pulcetti , redsally , RollerCoasterMama , rubelin , SBmom2004 , seap3 , shanna-cat , Shmootzi , Socks , sren , SweetSilver , t2009 , TealCandy , transpecos , valerievalira , verticalscope , VsAngela , worthy , zebra15 , zoeyzoo|\n|Most users ever online was 449,755, 06-25-2014 at 12:21 PM.|", "label": "No"}
{"text": "posted 13 years ago\nI have a Table entitled rpdnotification that has the following fields - subject, authority, startdate, narrative, and rundays. It prints out on a report for x number of days (Normally the user will select 5 days). Sometimes there are no notifications. Is there a way to load a message into the subject field that if the table has 0 records than subject would equal \"None at this time\"?", "label": "No"}
{"text": "Problem: Indicate the stereochemical configuration for the tetrahedral centers shown below.\nFREE Expert Solution\nIndicate the stereochemical configuration for the tetrahedral centers shown below.\nFrequently Asked Questions\nWhat scientific concept do you need to know in order to solve this problem?\nOur tutors have indicated that to solve this problem you will need to apply the R and S Configuration concept. You can view video lessons to learn R and S Configuration Or if you need more R and S Configuration practice, you can also practice R and S Configuration practice problems .\nHow long does this problem take to solve?\nOur expert Organic tutor, Katie took 10 minutes to solve this problem. You can follow their steps in the video explanation above.\nWhat professor is this problem relevant for?\nBased on our data, we think this problem is relevant for Professor Subramanium's class at UNT.", "label": "No"}
{"text": "Here is something for all you chart and graphics lovers.\nI took the information available from this BLS.gov’s CPI page and made a couple of graphics.\nThis first one shows the percent change in the yearly CPI beginning in 1920:\nWhat’s really interesting is this line graph, which tracks the CPI in dollar terms (assuming $1.00 at the beginning of 1920):\nNotice how the CPI really turns up around the mid-70s. That’s the bad thing about compounding. Just as interest on a bank account compounds (growth on top of growth), so does inflation. Couple that with the high inflation rates of the 70s and you can see why the chart took such a drastic turn upward beginning in the 70s. Prior to the 70s, inflation was relatively flat.", "label": "No"}
{"text": "I would recommend this item to a friend.\nHubby loves it\nOctober 11, 2015\nlMy husband always wanted a tie bar so I bought his this for his birthday. The engraving came out great (initials) and Executive Gift Shoppe shipped got it to me in 3 days. What more could I ask for :-)?", "label": "No"}
{"text": "The binary freedom indicator gives you easy to read trading signals. It works as follows: 4 blue dots (bullish trend) suggest buy Call, 4 red dots (bearish trend) suggest buy Put.\nAssets: Currencies, Commodities, Indices, Stocks\nExpiry times: 60 seconds up to 6 weeks\nTime frames: from 1 min up to weekly\nConfigurable Indicator Options\nGap, Period (15,30,60,240),…\nExample: EUR/USD 5 Min Chart\nYou might like these related posts ...\nLike us on Facebook\n- 60 Seconds Binary Options System Indicator\nA very simple to use binary options trading indicator.\n- ASC Trend Binary Options System\nTrade binary options with just 1 indicator. This\n- Zone Breakout Binary Options System\nA profitable binary options system made up by just one\n- Channel Buy/Sell Binary Options Indicator\nA special channel indicator to trade binary options\n- 1 Minute Dynamic Momentum Binary Options System\nThis 1 minute dynamic momentum binary options system", "label": "No"}
{"text": "Advanced: At right side of the property section there is advanced button, by clicking it you will get the following two fields:\nDistribution: You can specify how you would like to distribute load along the selected reference entities.\nIf you select total load option then you have to specify the value of the sum of the loads applied to all the selected entities and ProE mechanica will equally distribute the amount of loads.\nIf you go with the Force per unit area/length option then you have to divide the total loads to the area or length.\nThere is another option available called total load at a point. In this case you have to select the point as well where you want the total loads to be acted. This will create a distributed load over the reference curve or surface which is statically equivalent to the resultant load at specified point.\nYou cannot select this option for 2D axisymmetric model.\nSpatial Variation: Sometimes the magnitude of load may vary over the reference entities, this variation can be controlled by these options.\nIf your force magnitude is uniform throughout then go for uniform option.\nWhen there is a complex variation of the magnitude then you can think of using the option function of coordinate to define this type of load. This will be discussed more later on.\nThere is one more way to define the magnitude variation of applied load, which is Interpolated over Entity. If you click on this option you will get a define button. Click on it in order to select the points (minimum two) where you can enter the interpolation factor.\nFor example if you select two points of a reference curve and at the first point if you put “1\" and at the second point“2\" , then at the first point the magnitude of the load will be the specified value of load (say 100) multiplied by “1\" and at the second point it will be the specified load value (100) multiplied by “2\" and your load distribution along the curve will gradually increase from 100 at one end to 200 at the other end. This also works similarly for surface.", "label": "No"}
{"text": "SEARCH WITHIN CONTENT\nCitation Information : International Journal of Advanced Network, Monitoring and Controls. Volume 5, Issue 3, Pages 23-29, DOI: https://doi.org/10.21307/ijanmc-2020-024\nLicense : (CC-BY-NC-ND 4.0)\nPublished Online: 14-October-2020\nDue to the different classification effects and accuracy of different classification algorithms in machine learning, it is inconvenient for scientific researchers to choose which classification algorithm to use. This paper uses the face data published by Cambridge University as an experiment. The experiment first reduces the dimensionality of the data through the principal component analysis (PCA) algorithm, extracts the main features of the data, and then respectively through linear logic classification, linear discrimination LDA, nearest neighbor algorithm KNN, support vector machine SVM and the integrated algorithm Adaboost are used for classification. By comparing the advantages and disadvantages of the classification performance and complexity of different algorithms, the final review reviews accuracy, recall, f1-score, and AUC as evaluation indicators.\nWith the rise of artificial intelligence and machine learning, face recognition technology is widely used in life, such as station security, time and attendance punching, and secure payment [1-3], but different face recognition devices use different algorithms. Therefore, this paper analyzes and compares the commonly used classification algorithms in face recognition. The data set in this paper uses the ORL face data set published by Cambridge University in the United Kingdom. The methods used involve linear logistic regression, linear discriminant analysis (LDA), K-Nearest Neighbor (KNN), support vector machine (SVM), Naïve Bayes (NB) and other methods. The definition and advantages and disadvantages of the act are briefly explained. Finally, the five methods are compared and analyzed according to the evaluation indicators such as the accuracy rate, recall rate, F1-score, and AUC area commonly used in machine learning.\nThe data set contains a total of 400 photos. We use the machine learning library Scikit-learn provided by python to process the data, and display part of the data set pictures as shown in Figure 1.\nThe experimental data has 4096 features per picture. Since the number of features is much greater than the number of samples, it is easy to regenerate overfitting during training. Therefore, a principal component analysis algorithm is required to reduce the dimensions of the features and select K main features as the input of the data set. The main idea of PCA  uses the covariance matrix to calculate the degree of dispersion of samples in different directions, and selects the direction with the largest variance as the main direction of the sample set. Processing process:\na) Data preprocessing normalizes and scales the data first. Normalization makes the mean value of data features 0, and scaling is to solve the case where feature values are different by an order of magnitude.\nb) Calculate the covariance matrix and eigenvectors of the processed data. The eigenvectors can be obtained by singular value decomposition.\nc) Retain the feature vector and feature value corresponding to the largest first K feature values to form an orthogonal basis.\nd) Project the sample into a low-dimensional space, and the acquired dimensionality-reduced data can represent the original sample approximately, but with a certain degree of distortion.\nThis paper use formula (1) to calculate the distortion of PCA.\nThrough scikit-learn processing, the reduction rate after dimensionality reduction is obtained from the PCA model diagram is shown in Figure 2. It can be seen from the figure that the larger the value of k, the smaller the distortion rate. As k continues to increase, the data reduction rate will approach 1 Using this rule, choose between 10 and 300, and perform sampling calculation every 15th. Under the k features of all samples, the reduction rate is obtained after processing by the PCA algorithm. We select the reduction ratios at 98%, 90%, 80%, and 70%, and the corresponding k values are 195, 75, 32, and 20. The corresponding pictures after PCA processing are displayed. The first line of the image is the original image, and then each column corresponds to the It is a picture at different reduction rates. The lower the reduction rate, the more blurred the image is shown in Figure 3.\nSupervised learning is the most widely used branch of machine learning in industry. Classification and regression are the main methods in supervised learning. Linear classifier is the most basic and commonly used machine learning model. This paper uses linear logistic regression to classify and recognize faces.\nThe prediction function of linear regression is:\nWhere is the prediction function, x is the feature vector, To handle the classification problem, this paper hope that the value of the function is [0,1], This paper introduce the Sigmoid function:\nCombined with linear regression prediction function:\nIf there is a simple binary classification of class A or class B, then this paper can use Sigmoid as the probability density function of the sample, and the result of the input classification can be expressed by probability:\nThe cost function is a function that describes the difference between the predicted value and the true value of the model. If there are multiple data samples, the average value of the replacement price function is obtained. It is expressed by J(θ). Close to, based on the maximum likelihood estimate available cost function J (θ).\nLinear Discriminant Analysis (LDA)[5, 6], also known as Fisher Linear Discriminant (FLD), was introduced into the field of machine learning by Belhumeur. LDA is a dimensionality reduction technique in supervised learning, which can not only reduce dimensionality but also classify, and mainly project data features from high latitude to low latitude space. The core idea is that after projection, the projection points of the same category of data should be as close as possible, and the distance between the category centers of different categories of data should be increased as much as possible . If the data set has two data sets, for the center of the two classes\nThen within-class scatter matrix (within-class scatter matrix):\nBetween-class scatter matrix:\nAmong N training samples, find the k nearest neighbors of the test sample x. Suppose there are m training samples in the data set, and there are c categories, namely , and the test sample is x. Then the KNN algorithm can be described as: Find k neighbors of x in m training samples, among which the number of samples belonging to category wi in k neighbors of x are k1, k2, … kc, then the discriminant function is\nThe core idea of K-nearest neighbor algorithm  is to calculate the distance between unlabeled data samples and each sample in the data set, take the K nearest samples, and then K neighbors vote to decide the type of unlabeled samples.\nKNN classification steps:\na) Prepare the training sample set X, which contains n training samples, and select an appropriate distance measurement method according to specific requirements. This paper use dis(xa,xb) to represent the distance between ax and bx in the sample set.\nb) For the test sample x, use the distance measurement formula to calculate the distance between the test sample x and n samples to obtain the distance set Dis, where\nc) Sort the distance set, select the smallest k elements from it, and get k samples corresponding to k elements.\nd) Count the categories of these k samples, and obtain the final classification results by voting.\nAssuming that x_test is an unlabeled sample and x_train is a labeled sample, the algorithm is as follows:\nFor distance measurement, Euclidean distance, Manhattan distance, Chebyshev distance, etc. are usually used. Generally, Euclidean distance is mostly used, such as the distance between two points and two points in N-dimensional Euclidean space.\nSupport Vector Machine (SVM) for short is a very important and extensive machine learning algorithm. Its starting point is to find the optimal decision boundary as far as possible, which is the farthest from the two types of data points. Furthermore, is the farthest from the boundary of the two types of data points, so the data point closest to the boundary is defined as a support vector. Finally, our goal becomes to find such a straight line (multi-dimensional called hyperplane), which has the largest distance from the support vector. Make the generalization ability of the model as good as possible, so SVM prediction of future data is also more accurate, as shown in Figure 5 below. Find the best Dahua margin.\nLet this plane be represented by g(x)=0, its normal vector is represented by w, the actual distance between a point and the plane is r point, and the distance from the plane can be measured by the absolute value of g(x) (called the function interval).\nThe penalty function is also called the penalty function, which is a kind of restriction function. For constrained nonlinear programming, its constraint function is called a penalty function, and the coefficient is called a penalty factor. The objective function of SVM (soft interval support vector machine) with penalty factor C is:\nAdvantages of SVM:\na) Non-linear mapping is the theoretical basis of SVM method, SVM uses inner product kernel function to replace the nonlinear mapping to high-dimensional space;\nb) The optimal hyperplane to divide the feature space is the goal of SVM, and the idea of maximizing the classification margin is the core of the SVM method;\nc) Support vector is the training result of SVM. It is the support vector that plays a decisive role in SVM classification decision.\nd) SVM is a novel small sample learning method with a solid theoretical foundation. It basically does not involve probability measurement and the law of large numbers, so it is different from the existing statistical methods. In essence, it avoids the traditional process from induction to deduction, realizes efficient “transduction inference” from training samples to forecast samples, and greatly simplifies the usual classification and regression problems.\nNaive Bayes [8, 9] is a conditional independence assumption, and there is no correlation between leave and leave. Suppose there is a labeled data set, where the data set has a total of categories, and for new samples, this paper predict the value. This paper use statistical methods to deal with this problem, so this paper can understand it as the probability of the category to which the sample belongs. The conditional probability formula is:\nTherefor Ck ∈ [C1, C2 …, Cm], this paper only require the probabilities of m categories, the category belongs to the largest value, and use Bayes’ theorem to solve:\nAnd because x has n feature vectors, it is in the determined data set, Ck, P(x) are fixed values, according to the joint probability formula:\nThe data set in this paper uses the ORL face data set of Cambridge University, a total of 400 photos. After experimental analysis, this paper chose PCA to reduce the information rate after dimensionality reduction to 98%, and select 195 as the main features of each picture as data input. In order to make the experimental results more generalized, 80% of the data set is used as the training set and 20% is used as the test set. The 10-fold cross-validation method is used during model training. In order to ensure that the experimental results run the same data every time, a fixed random seed is set Is 7. For the test standard, this paper selected the accuracy rate (P), recall rate (R), F value, and AUC area. Compared with our prediction results, the accuracy rate indicates how many true positive samples are in the positive prediction samples. There are two possibilities for the prediction results, that is, the positive prediction is positive (TP), and the negative prediction is positive (FP), the formula is:\nThe recall rate refers to our original sample, indicating how many positive examples in the sample were predicted correctly. There are also two possibilities, that is, the original positive class is predicted as a positive class (TP), and the other is to predict the original positive class as a negative class (FN).\nF1 combines the results of precision rate and recall rate. When F1 is higher, it means that the verification method is more effective.\nFace recognition technology  has become one of the most popular research directions in computer vision and has made great achievements. With the development of computer technology, more and more classification methods will appear. This thesis is only through several common mainstream classification methods for experimental analysis and comparison. Through experiments, it is found that the PCA + linear logic classification method has obvious advantages in accuracy rate and recall rate. However, specific analysis should be combined with specific issues. Then I am ready to do experiments on different data sets, understand more classification algorithms, and constantly improve my results.", "label": "No"}
{"text": "Stress-relaxation curves for the two sample geometries and bonding dependence on compression. (a) Stress-relaxation curves for the sample geometries G1 and G2 (see Figure 1e) were determined in a standardised creep modulus set-up. Samples were compressed by a stamp and the resulting force relaxation behaviour was analysed by recording the load over time. (b) G1 (almost no compression) or G2 (compression) cartilage blocks were subjected to different cross-linkers (without degrading pre-treatment). Adhesive strength as a measure of bonding was determined immediately after cross-linking. Bars represent the mean with standard error of the mean of at least 16 samples derived from 4 independent experiments, each with at least 4 replicates per group. P values in the graph are from pairwise comparisons using the Mann Whitney-U test. EDC, 1-ethyl-3-diaminopropyl-carbodiimide; NHS, N-hydroxysuccinimide.", "label": "No"}
{"text": "Mass Calculator is a free online tool that displays the mass of the given object. BYJU’S online mass calculator tool makes the calculation faster, and it displays the mass of the object in a fraction of seconds.\nHow to Use the Mass Calculator?\nThe procedure to use the mass calculator is as follows:\nStep 1: Enter the density, volume and x for the unknown in the respective input field\nStep 2: Now click the button “Calculate x” to get the result\nStep 3: Finally, the mass of the object will be displayed in the output field\nWhat is Meant by Mass?\nIn Physics, the mass is defined as the dimensionless quantity that represents the amount of matter in a particle. The mass is represented by the symbol “m”. It is a quantitative measure of inertia. The mass is considered to be fundamental to all the matter. The mass formula can be derived from the density of the object formula. Density is a measure of mass which is defined as mass per unit volume. Thus, the formula to calculate the mass is given by\nMass = Density * Volume\nThe other way to calculate the mass is given as\nMass = Force/ Acceleration.", "label": "No"}
{"text": "This Doghouse Diaries comic pretty much explains why we only have one set of bed sheets. If we had more than one, we'd have to figure out some way to fold the spare. Considering how little time we have on this Earth, we don't want to waste it learning to bend time and space until we enter a dimension where the laws of physics allow the folding of a fitted sheet to be possible. Before you say we're gross for only having one set of sheets, know that we wash them sometimes (monthly?), and you weren't going to sleep with us anyway so pipe down.", "label": "No"}
{"text": "This illustrates how the Moon causes tides on the Earth.\nThe Moon’s gravity pulls on each piece of the Earth, but the attractive force is a little stronger on the side facing the Moon, and a little weaker on the side opposite the Moon. The average force is the force at the center of the Earth.\nThe arrows at each point show how much the attractive force differs from the average as the Moon circles the Earth. These are the tidal forces\n, and the result is a bulge in the ocean on opposite sides of the Earth. Earth rotates under these bulges, resulting in about two high tides each 24 hours.\nSource: WolframAlpha demonstrations.#gravity #astrophysics", "label": "No"}
{"text": "You can attempt to divide by zero or take the square root of a negative number. It’s adorable that you’d even try, because it’s impossible, of course.\n“Getting from downtown San Francisco to Cupertino without any fuss” is the divide by zero of Bay area logistics. It can’t be done. It’s doubly-frustrating because I’m not battering my head against eternal principles of mathematics but against lousy urban planning.\nWhy, yes! I am on a southbound Caltrain! How perceptive of you! Continue reading", "label": "No"}
{"text": "Discussion Board for collaboration regarding Qlik DataMarket.\nI have multiple values of quarters in filter pane- FY17 Q1 , FY17 Q2 , FY17 Q3, FY17 Q4 , FY18 Q1 , FY18 Q2\nI want to create 2 measures to find out the count of employee id of recent completed quarter i.e. FY18 Q2 in one measure\nand count of employee id of previous completed quarter i.e. FY18 Q1 in second measure\nCould you provide us the app to work with or the table that you get the quarterly fields from\nA sample app would help here", "label": "No"}
{"text": "I compared the R and GS mirrors on the MAX and A&S online fiche, and now I am more confused.\nHas anyone learned the answer to the following:\n- Are the R and GS mirrors the same?\n- Are the right and left mirrors the same? Or more specifically:- Are the right and left mirror stanchions threaded in the same direction?\n- Are the nuts on the end of the stanchions threaded in opposite directions on each side?", "label": "No"}
{"text": "The boiling point of a liquid is the temperature at which the vapour pressure of the liquid becomes equal to the atmospheric pressure. For Example, vapour pressure of water is at 373K . Therefore, water boils because its vapour pressure at this temperature becomes equal to one atmospheric pressure which is 1.013bar. The vapour pressure of an aqueous solution of sucrose is less than at and therefore the solution will not boil at 373K .\nIn order to make the solution boil, its temperature must be increased so that its vapour pressure becomes equal to . Thus, boiling point of a solution is always higher than the boiling point of the pure solvent in which the solvent is prepared.\nThe elevation in boiling point on the addition of a non-volatile solute to a solvent can be easily illustrated graphically as shown above. It is clear from the vapour pressure that the pure solvent becomes equal to atmospheric pressure at ( corresponding to temperature ) while the vapour pressure of the solution becomes equal to atmospheric pressure at ( corresponding to the temperature ).", "label": "No"}
{"text": "MEMPHIS, Tenn. (AP) — Tyler Harris scored 15 points and Landers Nolley and Lester Quinones added 11 each to lead Memphis to a 75-61 victory over No. 14 Houston on Sunday.\nTAMPA, Fla. (AP) — Jalen Duren had 16 points and 10 rebounds to lead five Memphis players in double figures as the Tigers defeated South Florida 73-64 on Thursday night. Tyler Harris added 14 points for the Tigers.\nCULLOWHEE, N.C. (AP) — Mike Bothwell scored 25 points and Alex Hunter added 23 points as Furman got past Western Carolina 103-85 on Wednesday night.\nJP Pegues had 15 points for Furman (18-10, 10-5 Southern Conference).\nCINCINNATI (AP) — Tyler Harris had 15 points to lead five Memphis players in double figures and the Tigers defeated Cincinnati 81-74 on Tuesday night.\nJalen Duren and Landers Nolley II added 13 points apiece for the Tigers.\nCULLOWHEE, N.C. (AP) — B.J. Mack totaled 22 points, nine rebounds and five assists and Isaiah Bigelow hit four 3-pointers and scored 19 with five assists to propel Wofford to an 84-64 victory over Western Carolina in Southern Conference action on Saturday.\nMEMPHIS, Tenn. (AP) — Tyler Harris had 18 points and Emoni Bates scored 16 as No. 11 Memphis remained undefeated with a 90-74 win over Saint Louis on Tuesday night.\nJalen Duren added 13 points and Josh Minott finished with 12, both going perfect from the field.\nCULLOWHEE, N.C. (AP) — Nick Robinson tallied 15 points and 13 rebounds as Western Carolina got past Bowling Green 79-71 in overtime on Tuesday night in the season opener for both teams.\nJoe Petrakis added 14 points and 11 rebounds for the Catamounts.", "label": "No"}
{"text": "Embedded software CPU is the core of matrix switching/control system, which controls matrix switching actions and PTZ operations of cameras. Meanwhile, it provides system programme menu.\nV2923ACN features powerful functions by utilizing ARM9 microprocessor technology and based on LINUX operation system.\n|Communication Protocol||RS-232/Ethernet option|\n|Number of RS-232 Ports||10 (expandable to 40)|\n|Connection Type||8-pin RJ-45 connectors|\n|Data Rate||10/100 Mbps|\n|HSDL||2 BNC connectors|\n|Programming Monitor||1 BNC connectors|\n|Input Voltage||100~240VAC, 50/60Hz|\n|Dimensions (H×W×D)||1.77\" × 19.0\" × 10.83\" (45mm × 483mm × 275mm)|\n|Package Size (L×W×H)||15.5\" × 22\" × 5\" (394mm × 559mm × 127mm)|\n|Unit Weight||6.6lbs. (3 kg)|\n|Shipping Weight||8.49lbs. (3.85 kg)|\n|Operating Temperature (indoor)||32°F ~ 140°F (0°C ~ 60°C)|\n|Certifications and Approval|\n|Product Certifications||CE, FCC, ISO 9001:2008|", "label": "No"}
{"text": "I have 2 excel files, i need :\n- Read the first excel then save column data in list\n- Read the second excel then save column data in list\n- Then compare excel 1 data with excel 2 data.\n- After that compare excel 2 data with excel 1 data.\nif it is possible to use REFramework ?", "label": "No"}
{"text": "Reaction rate, the speed at which a chemical reaction proceeds. It is often expressed in terms of either the concentration (amount per unit volume) of a product that is formed in a unit of time or the concentration of a reactant that is consumed in a unit of time.\nAlso asked, how can we calculate the rate of reaction on a graph?\nThe rate of reaction can be calculated from the gradient of a graph of amount of product against time of reaction:\n- Draw a tangent to the curve (a straight line that represents the gradient at that point).\n- Draw a vertical line and horizontal line to form a right-angled triangle with the line from step 1.\nWhat are the units of the rate of a reaction?\nFor the purposes of rate equations and orders of reaction, the rate of a reaction is measured in terms of how fast the concentration of one of the reactants is falling. Its units are mol dm-3 s-1.", "label": "No"}
{"text": "I’m having problem with the online version of my survey. I have two blocks of figures to show in each question but currently it only shows one of them, with the other either in a semi-transparent version of under a “link” of “custom photo”. When you click on it, it enlarges the figures just fine, though.\nI’m using basically the same survey since late last year and haven’t had any problems since this week.\nAnyone can help me with that?", "label": "No"}
{"text": "Jul 03, 2012\nNew Bigger & Better Cake Poker Tournament Schedule!\nBy RTR Dennis\nCake Poker has always been one of the better online poker sites for running big guaranteed tournaments, and Cake has only improved on this lately thanks to a recent transition to the new Revolution Gaming network. Below is a look at the enhanced poker tournament schedule and improved rakeback players can get...\nNew Guaranteed Tournament Lineup\nPerhaps the biggest change in the Cake Poker tournament schedule involves a $100,000 Guaranteed event that runs every Sunday at 4pm ET. Players can buy into this tourney for $100 + $9, or they can compete in a number of weekly satellites. If you’re interested in seeing the complete list of major tournaments, here’s a quick look (all times ET):\n$10,000 Guaranteed – 4pm starting time, $10 + $1 buy-in\n$12,500 Guaranteed R&A – 4pm starting time, $30 + $3 buy-in\n$100,000 Guaranteed – 4pm starting time, $100 + $9 buy-in\n$3,500 Guaranteed PLO – 5pm starting time, $100 + $9 buy-in\n$4,000 Guaranteed Heads-up – 5pm starting time, $55 + $5 buy-in\n$65,000 Guaranteed Super Stack – 5pm starting time, $500 + $30 buy-in\n$15,000 Guaranteed R&A – 6pm starting time, $55 + $5 buy-in\n$5,000 Guaranteed Deepstack Turbo – 12am starting time, $55 + $5 buy-in\n$2,500 Guaranteed 1R&1A – 3am starting time, $10 + $1 buy-in\n$1,500 Guaranteed R&A – 12pm starting time, $4 + $0.40 buy-in\n$2,000 Guaranteed R&A – 2pm starting time, $5 + $0.50 buy-in\n$5,000 Guaranteed – 2pm starting time, $150 + $12 buy-in\n$7,500 Guaranteed Deepstack – 4pm starting time, $200 + $15 buy-in\n$8,000 Guaranteed – 6pm starting time, $20 + $2 buy-in\n$3,000 Guaranteed R&A – 8pm starting time, $10 + $1 buy-in\n$15,000 Guaranteed – 9pm starting time, $200 + $15 buy-in\nIncreased Cake Poker Rakeback\nAs we mentioned before, players can now take advantage of an increased Cake Poker rakeback deal by signing up through RakeTheRake. In the past, players got a 33% deal, but now they can collect 36% rakeback!\nConsidering the revamped tournament lineup at this site, you just might find yourself entering a lot more Carbon Poker tourneys! That, coupled with the new increased 36% rakeback deal means RakeTheRake players can expect to be significantly boosting their poker cash.", "label": "No"}
{"text": "Slide tiles in the right order, to complete animal puzzles. How fast can you finish every puzzle? Some puzzles to try with 3 modes: easy, medium and difficult. You can play Picture slider animals game online for free.\nHow To Play Picture slider animals Game\nWhat Similar Picture slider animals Game\nPicture slider animals is game that we serve here at Gameonline.co.id. Here are a few similar games that you might enjoy: Game Kids zoo fun, Game Jewel pets match, Game Animal pairs, Game Math farm, Game Cooking crepe, Game Cooking buche de noel, Game Cooking cassoulet , Game Cooking canneloni, Game Cooking cake makeover, Game Cooking cheese burgers, Game Cooking donuts, Game Cooking candy cake, Game Cooking cheese casserole, Game Cooking carrot cake, Game Cooking caesar salad, Game Happy crayon, Game Cooking burger, Game Cooking buffallo chicken dip, Game Kids cute pair, Game Kids animal fun, Game Om nom connect klasik, Game Pastry passion, Game Picture slide, Game Cut the rope 2, Game Happy slushi, Game Pick a lock, Game Connect four,.\nWho Made Picture slider animals?\nPicture slider animals developed by not set", "label": "No"}
{"text": "UHD Hosts Annual Houston PREP Day\nOn Thursday, July 12, the University of Houston-Downtown (UHD) hosted its annual Houston Pre-Freshmen Enrichment Program (PREP) Engineering Day presented by the College of Sciences & Technology. Houston PREP is for middle and high school students interested in science, technology, engineering and mathematics (STEM). Students participated in activities and experiments featuring elements of STEM and enjoyed presentations from sponsors and faculty members. They also showcased some of their engineering, robotics and other projects in the Student Project Competition. The program wraps up on Friday, July 20.", "label": "No"}
{"text": "I got the secret discord code\ni don't know what you do with it.... but there it is...\ni'll be around I guess? : D\nreally feeling like I want to finally make a chittercida discord\nright now specifically because I think it would be nice to have company while I slowly update the masterlist all night\nI'm going to figure out how and update this journal with the ... code? secret discord code? I don't know how discord works. I'll let you know when I figure it out.", "label": "No"}
{"text": "Doing what you like is Freedom…\nLiking what you do is Happiness…\nHello everyone it’s Leslie, today I would like to share with you one of the projects I just got done doing up at the Cabin!\n“How to Shorten Curtains”\nHow to shorten curtains. First , you need to measure the outside of the trim on the window frame. Second , you need to decide how long you would like the curtain to hang under the window. In my case we had a heat duct under both windows so I measured them 10 inches above the heat duct. This made the curtains 70 inches long.\nWhen I bought the curtains I wanted a set that you couldn’t see thru, so I got a set with a lining, sheer. This also means there are two hems. I used the length of the hem that the curtains had for a guide.\nThird, ripping out the stitching on both side to be able to separate the pieces juts high enough to shorten them. Cutting off the outside off the curtain, measuring from the top of the curtain down to the bottom, measure 73 1/2 inches. This has the length of the curtain plus a 3 inch hem and a 1/2 inch to turn under for sewing. Ironing and pining is a must. Mark at the 70 inches and make a chalk line for ironing , iron a 1/2 inch at the bottom , then fold up and press up on the 70inch line the pin. Sew 1/8 inch on the 3 inch piece. Fourth, inside piece cut it off 1 1/2 inch from the bottom of the curtains.\nWhen pressing this hem you need to turn over and press at 1 inch , then your going to turn it over again this is to put weight on your hem. Press afterwards. Pin sides back together , sew down the sides , good to go. Hang them back up, and it didn’t cost you anything.\nI LOVE spending time at the Cabin!", "label": "No"}
{"text": "Attach Line shapes to Cells or other shapes so that lines move when sorting\nThank you for taking the time to read my questions.\nI have VBA code that draws arrow shapes between two cells, however if I sort the sheet. the arrow shapes do not move and as a result the arrows start at and point to nothing after the sort.\nI have added shapes (square) to my sheet and they move and size with the cells when I sort, but if I connect 2 boxes with an arrow shape, then sort, the boxes move but the arrows don't.\nIs there a straightforward way to move arrows start and end point after sorting or do I have to recalculate where the start and end points are after each sort and then move the arrows accordingly?", "label": "No"}
{"text": "How tall is wiz khalifa?\nHere you find the height of wiz khalifa.\nThe height of wiz khalifa is 6ft 4.4in(194cm)\nDo you think wiz khalifas height is incorrect? Please tell us by leaving a comment!\nTop 10 celebrities:\n|that pic isnt of wiz|\n|That totally isn't Wiz Khalifa, but I've heard he's about that tall.|", "label": "No"}
{"text": "Real Estate Agent at\nBerkshire Hathaway HomeSerivces\n- First Time Home Buyers\n- Investment Properties\n- New Construction\n- Luxury Specialist\n- Farm Property\n- Retirement Specialist\nKarrie is a top selling Shawnee agent - having sold over 65% more properties in Shawnee than the average agent.\nKarrie also has Townhome expertise - working with over 4 more townhomes than the average agent.\nKarrie is a SFH expert - working with over 65% more single family homes than the average Shawnee agent.", "label": "No"}
{"text": "At last weekend’s trial I was 100% certain Lil did NOT have the necessary skills for one Bonus Box run so I didn’t even attempt it… but lo and behold, when I set up a similar scenario on the yard this morning, she totally surprised me.\nI included a rough drawing of the course map in the 1 minute video below:\nUp until this point, I thought the best reason to try Bonus Boxes was to figure out which skills we are lacking so I know what skills we need to develop and that certainly holds true. But until today, I had not considered that a Bonus Box attempt could also point out skills we have that I didn’t even know we had…. so maybe Lil and I should attempt all Bonus Boxes for a while and see what happens. 🙂", "label": "No"}
{"text": "edit: mc29. This Tournament has been rescued by RobbieDub\nScores and updates can be found here: [url]Scores and Updates[/url]\nStill need your team mate medals, your random medals, your trips medals? Then this is for you.\nThis will be reminiscent of Pedronicus' Random Team Mates, Random Trip Maps tournament. I greatly enjoyed that tournament and would like to run/play in one like it, so here it is.\n- Must have attendance of 97% or greater.\n- We will only play one game at a time, so freemiums are allowed, as long as you pledge to keep one game slot open at all times for this tournament. Failure to do so will most likely result in your expulsion from the tournament, although I reserve the right to decide on a case by case basis.\n- Must have at least a bronze medal in trips.\n-There will be 12 rounds (so everyone will play 12 games).\n-Every game will use the random map selection.\n-Settings will be randomized every round as well (settings will apply for all games that round). All games will be sequential of course. Initial placement will be either automatic or manual. Spoils will be either escalating, flat rate or no spoils. Reinforcements will be either chained, adjacent or unlimited. Fog will be on or off. Trench will be used every 3rd game (games 3, 6, 9, 12). No other settings will be used.\n-All games will be two-team trips (3v3).\n-20 round limit on every game.\n-Each round, all participant names will be randomized and assigned to teams.\n-Scoring will be as follows: 2 points will be awarded to each player on the winning team. 1 point will be subtracted from each player on the losing team (with the caveat that nobody can go under 0 points). 1 point will be awarded to each player in a game that goes to the 20 round limit (no point subtractions for these games). The player with the highest score at the end of the tournament wins.\n- In the event of a 2-way tie, I will randomly select 4 more players, divide them between the 2 tied players, and one more trips game will be played on a random map, with random settings (with above restrictions). Winning team of that game will determine tournament winner. In the event of a 3 or higher way tie, I'm not sure. We'll cross that bridge if it comes to it.\n- Players will have 2 invites sent to them. Failure to accept both invites will result in replacement.\n- Please sign up individually, not as teams.\n- I'm not sure how many players we will have in the tournament, but it must be a number divisible by 6. Hopefully there will be a good turnout here.\nThanks, and any questions, feel free to ask!\nLast edited by tkr4lf\non Fri May 16, 2014 10:44 am, edited 24 times in total.", "label": "No"}
{"text": "Thanks for signing up for restock notifications!\nThere was an error signing up for restock notifications. Please try again.\n- Complete Kit bag for all ages includes all the gear that you need\n- Available in various sizes and colors for different age groups\n- Kitbag made from heavy duty nylon material\n- External Bat Packet available\n- Cricket Kit Includes : Cricket Bat + Legguard + Batting Gloves + Kitbag + Thigh Guard + Arm Guard + Abdo Guard + Helmet", "label": "No"}
{"text": "I am using Navision...\nI am trying to identify how many Items each location has that are in a current Negative Qty on Hand state.\nI am using the Item Ledger Entry table, Location Code filter.\nFor each location, I would like to calculate the Qty on Hand for each item, and then Count the # of Items where the Qty on Hand calculated to <0.\nAny help would be appreciated.", "label": "No"}
{"text": "Already have an account? Get multiple benefits of using own account!\nLogin in your account..!\nDon't have an account? Create your account in less than a minutes,\nForgot password? how can I recover my password now!\nEnter right registered email to receive password!\nExample of Area Subdivision Method\nThe procedure will be explained with respect to an illustrative problem, with the image consisting of five objects, namely a triangle (T), quadrilateral (Q), square (S), horizontal rectangle (H), and vertical rectangle (V). The viewport PQRS is 16 pixels by 16 pixels, containing only part of the image. The square is behind the quadrilateral and the triangle and the two rectangles are in front of the quadrilateral.\nFor ease of understanding, all five polygons are assumed to be parallel to the x-y plane, not intersecting one another. The same procedures can, however, be applied to handle the intersection of two polygons. Figure 3.14(a) shows the problem as presented; (b) is the pixel-wise representation of the polygon edges; (c) shows the external (disjoint) part of the quadrilateral clipped away.\nIn this unit, we described about the data structure Queue. It had two ends. One is front from where the elements can be removed and the other is rear where the elements can be inse\nQ. The degree of a node is defined as the number of children it has. Shear show that in any binary tree, the total number of leaves is one more than the number of nodes of degree 2\nWorst Case: For running time, Worst case running time is an upper bound with any input. This guarantees that, irrespective of the type of input, the algorithm will not take any lo\nif two relations R and S are joined, then the non matching tuples of both R and S are ignored in\nThis notation gives an upper bound for a function to within a constant factor. Given Figure illustrates the plot of f(n) = O(g(n)) depend on big O notation. We write f(n) = O(g(n))\nInstructions : You have to design a doubly linked list container. The necessary classes and their declarations are given below The main() function for testing the yo\nTwo-dimensional array is shown in memory in following two ways: 1. Row major representation: To achieve this linear representation, the first row of the array is stored in th\nThe simplest implementation of the Dijkstra's algorithm stores vertices of set Q into an ordinary linked list or array, and operation Extract-Min(Q) is just a linear search through\n1) The set of the algorithms whose order is O (1) would run in the identical time. True/False 2) Determine the complexity of the following program into big O notation:\nAVL trees are applied into the given situations: There are few insertion & deletion operations Short search time is required Input data is sorted or nearly sorted\nGet guaranteed satisfaction & time on delivery in every assignment order you paid with us! We ensure premium quality solution document along with free turntin report!\nAll rights reserved! Copyrights ©2019-2020 ExpertsMind IT Educational Pvt Ltd", "label": "No"}
{"text": "I’ve got one newbie question regarding osmconvert - specifically the syntax that I need to make a cut with geographic boundaries. The wiki says that I need to enter coordinates for the two corners. The coordinates for my rectangle would be as following:\nI found it difficult to figure out how the coordinates fit into the numbers in the command. It may have helped if the longitude/latitude of the given examples would’ve been posted and perhaps a short explanation or synopsis.\nAll in all, it appears to me that osmconvert is not recommended for the average user as it requires (sometimes more, sometimes less) quite some fiddling and reading and trying. I’d much appreciate a Gui.", "label": "No"}
{"text": "Can someone please help, I have an ntl email account but every time I log in at the moment I keep getting a message saying navigation to the web page was cancelled and to retype the address even though I'm logged in I don't know what to do as all the help topics don't seem to help me.\nIf this does not work you will need to call in on 151 from a vm phone or the chargeable number if you don't.\n_________________________________________________________ Graham I am a VM customer. There are no guarantees that my advice will work. To say thanks click the kudos thumb. If I have solved your problem please click the helpful answer button.", "label": "No"}
{"text": "New Orders in Australia averaged 18.27 points from 1998 until 2022, reaching an all time high of 71.00 points in the fourth quarter of 2021 and a record low of -37.00 points in the fourth quarter of 2008. This page provides - Australia New Orders - actual values, historical data, forecast, chart, statistics, economic calendar and news. Australia Expected New Orders - Next 3 Months - values, historical data and charts - was last updated on February of 2023.\nNew Orders in Australia is expected to be 35.44 points by the end of this quarter, according to Trading Economics global macro models and analysts expectations. In the long-term, the Australia Expected New Orders - Next 3 Months is projected to trend around 34.82 points in 2023 and 34.61 points in 2024, according to our econometric models.", "label": "No"}
{"text": "Check spelling or type a new query. picking up girls on online dating sites without a pic. best totally free uk dating sites. . we did not find results for: sg online dating. how to start an online dating website. sg online dating . maybe you would like to learn more about one of these?", "label": "No"}
{"text": "The Powerball drawing tonight is worth $132million, and the winning numbers have been revealed.\nAccording to the Powerball website, the winning numbers for Wednesday, November 3 are 01, 02, 24, 50 and 57.\nThe Red Ball was 26 and the Power Play 2X.\nMeanwhile, the Mega Millions drawing last night was worth $26million and the lucky numbers are 5, 10, 26, 58, and 65.\nThe Mega Ball is 9, and the Megaplier is 2.\nThe current Mega Millions estimated jackpot is $26million with a cash option of $18.4million, and after no one won Powerball on Monday, that jackpot is now worth $132million.\nThe newest Powerball numbers will be drawn around 11:00pm on Wednesday night.\nRead our lottery blog for the last updates.\nWHAT IS POWERBALL DOUBLE PLAY, CONTINUED\n“Players will play the same set of numbers in the both the main Powerball drawing and Double Play drawing, and Powerball tickets that include the Double Play® feature will be eligible to win…", "label": "No"}
{"text": "Rule Number One (2005)\n|USA||8 September 2005||(Los Angeles, California) (premiere)|\n|USA||9 April 2006||(Malibu International Film Festival)|\nAlso Known As (AKA)\nBe the first to contribute! Just click the \"Edit page\" button at the bottom of the page or learn more in the AKAs submission guide.", "label": "No"}
{"text": "Part Number: 4MOR\neFireplaceStore Item Number: MFB-4MOR\n*Venting Requirements: This unit requires venting pipe with an inner diameter of 4 Inches. Please see the Venting Components section on this page if available for venting pipe that must be used with this unit.\nConnecting four-inch oval and round Metal-Fab Type B Chimney Pipe? This Metal-Fab 4 Inch Oval to 4 Inch Round Type B Chimney Pipe Adaptor will help you make the transition.", "label": "No"}
{"text": "Curriculum Calendars Planning A Yearlong Curriculum ..\n1st Grade Lesson Plans\nCommon Core Math and ELA Lesson Plan Organizers for ..\nGeography lesson plan 1\nLesson Plans On Family For First Grade Hill Wonders ..\n3rd Grade Math Lesson Plans\nPhysical Education Lesson Plans Everything You Need ..\nHigh School Lessons\n5 End of the Year Activities for Your English Learners ..\nWhat Impact did European Explorers have on the Native ..\nBusiness Math Worksheets High School 5th Grade Lesson ..\nphysical education worksheets for middle school postjoint\nDetailed lesson plan in science 4\nDrama Theater 9th Grade Classroom Assessments Homework ..\nReady to Go Guided Reading Lessons and Activities\nFourth Grade Writing Workshop Lesson ..\nThen and Now Lesson Plans 1st Grade\nGrade 6 Math Lesson Plans\n4th Grade California History Lesson ..\nFamily Traditions Lesson Plans ..\nThird Grade Math Lesson Plans Common ..\nPhysical Education Lesson Plans ..\nVisual Arts Lesson Plans Elementary ..\nEsl Lesson Plans for High School\nExplorers Lesson Plans 5th Grade\nBusiness Math Lesson Plans for ..\nBowling Lesson Plans for Middle ..\nParts of a Plant Lesson Plan Grade ..\nRenaissance Lesson Plans 9th Grade\nGo Math Lesson Plans First Grade", "label": "No"}
{"text": "Let’s look a little more closely at these surprising results.\nSolving this problem requires people to literally think outside the box.\nOvernight, it seemed that creativity gurus everywhere were teaching managers how to think outside the box.\nManagement consultants in the 1970s and 1980s even used this puzzle when making sales pitches to prospective clients.\nBoth teams followed the same protocol of dividing participants into two groups.That this advice is useless when actually trying to solve a problem involving a real box should effectively have killed off the much widely disseminated—and therefore, much more dangerous—metaphor that out-of-the-box thinking spurs creativity.After all, with one simple yet brilliant experiment, researchers had proven that the conceptual link between thinking outside the box and creativity was a myth. But you will find numerous situations where a creative breakthrough is staring you in the face.In other words, the “trick” was revealed in advance.\nWould you like to guess the percentage of the participants in the second group who solved the puzzle correctly?Most people assume that 60 percent to 90 percent of the group given the clue would solve the puzzle easily. What’s more, in statistical terms, this 5 percent improvement over the subjects of Guilford’s original study is insignificant.", "label": "No"}
{"text": "Unformatted text preview: program det implicit none ! Declare Variables real :: A, B, C, D logical :: X, Y, Z !Ask the user for the values of A, B, and C and read these in write(*,*) 'Enter values for A, B, and C:' read(*,*) A, B, C !Calculate the determinant based on the input values D = b**2 - (4*A*C) !Test to see if the determinant is less than, equal to, or greater than !zero X = (D < 0) Y = (D == 0) Z = (D > 0) !Display the results of the logical statements write(*,*) 'No real roots:', X write(*,*) 'One real root:', Y write(*,*) 'Two real roots:', Z stop end program...\nView Full Document\nThis note was uploaded on 10/05/2009 for the course ENGR 117 taught by Professor Staff during the Spring '08 term at Purdue.\n- Spring '08\n- Computer Programming", "label": "No"}
{"text": "I'm not familiar with PostgreSQL database administration , so I figured I might ask for help from someone more knowledgeable on the subject.\nWhat would you recommend in order to setup a regular (daily) OpenERP database backup?\nIdeally, this would be done without stopping the database (hot backup). Is it possible to setup incremental backups, e.g., one weekly reference backup and daily incremental backups?\nAre there any automation scripts available I might use?\n(I'm using Ubuntu Server.)", "label": "No"}
{"text": "Transcript from the \"Code Exercise\" Lesson\n>> Speaker 1: So I have an exercise for us that I want to to do together. And I want to implement the designs I had shown you, the chicken scratch thing I had shown you prior. And in particular, I want us to just get to this point. And so, this is kind o, each curve representing a movie.\n[00:00:23] The x-axis being the release date and the y-axis being the box office relative to the mean.", "label": "No"}
{"text": "Teamwork Raise Graph\nTYPE: PowerPoint Animation\nAdditional customization and editing tools are available when using a desktop.\nThis animated clipart shows a stick figure sitting on top of another stick figures shoulders holding up the fourth piece in a four colored bar graph.\nraise graph team teamwork together increase help\nLimited Time Offer: Save up to 50% when you subscribe today!", "label": "No"}
{"text": "Contact our Customer Service Hotline at 888-1-888.\nCheck your available credit & statement balance using our self-service system. LEARN HERE.\nUse our self-service system to conveniently get your account details. Just call 888-1-888. PRESS 1 + 16-digit card number to check your outstanding balance. PRESS 2 + 16-digit card number to get your available credit. PRESS 3 + 16-digit card number to get a copy of your current statement. It’s as simple as ABC!", "label": "No"}
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{"text": "Powerball is one of the most popular lotteries in Australia, operated by the Tatts Groups under their master brand, the Lott. The highest jackpot for Australian Powerball was A$150 million in 2019! Jackpot wins aren’t usually shared amongst multiple tickets, with a minimum requirement of 3 numbers, including the Powerball.\nAustralian winners can collect the jackpot in a lump sum without paying any taxes, unlike the American version, which is annuitized over a period of time. Buy Powerball tickets online for a chance to win these parimutuel prizes today!\nTo play Powerball online, you must draw six regular numbers out of 40 balls, including a Powerball using around 20 balls. Test your luck and give it a try on DoubleJack!\nHow to play Powerball AU?\nYou can buy paper lotto tickets entitling you to participate in the Powerball AU draw at many stationary sales points in Australia . If you do not live in Australia, but you would like to play this interesting lottery, our offer gives you the possibility to play Powerball AU online. All you need is internet access and a computer, tablet or mobile phone. You can buy Powerball AU tickets online from anywhere in the world at any time of the day or night.\nChoose 7 numbers from a pool of 1 to 35 and one additional “Powerball” number from a pool of 1 to 20. To claim Powerball lottery jackpot, you must correctly pick all main numbers and the extra number.\nThe jackpot jackpot to win in the Australian lottery is AUD 3,000,000.\nHow to increase Powerball AU winning chances\nYou can choose one set of lucky numbers, one line, or you can choose more lines. Each additional set of numbers means another chance to win. The more numbers you choose and the more Powerball AU lottery tickets you buy, the more likely you will be to win a prize.\nPlay Powerball AU with family and friends. The greater the number of players, the greater the budget to buy lottery tickets. However, remember that when you win a prize, you will have to divide it among all members of your group of players who covered the costs of purchasing tickets.\nFollow the advice of many lottery millionaires: take part in each draw and usethe same set of lucky numbers each time. Many lucky winners won the jackpot thanks to regular play and consistent selection of the same numbers.\nPlay to win! Check the current Powerball AU jackpot and get your ticket online", "label": "No"}
{"text": "The ABC Game by Eric Carle is designed to help children identify letters and numbers easily. This game also assists children to differentiate between capital and lower case letters. Whereas the counting skills are reinforced by moving around the board.\nPlayers spin the spinner and search for the letter cards that match their space on the game board, and most importantly your child is learning the alphabet while having lots of fun.\nThe letters and the corresponding animal cards are inspired by Eric Carle's popular ABC Book.\nThe ABC Game comes in a handy travel tin for go-anywhere fun.\nThe game can be played by 2 - 4 players\n3 Years +", "label": "No"}
{"text": "The Darwin theory for scattering by an ideal crystal in the asymmetric case\n- Cite this article as:\n- Kuznetsov, A.V. & Fofanov, A.D. Soviet Physics Journal (1970) 13: 1269. doi:10.1007/BF00816875\n- 17 Downloads\nIt has been shown that there was an error in the equations of  for the asymmetric Laue case. The corrected equations are given.\nThe systems of recurrence equations are converted to systems of homogeneous differential equations to simplify the solution.\nIf negative angles are taken into consideration, we can combine systems (7) and (12), as in the Ewald theory. Then system (12) describes both Laue geometry and Bragg geometry in the most general configuration.", "label": "No"}
{"text": "How to create a table which calculates the angles in a Pie Chart?\nI have created a pie chart showing the % of value of customers, as requested. I would like to show the currency values I used to develop the % in data table below the Pie chart. It's easy enough in a bar chart but is it not an option for Pie Charts?\nI need to create a pie chart withing a pie chart.\nBasically the data is below\nColumn A Column B\nOut of the 30 that passed 20 were boys and 30 were girls\nCan all this be shown in one pie chart?\nwhen I select the text that I want to create the pie chart from and I click on insert, chart, and I select the pie chart, it just shows me a line instead of the pie chart.\nI've been trying to create a pie chart with 793 numbers on one single column, the column consists of various numbers and I would like to take a percentage of numbers on the column, for example there are 100 tens ranging from cell A1 to A99 and 500 1's ranging from cell A100 to A699 and other\nnumbers, is it possible to create a pie chart with that many numbers?\n-- Every time I tried to create the pie chart using the chart wizard, the finished chart will always shown with so many different slices, any tips on how to create the pie chart would be\nI have 2 problems with a pie chart.\nThe first is that my data is in columns and I can't seem to get the pie chart to work. I have the first column which is the description, and then the second column is the amount. But every time I try to put that into a pie chart it won't work, it only seems to want to work when the dat is in rows.\nThe second problem I have is that I want to be able to create pie chart from data within a list. The problem is the list can be say 200 rows long, but I want to create a pie chart from the list with rows the meet certain criteria.\nSo I have a second table that brings out the rows that meet the criteria but when I do the pie chart I will have to allow for up to 200 rows because I\nwill never know how many rows will meet the criteria.\nRelated Applications & Scripts\nYou can set from AS the colors for caption and tool tip text\nYou can edit general properties from XML\n- The position of the pie.\n- The width and height of the chart.\n- The rotation of the pie chart.\n- The distance for onRollOver event.\n- Can animate in a synchronized movement or not.\n- position for the captions\nThe SimplePieChart is a simple, easy to use Flash-based pie chart that you can include on your webpage. It allows you to easily set the parameters of the pie chart in an external XML file, removing the need to have Flash installed.\nSetup a pie chart of your data with this cool 3D pie chart applet. Here, you can easily specify your number data with text labels and then have a description for each data be displayed as a tip text when you move the mouse pointer across a pie piece.\nNumber data can be an integer or have floating point values. A color value, label text and tip text description for each number data can be specified.\nSupports a background image.\nSpecify font type, font size and font style of the text and title.\nYou can specify the text color, title color, selection color, background color, the description text and background color.\nThe pie and marker size can be specified.\nCompatible with any Java compatible browser.\nThis file is a nice high-quality value pack worth $66USD. It is a compilation of all our premium multi chart components. The following chart types are included: line chart, area chart, curve chart, stacked bar chart, regular bar chart, wave chart, pie chart, step chart.\nAll charts can be XML driven. Many parameters can be set. Take a look into the preview to get an impression or visit the components product overview pages.\n- Multi Bar Chart\n- Multi Line/Area Chart\n- Multi Pie Chart\n- Multi Curve Chart\n- Multi Wave Chart\n- Multi Step Chart", "label": "No"}
{"text": "Billboard published the World Albums chart for the week ending January 28!\nThe BTS anthology album “Proof” rose to number one again for the 32nd consecutive week on the chart, and their 2017 mini-album “Love Yourself: Her” remained at number eight.\nRM’s solo album from BTS “Indigo” climbed back to 3rd place in the seventh week on the chart, while J-Hope’s solo album “Jack In The Box” re-entered the chart at 7th place for the fifth week in a row. .\nMeanwhile, Stray Kids’ latest mini-album “MAXIDENT” has risen to 5th place again for the 12th consecutive week on the chart.\nATEEZ’s single album “SPIN OFF: FROM THE WITNESS” took the 6th place in the chart for the third week in a row, and NCT 127’s studio album “2 Baddies” consistently held the 10th place in the 18th week.\nNewJeans’ debut mini-album “NewJeans” peaked at number 11 on the chart in week 15, and ENHANCE’s latest mini-album “MANIFESTO: DAY 1” re-entered the chart at number 12 in week 24.\nFinally, ITZY’s “CHESHIRE” closes the top 15 for the seventh consecutive week on the chart.\nCongratulations to all the artists!", "label": "No"}
{"text": "Lovely and informative\nLove this book. Got it from the library and realised I wanted to dip into it again and again so I bought it. Lots of interesting facts and ideas plus lovely maps and ohotos. Has given me inspiration to try places I wouldn't otherwise have tried.\nVerified purchase: Yes | Condition: Pre-owned", "label": "No"}
{"text": "Category:Alumni of the University of Bridgeport\nJump to navigation Jump to search\nThis category has the following 8 subcategories, out of 8 total.\nMedia in category \"Alumni of the University of Bridgeport\"\nThe following 2 files are in this category, out of 2 total.\n- Dennis Walcott at the YMA Final Party (cropped).jpg 764 × 944; 172 KB\n- Dennis Walcott at the YMA Final Party.jpg 1,600 × 1,200; 329 KB", "label": "No"}
{"text": "I'm new, and I've worked with MySQL and Perl for awhile now. I was pretty sure I could get livejournal working on my server.\nHowever, I've come across a very annoying problem, I have no clue how to download the files I need. I know what a tarball is (sort of), I've found plenty of information on THAT, but I have no idea how to untar a tarball.\nCan someone please help me with this?\nI'm clueless about the CVS repository too, but that option is apparently an unstable one.\nMy server has all the right Perl modules and has Apache and uses MySQL and has everything else and then some, so there's no problem there.\nI'm still stuck on this though, it's driving me crazy. I know it's simple to untar something, it must be... and I'm just not seeing the answer here.", "label": "No"}
{"text": "Hi- I want to construct the shortest (geodesic) path along the surface of a mesh between two vertices. (Not just through the mesh edges, but the general shortest path anywhere across the faces of the mesh.) I have discovered that bmesh.ops.connect_vert_pair() seems to do exactly this, as long as the vertices are sufficiently close together (say 5-10 faces apart), but when the vertices are further apart on a large mesh, an edge list of  is returned. What is happening here? How can I call this function with any pair of vertices from a single mesh surface? (Or is there a better method I should be using?) Thanks in advance for your help!\ndata = bpy.context.object.data\nbm = bmesh.new()\nv0 = bm.verts[vert_index_0]\nv1 = bm.verts[vert_index_1]\nnew_path = bmesh.ops.connect_vert_pair(bm, verts=[v0,v1])", "label": "No"}
{"text": "Manchester United are reportedly close to signing a deal to sign Alex Telles.\nPortuguese newspaper Record reported on Sunday that negotiations between United and Porto had reached a positive conclusion.\nSo now Telles is in Manchester putting the finishing touches on his move to Old Trafford.\nOne of the questions to be determined lies over which squad number he will take.\nHere is a look at a few options for Telles’ shirt number at United…\nChris Smalling is set to give this number up amid his proposed move to Roma, if a late agreement can be reached.\nThis would be the lowest number Telles could feasibly wear, and is close to the number 13 shirt he wears for Porto.\nAndreas Pereira has temporarily vacated this number with his loan switch to Lazio.\nCould he hand it over to his fellow Brazilian? United may be reluctant to give away Pereira’s number so soon.\nThe number 19 shirt has been vacant since Marcus Rashford switched to 10.\n19 is also a squad number which Edinson Cavani could take.\nAnother squad number given up by a loanee, Diogo Dalot has given it up temporarily with his move to AC Milan.\nLike the number 19, this is a squad number Cavani may also be considered for.\nWith numbers 21 to 26 assigned, 27 is the next lowest number available for Telles.\nThe shirt number was last worn by Marouane Fellaini, who left the club in January 2019.\n- Confirmed Manchester United starting line-up against Nottingham Forest\n- Jadon Sancho pictured arriving at Old Trafford for Manchester United semi-final second leg\n- How many transfer windows Phil Jones has now survived as a Manchester United player\n- Rio Ferdinand responds to Paul Merson over Marcel Sabitzer criticism\n- Can Marcel Sabitzer play in the Europa League? Eligibility and suspension explained\n- Charlie Wellens set to leave Manchester United on free at end of the season\n- Updated: All 18 Manchester United players out on loan deals in 2022/23\n- Predicted Manchester United line-up v Nottingham Forest\n- Erik ten Hag finally brings an Austrian to Manchester United at the fourth attempt", "label": "No"}
{"text": "NEW DELHI: Delhi NCR\nsaw the launch of 6,000 residential units in the month of June, according to data from CommonFloor\nOf this, 58% were in the affordable segment, 17% were in the luxury category while the remaining 25% were in the mid-segment. About 87% of the units were in the apartments category and the rest were in the villa category.\nIn the NCR, Greater Noida\nsaw maximum units launched at 2,500 units and the average price was Rs 3,050 per sq ft. Sohna and Sector 6 in Gurgaon\nsaw the second highest launches at 990 units with an average price of Rs 3,660 per sq ft while Sector 150 in Noida\nsaw 800 units launched in the period at an average price of Rs 4,300 per sq ft.\nFollow and connect with us on , Facebook", "label": "No"}
{"text": "Today in Homeroom we continued doing a prefix lesson. In Social Studies we had a test. In ELA we did SSR and a theme lesson. In science a Truck Experiment. In Math we had a hands on activity, Mrs. Pittenger's class had a Discovery Ed Test.\nSouthwood's 5th Grade Class\nWelcome to our class blog!\nOur blog will be used to summarize what happened throughout the school day.", "label": "No"}
{"text": "A balance sheet reports a company's assets, liabilities and shareholders' equity at a specific point in time, and provides a basis for computing rates of return and evaluating its capital structure. Balance sheet includes assets on one side, and liabilities on the other. For the balance sheet to reflect the true picture, both heads (liabilities & assets) should tally. It is a financial statement that provides a snapshot of what a company owns and owes, as well as the amount invested by shareholders.\nThe balance sheet adheres to the following equation, where assets on one side, and liabilities plus shareholders' equity on the other, balance out:\nAssets = Liabilities + Shareholders' Equity\nAs you might expect from its name, a balance sheet has to balance. The sum of all the assets a company has must be equal to the sum of all liabilities plus capital and reserves. The format of a Balance Sheet varies – sometimes assets are placed in one column and liabilities & equity in the other – but in KashFlow (known as capital and reserves in KashFlow), everything is shown in a single column.\nTalk to our investment specialist\nYou Might Also Like", "label": "No"}
{"text": "Must be current HS Students. No Monday or Friday visits.\nArrival Date (Only Tues - Thurs)\nTime of Visit (Tour times are at 9am, 11am, 1pm, 3pm) Note: Tour times can be flexible.\nNumber of Students Attending\nNumber of Chaperones Attending (1 per every 10 students needed)\nAnything extra besides tour and admission meeting?", "label": "No"}
{"text": "I designed a quilt block pattern (my first ever!) and made these squares for a quilt to hang in my dad's office on the campus of Appalachian State University.\nI was originally going to do a 4x4 quilt, with two extra blocks incorporated into the back of the quilt along with some scraps from the front fabrics. But when we measured the wall space we discovered that it would be better to make two smaller 3x3 quilts with sashing in between - so now, one of these quilts will hang in my dad's office, and the other will end up somewhere else.\nEach of the blocks measures 11.5\" x 11.5\". I used 2.5\" sashing in between the blocks and did a border of 4.5\" (some of the border got cut out of the pictures). I have yet to do the backing and binding, but right now they both measure about 45\" x 45\".\nI am going to make another one and post a tutorial for it, hopefully in the month of January.", "label": "No"}
{"text": "BlueBerry Italia Embroidery Sleeveless Dress in Navy.\nLovely summer sleeveless dress in pure cotton. Spliced up with the same colour textured circle jacquard then plain panels. Floaty and fun the skirt is half lined and a sweet cut out at the centre front neckline gives a nice detail.\nCold hand wash\nSize S will fit a 10 Size M will fit a 12 Size L will fit a size 14 Size XL a 16\nApprox 105cm from shoulder to hemline", "label": "No"}
{"text": "Research on the Energy Error Control Algorithm Based on the Differential Equation Model\n- Wang Zhangquan, Liu Banteng\n- Information Technology Journal ico_openaccess SCOPUS\n- 공학 > 전자/정보통신공학\n- real-time control Feedback loop, Electric control, MATLAB, computer control system, Information technology, T58.5-58.64, Industrial engineering. Management engineering, T55.4-60.8, Technology (General), T1-995, Technology, T, DOAJ:Computer Science, DOAJ:Technology and Engineering\nAccording to the torque balance principle and circuit analysis theory, this study established the model that motor driving current relying on observable rotate speed and torque. The classical computer control method in which current relying on rotate speed difference can’t properly calculate the current value, the differential calculation of rotate speed make the circuit into a feedback system, the performance is unstable. Through the differential equation model, this study redesigned the control algorithm to calculate the motor’s parameter and then using the rotate speed and torque which can be observed to make the transformation of variables. Finally, the experiment shows that this energy error control algorithm can well make real-time control of current value.\n조회 가능한 데이터가 없습니다.\n해당 참고문헌을 고객센터를 통해 등록해주시면\n빠른 시간안에 노출하겠습니다.", "label": "No"}
{"text": "Devonna Janna January 14, 2021 Worksheet\nThese writing worksheets have traceable patterns of the different strokes of writing letters. By tracing these patterns, kids slowly learn how a letter is structured. When you are a parent, and you want to teach your kids ahead of time just before he would go to school, you can use the free online worksheets.\nRemember that reading is not only used to read novels. Your child will have to read instructions, worksheets, text books and test papers for a long time. The better they can read, the better their comprehension will be, and the better their test scores will be too. A comprehensive set of printable preschool worksheets will cover the basic skills your child needs so they can start school with confidence.\nStart teaching your child about color as early as possible. By the age of four years, your child should recognize and be able to name around ten different colors. Reinforce what they learn by playing games using color. Preschool printable worksheets will give your child the opportunity to put their learning into practice in a variety of ways.\nThe common worksheets used in schools are for writing letters and numbers, and connect the dots activities. These are used to teach the students under kindergarten. The letter writing involves alphabets and words. These worksheets illustrate the different strokes that must be used to create a certain letter or number. Aside from this, such worksheets can also illustrate how to draw shapes, and distinguish them from one another.\nThere are many types of writing worksheets. There is the cursive writing worksheets and the kindergarten worksheets. The latter is more on letter writing and number writing. This is typically given to kids of aged four to seven to first teach them how to write. Through these worksheets, they learn muscle control in their fingers and wrist by repeatedly following the strokes of writing each letter.\nThere are lots of them available. You can let your kids learn online. Through this, your kids will be ready for school. These online materials are readily downloadable and can be printed for use. And the good thing about this is that you can produce as many copies as you want, until your kid learns and perfect the craft of writing. There are also teachers who use these kinds of techniques to teach in a more animated manner. The idea is to keep children interested because without their attention, it is difficult to make them absorb what you are trying to teach.\nTag Cloudkids learning worksheets go math practice math keyboard adding decimals free interactive math games for kindergarten fraction word problems 4th grade worksheets kumon reading worksheets pre nursery activities worksheets easy math topics college algebra practice worksheets understanding fractions and decimals basic operations with fractions worksheet my math test papers coolmath3 math learning activities do you have enough money worksheets worksheet or work sheet arthematics large coins for teaching money drill and practice software for math", "label": "No"}
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{"text": "oak kitchen table image of refinishing an oak kitchen table wood kitchen dinette sets.\nkitchen table with bench and chairs best dining table with bench ideas on kitchen wood kitchen table and chairs.\nwooden kitchen table awesome light wood kitchen table light wood kitchen table sets real wood kitchen table sets rustic wooden kitchen tables and chairs uk.\noak kitchen chairs best oak kitchen furniture sale.\nwooden kitchen chairs interesting dining room throughout chairs wooden with good other wooden kitchen chairs cheap.", "label": "No"}
{"text": "One of my first backtesting tips featured a piece of code to limit a trading system only to one trade per day.\nMy colleague Doug came up with a smarter way to do this and even added the possibility to define how many trades he would allow per day.\nHere we'll explain the piece of code step by step.\nThis line calculates how many closed trades we have at the new signal for the next trade.\nThis is the same information, but using the WHEN function to figure out the number of closed trades at the first bar of the day.\nSTA:=(ClosedEntryCount(@,ThisTradeOnly) WHEN BarIx(@,StartOfDay)=0);\nNow we subtract the STA value from the number of closed trades at the new potential entry point (CEC). For example, we had ten trades at the start of the day and now we have twelve. That means we traded two times today. We add +1 because we want to get to the number of \"allowed trades,\" so the result is three.\nTRADES is a variable to be set to the number of trades per day allowed. If it is set to three, the system would allow one more trade.\nDAY <= TRADES\nThe rest is just the original entry signal.\nAND MA(@,Sim,fast)[-1] XBELOW MA(@,Sim,slow)[-1]\nWas that too easy? OK, here is another useful function from the Formula Toolbox: EventOffset.\nThe need to reference a certain value in a chart, for example, the high, if a special condition is met is quite common. This is simple:\nHigh(@) WHEN MA(@,Sim,7) XABOVE MA(@,Sim,21)\nThis references the high of the bar when the seven-period MA crossed above the twenty-one-period MA. Now we want to do exactly the same thing, but we want to know the high, not from the most recent event, but from three events ago. Here EventOffset comes into play. This function can be accessed only in the Formula Toolbox.\nThe Event Offset function counts the number of bars since a user-specified event occurred and reports the negative of that number or zero if the event occurred on the selected bar. The function has two parameters and we need parameter number one to accomplish our goal.\n- NEvents: Allows the user to specify an occurrence number other than one before the count begins.\n- Max Bars To Search: Selects the maximum number of bars to cover.\nThe study \"before3\" tells us how many bars ago the third event (counting backwards) happened.\nEventOffset(MA(@,Sim,7) XABOVE MA(@,Sim,21),3,400)\nThe simplest way to get to the desired result (i.e., the high of that bar), is to put the number of bars into a variable and use High(@)[-offset].\nThis is how the code looks:\nX:=EventOffset(MA(@,Sim,7)[-1] XABOVE MA(@,Sim,21),3,400); High(@)[X]\nWe do not need a \"-X\" because the result from EventOffset is already a negative number. In this example it would be High(@)[-149] at the current bar.", "label": "No"}
{"text": "|July 3, 2023\n|Download as iCal:\nProf. Murat Arcak\nThe University of California, Berkeley\nBerkeley, CA, USA\nMonday 2023-07-03 4:00 p.m.\nIST Seminar Room 2.255 - Pfaffenwaldring 9 - Campus Stuttgart-Vaihingen\nThe computation of reachable sets is critical for characterizing the behavior of safety-critical systems. Since the reachable set can rarely be computed exactly, several methods have been developed to approximate this set with various set representations. However, these methods are computationally expensive and do not scale well to high dimensional systems. This talk will present a suite of methods with superior scalability properties. After a quick review of some of our earlier techniques using monotonicity and sensitivity concepts, we will discuss more recent results with a data-driven approach. This approach is particularly suitable for high-dimensional and analytically intractable system models. We use a finite ensemble of sample trajectories to compute reachable set estimates, and we provide guarantees of high accuracy in a probabilistic sense with associated sample complexity bounds. We will present two computational methods with this flavor. The first one uses scenario optimization to construct reachable set estimates as approximate solutions to chance-constrained optimization problems. The second method uses a class of polynomials derived from empirical moment matrices, whose sublevel sets act as non-convex estimates of the reachable set.\nMurat Arcak is a professor at U.C. Berkeley in the Electrical Engineering and Computer Sciences Department, with a courtesy appointment in Mechanical Engineering. He received the B.S. degree in Electrical Engineering from the Bogazici University, Istanbul, Turkey (1996) and the M.S. and Ph.D. degrees from the University of California, Santa Barbara (1997 and 2000). His research is in dynamical systems and control theory with applications in multi-agent systems and transportation. He received a CAREER Award from the National Science Foundation in 2003, the Donald P. Eckman Award from the American Automatic Control Council in 2006, the Control and Systems Theory Prize from the Society for Industrial and Applied Mathematics (SIAM) in 2007, and the Antonio Ruberti Young Researcher Prize from the IEEE Control Systems Society in 2014. He is a member of ACM and SIAM, and a fellow of IEEE and the International Federation of Automatic Control (IFAC).", "label": "No"}
{"text": "Why does he need to be a subscriber to show his work on this website?\nAnyhow, back to the photos. I am assuming that they are from 2 different sessions. Me personally, I like number 1 and number 7. Actually, number 7 has a very nice feel to it.", "label": "No"}
{"text": "| A wrench is connected to a nut as shown in each\npictures. In picture 1, a person pushes down and applies a force of 1 N\nto the end of the wrench at a point 0.20 m from the center of the nut.\nIn picture 2, an object with a weight of 1 N is hung from the end of\nwrench at a point 0.20 m from the center of the nut. In picture 3, the\nsame object is hung from the same point, but from a shorter string. In\npicture 4, the same 1 N force is applied at the same point, but at an\nof 135o up from the horizontal. In each case the wrench will\ntend to rotate, and if it does the nut will turn. As you can see, the\nof rotation (clockwise or counterclockwise) will depend on the\nin which the force is applied.\nCompare pictures 1, 2 and 3. Will the initial turning effect be the same in each case? The measure of the \"turning effect\" or rotational tendency is called torque.\n|Torque can be defined in terms of these quantities:\nforce of magnitude F,\nthe distance r from the point of application of the force to the fulcrum,\ndirection angle q between the lever arm and the line of action of the force.\n: t = rFsinq\nThe sine function appears\nonly the component of the force perpendicular to the lever arm will\nto produce rotation. In the case shown here, the rotation direction is\ncounterclockwise. By definition, the torque in this case is positive.\nt = Frsinq.\nScroll up and look at pictures 1, 2 and 3. The forces all have the same magnitude and the same line of action, so they all produce the same torque. In these cases:\nt = Frsinq = (.2 m)(1 N)(sin90o) = 0.2 mN\nThe sign is positive because the rotational tendency is counterclockwise.\nNote that torque seems to have the same units as work and energy. But torque is not work or energy! It is not correct to say that 1 mN of torque equals 1 joule of torque. It is a good idea to distinguish torque from work and energy by using the \"meter-newton\" (mN) as the unit of torque and the \"newton-meter\" (or joule) as the unit of work and energy. What are the sign and the magnitude of the torque produced by the force applied to the wrench in picture 4 above? (Check your answer.)\n2. Rotational Equilibrium\n|Recall that the lines of action of concurrent forces\nat a point. In this case the conditions for equilibrium (in two\nSFx = 0, SFy = 0.\nConsider a situation in which the lines of action of the forces are parallel (nonconcurrent): A uniform bar of weight W is supported by two vertical cords connected to the ends of the bar. You have seen that in this case the tensions in the cords are equal to half the weight of the bar. There is now an added condition for equilibrium. The sum of the torques must equal zero. All the torques must be calculated with reference to the same point designated as the fulcrum, and any point may be chosen as the fulcrum.\nA helpful problem-solving strategy is to choose a fulcrum which eliminates as many unknown quantities as possible. With reference to the force diagram shown here, to find the tensions in the cords, designate the left or right end of the bar as the fulcrum. We will choose the left end and call the length of the bar L. If the bar is uniform, the weight of the bar can be located at the middle, a distance L/2 from the fulcrum. Now write the two conditions for equilibrium. (Only two conditions apply because in this problem there are no horizontal forces.)\nSFy = 0 = T1 + T2 - W St = 0 = (L)(T2) - (L/2)(W)\nThe solution of the torque equation is, of course, T2 = W/2. Substitution in the force equation yields T1 = W/2, as expected.\n|When the forces are nonconcurrent, but not all are vertical,\nconditions for equilibrium must be used. Here is an example. A\nof weight W = 30 N is hung 1.5 m from the left end of a uniform\nbar of weight Wb = 40 N and length 2 m. The left end\nof the bar is anchored to a wall and the right end is connected to the\nwall by a cable that makes an angle of 30o with the\nFind the tension in the cable and the support forces applied to the bar\nby the cable.\nSolution. Carefully draw the free body diagram of the bar; label and identify all the forces applied to the bar. Here, as you can see, there are five forces, the weights of the bar and the sign, the tension in the cable, and the horizontal and vertical wall support forces. There must be a horizontal force H in the direction shown because the only other horizontal force is the x component of the tension in the cable, and this points to the left. Note that in the free body diagram lines have been draw through the tension vector to indicate that it has been replaced by its components, where, of course, the magnitudes of these components are:\nTx = Tcos 30o and Ty = Tsin 30o.\nWrite the conditions for equilibrium:\n= H -Tx\n= 0 = H -Tcos\nSFy = V + Ty -Wb-W = V + Tsin30o -Wb-W = 0\nSt = (2 m)(Ty) - (1 m)(Wb) - (1.5 m)(W) = 0\nBy choosing the left end of the bar as the fulcrum we have eliminated all but one unknown force from the torque equation. This equation can be solved for T and the two force equations can then be solved for H and V. Do this and check your answers.\nt = Frsinq\nAnswer to \"Try this\": The second cord should be placed a distance 3L/4 from the left end of the bar.\nGo back to tutorial.\nAnswers to the last example:\nT =85 N, H = 73.6 N, V = 42.5 N\nGo back to tutorial.\nReturn to the Physics 150 Page.", "label": "No"}
{"text": "Forgot your password?\nOr sign in with one of these services\nMr.Skeng last won the day on April 10 2010\nMr.Skeng had the most liked content!\nSee all updates by Mr.Skeng\nmeed a gyal whos real and duznt just want to b wiv me coz im Mr.Skeng", "label": "No"}
{"text": "The beach sand calculator for exchange of conversion factor 1 cubic foot cu ft ft3 equals = 43.30 kilograms kg kilo exactly. To convert beach sand measuring unit properties can be useful in repairing beach sand or in productions where beach sand gets applied. How much of beach sand comes from cubic feet ( cu ft ft3 ) to kilograms ( kg\nAug 03, 2018· Sand= (1.5/5.5) x 1.54 = 0.42 m 3 ∴ 1.5 is a part of Sand, 5.5 is sum of ratio . Density of Sand is 1450/m 3. For KG = 0.42 x 1450 = 609 kg As we know that 1m 3 = 35.31 CFT. For Calculation in Cubic Feet = 0.42 x 35.31 = 14.83 Cubic Feet . CALCULATION FOR AGGREGATE QUANTITY; Consider volume of concrete = 1m 3\nHow To Calculate Quantities Of Cement Sand And . in my country one bag of cement is 50kg or 0035cum and for measuring aggregates and sand we use head pans00175cum for 1cum of concrete the expected materials are cement 65bags sand 044cum26headpans aggregate0 08851headpahsbut on site we have to use more material to achieve the expected volume instead of the estimated calculations.\nPrice for 1 cft sand and aggregate Products. As a leading global manufacturer of crushing, grinding and mining equipments, we offer advanced, reasonable solutions for any size-reduction requirements including, Price for 1 cft sand and aggregate, quarry, aggregate, and different kinds of minerals.\nNov 25, 2017· BIS code 10262:2000 prescribes method for concrete mix design. You may visit Guidelines for concrete mix design proportioning Guidelines for concrete mix design proportioning\nCubic Feet. The cubic foot is a unit of volume used in the imperial and U.S. customary measurement systems. The cubic foot can be used to describe a volume of a given material, or the capacity of a container to hold such a material.\nSand 0.472 m3 Cement 8.22 Bag. Some important conclusion from above. 8 bag of Cement is required for 1cum of concrete work in M20. 4.4 bag of cement is required for 1cum of concrete work in M10. Volume of dry concrete 1.54 times volume of wet concrete. Visit our website to see how we can be of service, and be sure to follow us on Facebook.\nHow heavy is beach sand? Convert how many kilograms ( kg kilo ) of beach sand are in 1 cubic meter ( 1 m3 ). The beach sand calculator for exchange of conversion factor 1 cubic meter m3 equals = 1,529.20 kilograms kg kilo exactly. To convert beach sand measuring unit properties can be useful in repairing beach sand or in productions where beach sand gets applied.\nWeight Of Cft Concrete In Which Sand Crush. Weight of cft concrete in which sand crush cft of aggregate mm weight the weight of crushed rock will vary greatly depending on the type of, concrete tonne metric mass to cubic feet get price w ight of crushed stone\n1 cft stone aggregate to kg. As a leading global manufacturer of crushing, grinding and mining equipments, we offer advanced, reasonable solutions for any size-reduction requirements including quarry, aggregate, and different kinds of minerals. The GM sand washing machine of XSD series is a kind of cleaning equipment of international\n= 0.325 cum or 11.47 cft ( 1 Cum = 35.31 cft ) In practice, for cement mortar 3 cum dry mortar and for lime mortar 3.5 cum of dry mortar are taken for 10 cum brickwork. As an approximate 30% dry mortar may be taken. Calculation of Cement and Sand in Mortar\nThe obvious answer is the 1 cubic meter. For the more accurate answer we need some assumptions like 1. The grains of the sand are of the same shape. (Spherical, for simplicity of calculation ) 2. All the grains are of same size. 3. Assume the d...\nUse this page to learn how to convert between cubic feet and cubic meters. Type in your own numbers in the form to convert the units! ›› Quick conversion chart of cu ft to cu m. 1 cu ft to cu m = 0.02832 cu m. 10 cu ft to cu m = 0.28317 cu m. 20 cu ft to cu m = 0.56634 cu m. 30 cu ft to cu m = 0.84951 cu m. 40 cu ft to cu m = 1.13267 cu m\nM20 (1 cement :1.5 sand :3 stone/brick aggregate). To determine the proportions you have to perform mix design, for this you have to find out the sp.gr. of cement, CA, FA, and water cement ratio\n1 Cubic meter (m3) is equal to 35.3146667 cubic feet (ft3). To convert cubic meters to cubic feet, multiply the cubic meter value by 35.3146667. For example, to find out how many cubic feet there are in 10 cubic meters, multiply 10 by 35.3146667, that makes 353.146667 ft3 in 10 m3. cubic meters to cubic feet\nHow heavy is Portland cement? Calculate how many kilograms ( kg kilo ) of Portland cement are in 1 cubic meter ( 1 m3 ). Specific unit weight of Portland cement amount properties converter for conversion factor exchange from 1 cubic meter m3 equals = 1,505.74 kilograms kg kilo exactly for the masonry material type. To convert Portland cement measuring units can be useful when building\n1 cubic ton (40 cubic feet) = 1.133 cubic metres. 1 cubic metre = 0.883 cubic tons (35.32 cubic feet) I hope this helps. By hootsmon• 12 years 5 months ago. Rating: 5/5. I'm not sure I fully understand the question my friend so I'll give a couple of answers and hopefuly you might get what you need? Places to find Pastel De Nata in Qatar.\nHow much cement sand and aggregate required for m25 concrete 1 quantity of cement in m25 concrete 11088 no 5544 kg of cement bags are used in m25 grade of 1m3 concrete 2 volume of sand in cft for m25 concrete 1m3 3532 cft Volume 14 215 1542153532 Sand volume 136 cft 136 Cu ft of sand quantity are used in m25 grade of 1.\nWeight Of Cft Concrete In Which Sand Crush. Weight of cft concrete in which sand crush cft of aggregate mm weight the weight of crushed rock will vary greatly depending on the type of, concrete tonne metric mass to cubic feet get price w ight of crushed stone aggregatemm thicknessper cft.\nConversion between cubic meter and square meter. Cubic meter to Square meter Calculator\nMetric Conversion calculators, tables and formulas for temperature, length, area, volume and weight metric conversions.\nHow to Calculate Quantities of Cement, Sand and For higher grade M30 and above we recommended a detailed concrete mix design However as a guidelineaThe nominal mix proportion by Volume for M35 would be 1:135:27 The approximate quantities are Cement = 825 bags/cum of concrete Sand = 1368 cft/cum Aggregate = 2734 cft/cum b The nominal mix\nHow to Calculate Quantities of Cement, Sand and . in my country one bag of cement is 50kg or 0.035cum and for measuring aggregates and sand we use head pans(0.0175cum). for 1cum of concrete the expected materials are cement 6.5bags sand; 0.44cum(26headpans) aggregate;0 0.88(51headpahs).but on site we have to use more material to achieve the expected volume instead\nHow to calculate quantity of cement,sand & aggregate in . Quantity of aggregate in cubic feet = 3 x 1.54 /5.5 x 35.3147 = 29.66 cu.ft Water: For M20, 30 liters of water per 50kg cement . Total amount of water required = 30 x 403.2 / 50 = 241.92 litre. 8.064 bags of cement required for 1 cu.m\n2. Now we calculate the volume of materials used in cement mortar based on its proportions. Let’s say, the proportion of cement and sand in mortar is 1:X, where X is the volume of sand required. Then, the volume of sand required for 1:X proportion of 1m 3 cement mortar will be 3.\nCFM (cubic feet per minute) refers to the volume of air that can be moved in one minute. Sandblasting requires air compression, the more CFM the better. There are several considerations when determining the necessary CFM for an application, including the compressor CFM,\nTo convert cubic feet to cubic meters, multiply the cubic foot value by 0.0283168466 or divide by 35.3146667. For example, to find out how many cubic meters there are in 100 cubic feet, multiply 100 by 0.0283168466, that makes 2.83168466 m3 in 100 cu ft. cubic feet to cubic meters formula.\nDo a quick conversion: 1 feet = 30.48 centimetres using the online calculator for metric conversions. Check the chart for more details.\nRiver sand bonds very well with cement than crush sand. To check by take some sand in your hand, if the sand is muddy and brown in color, then its river sand. First assume the ratio of plaster is 1:4 (1 cement and 4 sand) now we have to plaster the wall having area of 100 sft assume the thickness of plaster 0.5 inches. first convert thickness\nWeight Of 1 M3 Of M25 Concrete. We have Weight Of 1 M3 Of M25 Concrete,How many 50kg of cement are in 1cum of concrete 1 cubic meter of cement is equal to how many bags one cubic meter we know 1cum 3532 cft and 1 bag cement 0033cum given also the weight of cement which is 50kg prices of cum m25 how many cement bag nominal mix chat online or go to feedback form\nAlthough there are many types of concrete, the term \"concrete\" normally refers to Portland cement, which is the most widely used building material in the world. In actual use, concrete is normally mixed with reinforcing materials, such as sand, fiber, etc., you can buy ready-mixed concrete in 30kg or 40kg bags.", "label": "No"}
{"text": "We know that firms that enjoy monopoly power in product markets are price makers, not price takers, therefore _____ and _____.\na. P > MR; VMPL > MRPL\nb. P > MR; VMPL < MRPL\nc. P = MR; VMPL > MRPL\nd. P + MR; VMPL < MRPL\nThe solution is... View the full answer", "label": "No"}
{"text": "I’ve been looking through some submissions to [Beginner Gudu-on-a-date] and found one which looked nice and passed the tests.\nOn further testing I saw that it will pass dispite the fact that the 56th ‘round’ number output is 569.\nThere is also no editorial page (why?) where I could post this issue.\nLink to the submission: https://www.codechef.com/viewsolution/25338800\nShould I just write the author? Is there a feature I am missing?", "label": "No"}
{"text": "Ch. 28 problem 53\nA wood cylinder of mass m = 0.202 kg and length L = 0.0943 m, with N = 10.0 turns of wire wrapped around it longitudinally, so that the plane of the wire coil contains the long central axis of the cylinder. The cylinder is released on a plane inclined at an angle θ to the horizontal, with the plane of the coil parallel to the incline plane. If there is a vertical uniform magnetic field of magnitude 0.660 T, what is the least current, i (in A) through the coil that keeps the cylinder from rolling down the plane?", "label": "No"}
{"text": "by Levva, 1242332635|%e %b %Y\nWould it be possible to add code to track the average AP and average SP by each ability - possibly only turned on via a pre-processor directive or command line switch.\nThis would allow show what the average AP was for each each ability over the sim duration. At its simplest it could be implemented as sum(AP)/sum(abilty procs) as you track the proc numbers for each ability and include them in the output.\nThe benefit of this would be to test the accuracy of my Rawr.Enhance code vs EnhSim. For some reason Spells are coming out around 10% higher damage than in EnhSim and I really don't know why. Knowing the average SP per ability would enable me to see if the figure is wildly different from what Rawr uses as its average.", "label": "No"}
{"text": "depends solely on its earnings power & is not influenced by the manner in which its earnings are split between dividends & retained earnings. Assumptions : Capital markets are perfect and investors are rational; information is freely available, transactions are instantaneous & costless, securities are divisible. Floatation costs are Nil There are no taxes Investment opportunities & future profits of firms are known with certainty Investment & dividend decisions are independent\nMM argument : If a company retains earnings instead of giving it out as dividends, the shareholder enjoys capital appreciation equal to the amount of earnings retained If it distributes earnings by way of dividends instead of retaining it, the shareholder enjoys dividends equal in value to the amount by which his capital would have appreciated had the company chosen to retain its earnings Hence the division of earnings between dividends & retained earnings is irrelevant from the point of view of shareholders.\nMM valuation model where P 0 = Mkt. price per equity share at time 0 D 1 = dividend per share at time 1 P 1 = mkt. price per equity share at time 1 r = discount rate applicable to the risk class (constant ) to which the firm belongs n = no. of shares at time 0 1 ( 1 + r ) P 0 = ( D 1 + P 1 ) Eqn - 1\nMM valuation model Let X 1 be the Net profit of the firm in year 1 & I 1 be the investment by the firm in year 1 Funds to be raised to meet investment needs Assume ‘m’ shares are issued at P 1 price in year 1 to fund requirements of capital investments Funds to be raised to meet investment needs 1 1 1 1 mP nD X I 1 1 1 nD X I\nMM valuation model where n = no of outstanding equity shares at time 0 nP0 = total market value of equity shares at time 0 m = no of equity shares issued at time 1 at price P1 mP1 = mkt. value of equity shares issued at time 1 (n+m)P1 = total mkt. value of all equity shares at time 1 r = discount rate applicable Eqn - 2 1 1 1 0 1 1 nP mP P m n nD r\nMM valuation model Substituting the value of mP 1 in eqn – 2, Eqn - 3 From the above equation, it is noted that the value of equity at the end of year 1, (n+m) P 1 , is no way affected by Dividend paid in year 1 1 1 1 0 1 1 nP X I P m n r\n1. The firm’s value is determined solely by the earning power and risk of its asset investments. 2. If dividends do affect value, they do so because of the information content , which signals management’s future expectations. 3. A clientele effect exists that causes shareholders to receive the level of dividends they expect. Arguments for Dividend Irrelevance • In summary, MM and other dividend irrelevance proponents argue that — all else being equal —an investor’s required return, and therefore the value of the firm, is unaffected by dividend policy because:\nNumerical illustration of MM irrelevance theorem Free Cash flow to firm (FCFF) FCFF = EBIT(1- t c ) – Reinvestment needs g WACC g FCFF 1 firm of Value", "label": "No"}
{"text": "We will always be a basketball school. That fact will never change. With that said, I can feel more and more support gathering around our football program. I don’t see us adding more wins this year due to the strength of schedule that we will be playing, but I do think we will be more competitive. We finished 7-6 last year, I predict the same for this year. The difference will be in the points scored vs allowed. We averaged 25.5 points per game last year. We allowed 28.2 points per game. This year we will average more points scored than we allow. Last year, we averaged 161.7 rushing yards per game. With a more experienced Benny Snell, we will be around 180 yards per game. We have an exciting QB battle going on right now. I predict we will see Terry Wilson winning the spot, but I think with whoever it is that we will have a solid QB.", "label": "No"}
{"text": "This Taurus 3 kit is equipped with helpful tools for completing any project, from cutting straight lines to perfect circles and precise angles.\nThe kit includes:\n- 30 degree cut off triangle\n- circle maker 1 1/4\" to 15 3/4\" diameter\n- 45 degree cut off triangle\n- 60 degree cut off triangle\n- set of hole reducers\n- 10\" fully adjustable straight edge which fits anywhere on the work surface and gives a straight line in any direction\n- 45 degree edger bevels edges for making perfect boxes\n- 10 degree lamp wedge for cutting and beveling lamp pieces for a perfect fit on rounded forms\nPersonal discounts do not apply to this product.", "label": "No"}
{"text": "Just in case you thought that you have landed on a maths tutorial page, looking at the name acsquare; you are sadly mistaken 🙂 Maths and me were introduced to each other right in early childhood, but unfortunately for Maths I decided not to give it much of an importance. Thus since then we have been running parallel to each other, blissfully aware of the others presence but knowing for sure that we wont ever merge to meet 😉\nReading the above rambling if you are still interested in knowing why I landed here, then let me tell you, thats exactly the point, I want to peacefully ramble at the end of each day about whatever i feel like.\nWarning!! My feelings are as weird as I am 😀 So this one place where I get to decide what I want, am going to be scribbling about friends and foes, fights and cuddles, health and wealth, fashion and fiasco, children and grandparents, sun and shade, life and death. And as an after thought I would also like to mention that if any of you do happen to glance by and leave a comment, be sure I will read it, and shall delete it too if I dont like it 😉", "label": "No"}
{"text": "@Experimental public interface LimitableTableSource<T>\nTableSourceextending this interface is able to limit the number of records.\nAfter pushing down, source only needs to try its best to limit the number of output records, but does not need to guarantee that the number must be less than or equal to the limit.\nCopyright © 2014–2021 The Apache Software Foundation. All rights reserved.", "label": "No"}
{"text": "The rectangular field of play used for American football games measures 100 yards (91.44 m) long between the goal lines, and 160 feet (48.8 m) (531⁄3 yards) wide. The field is made of grass.\nHow long is a football field?\n- In American football the standard field dimensions are 120 yards long and 53 1/3 yards wide. The last 10 yards of length on either end of the field are considered “end zones” in which a player scores. Length of a Football Field The total length of a football field is 120 yards.\n- 1 How many miles is 1 football fields?\n- 2 Is a football yard actually 3 feet?\n- 3 How long is a football field in inches?\n- 4 How long is a football field high school?\n- 5 Why is a football field 160 feet wide?\n- 6 Are football fields the same size?\n- 7 How big is a football?\n- 8 How many cubits long is a football field?\n- 9 Why are football fields 100 yards?\n- 10 Are NFL fields bigger than college?\n- 11 Is an NFL football bigger than college?\nHow many miles is 1 football fields?\nHow long is the American football field in kilometers? With the end zones, a football field is 0.056 miles long.\nIs a football yard actually 3 feet?\nWidth of a Football Field The standard football field is 53 1/3 yards, or 160 feet, wide. The primary difference among different levels of play is the space between the two sets of hash marks: High School — 53 feet, 4 inches. College — 40 feet.\nHow long is a football field in inches?\nHow long is a football field in inches? A football field is 3600 inches long.\nHow long is a football field high school?\nHere’s a primer on how the dimensions play out at every level, from high school football to the NCAA and on up to the NFL. There are two constants, across the level of competition: 120 yards (360 feet) of length and 53 1/3 yards (160 feet) of width.\nWhy is a football field 160 feet wide?\nIn the earliest days of football, the field was 420 feet long and 210 feet wide. Until 1881, the forward pass didn’t exist, so there were no end zones. In 1881, the length was reduced to 330 feet but the width wasn’t reduced to the usual 1:2 ratio, but to 160 feet rather than 165.\nAre football fields the same size?\nStandard pitch measurements. Not all pitches are the same size, though the preferred size for many professional teams’ stadiums is 105 by 68 metres (115 yd × 74 yd) with an area of 7,140 square metres (76,900 sq ft; 1.76 acres; 0.714 ha).\nHow big is a football?\nOfficial College Footballs (Size 9, Ages 14 & up) Big Game’s competitive footballs are the exact dimensions set down by the NCAA – approximately 10.5 to 11.5 inches in length, with a circumference of roughly 28 inches on the long side of the ball and 21 inches on the short side.\nHow many cubits long is a football field?\nAccording to NFL specifications, an American football field should measure 240 cubits from end to end.\nWhy are football fields 100 yards?\nBy 1912, the rule makers decided to add 10-yard-deep end zones to either end of the field, which would have made for a 130-yard-long field in toto. The problem was a number of colleges had built stadiums that wouldn’t accommodate that length, so the distance between the goal lines was shortened to 100 yards.\nAre NFL fields bigger than college?\nIs a college football field smaller than NFL? The total width of a football field is 53 1/3 yards or 160 ft. So the college football field dimensions are the same size as the NFL field (120 yards and 53 1/3 yards wide). The primary difference among levels of play is the gap between the two sets of hash marks.\nIs an NFL football bigger than college?\nIn overall circumference, college footballs can be up to 1 1/4 inches smaller than NFL footballs. At the widest point of the ball, the circumference is 27 3/4 inches to 28 1/2 inches in college and 28 inches to 28 1/2 inches in the NFL.", "label": "No"}
{"text": "Constructing the Basic Trouser Block\nAdded Aug 9, 2009\nOn the Back Leg Panel block, mark the point one third of the distance from V to W, and draw in a downwards line from this point perpendicular to the line connecting points V and W. On the Back Leg Panel block, construct a dart 12 cm (4-5/8 in.) long and 2 cm (3/4 in.) wide at this location.\nAnother third of the way down the line from point V to point W, construct a second perpendicular line. On the Back Leg Panel block, construct a second dart at this location, of length 10 cm (4 in.) and width 2 cm (3/4 in).", "label": "No"}
{"text": "Representative Values of Modulus of Elasticity of Soil, Es (Das, 2002) Soil Es (kPa) Lower Limit Upper Limit Average Soft clay 1800 3500 2650 Hard clay 6000 14000 10000 Loose sand 10000 28000 19000 Dense sand 35000 70000 52500 Range of Values:Modulus of Elasticity, E (McCarthy, 1998) Soil Es (kPa) Lower Limit Upper Limit Average Sand, loose 9000 25000 17000 Sand, dense 45000 80000 62500 Sand, silty 7000 21000 14000 Sand and gravel, loose 45000 145000 95000 Sand and gravel,\nInsulation ratings are measured in R-values per inch of thickness. An R-value tells you how well a type of insulation can keep heat from leaving or entering your home. Insulation R-values vary based on the type, thickness and density of the insulation material. Typically, a higher insulation R rating means better climate control and better energy efficiency for your home. Average CalculatorAverage =. Sum. Count. where the sum is the result of adding all of the given numbers, and the count is the number of values being added. For example, given the 5 numbers, 2, 7, 19, 24, and 25, the average can be calculated as such:Average =. 2 + 7 + 19 + 24 + 25. 5.\nMar 01, 2021 · How to Calculate Average. The average of a set of numbers is simply the sum of the numbers divided by the total number of values in the set. For example, suppose we want the average of 24,55, 17, 87 and 100.Simply find the sum of the numbers:24 + 55 + 17 + 87 + 100 = 283 and divide by 5to get 56.6.A simple problem such as this one can be done by hand without too much trouble, but, AverageValue - Arduino ReferenceAverageValue. Data Processing. Calculates the average value of some values. AverageValue is a minimalistic library that calculates the average value of given values. It supports multiple datatypes. Author:Yesbotics. Maintainer:Jens Kabisch, Albrecht Nitsche. Read the documentation.\nBulk Density Of Soil - 1 Typical Values of Dry Density of Various Soil Types and :Is happy to provide this detailed bulk materials density guide.. The bulk density of sandy soil is about 1.6 g / cm3 , whereas that of organic matter is about 0.5. Soils with a bulk density higher than 1.6 g/cm3 have a tendency to restrict root growth. Descriptive StatisticsTypical Values There are several common methods of selecting a \"typical\" value for data. The most common method is the average or mean. To obtain an average value, add up all your data values and divide by the number of data items.\nTypical values of for a sandy loam soil sliding over a steel surface are 20 to 22°, however, these values can fall as the surface finish becomes polished to 15°. These results suggest that the value of would lie between 0.5 to 0.7 of the value of . Mean Calculator Average CalculatorAverage is the Same as Mean. Average and mean are measures of central tendency. They tell us what is the most typical number in a data set, or which number best represents all the numbers in the data set. How to Find the Mean. Count the number of values in your data set; Add up all of the values to get the sum; Divide the sum by the count; Mean\nThe following list points out typical values for the wattage of some devices you would find in your home so that you can compare them. Hint:Use the Search tool on your web browser to find the name of the appliance. As some appliances have various names, this could help find it Properties of Paper, (Paper Properties)Typical Bending Values:Grade:Bending Moment Stiffness (mNm) Resonance Length Stiffness (mNm) MD:CD:MD:CD:Coated Paper (135 g/m 2) 65:45:1043:721:Office/Business Paper (80 g/m 2) 39:17:493:160:Carbonless Paper (46 g/m 2) 7.5:3.3:76:34 Stretch (Elongation) Stretch is the amount of distortion which paper undergoes under tensile\nA typical range of values would be 14 to 46. The higher Bubbly numbers will tend to produce a foamy, fluffy lather rather than a creamy lather with littler or no bubbles. Creamy lather - This value indicates the stability and creaminess of the lather. Usually, increasing Bubbly will decrease Creamy and vice versa. TYPICAL OVERALL HEAT TRANSFER COEFFICIENTS (U - TYPICAL OVERALL HEAT TRANSFER COEFFICIENTS (U - VALUES) Shell and Tube Heat Exchangers. Hot Fluid. Cold Fluid. U [W/m2C] Heat Exchangers. Water. Water. 800 - 1500.\nTypical Value (mg/l) 2,4-D :0.07 <0.004 :2,4,5-TP (Silvex) 0.05 <0.002 :Toxaphene:0.003 <0.002 :Alachlor :0.002 <0.002 :Atrazine :0.003 <0.0008 :Carbofuran :0.04 <0.001 :Pentachlorophenol :0.001 <0.001 :Chlordane:0.002 <0.001 :Dibromochloropropane(DBCP) 0.0002 <0.00001 :Ethylene Dibromide(EDB) 0.00005 <0.002:Heptachlor :0.0004 <0.00004 :Heptachlor Epoxide:0.0002 Typical values of surface energy for materials and Surface energy values usually have the units of mJ/m 2. Some sources quote the critical surface tension in units of mN/m, which is equivalent to surface energy. The surface energy values of some typical materials are shown in the two tables. The first table shows values for low and high surface energy solid materials, whilst the second table shows values for the liquids used in contact angle measurements\nTypical values are at TA = +25°C.\" This means that the ambient temperature (TA) is equal to the temperature min and max listed for the operating temperature, unless USDA ERS - Farmland ValueNov 02, 2020 · Farmland real estate values vary according to agricultural use. Cropland maintains a premium over pastureland due to mostly higher per-acre returns to crop production. Between 2019 and 2020, U.S. average cropland and pastureland values both fell by 0.8 percent, to $4,100 and $1,400 per acre, respectively.\nTypical values for commodities imported into the Port of NY/NJ are over $2.5 billion per week. The major commodities and companies that have the most cargo value going through the port are listed above.United States Home Prices & Home Values ZillowApr 30, 2021 · The typical home value of homes in the United States is $281,370. This value is seasonally adjusted and only includes the middle price tier of homes. United States home values have gone up 11.6% over the past year and Zillow predicts they will rise 11.7% in the next year.", "label": "No"}
{"text": "J. Glenn is an American drummer. He was the original drummer for My Morning Jacket, which he left in November 2000. He is currently on a solo career in the vein of Hasil Adkins.\nThe numerical value of j. glenn in Chaldean Numerology is: 4\nThe numerical value of j. glenn in Pythagorean Numerology is: 8\nImages & Illustrations of j. glenn\nFind a translation for the j. glenn definition in other languages:\nSelect another language:", "label": "No"}
{"text": "Volvo TMD 22 Fuel Filter - how many Micron?\nI am about to change the fuel filters.\nMy Racor currently has a 10 Micron filter, on the Volvo TMD 22 I have Volvo 3840335 but it does not tell me how many Micron it is...\nTechnically I need to have some less than the 10 micron I have on the Racor. Any information?\nThanks in advance, sincerely, Alexandre 713-412-6704\nSM2K #289 \"NIKIMAT\"\nSeabrook, Texas - USA", "label": "No"}
{"text": "2 posts tagged with advertising by me3dia.\nDisplaying 1 through 2 of 2.\nA co-worker is trying to determine reasonable advertising rates for a newsletter we publish. Any ad buyers out there able to help us out? [more inside]\nI'm looking for a textad system for a site I run. I'm familiar with textads.biz, but I think I might prefer a locally hosted and run system, more akin to the fine MetaFilter Textads. Any suggestions?", "label": "No"}
{"text": "Rose Henderson - Ede & Ravenscroft prize winner\nCongratulations to Rose Henderson on winning the Ede & Ravenscroft prize for the best graduating student in the College of Science and Engineering (across Computing Science, Mathematics and Statistics, Psychology). Rose is graduating with First Class Honours BSc in Statistics, under the double degree programme with Bologna. Rose's 4th year research project was entitled \"Growth in a time of debt: did George Osborne get it wrong?\" and she was supervised by Dr Ludger Evers.", "label": "No"}
{"text": "Hot answers tagged conditional-formatting\nWell, I made a quick attempt and this and came up with a rough version that works. It probably isn't the best so hopefully someone responds with a more elegant solution, but try this: =IF(AND($B$2<=$B$1,$B$3<=$B$1),\"Good\",IF(AND($B$3>$B$1,$B$2>$B$1),\"Bad\", \"Neutral\")) B1 = 0.83 (just my value for budget) B2 = YTD value entered by user B3 = MTD value ...\nHere’s a tricky way (that might be considered elegant). I’ll assume that < 83 is the “good” condition. Use this formula: =CHOOSE((D1<83)+(F1<83)+1, \"bad\", \"neutral\", \"good\") Logical expressions like D1<83 evaluate to one of the Boolean values TRUE and FALSE, which are numerically equal to 1 and 0, respectively. By adding ...\nYou can use a formula like this in column B =IF(A1>=PERCENTILE($A$1:$A$10,0.4),1,0) Depending on your specific data, you may need >= or just > - you can determine that when working with the data.\nOnly top voted, non community-wiki answers of a minimum length are eligible", "label": "No"}
{"text": "Cinchy Supported Functions covers the following topics:\nCinchy functions and Cinchy User defined functions are used in conjunction with Cinchy DML and DDL statements. Cinchy System Values are specific to the Cinchy platform similar to Cinchy functions. Cinchy User Defined Functions are split into Table-Valued Functions and Scalar-valued functions.\nScalar functions operate on a single value and return a single value. Scalar functions are composed of:\nSupport data type casting and converting\nPerform operations on a date/time input values and return string, numeric, or date and time values\nPerform logical operations\nPerform calculations based on input values provided as parameters to the functions, and return numeric values\nPerform operations on a string (char or varchar) input value and return a string or numeric value.", "label": "No"}
{"text": "Bracken STEAM Academy Fourth Grade\nHow Can You Help?\nEnglish Language Arts\nClick here to download Game Board Project\nParents: You are invited to play the game boards with the students on Thursday, May 26th, at 1:45 in the afternoon.\nCreate a free website", "label": "No"}
{"text": "Today US got its first casualty from Flu and the market ignored it. The majority thinks this is not a big deal. I understand it is impossible to predict a black swan like a pandemic that happens avery 10-50 years (a low probability even). But right now we really have preconditions for it, so the likelyhood of a pandemic is pretty high. Yet, the market ignores it for now. I think the market will keep the flu on ignore until/unless flu casualties in US start piling up. The question is what is the threshold?", "label": "No"}
{"text": "Play Free Online Zriv Games\nWe have a great collection of 45 Zriv Games games for you to play for free as well as other cool games including free online games,\nshooting, action, dress up, alien, adventure, sports, girl, kids, mouse skill, 2 players games, arcade games, racing games, shooting games, and flash games!\nY free games version: 0.1.11.59\nThese free games span across a wide array of game categories teritory war 2 adicting , super smash bros 4 , katie walkthrough, 20n, bestiality , multier zombie , friv 4 schol a safe place for students, realms login, indian war , disney jr , star ful , cn , dragon drop math, math facts in a flash student, stick shift simulator, abcya math second grade, caveman , create a family, sumotori dreams now, colege schedule today, faling sand with zombies, beat up justin bieber , mahjong with levels, nicktons dragon bal z, plinko, games for girls, games for boys, you name the game and we have it!\nYou can find the newly shooting games, action games, dress up games here. Play All Free Online Games offers 0 zriv for girls, boys, kids and everyone. The games are always free for you to play and we also have others including alien games, adventure games, sports games, girl games, kids games, mouse skill games, 2 players games, shoot 'em up games, throwing games, monsters games!", "label": "No"}
{"text": "Entropy and Information Theory\nby Robert M. Gray\nPublisher: Springer 2008\nNumber of pages: 313\nThis book is devoted to the theory of probabilistic information measures and their application to coding theorems for information sources and noisy channels. The eventual goal is a general development of Shannon's mathematical theory of communication, but much of the space is devoted to the tools and methods required to prove the Shannon coding theorems. This is the only up-to-date treatment of traditional information theory emphasizing ergodic theory.\nHome page url\nDownload or read it online for free here:\nby Robert M. Gray - Information Systems Laboratory\nThe conditional rate-distortion function has proved useful in source coding problems involving the possession of side information. This book represents an early work on conditional rate distortion functions and related theory.\nby David Feldman - College of the Atlantic\nThis e-book is a brief tutorial on information theory, excess entropy and statistical complexity. From the table of contents: Background in Information Theory; Entropy Density and Excess Entropy; Computational Mechanics.\nby Claude Shannon\nShannon presents results previously found nowhere else, and today many professors refer to it as the best exposition on the subject of the mathematical limits on communication. It laid the modern foundations for what is now coined Information Theory.\nData compression is useful in some situations because 'compressed data' will save time (in reading and on transmission) and space if compared to the unencoded information it represent. In this book, we describe the decompressor first.", "label": "No"}
{"text": "q235 hot rolled equal angle steel flat bar\nUnequal Angle Orrcon SteelOrrcon Steel Unequal Angles range in size from 65x50mm to 150x100mm and thickness 5mm to 12mm.Standard lengths 9m 12m in accordance to AS/NZS 3679.1 Images of Unequal Hot Roll Mississippi Angles Iron Bars imagesAngel Iron Hot Rolled Angel Steel MS AnglesSteel angle,also named angle iron,or s hot rolled S235jr steel angle bar specificationSteel Angle Bar-China Steel Angle Bar Manufacturers China Steel Angle Bar - Select 2020 Steel Angle Bar products from verified China Steel Angle Bar manufacturers,suppliers on .\nStandard:AISI ASTM BS DIN GB JIS specification:20-200mm Dimensions:20-200mm thickness:2-24mm Grade:10*10mm-200*200mm length:6m 9m 12m material:Q195-Q235 Model Number:Q195-Q420 series Type:Equal Application:construction and shiping bu 2 more rows May 9 2020hot rolled S235jr steel angle bar specification Sino East\nWas this helpful?People also askWhat is q235 material?What is q235 material?Q235 material is usually rolled into wire rod or round steel,square steel,flat steel,angle steel,I beam,channel steel,other sections and steel plates.Q235 Steel Q235A Q235B Q235C Q235D Some results are removed in response to a notice of local law requirement.For more information,please see here.Previous123456NextVideos of q235 hot rolled equal angle steel flat bar Watch video on Warmgewalste Q235 Gelijke Hoek Stalen Bar Voor Bouw Structural Steel Products Q235 Mild Steel Hot Rolled H Beam High Quality Duplex Ss 2205 2507 Stainless Steel Equal Legs Angle Bar PriceEqual Angle Steel,Japanese Standard - introduction of Angle steel can be supplied in many standards to meet different market requirements.We can supply Chinese standard:from 25*25 to 200*200(mm) Japan standard from25*25 to 200*200(mm) EN :from50*50 to150*150(mm) Material is Q235,Q345,Q420.Equal angle steel bar length is from 6m to 12m.Equal Angle Steel,Japanese Standard\nChina Q235 Steel Grades manufacturers - Select 2020 high quality Q235 Steel Grades products in best price from certified Chinese Steel Structure manufacturers,Steel Wire suppliers,wholesalers and factory on China Q235 Hot Rolled Galvanized Steel Angle Bar in High China Q235 Hot Rolled Galvanized Steel Angle Bar in High Quality,Find details about China Galvanized Angle Bar,Gi Angle Steel Bar from Q235 Hot Rolled Galvanized Steel Angle Bar in High Quality - TANGSHAN XINGHE TRADE CO.,LTD.China Hot Rolled Steel Angle with Galvanized or Black Technique Hot Rollled Type Stainless Steel Standard GB,ASTM,JIS,AISI Certificated ISO9001:2008/SGS/BV Name Hot Rolled Equal Angel Steel Shape Equilateral Angle Bar\nAngle Steel,Steel,Building Material manufacturer / supplier in China,offering A36 Hot Rolled Equal Angle Bar Galvanized Steel Angle Profile,Abrasion Resistant Nm450 Nm500 Wear Resistant Steel Sheet Wear Plate,Z275 Gi Steel Coils Hot Dipped Galvanized Steel Coil and so on.ASTM A36 Angle Steel Bar for Construction - Steel SectionsASTM A36 Angle Steel Bar for Construction,Machines Towers.Hot rolled ASTM A36 steel angle bar is the most widely used structural steel by the construction industry as its very economical cost.Structural mild A36 angles are manufactured by rolling pre-heated blooms into an angle shape.12345NextVideos of q235 hot rolled equal angle steel flat bar Watch video on Warmgewalste Q235 Gelijke Hoek Stalen Bar Voor Bouw - Flat Bar,Flange Slab.black hot rolled mild carbon q235 ss400 a36 steel angle bar.black hot rolled astm a36 galvanized structural", "label": "No"}
{"text": "Foods, Nutrients and Calories\nGOLD MEDAL BL EN PS SLF RSNG FLOUR, UNPREPARED, GTIN: 00016000116108 (cup (30g)) weigh(s) 126.8 gram per (metric cup) or 4.23 ounce per (US cup), and contain(s) 333 calories per 100 grams or ≈3.527 ounces [ weight to volume | volume to weight | price | density ]\nFoods high in Copper, Cu and Recommended Dietary Allowances (RDAs) for Copper\nGravels, Substances and Oils\nCaribSea, Freshwater, Instant Aquarium, Torpedo Beach weighs 1 505.74 kg/m³ (94.00028 lb/ft³) with specific gravity of 1.50574 relative to pure water. Calculate how much of this gravel is required to attain a specific depth in a cylindrical, quarter cylindrical or in a rectangular shaped aquarium or pond [ weight to volume | volume to weight | price ]\nWeights and Measurements\nThe density of a material or substance is defined as its mass per unit of volume.\nConvert dyne per square furlong to newton per square micron or convert between all units of pressure measurement", "label": "No"}
{"text": "Thank you for your interest in serving as a volunteer in our school. Please contact us regarding your interest to volunteer at: firstname.lastname@example.org or by calling 317-298-0025.\nTweets by imsa_west\nIndiana Math and Science Academy West\n4575 W 38th Street, Indianapolis, IN 46254\nTel: (317) 298-0025 Fax: (317) 282-0505", "label": "No"}
{"text": "Volume 1, Number 1, March 1995\n: Real Time Responsive Animation with Personality.\nMarkus H. Gross\n, Rolf M. Koch\n: Visualization of Multidimensional Shape and Texture Features in Laser Range Data Using Complex-Valued Gabor Wavelets.\nVolume 1, Number 2, June 1995\nNelson L. Max\n: Optical Models for Direct Volume Rendering.\n: Multiscale Volume Representation by a DoG Wavelet.\nLisa K. Forssell\n, Scott D. Cohen\n: Using Line Integral Convolution for Flow Visualization: Curvilinear Grids, Variable-Speed Animation, and Unsteady Flows.\nVolume 1, Number 3, September 1995\nVolume 1, Number 4, December 1995\n: A Multiscale Model for Structure-Based Volume Rendering.", "label": "No"}
{"text": "EPJ Web Conf.\nVolume 173, 2018Mathematical Modeling and Computational Physics 2017 (MMCP 2017)\n|Number of page(s)||4|\n|Section||Mathematical Modeling and Methods|\n|Published online||14 February 2018|\nDiffusion Processes in the A-Model of Vector Admixture: Turbulent Prandtl Number\n1 Institute of Experimental Physics, SAS, Košice, Slovakia\n2 Bogoliubov Laboratory of Theoretical Physics, JINR, Dubna, Russian Federation\n3 Dep. of Theoretical Physics and Astrophysics, Faculty of Science, P.J. Šafárik University, Košice, Slovakia\n* e-mail: email@example.com\n** e-mail: firstname.lastname@example.org\n*** e-mail: email@example.com\nPublished online: 14 February 2018\nUsing analytical approach of the field theoretic renormalization-group technique in two-loop approximation we model a fully developed turbulent system with vector characteristics driven by stochastic Navier-Stokes equation. The behaviour of the turbulent Prandtl number PrA,t is investigated as a function of parameter A and spatial dimension d > 2 for three cases, namely, kinematic MHD turbulence (A = 1), the admixture of a vector impurity by the Navier-Stokes turbulent flow (A = 0) and the model of linearized Navier-Stokes equation (A = −1). It is shown that for A = −1 the turbulent Prandtl number is given already in the one-loop approximation and does not depend on d while turbulent Prandt numbers in first two cases show very similar behaviour as functions of dimension d in the two-loop approximation.\n© The Authors, published by EDP Sciences, 2018\nThis is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (http://creativecommons.org/licenses/by/4.0/).\nCurrent usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.\nData correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.\nInitial download of the metrics may take a while.", "label": "No"}
{"text": "When I'm teaching a class I try to think about what my students seem to need, even if psychological studies say otherwise. I have no intention of explaining psychology to my students. I've tried, and they didn't seem to care. If a student wants to know what the numbers are, I tell him/her. If my student is getting confused by the numbers, I try a different approach. If someone just wants to know where to put their foot, that's what I tell them.", "label": "No"}
{"text": "What can we help you with?\nHome › Forums › Themes Support › Circle › Videos category settings\nResponse time up to 1 business day.\nTagged: Bread Crumbs, video category\nThis topic contains 5 replies, has 2 voices, and was last updated by admin 9 months, 1 week ago.\nYou must be logged in to reply to this topic.", "label": "No"}
{"text": "I have an urgent request.\nIn my shop the customer should get a free item if he buys at least 5 of the same (so the 6th is free).\nThat works fine. But when I add another product in my cart with e.g. just a quantity of 3, then the coupon is also applied and the customer would get a free product of the product as well, although he didn’t buy 5.", "label": "No"}
{"text": "Sorry, I originally posted this in the wrong place.\nI am looking at the sohw 812sx and the ldw 851sx models and trying to fogure out the difference between the two. I see that the 812 writes at 8x for dvd-r while the 851 is at 4x. Which one is the newest model and which one would be a better choice? Thanks", "label": "No"}
{"text": "Bunny Paper Cups With Ears\nTax included. Shipping calculated at checkout.\nGold foiled Bunny Shaped Easter Cups - perfect for any Easter celebrations. Each pack contains 8 bunny paper cups.\nEach pack contains 8 cups\nEach pack contains:\n2 x Pink Cups\n2 x Orange Cups\n2 x Yellow Cups\n2 x Blue Cups\nPackaged Dimensions (cm) 7 x 14.5 x 7\nGood to know...\nIn this product, the packaging is plastic-free and recyclable.", "label": "No"}
{"text": "I just got this in the email today. I hope you all are receiving these emails.\nPowerSchool Tech Note\nPlease be advised that the International Technical Support number for PowerSchool has changed. Moving forward starting immediately, please use the following number to contact PowerSchool Technical Support:\nFor any other contact options, please see the Contacting Support (International) knowledgebase article.", "label": "No"}
{"text": "No data available.\nPlease log in to see this content.\nYou have no subscription access to this content.\nNo metrics data to plot.\nThe attempt to load metrics for this article has failed.\nThe attempt to plot a graph for these metrics has failed.\nGradings on the real forms of the Albert algebra, of , and of\nData & Media loading...\nArticle metrics loading...\nFull text loading...", "label": "No"}
{"text": "This Image Appears in Searches For\nUsers Who Downloaded This File Also Downloaded\nAbstract Banner VectorModern Style Web Banner TemplatesVector Wavy HeadersColorful Abstract Polygon Pattern BackgroundBest Seller Book Cover Vector SetQatar Web BannerGray Abstract Polygonal Vector BackgroundVector Colorful HeadersVector Colorful headerGold Abstract Polygon Background IllustrationGemetric Polygonal Banners Vector PackGeometric Orange Polygonal Vector BackgroundColorful Abstract Banners Vector SetAbstract Polygon Style Name Card SetTechnology Abstract Bannersblue business banners setthree business style set of web banners in blue colorclean business style banners set of three templatebanners set with abstract shapesabstract sale banners setbanners set in business style colorsabstract blue geometrical bannersbusiness style geometric banners and headers in blue colorpurple and gray geometric shapes business banners setmodern geometric banners and headers setabstract low poly colorful banners and headers setabstract web banners setwebsite banners in three different colorscolorful abstract header and bannersabstract banners set with geometric shapesthree clean business banners and header setcolorful geometric set of three headersset of abstract business bannersabstract colorful banners setcolorful modern horizontal header and bannersabstract geometric shape banners setFP-PPD-16-2920geometrical banners template setabstract colorful set of bannersabstract shapes colorful banners setbanners set in three different colorsbusiness style web banners set of threeamazing set of three banners in colorful abstract shapesabstract style banners set with colorful circlesweb banners set made with abstract colorful rhombus shapesabstract dark set of three web bannersabstract wavy set of three banners in different colorsclean geometrical style minimal banners set with three differentabstract geometric triangle shapes banners in three different coabstract purple shapes banners templateabstract grunge ink splash web banners templateyellow and black minimal style set of web bannersset of three colorful wave banners. Banners templateabstract geometrical shapes banners template set of threebeautiful minimal set of banners in three different colorsabstract broght colors web banners setthree banners set designed with geometrical shapes in bright colset of three abstract banners with raysdark theme abstract banners setweb banners template set in abstract colorful styleabstract set of banners templateabstract geometric yellow and blue banners setbusiness style geometric banners setabstract funky banners set of threegeometric business banner design set of threeabstract low poly header banners set backgroundgeometric banners set in elegant purple color shadesabstract purple banners set of threemodern business style banners set in geometric shapesblack business banners design in geometric stylemodern business banners design set of threestylish geometric headers set backgroundbusiness banners set in geometric shapeselegant geometric banners in business stylegreen business style geometric banners setminimal set of banners and headersawesome business banners set made with geometric shapesred and white geometric banners set designset of three geometric colorful bannersmodern geometric banners set of threeelegant geometric colorful banners setbusiness banners set of three professional headersgeometric banners set in business styleabstract arrow geometric banners setabstract triangle shape headers setabstract polygonal banners set with geometric shapes\nAdd Your ReviewClose\nSelect your License...No attribution required!Learn MoreAccess the full collection of graphics!Faster downloads, no ads or nags!Free Vector Design by: <a href=\"https://www.Vecteezy.com\">Vecteezy!</a>Copied!Use the link above for attributing the designer. To learn more about proper attribution for web, print or video click here.Your free file will automatically download in 5 seconds.\nWhile you wait, check out this offer!", "label": "No"}
{"text": "Yeah, sure, it's still basically accumulating numbers to beat it. But it'd be more interesting than accumulating numbers and just going 'more is gud!'. Atleast it's hitting a goal here.\nAlso I hate bloggers labels box - I wish it showed the more commonly used ones, like wordpress does! I can't find the important ones at all easily!", "label": "No"}
{"text": "\"That's always been my hardest thing, to get a good start, and I'm still not the first one out the gate, so I just try to work every feature and match, every landing, as best I can and try to get into a small tuck,\" she said.\nCanadian rider Dominique Maltais, the X Games Aspen 2012 gold medalist, just missed the cut for the final, finishing her semifinal round in third place.\nNate Holland won his seventh X Games gold medal, beating out fellow American rider Alex Tuttle and German rider Konstantin Schad in the men's Snowboarder X final despite a recent collarbone injury.\n\"Another X Games gold? I can't believe it,\" said Holland, 35, an X Games competitor since 2002. \"This year's gone up and down for me so much: broken collarbone, Olympic qualifiers, scratched my way to the Olympics. ... It's just been a year of adversity, and I'm just so stoked to overcome that. I'm on the right path now, and it gives me so much confidence for Sochi.\"\nHolland dominated Snowboarder X at X Games from 2006 to '10, claiming the first X Games five-peat, and won again at X Games Aspen 2012.", "label": "No"}
{"text": "In our Tuesday preview last week we mentioned that some EuroMillions numbers which had been highlighted as being most overdue were cropping up. Well, it happened again – albeit to a lesser extent – on Friday, thanks to the most overdue Lucky Star number 04 finally making an appearance. It is also worth noting than one of the most commonly picked main numbers also appeared, and that was the number 19.\nThere is no magic in following so-called hot or cold numbers, and you certainly won't get any mathematical advantage by doing so, but if you are a fan of EuroMillions Statistics then it makes sense to include one or more such numbers on your entries. The most overdue main numbers right now are 09, 14, 48, 31 and 15, and the most overdue Lucky Star numbers are 06 and 01. For those who prefer to follow the most often picked numbers, the main ones to consider are 50, 04, 19, 44 and 38, along with with the Lucky Star numbers 05 and 02.\nThe last EuroMillions jackpot was landed on Tuesday 1st April, so it hasn't been very long since someone managed to beat the odds and become a multi-millionaire as a result. Even so, players are as keen as ever to bring the current sequence of rollovers to an end, and a significant percentage will choose to improve their chances of doing that by purchasing several entries. Anyone who would like to generate their numbers entirely at random can do so by using the free Random Number Generator at Euro-Millions.com.\nWhilst the EuroMillions game and its triple rollover jackpot will dominate headlines this week, the Mega Millions and SuperEnalotto games are also very capable of stealing its thunder, especially if one of them delivers and the EuroMillions jackpot rolls again. Will that happen? Stay tuned and you'll soon find out!\nWritten by Lottie McDonald", "label": "No"}
{"text": "- Age / Gender:\n- n/a, Unspecified\n- All Stats >\n- Community Stats\nLevel 4 Blank Slate\nRanked as Civilian\nContact Info / Websites\nRecent Game Medals\nSECRET MEDAL 100 Points Unlock this medal to see it's details. Medal Stats.\nFirst blood 5 Points Kill an enemy Medal Stats.\nSmart guy 5 Points Answer a question about a game by Smart Flash Games Medal Stats.\nUncurious 10 Points Answer 25 questions without clicking on the 'Play It!' button Medal Stats.\nCommander 5 Points Answer a question about a strategy game Medal Stats.\nCorrect choice 5 Points Answer the multiple selection question Medal Stats.\nFirst success 5 Points Answer 10 questions Medal Stats.\nDefender 5 Points Answer a question about a defense game Medal Stats.\nBALLS OF FIRE 5 Points Jump over a flame. (Jump over one of Bowsa's fireballs) Medal Stats.\nPit Faller 5 Points Fall into a hole. Medal Stats.\nTotal Medals Earned: 75 (From 6 different games.)\nClickBattle:Madness Rated Stars A dynamic, colorful strategy! Skill - Collect Devil's leap 2 Rated Stars You are the devil! And your goal is to destroy everything and everyone! Puzzles - Other Furtive Dao Rated Stars A enthralling action-puzzle in Chinese style! Action - Other Brave knights Rated Stars Funny Tower Defense! Your task is to quickly build towers! Strategy - Tower Defense", "label": "No"}
{"text": "February 8, 2017\nGuessing Game: Open-Toe Perforated Booties\nOne of these pairs of open-toe perforated booties is from Aquatalia for $495 and the other three are under $35. Can you guess which one is the designer pair? Click the links below to see if you are correct!\nPost a Comment\nPost Comments (Atom)", "label": "No"}
{"text": "A symmetric algorithm makes use of the same key for both encryption and decryption. Obviously it is important that the key be kept a secret. Some example uses of symmetric algorithms are to be found in the construction of block ciphers, stream ciphers, and message authentication codes.\nL. R. Knudsen, M. J. B. Robshaw, The Block Cipher Companion. Springer, 2011.\nCopyright © 2014 Barry Watson. All rights reserved.", "label": "No"}
{"text": "Spatial Dependence,Heterogeneity and Economic Convergence of the Beijing-Tianjin-Hebei Metropolitan Region\n2010, 30 (5):\nThe aim of this paper is to illustrate that spatial dependence and spatial heterogeneity do matter in the estimation of the β-convergence process on a sample of 140 county-level regions of the Beijing-Tianjin-Hebei Metropolitan Region(BTHMR) over the 2001-2007 period. As of the problem of spatial autocorrelation, spatial econometric tools such as spatial error model and spatial lag model were used. Concerning spatial heterogeneity, two methods are adopted, one of which is the spatial error spatial regimes model was estimated, the other is the GWR (geographically weighted regression) model estimated with Bayesian methods due to spatial heteroskedasticity and spatial outliers. Two spatial regimes, interpreted as spatial convergence clubs or core-periphery spatial pattern, are defined using Exploratory Spatial Data Analysis. Based on these techniques, several conclusions are draw as follows:① The estimation of Getis-Ord statistics shows that there has evolved a distinct core-periphery spatial structure. The core areas include Beijing, Tianjin and Tangshan mainly, while the periphery areas include mainly Zhangjiakou and Baoding, which are surrounding Beijing and Tianjin. ② The estimation of appropriate spatial regimes spatial error model shows that indeed the convergence process is different across the two regimes. As a matter of fact, there is no such a convergence process for the periphery regions, which surround Beijing and Tianjin; however, the core regions have a statistically significant β-convergence, and the speed of convergence associated with this estimation is 5.3% (the half-life is 13.2 years), far above 2% usually found in the convergence literature. The reason is that the spatial spillover effect among core areas is very large, and they are more similar in economic structure and have more proficient labors, better industrial infrastructure, making them easier to absorb the knowledge and technology spillovers.③ There also exists spatial structure instability inside the two spatial regimes on the β coefficient indicated by the GWR models estimated by Bayesian methods. Specifically, some of the core areas such as most counties of Beijing do not show β-convergence due to the special political status of Beijing, while most counties of Zhangjiakou have a statistical significant β-convergence. On one hand, the findings of the spatial regimes spatial error model are not contradictory with the results of the GWR model. The GWR model is designed to investigate the absolute spatial heterogeneity while the spatial regimes spatial error model is designed to explore the relative spatial heterogeneity which is on the assumption that areas in the same spatial regime are homogenous. On the other hand, the results of the GWR model is almost the same as the findings of the spatial regimes spatial error model indicating the findings from the spatial regimes spatial error model are robust. ④ With the appropriate spatial regimes spatial error model, this paper simulates the spatial spillover effect in BTHMR through random positive shocks to Tangshan in the core area and Quyang county of Baoding in the periphery area. The results show that there is a clear spatial pattern of the magnitude of spatial spillover effect which conforms to the law of geographical attenuation.\nRelated Articles |", "label": "No"}
{"text": "- Group Type: Private\n- Group Game Mode: Confidence - Pick the winners of each matchup. Then order your picks based on confidence. The higher the confidence, the more points you get for a correct pick.\n- Group Size: 0\n- Group Entries Per User: 2\n- Locking Rules: Locked - Entries may leave/join group only before the games begin\n- Group Creator: espn47260339\n- Group Message: 1) $10 per entry 2) All collected money will be paidout 60/30/10% to the top 3 finishers 3) Money must be turned in prior to the first game\nThanks for your interest in Capital One Bowl Mania. This year's game has ended.\nPlease check out the latest ESPN fantasy games on the Fantasy Game Front Page.\n- All Top Groups -", "label": "No"}
{"text": "You'll need a deck of cards.\nChoose someone to be the dealer. The dealer starts by dealing a card face up to the player on their left. That player must then guess whether the next card will be higher or lower than the card they've been dealt.\nIf the player guesses incorrectly they must drink a number of fingers equal to the difference between the two cards.\nIf the player guesses correctly, or if the second card has the same rank as the first, then they play again.\nIf a player survives three rounds they nominate another player to drink, and also get to make a new rule. Play passes to the next player if a player guesses incorrectly, or if they manage to survive three rounds.", "label": "No"}
{"text": "Chris Tamraz and Dominick Barlow each scored 13 points to lead Dumont to a 42-35 win over Ramsey, in Dumont.\nThe win keeps Dumont undefeated on the season at 5-0.\nJosh Fernandez chipped in nine points to contribute to the win.\nDumont led 21-17 at the half.\nLuca Sancilio scored a game-high 16 points for Ramsey.", "label": "No"}
{"text": "Comparison between the textual protocol and the binary protocol\nTrond.Norbye at Sun.COM\nMon Apr 7 10:23:25 UTC 2008\nToday I did a comparison between the textual and the binary protocol.\nI used a single thread to insert 10 000 object into the cache and then\nperform 10 000 get operations. I used truss -c to count the number of\nsystem calls on the server, and the textual and the binary protocol\nused the exact same number of read / sendmsg calls.\nI used my test-program to simulate 8 active clients in a pool of 5000\nclients (using 8 threads and that picks a random idle client and\nperforms a get-operation). I did 1 000 000 get-operations for 1k\nobjects, and the performance and CPU usage was pretty much the same\n(The binary protocol a little bit (2-3%) better/faster).\nMore information about the memcached", "label": "No"}
{"text": "Coupled wave model for large magnet coils\nG. J. Gabriel, United States. National Aeronautics and Space Administration. Scientific and Technical Information Branch, Lewis Research Center\nNational Aeronautics and Space Administration, Scientific and Technical Information Branch, 1980 - Science - 49 pages\nWhat people are saying - Write a review\nWe haven't found any reviews in the usual places.\nOther editions - View all\nadmittance matrix analysis array capacitance circuit theory coil behavior coil geometry coil protection coil response coil terminals column vector computational conductor copper substrate coupled wave model damping resistors Decay of initial defined dielectric breakdown discrete steps distributed e\"ST electromagnetic field electromagnetic transients evolve in discrete experimental field theory helical coordinates high voltage breakdown incident pulses inductive coupling matrix initial current interconnection matrix inverse Laplace transform layer low frequency resonance lumped inductor manifestation of coupled multiple reflections multiturn coils number of turns observed oscillation overdamped parameters power series reflected pulse reflected term reflection coefficient resonance frequency result s-plane sequence shown in Fig significant single turn skin effect solenoid solution spaced frequencies standing waves switching terminal current terminal voltage theory of coupled transmission line travel in unison turn coil turn-to-turn coupling two-turn coil typical underdamped vector coefficients voltage and current Vt(s wave equation wave front wire length Yt(s Z-transform", "label": "No"}
{"text": "Analyst Ratings for SolarEdge Technologies Inc. (SEDG)Updated: 2017-07-28\nSolarEdge Technologies Inc. (NASDAQ:SEDG) was awarded an average rating of Overweight from investment analysts following the stock. A consensus rating of Overweight was previously issued for SEDG last month.\n12 analysts issued ratings on the stock, where 8 gave SEDG a buy rating, 0 issued an overweight rating, 3 issued a hold rating, 0 issued an underweight rating, and 1 issued a sell rating. Over the past 90 days, the number of analysts that are bullish on the stock has increased by 1. During this time, the number of analysts bearish on the stock has decreased by 2.\nA number of analysts gave price targets for SEDG. The highest price target was 25, which equates to a potential upside of 10.62 percent. The minimum price target given was 11, which equates to a potential downside of -51.33 percent. One must be careful with overanalyzing price targets and ratings due to possible conflicts of interest among the analysts releasing them.\nOver the past month, analysts have revised their estimates for this quarter's earnings, with a net average change of 0 percent. The average change in earnings estimates over the last 90 days is 15.59 percent. Over the past 30 days, FY earnings estimates have also changed upwards by 3.05 percent. If we look at the last 90 days instead, we find a net average change of 18.51 percent in FY estimates.\nInvestors like to see analysts making revisions in the same direction, as that raises confidence in the revisions. 0 analysts have revised their quarterly estimates upwards in the past 30 days, which can be compared to the 0 analysts that decreased their estimates. Also over the last month, 2 analysts increased their estimates for the FY earnings, compared to 0 analysts that revised their FY estimates downwards.\nAnalysts estimate earnings of SEDG to grow at a rate of -12.87 percent. The PEG ratio of a stock is another value frequently studied by investors. Investors like to see smaller values for the PEG ratio, as that can indicate whether the high price level of a stock is warranted by high growth. PEG ratios below 1 are often considered desirable, though it could be better to see where the ratio stands relative to peers in the industry. The PEG ratio of SEDG is -1.32.\nIn the trailing 52-weeks, SEDG hit 22.90 at the highest peak, while it's lowest trading point was 11.35. Today's price is 99.12 percent above the 52-week low, and 1.31 percent lower than its 52-week high. SEDG has a P/E ratio of 16.99. Investors typically compare the P/E ratio to a company's peers in the industry. The SEDG value stock report compares SEDG to some of its peers using value stock charts. The market cap of SEDG is $0.93528 billion. SEDG is estimated to release their earnings results for the quarter on 0000-00-00, days from today.", "label": "No"}
{"text": "Calculate based on the 2 consecutive rows from current row\nI have a Table withEmp_ID,weeklydate andState_Num. Based on the change in values of state_Num I need to calculate the change_indicator. I would need to partition by Emp_ID and check the statenum of weekly date in asc order, when there is a change of state_num in the next week then the indicator should be 1. But when the state num changes from 1 number to another and back to same number then it is a glitch so it should not be updated to 1. (For ex: for Emp_ID 1 the state num changed from 1234 to 5678 on 1/18/16 hence 1. But on 2/1/16 the state num changed to 123 and then back to 5678 hence its a glitch and the indicator should be 1). I should check the current row with the next 2 consecutive rows only.\nPlease help me with a Teradata SQL and I use Teradata 14.", "label": "No"}
{"text": "Foods, Nutrients and Calories\nSEASONED BROWN RICE, UPC: 082964701407 weigh(s) 169.07 gram per (metric cup) or 5.64 ounce per (US cup), and contain(s) 162 calories per 100 grams or ≈3.527 ounces [ weight to volume | volume to weight | price | density ]\nGravels, Substances and Oils\nCaribSea, Freshwater, African Cichlid Mix, Ivory Coast Gravel weighs 1 505.74 kg/m³ (94.00028 lb/ft³) with specific gravity of 1.50574 relative to pure water. Calculate how much of this gravel is required to attain a specific depth in a cylindrical, quarter cylindrical or in a rectangular shaped aquarium or pond [ weight to volume | volume to weight | price ]\nWeights and Measurements\nhectowatt (hW) is a derived metric measurement unit of power\nThe linear density (μ) of a one-dimensional object, also known as linear mass density, is defined as the mass of the object per unit of length.\nlong tn/US tbsp to lb/metric tbsp conversion table, long tn/US tbsp to lb/metric tbsp unit converter or convert between all units of density measurement.", "label": "No"}
{"text": "COUNT counts the number of non-NULL items. Any NULL items are ignored.\nCOUNT(*) - Count rows in the table\nCOUNT(Major) - Count the number of (duplicate and unique) Majors in the table\nIn the DQ exercise example,\nCOUNT(Major) may have the same result as\nCOUNT(*), but what it represent differs.\nMajor column has duplicate values.\nCOUNT(DISTINCT Major) !=\nMajor column has null values.\nCOUNT with other constraints\nCOUNT is an aggregate function. You may replace\nCOUNT with other aggregate function to explain yourself what does other aggregate function does with other constraint.\nRows are removed when the constraint in the SQL query clause is not met.\nCOUNT(...) may differ in number when you have constraints in the following SQL query clauses (and also by SQL query clause order from top to bottom):\nCOUNT(...) counts the remaining number of rows.\nShareWomen < 0.3\nIn example 1, rows with\nShareWomen >= 0.3 are removed.\nCOUNT(Major) returns the number of non-NULL Majors where ShareWomen < 0.3.\nIn example 2,\nCOUNT(Major) counts the number of majors in each\nMajor_category = \"Arts\"\nOR Major_category = \"Engineering\nIn example 3,\nCOUNT(Major) counts the number of majors in\nTo count number of rows use\nTo count number of\nTo count number of items in the\nCOUNT(...) represents is determined by what rows are removed by these constraints in the SQL query.", "label": "No"}
{"text": "The middle letter is called the VERTEX of the angle. Thread sewing is used for hardcover books. Discuss how students overgeneralize it. My experience suggests that having students read problems aloud to themselves can help their understanding. Letter J Top Answer. THANK YOU FOR STOPPING BY! Problems arising in separate insertion of the measure of the same way for a number that i sit down arrows to write a transaction in terms that deals. Figures that many girls as well as many equal volumes of one acquire that will provide explicit to math terms that start with t one that by which humans had evolved gradually from. The idea that money is worth more the sooner it is obtained, we need to get a couple of definitions out of the way. Above all, they are reflecting on the newly taught math concepts. The line or plane upon which a figure is thought of as a resting. Alas, explanations, explaining what each new math word means. The two sides of a right triangle that form the right angle.\nEvaluation of the basic mathematics to fill in that math\nHowever, tell me your result, yards and miles. The intersection of the axes of symmetry. Are the equations here the same as yours? Directions requesting a written description of the procedures for finding the solution to the problem presented. In the capacity of. Have questions or comments? The english is not get the things to start with math terms that are. This term refers to a calculation, subtitles and body text. Understood to solve these definitions assign a rotation around on one with math terms that start by proving its contrapositive, finance career as multiplication. Calca creates a default parameter list for a definition that does not specify one. Teachers need to be experts in these word problem types. Returns the floor of a number. Understanding variables help make algebra easier for you.\nThey are most students with t with functions\nSAT questions, based on their legitimate interests. How much money did Daniel make this summer? These are really definitions for equations. The momentum possessed by an object in rotation around a point, but he focused on mathematics, and kilograms. Often, multiplication. The act of intermediate composition systems, they are giving them see, terms that math start with t another object in the operation based on. English noun; it is a correct arrangement of mathematical symbols used to represent a mathematical object of interest. In order to really get a feel for what the definition of a function is telling us we should probably also check out an example of a relation that is not a function. Proceeding with the requested move may negatively impact site navigation and SEO. Your browser sent a request that this server could not understand. In some cases, and a former president of the Association of Mathematics Teacher Educators. Use the factor rainbow to factor.\nThe algebra is not harder, which gave me the answer. Suppose m and n are positive integers. Down arrows to advance ten seconds. The incline of a line, particularly human beings want happiness and do not want pain and suffering. Some starting from the end of these hard for the median is also worked our initial value. There seems to be an idea that somehow it is unfair to expect students to interpret problems on standardized tests and in curriculum texts: after all, cool math games and fun math activities are three of the. It was interesting to see the different ways that students interpreted this simple exercise. On this exercise, Worksheets! Teachers should keep in creative side of the ideas like something other strategies send the procedures for volume are written agreement is wrong with math that the evaluations. Range is the difference between the lowest number and the highest number. Not having one may negatively impact your site and SEO.\nHow many crackers did Dylan have to begin with? There was an error cancelling the draft. An extrusive igneous rock of intermediate composition, given the content the student is learning at that time. The math vocabulary lists are based on the Common Core Sixth Grade Math Standards. On a graph, and model strategies and questioning techniques, the basic unit of weight is the pound. Use with any Math Lesson Plans. Say the name of each picture out loud and listen for the Tt sound. Two events A and B are mutually exclusive if and only if they have no outcomes in common. Equations can be simple addition problems or complex algebraic sentences. He also worked in an online writing center for college students.\nAt a real life, with math that t one of a page was great\nThe side opposite the right angle in a right triangle. An event is any subset of the sample space. Most classrooms cover the holiday with. Fourteen divided by thirty cards, alice and discussed or extract known values where you can also called type. Want to check out more? There is no sense making here. To you can ask what is important math words at first, terms that math quizzes that could use variables stay healthy, guaranteed for reference. Mathematics teachers can use this general outline in several ways. From the given sequence, have students explore how they are really using the distributive property multiple times, and then we rip it away when we present different types of word problems. It is measured with a transmission densitometer and expressed as a percent. We know how to model this. If the set has an even number of items the median is the average of the middle two items. Association for Supervision and Curriculum Development.\nThe process of making sense of collected data. Our initial exposure to an idea shapes our intuition. Think of the fence around the school yard. By having a series of rigorous standards at each grade, exponents, decades after their initial discovery. Then I timesed the top and the bottom, counting, and only tangentially does it relate to its content. An unknown error occurred. He is remembered primarily for his works on deductive logic and the use of philosophical reasoning to address questions about the natural world. Since an implication is logically equivalent to its contrapositive, this rule does not foster the understanding of why the product or quotient of two or more integers is negative or positive. If math vocabulary is so important, how many will she have? Doubles facts are an important way for your child to memorize addition facts. The purpose of guided reading is to help students realize that they can engage with and make sense of the text, viz. Mathematicians have been campaigning to abolish the term for decades. Each individual piece of information collected in a set of data.\nOne may be able to perform on, and more effective way we start with math that\nThere are no big problems, I forgot a word here. Two ways to solve this problem are. If you think education is expensive, but it covers a huge swath of mathematics, because of the ink impurities. We all find ourselves in situations that at times seem hopeless. This activity was developed by a student or students at Mainland High School which is located in Daytona Beach, we all have the choice to do nothing or take action. The way to talk about addition. Sign Up for Our Newsletter! Explaining math to others is one of the best ways of learning it. For teachers and for parents!\nFrom a huge list of adjectives words that begin with the letter i is used, Lisa, with the real world of observation and experiment. English sentence; it is a correct arrangement of mathematical symbols that states a complete thought. But understanding how the trick works is good mathematical, how do we teach it? Math Vault has since then morphed into a global resource hub for people interested in learning more about higher mathematics. Check out these math quizzes that will help you understand more important math words. For example, then Calca makes an educated guess as to whether you meant to make a calculation. An operation on a geometric figure by which another image is created.\nAny number written with a decimal point in the number. Soviet union and with math that start with. In math class, a deep result can also carry with it a connotation of being groundbreaking or influential. What Is Delta in Math? Are not vary state by with math dictionary for a student understanding a different antigens include an equilateral triangle is driving the operations, facts in physics on a data in! The definition of geometry is a branch of math that focuses on the measurement and relationship of lines, selecting a category, and is suitable for many years of reading and careful study. Insert your pixel ID here. Makes teaching interventions for entertainment purposes below, with math that t one. The students used several different strategies to answer the question and discussed it as a class. There in that start with other. What is the major concept?\nIf the idea and with t with.", "label": "No"}
{"text": "Kelly Green 16 inch Number 1 Foam Hand\nFoam Shape #1 Hand 16\" Kelly GreenMTFH61 KGR\nCreate your own wearable fan favor!\nThis Kelly Green 16 inch Number 1 Foam Hand lets you add your custom text, imprint color and design. The words We're Number 1 appears on the pointing index finger. Each Kelly Green Number 1 Foam Hand measures 16 inches high x 9 1/4 inches wide x 1 inch thick.\nDetailed shipping information", "label": "No"}
{"text": "NPM registry search result structure (subset).\nSee https://github.com/npm/registry/blob/master/docs/REGISTRY-API.md for full specification.\nA collection of search results.\nTimestamp of the search result creation.\nThe total number of objects found by the search.\nThis can be greater than the number of objects due to pagination of the search results.\nGenerated using TypeDoc", "label": "No"}
{"text": "Hello, everybody, in this video session, we'll talk about the transpose formula versus the Paste Special transpose the difference between the two. And the advantage of one over another. Well, at a very basic level, if you want to convert this vertical data form into an a horizontal form exactly the way it is shown, I can do that very quickly. I can copy the data, I can put my cursor on one of the blank cells, I can say right click, Paste Special. And then values if you want values at this moment, I don't want any value I want, just the way it is. But the main thing is you must choose transpose, okay, and I do that.\nNow watch. If I change one of the numbers in the January of 2008, notice it doesn't change in the corresponding cell of the horizontally please state data, but it does change in the other data output, which is the table number two on the right. Now how do I make that happen? Well, the procedure is somewhat like this, if you have a simple data somewhat like this one, two, and three. And once I make that posted on my screen, I wish that it must be pasted horizontally, at the same time, it should be connected to the original cell, so that whatever changes are made here should reflect in these horizontal cells. Well, what I'm gonna do is, I am going to count how many instances of the numbers are there, there are three, so I'll choose three cells.\nThen I'll write equal to transpose, that's the formula. And I'll press the Tab key to finish the entire formula. Now it asks for array. So I choose the designated array. Now when I close the bracket, do not press enter, not even Control Enter. This is supposed to work like a group formula array formula, details of which I'll discuss more in detail later.\nBut at this moment, they'll be to activate an array formula, Ctrl, Shift, Enter. And once I do that, Notice if I change any one of the three values, it has an equal and effect in the final output. Something similar I'm going to do, but you might ask me, Look, this was a simple data. But the data that we are working with is slightly large. It's difficult for me to remember how many rules that I need to select horizontally. Correct.\nSo we combine the power of both p special transpose as well as transpose formula, how I'll first choose the data. Copy that I will right click on one of the designated cells PASTE SPECIAL transpose. Okay, now I No need this pay special transpose. I did this because I can delete the data and what I am left with is the selection. This selection is important because here I don't have to count how many cells I need to select. So once that is there on board, I will straightaway type in equal to notice when I typed in equal to the selection is still on, and that's what I want.\nSo do not click on a cell separately. Because that will take over the selection. So at this moment I continue with our formula transpose. Now I will choose the entire array, something like this not leaving any of the cells. Once I close the bracket, I will press Ctrl, Shift, Enter. And once I do that, the change whatever change I make let's thousand all of them.\nNotice all the cells where I have changed it 2000 has an equivalent effect in the table with which have got transferred as transposed formula. So I'll show this quick trick once again. First, you copy the designated cells. You do a paste special PASTE SPECIAL transpose, okay, delete immediately. What you are left with is a selection I would want start with equal to transpose the cells are still selected. I made a mistake no problem.\nI'll do this again. Copy perfect. Do a paste special pay special transpose okay. Basically delete the data is to transpose correct spelling of the formula, then choosing the entire designated area and closing the brackets. Finally, before I close this entire thing Ctrl Shift Enter. So there you go.\nThis was transpose formula versus pay special transpose", "label": "No"}
{"text": "I'm looking to develop an app similar to Uber or Lyft. I believe I have an idea to compete with them. Looking to launch the app this summer. Let me know your ideas and price range if you have the capabilities!\n75 freelancerów złożyło ofertę na kwotę $14528 do tego projektu\nHello, Lets discuss more. Budget is not a final one, we will decide it after we form a scope of work. Please review my profile and let me know if I'm suitable. I can sign NDA if needed. Thank you!", "label": "No"}
{"text": "Whether at the beach or the pool, this eye-catching bikini will make a stylish splash. With its UPF 50+ rating and bright colors on both sides of its reversible design, this suit is right at home wherever the water is.\nIncludes top and bottoms\n82% nylon / 18% spandex\nLining: 100% polyester\nMachine wash; tumble dry\nSize 7 is out of stock. Notify me if stock becomes available.\nSize 14 is out of stock. Notify me if stock becomes available.", "label": "No"}
{"text": "I've read through the AC Calculation Guide, read many blog posts and several tutorials and can not figure this out.\nI'm working on the database and properties and linking and I can get the volume of a wall.\nBut how to I get the volume of just a skin in a composite wall? I have an 8\" Concrete wall (with a 'Structural Concrete' Building Material), as well as an air gap skin, a framing skin and a Gyp board skin.\nI currently need just the volume of the concrete in this composite.\nAnd while I'm at it - I'll need a total volume of concrete so I also want the schedule to read from a simple 8\" concrete wall.\nI just can't seem to figure it out. Can anyone direct me better than the semi-blinded bumbling I've been doing for the past couple of days?\nJohnathan Duncan www.CastleGateDesign.com Working in AC 26 5002 USA FULL. Dell 5820 Tower X-Series Intel Core i9-10940x CPU @ 3.30GHz 3.31 GHz 64.0 GB Installed RAM NVIDIA Quadro RTX 4000 video card.", "label": "No"}
{"text": "The assignment was as follows: Write a program that inputs two floating-point values from the keyboard and then displays their product.\nI directed them to a sample piece of code as follows:\nputs(\"Enter a float, then an int\");\nscanf( \"%f %d\", &y, &x);\nprintf( \"\\nYou entered %f and %d \", y, x);\nI had the students think through each line of the above code so that they understood how this is taking in 2 numbers and printing them back out.\nThen I had them consider the following:\nArguments in printf () can be any valid C expression. For example, to print the sum of x and y, you could write:\ntotal = x + y;\nYou also could write\nprintf(\"%d\", x + y);\nWith the above information, they should be able to figure out how to complete the assignment. It was interesting watching them piece together these bits of information from different locations to come up with a complete solution. The students also felt the satisfaction of figuring out the solution on their own, since I gave them hints in the right direction, but they still had to make the connections on their own.", "label": "No"}
{"text": "Escape Games 557 v1.0.0\nThis is the 557th escape game from enagames.com. The story of this game is to find golden lotus to escape from the cave. Assume that you have been locked inside the cave. Your task is to find the golden lotus and escape with the help of that. Click on the objects to interact with them and solve simple puzzles. Play enagames and have fun!\nRecommended for You", "label": "No"}
{"text": "gives a fit of a fish scale texture in golden mushrooms (fungi)\nScales Wallpaper \"Nippon\" from Mimou.-- Maybe the wall with the fireplace would look nice with wall paper over it.\nThe repetition of this pineapple and triangle print is used to form a pattern. Although it is the same print, this is a pattern created by random repetition because the orientation of the pineapple and triangle is unpredictable.\nwatercolor dots in circle pattern blue Navy purple Inc spread", "label": "No"}
{"text": "CPU: Intel - i5 4690k\nGPU: SAPPHIRE NITRO+ Radeon RX Vega 64\nMotherboard: Asus - Z97-A\nSorry for the late reply, but I just got this game and I have the same problem. Did you ever find a fix? I also have a Vega 64 so I'm assuming it is a problem with that card.", "label": "No"}
{"text": "I'm not sure if anyone will be able to give much insight apart from the university themselves, but just in case, I thought I'd ask if anyone had any advice. I'm looking at this course:\nIt's a 50:50 split between computer science modules, and modules from the media arts department. I'm interested in this because I really like computer science and would love to work in cyber security, but my dream job would be something to do with TV, like a producer or director. But although this degree combines the two, I feel like afterwards I might not be particularly equipped to do either of them - I'm worried that it's more to do with things like web design and marketing maybe.\nDoes it look like this is the case, or would I be in a good position to do either computer science or media after this course?\nTurn on thread page Beta\nYou are Here: Home > Forums >< University and university courses >< Science, Technology, Engineering and Maths university courses >< Technology\nDigital Media Culture & Technology BSc - career prospects? watch\n- Thread Starter\n- 23-02-2018 21:54", "label": "No"}
{"text": "Pixelmator PXS Shapes that can be easily imported into Pixelmator App.\n30 Lock Icons for your ecommerce designs.\nPremium Shapes - Christmas Fairy Lights\nFreebie - Shape - Lego Man\nBatman Logos Batman logos from the 80s, 90s and Nolan films by Preston Rhoads / @evilpreston.\nVintage Badge Shapes - Pixelmator Template\nBadges and Banners A collection of badges and banners by Jacob Bordieri of @pxm_tuts.\n30 Shopping Icon shapes for your ecommerce designs.\nFun Shapes Pack A collection of fun shapes by Crickett-Grrrl.\nAn additional collection of official shapes by @Pixelmator.\nUltimate Christmas Bundle - Pixelmator Templates\nPremium Shapes - Simple World Map ($5+)\nPremium Pixelmator Shapes - Christmas Icons v3\nFreebie Pixelmator Template - Christmas Icons\nBattery Shapes Pack A collection of battery shapes with varying levels of depicted capacity by Jacob Bordieri of @pxm_tuts.\nSoccer Kids A collection of silhouettes depicting children playing soccer by Ivan Alvarado.\nAssorted Shapes Shopping cart, pin, home, and like (upvote) shapes by Peter Širka / @petersirka.", "label": "No"}
{"text": "The Latte Lie and Other Myths\nCheck out this video to begin separating fact from fiction.\nHave A Question About This Topic?\nThis worksheet can help you estimate the costs of a four-year college program.\nEstimate how much you have the potential to earn during your working years.\nThis calculator can help determine whether it makes sense to refinance your mortgage.", "label": "No"}
{"text": "At 6:13 PM -0400 8/6/01, Roy Preston wrote:\n>>The third cell in the first row should\n>>have been specified as height=\"160\"\n>>rather than height =\"120\"\n>120 + 240 = 360 (the height of the table!;-)\nAh! -- the table was actually 400 tall (which is probably where some of your problems came from). The real layout you want is:\nIn fact it was the first and second row which were problematic. They used to add up to 400.", "label": "No"}
{"text": "The winning numbers for the October 2017 Festival Lottery (for tickets bought in October 2017), drawn at Swansea Masonic Hall, on Tuesday 28th November 2017 are:\n04 05 07 15\nThe date and venue of the next draw is to be announced.\nThe Jackpot is now £1,430\nHow to claim\nIf you have matched four numbers, please contact your Lottery Steward or email the Festival Lottery Administrator: firstname.lastname@example.org\nPlease remember that the prize must be claimed within 28 days of the draw date.", "label": "No"}
{"text": "Hello! Hope you can help me, just download this video\nI have search for hours to find a song that fit this template, can´t get the right one, in the files there is no clue to find it, can´t reach the author, I know there are thousands of similar choices, but I really would like the same track.\nIs it possible you can help me find out where I can get this song.\nI really need help!!!", "label": "No"}
{"text": "Wooten scores 23 to lead Elon over James Madison 90-67\nELON, N.C. (AP) Kris Wooten had a career-high 23 points as Elon easily beat James Madison 90-67 on Monday.\nHunter McIntosh had 18 points for Elon (5-13, 2-3 Colonial Athletic Association). Darius Burford added 16 points and Michael Graham had 10 points and four assists.\nTakal Molson had 19 points and 10 rebounds for the Dukes (11-4, 2-2). Terrence Edwards added 17 points and Vado Morse had 10 points.\nFor more AP college basketball coverage: https://apnews.com/hub/college-basketball and http://twitter.com/AP-Top25\nThis was generated by Automated Insights, http://www.automatedinsights.com/ap, using data from STATS LLC, https://www.stats.com\nUpdated January 17, 2022", "label": "No"}
{"text": "Ok, so I was thinking. Maybe in abyss and dungeons or in a separate event having cards that drop that permanently effect your hero's stats. You could apply them to any hero and a random stat would increase. Lv I 1-5%, lv 2 6-10% and lv 3 up to 15, maybe 20 % increases in a random stat. Kinda like res or xp cards. Would be a really fun thing!! Maybe even an event boss drop... 30, 60, 80, lv, I, II, n III?? Could be fun. Thanks!", "label": "No"}
{"text": "Refrigerated, frozen foods help Big G sales\nGeneral Mills noted that Yoplait division net sales grew by 19 percent, led by contributions from Yoplait Light, Yo-Plus and Fiber One yogurts. Meals division sales also grew by 10 percent, led by Progresso ready-to-serve soups and frozen Green Giant vegetables. Pillsbury USA division net sales grew 6 percent, including \"gains\" from Grands Biscuits and Totino's frozen pizza and snacks.\nFirst-quarter net sales for General Mills' Bakeries & Foodservice segment grew 17 percent, reflecting price increases taken to combat higher input costs. However, pound volume declined by 5 percent during the period.", "label": "No"}
{"text": "Fleur Aaliyah October 12, 2020 Coloring page\nThe world of web has been really blissful in these matters. You can find ready made alphabet coloring pages in hundreds of styles and colors. The use of these coloring sheets is perfect to teach preschool children the alphabets and also make them read and write them in proper fashion. The coloring sheets make perfect alphabet games as they come in funny shapes or associated with things children love like dogs, monkeys, fairies, flowers, garlands, cartoon characters and others.\nAll types of alphabet coloring pages available over the internet are an extension of Preschool Alphabet activities and crafts work. They have been designed in such ways that create interest in the minds of children. Simply teaching the preschools with boring alphabets may have negative impact on them. They may not find things interesting and may feel that you go too strict with them when they cannot pronounce or write the letters or able to relate to objects or things that start with the any alphabet initially. For instance they may find it difficult to remember tough words like ’H for Horse or House or Home.’ You may think it is silly, but remember they are small kids, what is easy for you may not be easy for them.\nThe kids – who are advancing their skills by continuously using coloring pages, one day, will be in a position to handle the school assignments dexterously. For instance, the holiday coloring sheets will offer your child the necessary opportunity in order to gain a more positive attitude towards life in general. The child will also gain a new and independent view on everything happens around him/her and this new attitude will be extremely helpful when dealing with future adult matters. The perfect coloring pages that can be found on different sites, which offer your child the appropriate outlet in order to express everything he wants without making mistakes or fearing about something.\nLearning about Species:Butterfly coloring pages also help children learn about the diverse species of butterflies. Not only can they learn about the assorted colorings, this also helps them learn about the ways in which they migrate around various parts of the world, and it helps improve their memories with different memory games that can be played once the various pages are colored.\nNot only the kids, even the activity of coloring sheets is a fun-driven hobby for the parents and teachers alike. They also draw joy and greatly entertain from these most productive things, by arranging, garnering, and providing these coloring page to their kids. As it isn’t a matter of seconds and minutes, it also takes sufficient time and care. So it aptly engrosses the elders of the family similar to the children, by either getting the coloring printouts from computer, or by carrying your children to commercial stores to get it. Thus, it is a tremendously an amusing hobby for all ages of life.\nThis creative art that is transferred to the children by providing very productive coloring sheets is aimed to cope up with his/her constant search for the latest things and subjects. For instance, you can choose a special coloring topic such as Christmas; by choosing a special topic, you will help the child learn more about a specific matter. This matter will be depicted on the page thus developing the child’s coloring skills; the fine motor and coloring skills will thus be developed because these skills are highly important especially when dealing with the preschoolers.\nTag Cloudreception year math worksheets grade 8 math review remedial math worksheets ixl math worksheets printable times table sheets whole number operations worksheet mathematics in our world math problems year 6 printable math sheets grade 2 private tution basic math test questions and answers first math worksheets fun geometry worksheets 2 step multiplication word problems expressions and equations worksheet 7th grade gaming sites two step math problems math gifts number place values with decimals quadrant 1 graph paper grade 9 math textbook free plane graph 3rd grade websites geometry terms worksheet division test khan academy middle school math math addition sums graph paper designs ixl math grade 7 capacity worksheets 6th grade math equations preschool exercise worksheets graph paper dark lines division worksheets grade 5 math competency test counting coins 2nd grade fun math and science activities 5th grade math facts division exercises year 4 math worksheets subtraction games 4th grade math practice fractions packet math word problems printable worksheets fractions worksheets grade 5 cool math w private tutoring services grade 12 math topics homework solutions site that solves math word problems", "label": "No"}
{"text": "Jump to content\nBy From Archive Data\nTuesday, May 3, 2011, 12:00 a.m.\nJimmie Cavins, 67, of Monroe died at 10:37 p.m. Monday at the emergency room of Mercy Memorial Hospital. Arrangements by Merkle Funeral Service.\nContents of this site are © Copyright 2013 Monroe Publishing Company. All rights reserved.", "label": "No"}
{"text": "I need to build a sub-routine within a visual basic windows forms project that: 1) Accepts the url of a google stock page I want the data from 2) Pulls off the stock price and returns it as a decimal number Here is an example: From this url: [url removed, login to view]\nWanted to develop a Addin for SQL server 2014. Need basic functionalities such as getting Count in the tables, Removing Duplicated in a table, Getting distinct rows in a tables, Getting column statistics as Distinct values, Count of distinct values.\n...Implement a console application that will calculate the total commissions that should charge for each boutique on a given day, with the following rules: * Boutiques should be charged by 10% of the total value every order * The order with the highest value of the day will not be subject to commission The program must produce an output to the console formatted\nHello, I have a script in Imacros and it is automating a specific task but in imacros i can not run multiple tabs in one browser and I can only do it in multiple profiles and when i make more than 5 firefox profiles it makes the computer slow and stuck. I need you to do the code in ubot or any automation tool to run 50codes at the same exact time but in multiple thread.\nI need to code a Mobile app in Android Studio, in Java programming language. It has to be a Farm Animal Logging App, it isn't difficult and it can be done in one day. All the info is provided in the attached file. The deadline is 15/12/2017. For further info write me a message and I will explain.\nPart 1: In your program, write a method that accepts a positive integer and returns true if the number is a prime number and false otherwise. Note that 2 is the only even prime number. An odd integer is prime if it not divisible by any odd integer less than or equal to the square root of the number. Part2: A prime number whose reversal is also a prime number is called emirp. For example, 11, 1...\n826 Gauntlet of Doom You're to write a basic console game with the following premises: The Miami Drivers (MD) have been infected with the ignore the traffic rules virus and are now driving the wrong way on 826. They simply don't see you and will flat out run head-on into you!! Your job is to navigate all the way to the exit at the top of the screen\nI bought an app from codecanyon and I can't generate the signed APK because I get gradle errors. The app probably used older versions of java/sdk/gradle or something like that, I'm not a coder so don't know what the issue is. This shouldn't take more than a couple of minutes but if you do a good job I'll give the future projects to you (we'll have to reskin the app...", "label": "No"}
{"text": "When using AT&T's OPT-E-MAN service over fiber, is the EIR (Excess Information Rate) potentially much higher than the CIR (Committed Information Rate)? The OPT-E-MAN service plans have CIRs ranging from 2 Mbps up to 1000 Mbps, so it seems like the pipe itself can handle very high bandwidth. So if you sign up for a 2 Mbps CIR, would you expect average bandwidth to be barely above 2 Mbps, or could it be much higher? I understand that the real world Excess number would be dependent on the actual shared load for that particular circuit, but I'm curious if AT&T artificially caps that number or if there is some other limitation. Does anyone have any experience with AT&T CIRs/EIRs?\nI think that this question is so exact location and other subscriber dependent it's impossible to give a good answer - there are just too many variables to quantify.", "label": "No"}
{"text": "Pin på 「自転車泥棒」 - Pinterest\nLuckily there are many ways to exch To convert pounds to kilograms, multiply the weight in pounds by 0.45359. To convert ounces to kilograms, divide the weight in ounces by 35.274. You need a To convert pounds to kilograms, multiply the weight in pounds by 0.45359. To convert A movie role motivated Lindsey Willis to lose pounds, but when she regained them, she learned how to lose weight for good Women's Health may earn commission from the links on this page, but we only feature products we believe in.\nHow heavy is 46 pounds? How much does 46 pounds weigh in troy ounces? This simple calculator will allow you to easily convert 46 lb to troy oz. Convert 1.46 lb to ounces There are sixteen ounces in one pound!\nStone Pale - Bryggaren - forum för öl och bryggning • Visa tråd\n1 oz. 28 g. 4 oz 114 g.\nHan's Honey Loquat Candy Counter Display, 2.68 Ounce\nIn this case we should multiply 46 Pounds by 0.45359237 to get the equivalent result in Kilograms: 46 Pounds x 0.45359237 = 20.86524902 Kilograms. 46 Pounds is equivalent to 20 Convert 7.46 Ounces to Pounds (7.46 oz to lb) with our Mass converter. How many Pounds in 7.46 oz. 7.46 Ounces equals how many Pounds. What is 7.46 oz in Pounds.\nWhat is 5.46 kg in lbs and oz. Weight And Mass Converter / Avoirdupois (U.S. / British) / Pound [lb] Online converter page for a specific pound to stone, pounds, and ounces (X st Y lbs Z oz).\nHabiliteringscenter södertälje barn\nShipping weight, 2¾ pounds. No. State size. Shipping weight, about 13 oz. No. 13 juni 2019 11:46 av vanithatolsay Unfortunately, when trying the wrong diets, you may lose a couple of pounds and feel better about yourself for a couple of weeks. This scale measures in grams, ounces, penny weight and more. mått som pounds, ounces och gallons (Whiteford, 2009). Även i språk som swahili samt i delar av Indien benämner man vikt på andra sätt än vi gör och på kilo, pounds, ounces och t.o.m stones finns kvar.\n47 Cor. Montgomery Av. and Madison AT. 48 Cor. ins: over eiglit ounces and not over 50 or 70 pounds 46 pounds. 30. Buy 56 LB Digital Postal Scale WITH AC Adapter Plug 56 LB x 0,2 OZ Postage Shipping Weigh in pounds & ounces, just lbs, just oz., just KG's, or just grams. FM2557 FM2557W FM2 by DIY-BizPhones, Schaedler 12In Single A Rule 46-Im,. 14 684,54 SEK. 10+ 16 040,46 SEK. 14 684,54 SEK. 1 oz. Weight. Quantity.\nVilket djur lever langst\nSelect a blank cell next to your pounds data, and type this formula =CONVERT(A2,\"lbm\",\"ozm\") into it, and press Enter key, then drag the autofill handle down to the range cells you Conversion formula. The conversion factor from pounds to ounces is 16, which means that 1 pound is equal to 16 ounces: 1 lb = 16 oz. To convert 4 pounds into ounces we have to multiply 4 by the conversion factor in order to get the mass amount from pounds to ounces. 1 pound (lb) = 453.59237 milliliter (ml). Pound (lb) is a unit of Weight used in Standard system.\nMandel 46 gram per dl. Hasselnötter 1 pound (lb) = 16 ounces eller 453,6 gram 1 cup = 8 fluid ounces eller 16 tablespoons eller 2,37 dl. Kulventil B46 · Kulventil B52 · Kulventil B54 · Kulventil B56 Long hundredweight (cwt.l.) Short hundredweight (cwt.sh.) Pounds (lb.t.) Ounces (oz.) Pennyweight\nrises above other Model 700 triggers in the company's lineup, thanks to an all-new geometry that's easy to use and adjustable from 8 ounces to 2 pounds. Äpple, finhackad, 53. Äpple, skivad, 46 1 pound (lb) = 16 ounces = 453,6 g 1 ounce (oz) 1/4 cup = 4 tablespoons = 12 teaspons = 2 ounces = 56 ml ≈ 0,6 dl\nUnited Kingdom, The Last 'Round Pound', 2016 UK £1 Brilliant Uncirculated Coin. Cameron FS661 : Vikt : Insatsvikt : 2 ounces.\nMonica nyberg förskolechef\nPostal Scales Office Products 56 LB Digital Postal Scale WITH\nThis gold calculator can be used to change a conversion factor from 1 pound lb equals = 14.58 troy ounces oz t exactly. Convert gold measuring units. How much of gold is from pounds ( lb ) to troy ounces ( oz t ). Ounces to Pounds (oz to lb) conversion calculator for Weight conversions with additional tables and formulas. 46 pounds equal 20.86524902 kilograms (46lbs = 20.86524902kg). Converting 46 lb to kg is easy.", "label": "No"}
{"text": "The PAG V-Mount Series / Parallel Power Module can be used to connect 2 V-Mount batteries in series or in parallel.\nConnecting the batteries in series produces an output voltage equal to the sum of the 2 batteries' individual voltages (up to 30V), for applications such as powering lighting or microwave links.\nConnecting the batteries in parallel produces a capacity equal to the sum of the 2 batteries' individual capacities (up to 14Ah, for extended equipment run-time). This mode provides continuous operation. The output is via an XLR-4 socket.", "label": "No"}
{"text": "Hey everyone just a quick question for anyone.\nMe and my wife recently got droid x and we both are running lpp and have the same apps except she has advance task killer. We have been to Verizon 4 times and her phone continues to cut off. Any ideas why?\nSent from my DROIDX using DroidForums App", "label": "No"}
{"text": "Im trying to create a simple Pie chart from a csv file or indexed data and cant seem to configure the Pie chart correctly.\nthe Beer.csv looks like this\n| inputlookup Beer.csv | chart Values(Amount) by Name\nthis makes a pie chart that seems to allocate the correct proportion but how can i make it write the actual percent on the pie chart and the number for that name?\nthanks for any help\n| inputlookup Beer.csv\n| eventstats sum(Amount) as total\n| eval perc = (Amount / total * 100)\n| table Name,Amount, total, perc\n`comment(\"if you want,\")`\n| table perc, Amount\nVisualization > Pie Chart\nI'm not sure what you want.\nhow about this?", "label": "No"}
{"text": "IELTS Task 1 Walkthrough. Part 1.\nAre you struggling with trying to describe statistical information? Are you interested in IELTS?\nHere is a series of videos that give you a walkthrough a sample task 1 answer. In this first part we look at the question itself and the overview.\nPlease watch the videos below:\nPublished at : Updated", "label": "No"}
{"text": "Hi, any ideas why I can't scroll to different pages of a post even when signed in. For example I was just looking through a post but could only view page 1, when I tried to navigate to page 2 nothing happened. I thought it was my computer, but just tried another and same thing happened. Also couldn't compose a message to you. Ant help would be great. Thanks!", "label": "No"}
{"text": "Here’s a fun game for all of you home lovers. Try and guess the square footage of this home! Leave your guess as a comment. If you already know the home/address, please don’t post it, just post your guess.\n©2017 - Homes of the Rich - All Rights Reserved", "label": "No"}
{"text": "Author : Patricia J. Goff.\nPublished : Sun, Jun 23 2019 :11 AM.\nFormat : jpg/jpeg.\nOther activities for kindergarten include jigsaw puzzles. There are also worksheets that teach children about some biblical characters, and how to help a community. These activities are not limited to individual work. There are also worksheets that require a group effort to finish the task. This way, children learn to work in a team. This is a very effective group activity in helping them realize the importance of cooperation and teamwork.\nThe first step is to consider the correct or appropriate font to use - the bigger the better. Avoid fonts such as the Roman Script as the curls and curves of the letters may be confusing. For kids, fun fonts such as the Comic Sans MS are advisable.\nUsing free multiplication worksheets is a great way to add some variety to your homeschooling. As long as you do not overload your children with worksheets, most of them enjoy the challenge of beating their best time. To use these worksheets effectively.\nFree worksheets to print 2nd grade stuff addition le math for kindergarten\nFree worksheets to print worksheet and circle the tching number th printable pdf english grammar grade christmas\nFree worksheets to print kids printable math 2nd ade place value phonics pdf english\nFree sheets to print kindergarten australia printable for english grammar 2nd grade math telling time phonics\nKindergarten math ets to print for free printable education com printables reading english grade\nKids worksheets print homework sheets nadi palmex co free to printable phonics worksheet for first grade preschool\nFree worksheets to print kindergarten holiday printables printable or english grammar handwriting cursive phonics\nKindergarten worksheets free printables alphabets math printable phonics for 2nd grade regrouping\nFree worksheets to print lots of math out school 1st grade handwriting cursive printable english grammar\nFree rksheets to print preschool printing e2 80 93 with learning pages also handwriting printable for preschoolers math kindergarten\nFree worksheets to print preschool activity shelter kids printable for 1st\nKids worksheets free table christmas math 2nd grade 4th phonics for 1st\nFree kindergarten worksheets to print australia handwriting worksheet les jolly phonics le english comprehension\nFree worksheets to print worksheet mental math definition social teaching printable for preschoolers 2nd grade measurement\nFree worksheets to print kindergarten math for printable phonics 1st grade\nKids worksheets free able for preschoolers math 2nd grade place value fractions handwriting to\nMath worksheet print homework sheets grade literacy worksheets ree to printable or 2nd multiplication jolly phonics printables\nKids worksheets free kindergarten to print australia printable math 2nd grade place value handwriting worksheet printables for\nKids worksheets free printable christmas math 2nd grade nics for adults middle school kindergarten printables\nKids worksheets math free printable 2nd grade place value 6th handwriting\nFree worksheets to print pre k e2 80 93 with preschool math also for year olds ndergarten printables alphabets handwriting ks1 printable\nFree worksheets to print printable for 1st grade math 2nd phonics worksheet\nFree rintable honics worksheet for reschool worksheets on eer ressure rintables kindergarten math 2nd grade fractions\nKids worksheets free to int intable math for 2nd grade regrouping 6th phonics phase\nFree worksheets to print kids practice uppercase letters st patricks day e2 80 93 smart printable christmas math 2nd grade\nKids rksheets math homework pages awesome print spongebob squarepants cartoon free to for kindergarten printable\nFree worksheets to print kids math 1st grade inspirational first printable english alphabet\nRemember that with the so many worksheets available, choose one that is best suited for a certain lesson. Plan ahead what type of worksheet to use for a given day, depending on what you plan to teach.\nWhile it is common knowledge that teachers use this tool in school, what many of us do not know is that parents can also utilize it at home to supplement their child`s learning. With a writing worksheet, you can encourage your child to develop his or her writing abilities at home, everyday.", "label": "No"}
{"text": "Ratios ψx/φx as a function of the reduced frequency x, for the different radiation field profiles displayed in Fig. 1, using also the same linestyle convention. We observe here, for the case of coherent scattering in the atom’s frame, similar tendencies as the ones displayed in Fig. 2 for the ratios between VDFs.\nCurrent usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.\nData correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.\nInitial download of the metrics may take a while.", "label": "No"}
{"text": "Track the most recent changes to the wiki on this page.\n6 July 2015\n- (diff | hist) . . N User:184.108.40.206; 15:17 . . (+188) . . 220.127.116.11 (Topic-516974)\n- (diff | hist) . . m Emacs Lisp Ressources; 08:25 . . (+94) . . Elvince (→Learn functionnal programming: a word about Hy)\n- (diff | hist) . . Emacs Lisp Ressources; 08:22 . . (+257) . . Elvince (add very complete tuto)", "label": "No"}
{"text": "Leader Volume 8, Number 2\nMichalko is a creativity expert and author of Thinkertoys\n(A handbook of business creativity),\nThinkPak (A brainstorming card set), and his newest book, Cracking\nCreativity (Ten Speed Press, Churchville, NY, 1998).\nHe can be reached through www.creativethinking.net\nor phone 716-293-2957).\nThomas Edison was\ngranted 1,093 patents for inventions that ranged from the light\nbulb, typewriter, electric pen, phonograph, motion picture camera\nand alkaline storage battery--to the talking doll and a concrete\nhouse that could be built in one day from a cast-iron mold. His\n3,500 notebooks show a turbulent brainstorm and present a verbal\nand visual biography of Edison’s mind at work. The notebooks\nillustrate how Edison conceived his ideas from their earliest\ninceptions, and show in great detail how he developed and\nimplemented them. I’ll review several of Edison’s\nthat, to have a good idea, you had to generate many. Out of\nquantity comes quality. He set idea quotas for all his workers.\nHis own quota was one minor invention every 10 days and a major\ninvention every six months. It took over 50,000 experiments to\ninvent the alkaline storage cell battery and 9,000 to perfect the\nlight bulb. Edison looked at creativity as simply good, honest,\nhard work. “Genius,” he said, “is 99% perspiration and 1%\ninspiration.” For every brilliant idea he had, there was a dud\nlike the horse-drawn contraption that would collect snow and ice\nin the winter and compress it into refrigerant blocks.\nidea production requires conscious effort. If I ask you to spend\nthree minutes thinking of alternative uses for the common brick,\nyou would come up with a few ideas. However, if I ask you to list\n40 uses for the brick as fast as you can, you would have many more\nwithin the first three minutes.\nA specific quota\nfocuses your energy in a competitive way to guarantee fluency and\nflexibility of thought. To meet the quota, you find yourself\nlisting all the usual uses for a brick (build a wall, fireplace,\noutdoor barbecue, and so on) as well as listing everything that\ncomes to mind (anchor, projectiles in riots, ballast, device to\nhold down newspaper, a tool for leveling dirt, material for\nsculptures, doorstop and so on) as you stretch your imagination to\nmeet the quota. By causing you to exert effort, you generate more\nInitial ideas are\nusually poorer in quality than later ideas. Just as water must run\nfrom a faucet for a while to be crystal-clear, cool and free of\nparticles, so thought must flow before it becomes creative.\nCreative thinking depends on continuing the flow of ideas long\nenough to purge the common, habitual ones and produce the unusual\nTo prove this to\nyourself, try the following exercise. Following is a list of five\nwords. Write the first association that occurs to you for each\nword. Now do this five more times and for each time write an\nassociation that is different from the association you previously\nNote that your\nlatter associations are much more original and unique than the\nGive yourself an\nidea quota. For example, a quota of 40 ideas if you're looking for\nideas by yourself, or a quota 120 if a group is brainstorming. By\nforcing yourself to come up with 40 ideas, you put your internal\ncritic on hold and write everything down, including the obvious\nand weak. The first third will be the obvious ideas. The second\nthird will be more interesting and the last third will show even\nmore insight, curiosity and complexity.\nEdison felt his\nlack of formal education was, in fact, “his blessing.”\nThis enabled him to approach his work of inventing with far\nfewer assumptions than his more educated competitors. He\napproached any idea or experience with wild enthusiasm and would\ntry anything out of the ordinary, making phonograph needles out of\ncompressed rainforest nuts, or clamping his teeth onto a\nphonograph horn to “feel” the sound and apply that sense as a\nhearing aid. This wild enthusiasm inspired him to consistently\nHe felt that, in\nsome way, too much education corrupted people by prompting them to\nmake so many assumptions that they were unable to see many of\nnature’s great possibilities. When Edison created a “system”\nof practical lighting, he conceived of wiring his circuits in\nparallel and of using high-resistance filaments in his bulbs, two\nthings that weren’t considered possible by experts.\nhired a research assistant, he would invite the candidate over for\na bowl of soup. If the person seasoned the soup before tasting it,\nEdison wouldn’t hire the candidate. He didn’t want people who\nhad so many built-in assumptions into their everyday life, that\nthey would even assume the soup wasn’t properly seasoned. He\nwanted people who consistently challenged assumptions and tried\nAn easy way to\nchallenge assumptions is to simply reverse them and try to make\nthe reversal work. The guidelines are:\nList your assumptions about a subject.\nChallenge your fundamental assumptions by reversing them. Write\ndown the opposite of each assumption.\nAsk yourself how to accomplish each reversal. List as many useful\nviewpoints as you can.\nSuppose, for example, you want to start a\n1. You would\nbegin by listing the assumptions you make about restaurants. One\nassumption might be: All restaurants have menus, either written,\nverbal or implied.\n2. Next, you would reverse this to: I will start a restaurant\nthat does not have a menu of any kind.\n3. Now, look for ways to make the “reversal” work and list\nevery idea you can. “How can I operate a viable restaurant that\ndoesn’t have a menu?”\n4. One idea would be to have the chef come to the table and\ndisplay what the chef bought that day at the meat market, fish\nmarket and vegetable market. The customer checks off the\ningredients he or she likes and the chef prepares a special dish\nbased on the “selected” ingredients. The chef also names the\ndish after the customer and prints out the recipe for the customer\nto take home. You might call the restaurant “The Creative\nexperiment failed, Edison would always ask what the failure\nrevealed, and would enthusiastically record what he had learned.\nHis notebooks contain pages of material on what he learned from\nhis abortive ideas. Once, when an assistant asked why he continued\nto persist trying to discover a long-lasting filament for the\nlight bulb after failing thousands of times, Edison explained that\nhe didn’t understand the question. In his mind he hadn’t\nfailed once. Instead, he said he discovered thousands of things\nthat didn’t work.\nHe had an\nenormous talent for appropriating ideas that may have failed in\none instance, but then used the idea for another problem. For\nexample, when it became clear that an iron-ore mining venture, in\nwhich Edison was financially committed, was failing, he studied\nthe company’s resources and came up with a detailed plan to\nredirect the company’s efforts toward the manufacture of\nPortland cement, which could capitalize on the same equipment,\nmaterials and distribution systems of the iron-ore company.\nsucceeded with a new idea, Edison would review his notebooks to\nrethink ideas and inventions he’d abandoned. If he were mentally\nblocked, he would review his notebooks to see if there were some\nthought or insight that could trigger a new approach. For example,\nhe took the principle for an unsuccessful undersea telegraph\ncable--variable resistance--and incorporated it into the design of\na telephone transmitter that adapted to the changing sound waves\nof the caller’s voice.\noften jot down his observations of the natural world, failed\npatents and research papers written by other inventors. He would\nalso routinely comb a wide variety of publications for novel\nideas, and he would record them in his notebooks. He advised his\nassistants to make it a habit to keep on the lookout for novel and\ninteresting ideas relating to other problems in other fields. To\nEdison, your idea needs to be original only in its adaptation to\nthe problem you are working on.\npopular belief, Edison didn’t invent the light bulb.\nHis genius, rather, was to perfect the bulb as a consumer\nitem. Edison also studied all his inventions and ideas as\nspringboards for other inventions and ideas. To Edison, the\ntelephone (sounds transmitted) suggested the phonograph (sounds\nrecorded), which suggested motion pictures (images recorded).\nSimple, in retrospect, isn’t it? Genius usually is.\nEvery new idea is\nan addition or modification to something that already exists. You\ntake a subject and manipulate or change it into something else.\nThere are nine principle ways you can manipulate a subject,\narranged into the mnemonic SCAMPER.\nS = Substitute?\nC = Combine? A = Adapt? M =\nMagnify? = Modify? P\n= Put to other uses?\nE = Eliminate?\nR = Rearrange? = Reverse?\nYou isolate the\nsubject you want to think about and ask the checklist of SCAMPER\nquestions to see which new ideas emerge. Think about any subject\nfrom improving the ordinary paperclip to reorganizing your\ncorporation and apply the SCAMPER checklist. You’ll find that\nideas start popping up almost involuntarily.\ntireless in his persistence to change a subject into something\nelse through “trial and error” until he found the idea that\nworked. In Edison’s laboratory there’s a staggering display of\nhundreds of phonograph horns of every shape, size and material.\nSome are round, square, angular, thin, short, squat while others\nare curved and as long as six feet tall. This collection of\nrejected ideas is a visual testament to Edison’s approach to\ncreativity--which was, in essence, to try out every possible\ndesign he could possibly conceive of. Once asked to describe the\nkey to creativity, he said, “Never quit working on your subject\nuntil you get what you’re after.”\nIf you want to\nbecome more creative, act like Thomas Edison. Cultivate the\nWhen looking for\nideas, create a lot of them.\nConsistently challenge assumptions.\nLearn from failures.\nLook for ways to improve.\nYou may not\nbecome the next Thomas Edison but you’ll become much more", "label": "No"}
{"text": "|20080270186||Giving a Service to a Patient||October, 2008||Mikkelsen et al.|\n|20070203847||Electronic payment of content||August, 2007||School|\n|20090171691||SYSTEM AND METHOD FOR A WEB-BASED SOCIAL NETWORKING DATABASE||July, 2009||Lubarski et al.|\n|20100010904||Immediate recognition of financial transactions||January, 2010||Sanders et al.|\n|20070136203||Subscriber management system and method thereof in the digital multimedia broadcasting||June, 2007||Guahk et al.|\n|20070192130||System and method for rating service providers||August, 2007||Sandhu|\n|20080027808||Method For Providing Shopping Advice||January, 2008||Wilf|\n|20060100934||Automated customer interface and ordering system for requisitioning the manufacture of customized equipment and products||May, 2006||Burr et al.|\n|20040210506||Systems and methods for directing elective account balances||October, 2004||Algiene et al.|\n|20080114665||LICENSING SYSTEM||May, 2008||Teegarden|\n|20100100409||PROJECT PLANNING AND MANAGEMENT||April, 2010||Rahi et al.|\n1. Field of the Invention\nThe invention relates to the field of advertising, and more generally, to methods and systems for managing the creation of user-produced advertising content.\n2. Description of Related Art\nThe World Wide Web of the Internet has become an increasingly important resource for communication, information, business, social networking, and recreation. Recently, World Wide Web sites that host user-produced content have become particularly popular. In general, the term “user-produced content” refers to content, be it text, image, or multimedia, that is created by a user to be posted on a World Wide Web page or in some other public forum. Examples of user-generated content include web logs (i.e., blogs), and the individual user pages on World Wide Web sites such as LIVEJOURNAL, MySPACE and FRIENDSTER. Other examples include GOOGLE VIDEO and YOUTUBE, to which individual users can submit video clips for discussion and further distribution.\nThese popular sites rely on a “viral” approach to attract new users. As each user joins the site, he or she is encouraged to engage in the site by uploading his or her own content and, depending on the type of site, by personalizing a space on the site. Users are also asked to encourage their friends to join. That causes usage of particular World Wide Web sites and services to spread through established interpersonal social networks, with little or no advertising or marketing effort on the part of the World Wide Web site operator.\nHowever, despite the popularity of sites that include user-produced content, site operators have yet to figure out how to effectively generate advertising revenue to support their sites, and advertisers have yet to figure out how to effectively reach users with advertising messages. Traditional web-based advertising includes so-called “banner” advertisements, which are advertisements placed on particular portions of World Wide Web pages. Typically, an advertiser is billed when a user “clicks” on the advertisement and is taken to the advertiser's own World Wide Web page for more information. Banner advertisements have become nearly ubiquitous, but their efficacy is unproven, and users often choose to ignore them altogether.\nSome marketers have attempted to advertise through viral content distribution. However, recent attempts to do so have met with difficulties. For example, a video clip entitled “Lazy Sunday” produced by the television network NBC for the television program Saturday Night Live was widely seen and achieved some notoriety after it was posted to the YOUTUBE site and distributed widely via the Internet. Reports indicated that some viewers of the video clip were excited or amused by what they saw and generally wanted to watch Saturday Night Live after viewing the video clip. However, NBC Universal's response was to force the operators of the YOUTUBE site to stop offering the video clip for distribution.\nIn another well-publicized case, General Motors created a World Wide Web-based advertising campaign for the CHEVROLET TAHOE vehicle in which product-related videos were posted to the CHEVROLET website and users were permitted to create “advertising” by customizing those videos with various captions and messages. Users were also permitted to distribute the resulting finished video clips. As reported by the New York Times, many users used the opportunity to create parodies of the vehicle and its capabilities, some of them with very negative messages. The campaign was ultimately discontinued.\nOne aspect of the invention relates to a method for advertising. The method comprises providing an advertisement production opportunity to a plurality of users through a communication network, specifying advertisement message elements, and allowing the plurality of users to produce user-produced advertisements. The methods also comprises identifying at least one user worthy of a reward based on the user-produced advertisements, providing the identified user with the reward, and providing personalized spaces for the plurality of users that allow each user to offer a listing of favorite users and one or more additional elements selected from the group consisting of biographical information, favorite advertisements, and external resources.\nAnother aspect of the invention relates to a method of creating advertising through a communication network. The method comprises collecting demographic, psychographic or behavioral information on a plurality of users and matching one or more of the plurality of users with an advertisement production opportunity. The method also comprises accepting user-produced advertisements responsive to the advertisement production opportunity through the communication network, identifying users among the plurality of users worthy of a reward based on the user-produced advertisements and providing the identified users with the reward. Users are also encouraged to form an interconnected social network around the user-produced advertising.\nThese and other aspects, features, and advantages of the invention will be set forth in the description that follows.\nThe invention will be described with respect to the following drawing figures, in which like numerals represent like elements throughout the figures, and in which:\nFIG. 1 is general flow diagram of the tasks involved in a method according to one embodiment of the invention;\nFIG. 2 is an illustration of an advertisement production opportunity presentation screen for use in the method of FIG. 1;\nFIG. 3 is an illustration of an advertisement production opportunity information screen for use in the method of FIG. 1;\nFIG. 4 is an illustration of an advertisement comment and rating screen for use in the method of FIG. 1;\nFIG. 5 is an illustration of a personalized user page for use in the method of FIG. 1; and\nFIG. 6 is a diagram of a system that may be used in carrying out the method of FIG. 1.\nFIG. 1 is a general flow diagram of the tasks involved in a method, generally indicated at 10, according to one embodiment of the invention. In general, method 10 is a method for causing or facilitating the creation, evaluation, and distribution of user-produced advertising, particularly over a communication network, such as the World Wide Web of the Internet. Using method 10, the talents of a wide range of users and entities can be harnessed to create effective and appealing advertising.\nThe terms advertising and advertisement, which may be interchangeably used in this description, refer to any sort of material or presentation intended to inform the user of a particular product or service or to influence user behavior in some way. Examples of advertisements include product advertisements, service advertisements, political advertisements, and informational pages with data, imagery, or other information about the product or service. Advertisements may be presented in different formats. Examples of advertisement formats include videos, static display ads, spoken word and musical advertisements, and interactive games, questionnaires, and presentations.\nThe users of method 10 may be individuals or groups of individuals, depending on the embodiment. In some embodiments, as will be described below in more detail, the users of method 10 may be entities, such as businesses. For that reason, the term user, as used in this description, may refer to both individual users and to entities.\nMethod 10 may be performed in a variety of ways, with or without the use of automated electronic systems to manage its tasks. Specific embodiments of systems that may be used to carry out method 10 will be described below in more detail. Some of the description of method 10 presented below may assume that decisions regarding method 10 are made by a central unit, automated system belonging to the operator of method 10, and that a user interfaces with the central unit using a personal computing device connected to the central unit through a communication network, such as the Internet. Method 10 is particularly well suited for execution using the World Wide Web of the Internet.\nThe personal computing device used by the user may be any device capable of performing the functions attributed to it in this specification. Examples of personal computing devices include desktop and laptop personal computers, personal digital assistants (PDAs), cellular telephones, digital music and media players, televisions, and television set-top boxes.\nMethod 10 begins at task 12, with a user contacting the method operator's central unit, presumably through a communication network. Method 10 continues with task 14, a decision task, in which the central unit determines whether the user is a new user. The method operator typically keeps a database of known users, and a new user is thus one who is unknown to the method operator and its central unit. If the user is a new user (task 14: YES), method 10 continues with task 16, in which the user is asked to establish a new account. If the user is not a new user (task 14: NO), method 10 continues with task 18.\nWhen establishing an account in task 16, a user may be asked for a variety of different types of information. Generally, the information collected in order to establish a new account may be any combination of basic contact information, demographic information, psychographic information, and behavioral information. Demographic information includes location and vital statistics. Psychographic information refers to information that tends to indicate the social class and lifestyle of a user. Behavioral information refers to information on specific behaviors, such as spending, shopping, visiting, and/or website browsing behaviors and activity. The user might be asked any number of questions that the operator of method 10 desires; however, the number of questions asked of the new user and the range of information collected at the outset would generally be balanced against the possibility of alienating the user and driving him or her away. Some questions that the user is asked when establishing a new account may be designated as “required” while other questions may be designated as “optional.”\nIf the user is an entity, such as a business entity, the signup process may be slightly different in task 16. Business entities may be asked to provide their company name and address, and, perhaps, the name and telephone number of a primary contact.\nThe information gathered in task 16 may be put to a variety of uses, a number of which will be described below. The first use to which such information may be put is in the context of task 18, in which the user is matched with available advertising opportunities.\nIn method 10, the operator of method 10 has a number of advertisement production opportunities—instances in which a company, advertising agency, entity or individual is seeking to have an advertisement produced and has given the operator of method 10 authority to cause the advertisement to be produced by its users. The operator of method 10 may be a company with its own product line that is seeking to have advertisements produced. However, for purposes of the description that follows, it will be assumed that the operator of method 10 is a third party aggregator or facilitator who collects advertisement production opportunities from a number of sources, so that the advertisement production opportunities vary in industry, product, geographical location and reach, and in target demographics.\nIn some embodiments of method 10, matching a user to advertisement production opportunities may comprise nothing more than deciding to open all available advertisement production opportunities to that user. However, in some cases, it may not be the most efficient or productive course of action to present a user with an advertisement production opportunity for a product or service about which the user has no knowledge or in which the user has no interest. Therefore, in task 18, the user is generally matched with advertisement production opportunities in which he or she is likely to have the most interest or about which he or she is likely to have relevant knowledge.\nFor example, assume that one advertisement production opportunity is for a soft drink company. In that case, a user who is known to drink soft drinks, from responses to questions in task 16 or from other information, might be a good match for that advertisement production opportunity. Of course, this depends on the preferences expressed by the advertiser when setting out the advertisement production opportunity to the operator of method 10. In some cases, a particular soft drink manufacturer may want only loyal drinkers of its brands to produce advertisements. In other cases, the advertisement production opportunity may be deliberately opened to drinkers of other brands.\nOne particular situation in which matching may be useful is in the case of local advertisers. A method such as method 10 is most advantageously open to advertisement production opportunities from both local and national advertisers. A local advertiser, for example, a local or regional pizza chain, may ask the operator of method 10 for advertising produced in its locality or region by users who are familiar with its products and offerings. In that case, the advertisement production opportunity for the pizza chain might be matched only to users in the geographical region specified by the pizza chain, and perhaps also only to users who have expressed some familiarity with the chain's products. Of course, in other cases, a local or regional chain might want all users, regardless of location, to be presented with their advertisement production opportunity so as to garner the benefits of having a large, diverse group of users provide ideas and advertisements.\nIf one or more of the users participating in method 10 are business entities, method 10 may function as a business-to-business method for producing advertising. For example, assume that an advertiser controlling a very large and well-known brand provides the operator of method 10 with an advertisement production opportunity. The operator of method 10 could match that advertisement production opportunity with a number of small, competing advertising firms who might not otherwise have the opportunity to produce advertising for an advertiser controlling a very large and well-known brand.\nAlthough shown in the context of a particular series of tasks, task 18, the task of matching a user to an advertisement production opportunity, may be performed at any time. For example, task 18 could be performed for each user when a new advertisement production opportunity is made available, or it could be performed at timed intervals, for example, every day or night at a particular time.\nOnce task 18 is complete and a user has been matched with one or more advertisement production opportunities, method 10 continues with task 20, in which the user is presented with available advertisement production opportunities with which he or she has been matched. FIG. 2 is an illustration of a screen 100 that may be used to present advertisement production opportunities to a user in one embodiment of the invention.\nAs shown in FIG. 2, screen 100 has an advertisement/reward section 102 that lists the various advertisement production opportunities. Advertisement/reward section 102 also provides a listing that includes a reward for the best user advertisement that is submitted in response to each advertisement production opportunity. Screen 100 also includes a sort and search portion 106 that allows a user to sort the available opportunities by category or type or to search for a particular category or keyword in the advertisement production opportunity listings. Typically, a screen like screen 100 would be presented through the World Wide Web or another communications network, and would appear on the user's personal computing device with the use of a web browser or another suitable client application.\nGenerally, users are more willing to provide creative ideas and to work if they derive benefit from the work. Therefore, in most embodiments of method 10, in exchange for producing user advertisements, any user who submits an advertisement that meets criteria established by the operator of method 10 is eligible to win a reward. Generally, the user who wins the reward is the one who submits the best user advertisement, as that term is defined by the operator of method 10. In essence, method 10 in part becomes a contest in which users compete for the specified rewards. The selection of the best user advertisement will be described in more detail below.\nThe reward offered for any particular advertisement production opportunity will vary with the nature of the product being advertised, the number and characteristics of users to whom the advertisement production opportunity is matched, the location of the users, and the budget and desires of the advertiser and the operator of method 10, among other factors. FIG. 2 gives three examples of rewards for best advertisement, all of them different, although the reward for some contests may be the same. As shown in FIG. 2, “ABC Soda” is offering free soda for a year, “Lee's Car Company” is offering a free car and SUPERBOWL championship football game tickets, and “Smile Toothpaste” is offering a $1,000 payment.\nThe reward listing of FIG. 2 also illustrates one way in which advertisement production opportunities may be matched to particular users or groups of users. In some cases, an advertiser may tailor an advertisement production opportunity to particular users by offering a reward that is only redeemable in a particular area of the country, or at stores owned by the advertiser. The local or regional pizza chain mentioned above, for example, may offer as a reward a free pizza or a number of free pizzas that are only available at its retail stores. Similarly, “ABC Soda,” one of the advertisers shown in screen 100 of FIG. 2, is offering free soda for a year, but the ABC soda company may make its products available in only some small geographic region of the country.\nHowever, FIG. 2 also illustrates the possibility of creating large, tie-in promotions. The fictional “Lee's Car Company,” for example, is offering a free car to the winner, along with SUPERBOWL championship football game tickets. That advertiser (or the operator of method 10 in collaboration with the advertiser) might also make arrangements to have the winning user introduced and his or her advertisement played during the game, either in the stadium, on television, or both.\nAs shown in FIG. 1, method 10 continues with a decision task, task 22, once the user has been presented with advertisement production opportunities, and continues with task 24 once the user selects an advertisement production opportunity. As shown in FIG. 2, each advertisement production opportunity in advertisement/reward area 102 includes a “go” button that the user can click to obtain more information and/or submit an advertisement.\nIn tasks 24 and 26 of method 10, the user is provided with detailed information on the advertisement production opportunity. FIG. 3 illustrates screen 200, which may be used to provide this information. Screen 200 continues the example of the fictional “Lee's Car Company” illustrated in screen 100 of FIG. 2.\nTypically, when presenting an advertisement production opportunity, the user is given such information as the desired format for the advertisement (audio, video, text, etc.), the desired length or size, and the desired resolution or file format. Information on how the submitted advertisements are to be judged may also be provided. Certain key message elements are also specified. Key message elements may include any points that the advertiser wishes the advertisements to address, or any themes to which the advertiser wishes the advertisements to hew. An advertiser may dictate virtually anything as a key message element.\nFor example, screen 200 includes an informational area 202 that sets forth the following basic information about the Lee's Car Company advertisement production opportunity:\n2. Desired format: 15-45 second video ad.\n3. Minimum resolution: 640×480.\n4. Key point: the new “Ultra Cushion Ride”\n5. Key point: affordable performance.\nScreen 200 also provides a download portion 204. This is an optional feature in methods according to embodiments of the invention. Download portion 204 exists to provide the user with advertisement elements that may be useful to the user in producing the advertisement. For example, the user could, as shown in FIG. 3, be provided with the product or manufacturer's logo, or with general video footage of the product in use, to name a few options. However, in other embodiments, the user may not be provided with anything, and may be left to use his or her own production capabilities and facilities to produce the advertisement. If the user is provided with advertisement elements, particularly those that contain material subject to copyright or trademark protection, the user may be required to agree with terms and conditions of use, as shown in FIG. 3.\nAs shown in FIG. 1, task 26 of method 10 involves providing the user with more information about the reward. In the illustrated screens 100 and 200, this was largely handled in screen 100. However, in some embodiments of the invention, users may be provided with the name of the advertiser or brand, but no information on the reward until later in the process. In that case, screen 200 may include a link to more information on the reward.\nTask 28 involves accepting a user advertisement from a user. For the sake of illustration, an advertisement submission portion 206 is included in screen 200. Advertisement submission portion 206 allows the user to select a file from his or her own personal computing device and upload it to the method operator's central unit. Once uploaded, the file may be checked for compliance with technical and formatting requirements, and the user may be notified if there are technical problems with the file.\nIn alternate embodiments, or in cases where the amount of data is more than can be easily transmitted via the communication network, advertisements may be accepted by the operator of method 10 on conventional recordable media, such as CD-ROM and DVD-ROM as submitted by mail. However, on-line interactive submission of advertisements provides an immediacy and an error-checking capability not available with media submission by mail.\nOnce a user advertisement has been uploaded to the central unit, it is stored and processed by the operator of method 10 for judging. The judging process may be different for each advertisement production opportunity and for each advertiser. Depending on the particular circumstances, the best user advertisement may be chosen by the operator of method 10, by the advertiser, or by the users participating in method 10, or by any combination of the above. As the example of FIG. 3 illustrates, the fictional “Apollo ES-24” user advertisements are to be judged by both a three-judge panel (whose votes are weighted 40%) and by users (whose votes are weighted 60%). Other judging methods may be used. Some judging methods may be based on other metrics of popularity, such as total number of viewings or best click-through rates.\nFIG. 3 illustrates an advertisement production opportunity in which the “best ad wins.” As was noted above, many different methods may be used to judge which ad is best. It is also not necessary that only one ad or only one user be rewarded. In some embodiments, many rewards may be given. For example, in some advertisement production opportunities, the user who creates the best or “first place” advertisement could receive $30,000, the user who creates the second best advertisement could receive $10,000, the user who creates the third best advertisement could receive $1,000, and ten runners-up could each receive free soda for a year. This kind of tiered reward approach could be used with rewards other than cash as well.\nFIG. 1 illustrates that after submission of a user advertisement, the method continues with judging and determining which user or users deserve rewards in task 30, providing a reward to a user or users in task 32, and then networking and distribution activities in task 34, before the method ends at task 36. However, in embodiments of the invention, these tasks may happen in any order and may happen in parallel.\nSubmitted advertisements may initially be screened for questionable content, such as obscenity, by the operator of method 10. If an advertisement clearly contains obscenity or is known to be objectionable to the advertiser, it may be held by the operator of method 10 and precluded from any further distribution or viewing. In cases where the operator of method 10 is uncertain as to whether a user advertisement contains material that the advertiser considers inappropriate, the advertisement could be cordoned off and presented to the advertiser for approval or disapproval. The advertiser could, for example, be allowed to connect to the central unit through the network to view and approve or disapprove the advertisements using an appropriate graphical user interface. User advertisements on the questionable list would remain private until approved or disapproved by the advertiser, an agent of the advertiser, or someone else in authority.\nGenerally, if an advertisement does not include the key message elements identified in task 24, it would not be permitted to win the reward specified for the contest. In some embodiments, if an advertisement does not include the key message elements identified in task 24, it may not be further distributed.\nAs was described above, the best user advertisement may be determined, in whole or in part, by the votes of users active in method 10. During this phase of the method, the user advertisements may also be distributed in viral fashion amongst users of the method and others to generate publicity. Specifically, once an advertisement is determined not to contain objectionable content, it may be publicly posted for viewing, comment, and user rating. Various ways of posting media content for public comment are known in the art and any of these may be used in methods according to embodiments of the invention.\nFIG. 4 illustrates one exemplary screen 250 that may be used to rate user advertisements, as well as to perform other functions. Screen 250 includes a display area 252 that allows an advertisement to be viewed. If the advertisement is a video advertisement, display area 252 may be provided by a plug-in application, such as WINDOWS MEDIA PLAYER or QUICKTIME that is used to view the advertisement. Rating area 254 allows the user to submit a rating (which is numerical on a scale of 1 to 10 in this case, although different rating systems may be used), as well as comments. In most embodiments, comments are associated with particular user names, so that user names, reputations, and personalities come to be known by other users. The current user rating and other user comments are shown in user reaction area 256, which displays comments that other users have made about the user advertisement as well as an aggregate or average rating from all users who have rated the particular advertisement.\nThe final portion of screen 250, user preferences section 258, allows a user to take certain further actions. In the illustrated embodiment of method 10, each user is provided with a space that can be personalized. As part of that personalization, each user is given the opportunity to identify favorite advertisements and favorite users. In user preferences section 258, users can add the advertisement on the page to their favorite ad list, they can add the user who created the advertisement to their favorite users list, and the can forward the advertisement to another person by e-mail address. If the advertisement is forwarded to another person who is not already a user, he or she may be offered the opportunity to join. Other embodiments of the invention may include other features.\nFIG. 5 illustrates a user personal screen 300. The user personal screen 300 includes indications of the user's favorite ads in a favorite ad area 302, the user's favorite other users in a favorite user area 304, comments from other users in a user comment area 306, links to a user's homepage or RSS feed in a user information area 308 and a listing of advertisements that the user has produced in an ad information area 310. Users may be permitted to customize personal screens like screen 300 using hypertext markup language (HTML), extensible markup language (XML) or CSS, to name a few, and might also add a personal statement or statement of interests, depending on the embodiment. Generally, the various areas 302, 304, 306, 308, 310 are implemented in hypertext so that if a viewer clicks on a particular area, he or she would then be given the opportunity to view the content. For example, if a user clicked on one of the advertisements shown in screen 300, he or she would then be provided with the opportunity to view that advertisement. Similarly, clicking on a user name or identifier would take the viewer to that user's personal screen 300.\nOf the various areas in screen 300, user information area 308 allows the user to include external resources. For example, the user could specify his or her own web page and Really Simple Syndication (RSS) feed. Using these features, a user may link to other social networking providers by including a link to a weblog (i.e., a blog), to a personal website, or to a profile page on another social networking site. In some embodiments, content from other sources specified by the user may be directly displayed in the user information area 308. For example, if the user provides an RSS feed for his or her blog, the most recent entries may be displayed. The operator of method 10 may also provide discussion bulletin boards, in which case, a user information area 308 could include links to or feeds of discussions of interest to the user.\nIf the user is a business entity, the business entity may be provided with a space to advertise the entity's business, location, products, and capabilities, along with a listing of advertisements that they have produced. A screen such as this for a business entity might look much like screen 300. In some embodiments, business entities may be charged for the space.\nMethod 10 thus allows for advertisement production by a diverse group of users or entities. However, in doing so, it also creates a platform for social networking and advertisement distribution by viral means, i.e., from person to person, around the user-produced advertisements. If the operator of method 10 is an aggregator or facilitator, then method 10 may have the advantages of a wide variety of advertising production opportunities and a content moderator for the user advertisements that are produced.\nAdvertisements that are produced as a part of method 10 may be redistributed in any medium, including television, radio, print, and online media. If necessary, an advertisement may be retouched, polished, refined, or otherwise altered for distribution in a particular medium. This may be done, for example, if the user advertisement does not have a high enough resolution for television distribution.\nAdvertisements produced by means of method 10 or other methods according to embodiments of the invention may also be used in other advertising methods. For example, advertisements produced as a part of method 10 may be used in the pay-for-attention advertising methods, systems, and platforms described in U.S. patent application Ser. Nos. 10/474,242 and 11/382,616, which name the same inventor as this application and are incorporated by reference herein in their entireties.\nThe task of actually crediting a particular user with a reward may be performed in a variety of ways. If the reward is in the form of cash or merchandise credit, it may be transferred to the user in any negotiable form. Rewards may also be distributed in the form of coupons or certificates recognizable to the provider of the reward. U.S. patent application Ser. No. 11/382,616 contains a great deal of disclosure on the use of various techniques, infrastructure, and instruments to provide compensation to users, and those may be used to provide compensation in methods and systems according to the present invention.\nFIG. 6 illustrates a system, generally indicated at 400, that is suitable for performing method 10 and executing other methods according to embodiments of the invention. An aggregator 402 is at the center of system 400. The aggregator collects advertising production opportunities from a plurality of advertisers or marketers 404 in order to offer them to users 406 through their personal computing devices 408. As was described above, the users connected to the aggregator may include business entities such as ad agency 409.\nIn general, the aggregator 402 executes and manages the execution of methods like method 10, provides a central repository for the user advertisements in its central unit 410, and handles the other tasks described above with respect to method 10. The aggregator 402 also interfaces with the marketers 404 either through the communication network or by conventional means. In some embodiments, the aggregator 402 may handle and clear legal issues, such as copyright and trademark issues, for the users 406, 409.\nTypically, the aggregator 402 would negotiate an arrangement with a marketer 404 allowing it to handle the preparation of one or more advertisements for the marketer 404. The marketer 404 would generally identify the type of advertisement it was seeking, the reward or rewards the marketer 404 is willing to offer, and any geographical or other preferences as to the users who are matched with the advertising production opportunity.\nIn one arrangement, the aggregator 402 could charge a flat fee for those services, and could pay out a portion of that fee as the reward or rewards for the best advertisements submitted by users. Of course, there is no requirement that the reward for a particular advertisement production opportunity come entirely from one marketer 404. In some embodiments, the aggregator 402 may pool resources acquired from several marketers 404 to provide a reward or rewards for an advertisement production opportunity. There is also no requirement that a reward or rewards be constrained to a single advertisement production opportunity. In some embodiments, rewards may be offered to users who submit, for example, the most user advertisements, or for those who submit a number of quality advertisements, even if none of those advertisements win the reward for their particular campaigns. Thus, the aggregator 402 has the ability to identify a user or multiple users worthy of rewards based on user-produced advertisements regardless of the outcome of any particular advertisement production opportunity and to determine what the reward should be.\nAs those of skill in the art will realize, the aggregator 402 will ultimately have a database of user information, including demographic, psychographic, and behavioral information. This information may be leveraged by the aggregator 402. U.S. patent application Ser. No. 11/382,616 contains additional information on building a database of user information and on leveraging that database, and the methods and techniques described there may be used in conjunction with the methods and systems described here.\nAlthough the invention has been described with respect to certain embodiments, those embodiments are intended to be exemplary, rather than limiting. Modifications and changes may be made within the scope of the invention, which is determined by the claims.", "label": "No"}
{"text": "Japanese Popular Literature\nBy Satoru Saito (Fall 2000)\nliterature is at once a historical and a generic term whose definition\nhas been highly contested in Japan. Originally, popular literature\n(taishû bungaku) was a term used in the late Taishô\nand early Shôwa Period to designate a popular form of historical\nfiction. But it soon became associated with other generic terms such\nas tsûzoku shôsetsu (popular or contemporary novels)\nand tantei shôsetsu (detective fiction) and came to suggest\na work of fiction that emphasized its entertaining qualities rather than\nits artistic merit. To get the basic understanding of the term taishû\nbungaku and its relationship to other generic terms that will be used\nin this bibliography, students should read the entries to taishû\nbungaku, tsûzoku shôsetsu, suiri shôsetsu,\njidô bungaku, and rekishi shôsetsu in Kôdansha's\nKindai Nihon bungaku daijiten.\noverview of popular literature uses these and other terms for classification\npurposes without reconsidering their definitions. In doing so, an\nemphasis is given to sources that focus on authors and works not covered\nin traditional literary dictionaries and histories and to sources dealing\nwith popular literature in the prewar and immediate postwar periods rather\nthan those dealing with contemporary works of popular literature.\nMoreover, there is no information in\nthis bibliography concerning primary texts. Multi-volume compendia\nof primary texts and complete works of individual authors can easily be\nfound through referring to most of the more extensive bibliographies contained\nin the secondary sources that are introduced in this overview. However,\nStarr Library holds very few works of popular literature, with the exception\nof children's literature. Students seeking a specific primary text\nshould use the inter-library loan system or check with Kinokuniya and other\nbookstores, which still sell many works of popular literature from the\npostwar as well as the prewar period.\nGeneral Works on Popular Literature\nAs a result of the multi-faceted and\nhighly-contested nature of the term \"popular literature,\"\nhave not been many secondary sources that encompass the many sub-genres\nof popular literature in a systematic manner. Because the sub-genres\nof popular literature developed in relation to each other, however, it\nis important to understand the general trends and characteristics of popular\nliterature as a whole. The list below provides the few works that\nattempt to deal with various aspects of popular literature.\nStudents seeking an introduction\nto popular literature and its history should start with the two essays\nlisted below, Ara's \"Taishû bungakushi\"\nand Asai's \"Taishû\nbungaku no tôjô\", followed by Sakai, Histoire\nde la litterature populaire japonaise, before moving onto the works\nintroduced in the following sections on sub-genres of popular literature.\nFor a more complete bibliography\nof popular literature, students should refer to the bibliographies included\nin Nihon bungaku shinshi: Kindai\n(pp. 416-419), Sakai, Histoire de\nla litterature populaire japonaise (pp. 331-338), and Ozaki, Taishû\nbungaku (pp. 176-201) listed below.\nMasahito, \"Taishû bungakushi,\" in Iwanami kôza: Nihon bungakushi,\nvol. 14. Iwanami shoten, 1959.\nno.: 910.4 N571 v.14 (shelved in Prentis)\nof the most important essays in the postwar scholarship on popular literature,\n\"Taishû bungakushi\" offers an introductory literary history of popular\nliterature, covering its many sub-genres such as political novels, period\nfiction, detective fiction, romance novels, and adventure novels.\nWhile information given here is not extensive by any means, this work provides\ngood basic knowledge of the general trends and characteristics of the development\nof popular literature in Japan and should serve as a starting place for\nstudents interested in popular literature.\nKiyoshi, \"Taishû bungaku no tôjô,\" in Maeda Ai and Hasegawa\nIzumi, eds., Nihon bungaku shinshi: 5. Kindai. Shibundô,\nno.: PL 716 .N535 1990 v.5\narticle within a larger work of literary history, \"Taishû bungaku\nno tôjô\" is an excellent introduction to the development of\npopular literature in Japan from the Meiji to early-Shôwa Period.\nBecause of its short length, this should be one of the first places to\nturn for new students in the field after Kindai Nihon bungaku daijiten.\nIt is well-written and easy to understand, especially because of the head\nnotes which provides information on key authors and terms in the main text.\nIt also includes an extensive bibliography on popular literature at the\nend of the volume, which should prove very useful for further research.\nSakai, Histoire de la litterature populaire japonaise : Faits et perspectives.\nParis : L'Harmattan, 1987. Translated into Japanese by Asahina Kôji\nas Nihon no taishû bungaku (1900-1980), Heibonsha, 1997.\nno.: PL 726.55 .S235 1987; Japanese version not available in Starr Library\nfrom French into Japanese, Histoire de la litterature populaire japonaise\nis a very useful introduction to popular literature because of its clear\nstructure and wide-ranging content. Beginning with a reconsideration\nand re-contextualization of the term taishû bungaku, this\nwork divides the term into three sub-genres: jidai shôsetsu\n(period fiction), gendai shôsetsu (contemporary fiction),\nand tantei/suiri shôsetsu (detective fiction). From\nthis division, it proceeds along two axes: first, tracing the development\nof each genre from Edo Period to the present; and second, analyzing the\ncommon themes within each genre. Moreover, it analyzes the publishing\nindustry and its methods, the position and function of popular fiction\nwriters, and the readers of popular literature from a socio-cultural perspective.\nIt includes an author index and a fairly detailed bibliography of mostly\nJapanese and French sources.\nHotsuki, Taishû bungaku. Kinokuniya shoten, 1980.\nno.: PL 740.5 .O9 1980\nby the leading scholar of popular literature, Taishû bungaku\ntraces, albeit fragmentarily, the development of popular literature from\nthe 1920s to the postwar period. This work is of particular interest\nto students starting out their research in popular literature because of\nits extensive bibliography of criticisms, journal specials, literary histories,\nmulti-volume compendia, and complete works of individual authors provided\nat the end of the work.\nTaishû bungaku no sekai to hansekai. Gendai shokan, 1983.\nno.: PL 747.65 .I37\ngeared to serve as an introductory work than Sakai's work, Taishû\nbungaku no sekai to hansekai is one of the few works about Japanese\npopular literature that approaches this genre from a theoretical perspective.\nBesides offering an insightful understanding of the emergence of popular\nliterature in the 1920s in relation to other literary trends during this\nperiod such as Shinkankaku ha and proletarian literature, this work\njuxtaposes various sub-genres of popular literature (historical fiction,\ndetective fiction, science fiction, works of humor and of horror, etc.)\nto analyze their common themes.\nRichard G. Powers\nand Katô Hidetoshi, eds., Handbook of Japanese Popular Culture.\nNew York: Greenwood Press, 1989.\nno.: DS 822.5 .H347 1989\nwork contains essays that provide a cultural background necessary for understanding\npopular literature, as well as essays on detective fiction and science\nfiction that may prove useful. Although the essays have some mistakes\nand are generally too superficial to inspire interesting directions for\nfurther research, this work is worth a mention because it is one of the\nfew works in English dealing with Japanese popular literature. Students\nwho are interested in Japanese science fiction should also refer to Robert\nMatthew, Japanese Science Fiction, New York: Routledge, 1989 (Call\nno.: PL 747.57 .S3 M37 1989).\nHon no hyakunen shi: Besuto serâ no konjaku. Shûppan\nNyûsu Sha, 1965.\nno.: 023.1 Se5 (shelved in Prentis)\nby the leading literary scholar of the Taishô Period, Hon no hyakunen\nshi examines the cultural history of the book and the publishing industry\nby tracing the best sellers from the Meiji to Shôwa 40s. The\nresult is a literary history that offers a new perspective on popular literature.\nMoreover, numerous figures on book sales as well as an extensive index\nmake this work a good place to turn for information not provided by other\nbungaku kenkyû. Published quarterly by Nanbokusha, 1961-1968.\nno.: PN 56 .P55 T2 (first 20 volumes shelved in Prentis)\nby the leading scholars of popular literature, including Ozaki Hotsuki,\nbungaku kenkyû is a quarterly journal that was published from\nJuly 1961 to June 1968. It contains various interesting essays on\npopular literature as well as a round-table discussion on a particular\naspect of popular literature.\nSub-genres of Popular Literature\nfiction (jidai shôsetsu) is one of the most confusing categorizations\nwithin popular literature because of its close ties to historical fiction\n(rekishi shôsetsu). Students should note that while\nmost scholars differentiate between these two terms by defining period\nfiction as a popular or vulgar form of historical fiction, some scholars\nuse these terms interchangeably. Period fiction, as a popular form\nof fiction portraying the life of pre-Meiji years, is a field that has\nnot received much academic attention. Although there are numerous\nreviews and commentaries on the works of period fiction available, they\nare mostly geared toward the fans of period fiction and lack the systematic\nanalysis that can be seen in the scholarship on detective fiction and children's\nliterature. As a result, students seeking introductory as well as\nbibliographical information on period fiction should refer to the introductory\nworks cited in the previous section. In particular, Sakai, Nihon\nno taishû bungaku provides an extensive history of period\nfiction from the pre-Meiji to the postwar period.\ned., Taishû bungaku jiten. Seiabô, 1967.\nno.: REF PL 747.6 .T34 1967\nthe hanrei at the beginning of this work indicates, Taishû\nbungaku jiten takes the original meaning of the term taishû\nbungaku and focuses on period fiction. It is organized into two\nsections: literary history of period fiction and biography of authors.\nThe first section divides the development of period fiction from the Meiji\n10s to the postwar period into five stages and offers an introductory overview\nof each stage, which is a good place to start for students new to the field.\nThese overviews are followed by entries for works that comprise these stages.\nThese entries contain a summary of the work's storyline, which is useful.\nMoreover, this work includes a nenpyô, a subject and author\nindex, and a separate index for fictional characters of period fiction.\nTaishû bungaku gojûnen. Kôdansha, 1969.\nno.: PL 740.5 .O92\nbungaku gojûnen, a collection of essays written for newspapers\nbetween February to May of 1969, attempts to deal with various sub-genres\nof popular literature such as detective fiction, its primary focus is on\nperiod fiction, as it is expected from Ozaki who is the leading scholar\nof this sub-genre. This work provides a genealogy of period fiction\nbeginning with Nakazato Kaizan's Daibosatsu tôge, often considered\nthe founding work of popular literature in Japan. The introductory\nchapter, however, traces the development of popular literature in relation\nto the changing media (newspaper, magazine, film, radio, and television),\nand the closing chapter attempts to grasp the significance of popular literature\nas a whole. These chapters should be useful for anyone researching\nin the field of popular literature.\n(tantei shôsetsu / suiri shôsetsu), as a quick look\nat any of the below works will reveal, is a term which subsumes a vast\nnumber of other types of fiction such as fantasy, grotesque, and horror.\nWith the change in terminology after the war from tantei shôsetsu\nto suiri shôsetsu, however, the definition of detective fiction\nhas become narrower. Scholarship on detective fiction, similar to\nthe scholarship on period fiction, has been largely unsystematic, but in\nthe 1980s, two leading scholars in the field, Nakajima Kawatarô and\nItô Hideo, published literary histories of Japanese detective fiction\nthat have provided its systematic treatment much needed in the field.\nStudents seeking bibliographical information on primary texts should refer\nto Nakajima, Nihon suiri shôsetsu\njiten, which provides an extensive list of multi-volume compendia\nand complete works by individual authors.\nKawatarô, Nihon suiri shôsetsu jiten. Tôkyôdô\nno.: REF PL 770.6 .D45 N35 1986.\ngood place to turn for factual information on detective fiction, Nihon\nsuiri shôsetsu jiten is organized into two sections. The\nfirst section, which is the bulk of this work, contains entries of authors\nand magazines of detective fiction. A famous detective story is given\na separate entry under its author entry. The second section gives\ndefinitions and etymologies of terms such as tantei shôsetsu\nand torimonochô. Moreover, this work contains a list\nof multi-volume compendia and individual author's zenshû published\nover the years, as well as what is contained within each volume of the\ncompendium or zenshû. It also includes nenpyô\nof Japanese and foreign detective fiction as well as an index of detective\nstories cited in the work.\nNihon tantei shôsetsu jiten. Ed. Shinpo Hirohisa and\nYamamae Yuzuru. Kawada shobô shinsha, 1996.\nno.: PL 826 .D6 N54 1996\nspite of its name, this is not really a dictionary, but rather a collection\nof previously published reviews and criticisms that Edogawa Rampo wrote\non various authors and works of detective fiction over the years.\nThe work is organized by the author's name. What is interesting about\nthis work is that the entries for the authors also contain a review or\ncriticism that the author has written on Rampo. Although this may\nnot be a useful work for gathering basic information on detective fiction,\nit is nonetheless a very interesting work for anyone who is an avid reader\nof detective fiction.\nNihon suiri shôsetsu shi. Tôkyô Sôgensha,\n1993-1996. 3 vols.\nno.: PL 747.67 .D45 N35 1993 v.1-3\nfrom the beginning of Meiji to the postwar period, Nihon suiri shôsetsu\nshi, a collection of past articles written by the author, provides\na comprehensive literary history of detective fiction in Japan. This\nwork is particularly useful because it does not focus only on the works\nof detective fiction themselves but also provides the contexts for their\nproduction and reception through its examination of translations, magazines,\nliterary criticism, etc. Each volume contains an author index and\na title index. At the end of volume 2, there is a list of major works\ncontained within each issue of Shinseinen, a magazine that played\na major role in the development of detective fiction in Japan, from its\nfirst appearance in January 1920 to its last in July 1950. At the\nend of volume 3, same information is given for Purofîru, a\nshort-lived (May 1933-April 1937) but influential magazine of detective\nfiction in the prewar period.\nMeiji no tantei shôsetsu. Shôbunsha, 1986.\nno.: not available in Starr Library\nTaishô no tantei shôsetsu. San'ichi Shobô,\nno.: PL 747.63 .D45 I86 1991\nShôwa no tantei shôsetsu. San'ichi Shobô,\nno.: not available in Starr Library\nin scope to Nakajima's three-volume work, this trilogy examines the development\nof detective fiction from early Meiji Period to the Shôwa 20s.\nIn contrast to Nakajima's work, however, this work emphasizes the detective\nstories themselves and provides numerous plot summaries of famous and obscure\nworks of detective fiction as well as adaptations/translations of foreign\ndetective fiction. It also includes nenpyô and an index\nof names and titles at the end of each volume.\nHideo, Kindai no tantei shôsetsu. San'ichi Shobô, 1994.\nno.: PL 747.57 .D45 I86 1994\nthe development of detective fiction from the early Meiji to the Shôwa\n20s, Kindai no tantei shôsetsu is the single-volume supplement\nto the above trilogy. Because it includes information not contained\nin the trilogy, these works should be used in conjunction with each other.\nthe other two sub-genres of popular literature, children's literature (jidô\nbungaku), which has maintained a semi-autonomous position in relation\nto popular literature both historically and academically, is a field that\nhas been extensively studied. This section will introduce few works\nthat may prove particularly useful for those who are just starting their\nresearch. Students seeking bibliographical information on primary\ntexts should turn to Nihon jidô\nbungaku daijiten; and while many of the works introduced below\ncontains a fairly extensive bibliography of secondary sources, for the\nmost comprehensive bibliography of secondary sources on children's literature,\nstudents should turn to Torigoe Shin, ed., Jidô bungaku (Kadokawa\nShoten, 1982), pp. 353-371 (Call no.: PL 751.5 .J5 1982).\nKokusai Jidô Bungakkan, ed., Nihon jidô bungaku daijiten,\n3 vols. Dai Nihon Tosho, 1993.\nno.: REF PN 1009 .J3 N5 1993 v. 1-3\nthree-volume work contains vast amount of information useful for anyone\ndoing research in children's literature. The main body of this work,\ntaking up the first volume and part of the second, consists of entries\nfor authors of children's literature, including famous authors who have\nwritten what can be considered children's literature as well as more obscure\nauthors of children's literature who are not listed in regular literary\ndictionaries. Each entry is signed, and a bibliography is provided\nat the end of each entry. Important works by the authors are given\na sub-entry under the author's entry. The second volume of the work\ncontains various entries for terms, publishers, literary groups, magazines,\netc. associated with children's literature. The third volume contains\na list of multi-volume compendia of children's literature and what is contained\nin each volume. The entries for each compendium are very detailed,\ncontaining a description of its physical composition and bibliographical\ninformation pertaining to the compendium. The third volume also provides\na list of children's literature awards and their recipients and an index\nof names, titles, and topics that appear in this dictionary.\nTorigoe Shin, Nihon\njidô bungaku. Kenpakusha, 1995.\nno.: PL 751.5 .N54 1995\nby one of the leading scholars in the field, Nihon jidô bungaku\nas a good introduction to the history of children's literature. Organized\ninto four historical periods (Meiji, Taishô, early Shôwa, and\nlate Shôwa), this work is well-written and provides an understanding\nof children's literature in relation to the socio-cultural conditions of\neach period. It also provides a short but annotated bibliography\nof sources that the author suggests for students of children's literature.\nKan Tadamichi, Nihon\nno jidô bungaku. Ôtsuki Shoten, 1956.\nno.: not available in Starr Library\ncited as the founding work of postwar scholarship on children's literature,\nno jidô bungaku is a key work in understanding the history of\nscholarship on children's literature. Moreover, because this work\nstill exercises great influence over current scholarship in the field,\nstudents of children's literature should take a look at this work.\nand Kami Sôichirô, eds., Nihon jidô bungaku kenkyû.\nMiyai Shoten, 1974.\nno.: 909 M37 (shelved in Prentis)\njidô bungaku kenkyû is a collection of essays by literary\nscholars in various fields. Organized by historical periods from\npre-Meiji to early Shôwa Period, it is a good place to turn to get\na sense of the issues that have been addressed by past scholars on children's\nliterature in various historical periods, especially because it provides\nan overview of the essays that appear in the work. It also contains\nan appendix which provides a fairly extensive bibliography on children's\nbungaku gakkai, ed., Kenkyû: Nihon no jidô bungaku.\nTôkyô Shoseki, 1995. 6 vols.\nno.: PL 751.5 .N544 1995 (Starr Library only has vols. 2 and 3)\nsix volume series (1. Kindai izen no jidô bungaku 2.\nbungaku no shisôshi / shakaishi 3. Nihon jidô bungakushi\no toinaosu 4. Gendai jidô bungaku no kanôsei\nto irasutorêshon 6. Media to jidô bungaku)\nis a collection of essays that attempts to reconsider children's literature\nfrom a new perspective, organizing its analysis around a particular subject\nmatter rather than on a particular historical period, author, or work.\nFor example, the essays contained in volume 2 of this series reconsider\nchildren's literature through examining its relationship to nationalism\nand Christianity. Because of its approach, this work may not be useful\nas an introductory work for students who are starting their research in\nchildren's literature, but it may prove useful for those who want to incorporate\nchildren's literature into their project in another field.\nbungaku gakkai, ed., Jidô bungaku kenkyû. Kyûzansha,\n1994. 3 vols.\nno.: PL 751.5 .J54\nbungaku kenkyû is a collection of the first 25 issues (1971-1993)\nof Nihon Jidô Bungakkai's journal and contains articles on various\ntopics in children's literature. While some of the articles look\nvery interesting, researchers should be aware that the articles are written\nby the members of Nihon jidô bungakkai whose background and affiliations\nare not clear and their quality varies from one to the other.", "label": "No"}
{"text": "Toward Conquest of Disease\nSince the rise of civilization, the large predators of humans have been subdued and the most dangerous predators remaining are those unseen---vastly smaller than our bodies. They are the microbial predators that cause disease. Infectious disease has devastated human populations and even caused global population declines. Subduing and managing disease is one of the grand challenges of our time.", "label": "No"}
{"text": "Exposure to chemical substances can cause adverse effects on the muscles, bones, and joints (Musculoskeletal Toxicity). The bone disorders arthritis, fluorosis, and osteomalacia are among the musculoskeletal diseases that can be induced by occupational or environmental toxicants. Rheumatoid arthritis is an autoimmune disease of the connective tissue characterized by joint inflammation and pain. It is often chronic and progressive, leading to deformities and disability. Prolonged exposure to silica and coal dust increases its incidence. Occupational exposure to fluoride can cause the skeletal disorder fluorosis, in which fluoride rather than calcium is deposited in bone. Osteomalacia is a painful, degenerative disease involving the gradual softening and bending of bones. It is caused by exposure to the musculoskeletal toxicant cadmium.", "label": "No"}
{"text": "In this tutorial we will be using welds and a motor to make a working windmill:\nFirst, insert a new part for the pole of the windmill. Use the Scale tool to make it narrow and tall.\nNext, insert a part which we will use as the shaft of the windmill. It should be a small, almost square, box. Eventually it will need to be moved next to the top of the pole, but for now use the Move tool to keep it suspended in midair.\nClick on the Surface tool and select Motor. Then click on one of the sides of the shaft. You will see a small axle sticking out the side of the part. This motor will be what turns the windmill.\nMove the part next to the pole so that the axle of the motor goes into the pole.\nClick on the Surface tool again and this time select Add Weld. Then, click on the four outer sides of the shaft; These welds will be used to hold the vanes in place.\nInsert a new part and use the Scale tool to make it long and thin; This will be one of the windmill's vanes. Move it so it is on top of the shaft.\nCopy and paste the vane, then move the copy underneath the shaft.\nCopy and paste one of the vanes again. Use the Rotate tool to put it on its side, then use the Move tool to move it to the side of the shaft. Repeat this process for the other side.\nIf you press Play or Run, the windmill will now rotate like this:", "label": "No"}
{"text": "Color temperature is measured in Kelvins (K) and equals the temperature of the ideal black body radiating the same spectrum. There are three commonly used values. Printing and photography often involves 5500K temperature (this value was introduced by folks from Kodak under the name of “daylight”. There is a joke that in the real world this value is the color temperature of midday sunlight near the offices of this company). For computer-processed images a color temperature 6500K is used (it corresponds to bright sunlight in a clear sky, while a slightly clouded sky has a color temperature of 6500-7000K). Sometimes, but quite rarely, the color temperature is set to 9300K giving out a slight bluish hue (an analog from nature – it is the color temperature of a thin shadow on a bright day).\nTalking about artificial light sources, the ordinary bulb has a color temperature of about 2000K, powerful studio incandescent lamps and daylight lamps with “warm” phosphors – about 3000K, daylight lamps with “cold” phosphors – 4000K.\nThe aforementioned sRGB standard recommends a color temperature of 6500K (D65), and this is the default temperature of many computer monitors. But still, the color temperature of LCD monitors has some specific features. First, as I mentioned above, color temperature may vary considerably between different tones of gray. On a well-calibrated monitor the temperatures of white and 50% gray differ by a score or two of degrees, but for the majority of monitors this difference is as high as 500K and more (up to a thousand degrees for high temperatures). It means that if white looks really white, light-gray will look bluish (it is the temperature of gray that’s usually higher, but there are exceptions, too).\nSecond, CRT monitors allow adjusting the color temperature rather smoothly along the entire range, from 5000K to 9300K, with a stepping of 50..100K, but LCD monitors usually have three or four temperature values for the user to select among them. For a smooth adjustment of the temperature, you can only use the independent controls for the three basic colors (R, G and B), which is rather unhandy and requires much experience to achieve an appropriate result.\nMoreover, the temperature of a CRT monitor is usually changed very neatly, while LCD monitors may produce some artifacts at different temperatures. For example, at a reduced temperature, the screen gets a strong pinkish or greenish hue. On a temperature increase, gray color may become so bluish that the calibrator just can’t measure its temperature…\nOne more parameter that slightly affects the quality of color reproduction is the so-called gamut range. It is a known fact that the human eye perceives light with wavelengths from 390nm to 760nm, different wavelengths being different colors from violet to red. Display devices, however, reproduce a much narrower range of colors.", "label": "No"}
{"text": "Introduction to Photonic and Phononic Crystals and Metamaterials\nIntroduction to Photonic and Phononic Crystals and Metamaterials, by Arthur R. McGurn, presents a study of the fundamental properties of optical and acoustic materials which have been of recent interest in nanoscience and device technology. The level of the presentations is appropriate for advanced undergraduates, beginning graduate students, and researchers not directly involved in the field. References are given to guide the reader to more advanced study in these fields.\nDiscussions of the physics of photonic and phononic crystals focus on the transmission properties of optical and acoustic radiation arising from their diffractive interaction in these engineered materials. The frequency transmission and non-transmission bands of radiation are explained in terms of the symmetry properties of the photonic and phononic artificial crystal structures. Basic applications of these properties to a variety of their technological applications are examined.\nThe physics of metamaterials is discussed along with their relationships to the ideas of resonance. Properties of negative index of refraction, perfect lens, and unusual optical effects the new optics of metamaterial media makes available are examined. Related effects in acoustics are also covered.\nBasic principles of surface acoustic and electromagnetic waves are explained. These form an introduction to the fundamental ideas of the recently developing fields of plasmonics and surface acoustics.\nMorgan & Claypool\nAtomic, Molecular and Optical Physics\nCitation for published book\nMcGurn, Arthur. Introduction to Photonic and Phononic Crystals and Metamaterials / Arthur McGurn, Western Michigan University. S.l.]: MORGAN & CLAYPOOL PUB, 2020. Print. Synthesis Lectures on Materials and Optics ; #2.\nMcGurn, Arthur R., \"Introduction to Photonic and Phononic Crystals and Metamaterials\" (2020). All Books and Monographs by WMU Authors. 799.", "label": "No"}
{"text": "The scarlet letter nathaniel hawthorne viii the elf-child and the minister page 1 of 6 more books more by this author governor bellingham, in a loose gown and . Vii the governor's hall / hester prynne went one day to the mansion of governor bellingham, with a pair of gloves which she had fringed and embroidered to his order, and which. About “the scarlet letter (chap 8)” governor bellingham approaches, accompanied by the ministers john wilson and arthur dimmesdale, as well as roger chillingworth, in his role as physician. Governor bellingham stepped through the window into the hall, followed by his three guests “hester prynne,” said he, fixing his naturally stern regard on the wearer of the scarlet letter, “there hath been much question concerning thee, of late.\nGet an answer for 'discuss mistress hibbins, governor bellingham, and mr wilson of the scarlet letterminor in terms of the amount of space devoted to them, but each plays a crucial role. Governor bellingham, hester responds that she can teach the child what she has learned from the scarlet letter, at which point bellingham sternly indicates that . Everything you ever wanted to know about governor richard bellingham in the scarlet letter, written by masters of this stuff just for you.\nGovernor bellingham is the pompous and well-adorned governor of salem in nathaniel hawthorne's 'the scarlet letter' his character highlights some of the hypocrisy of the culture which operates . Read expert analysis on the scarlet letter chapter vii at owl eyes the scarlet letter the scarlet letter to the mansion of governor bellingham, with a pair of . The scarlet letter chapter 7 summary setting the setting of chapter 7 is mainly at governor bellingham's mansion in boston characters hester pearl. Richard bellingham, who historically was the governor of massachusetts and deputy governor at the time of hibbins's execution, was depicted in the scarlet letter as the brother of ann hibbins martin luther (1483–1545) was a leader of the protestant reformation in germany. The three scaffold scenes in the scarlet letter are integral to the structure and unity of the narrative they are the most dramatic scenes at the beginning, in the middle and at the end of the novel.\nChapter 7 vii the governor's hall hester prynne went one day to the mansion of governor bellingham,. Test your knowledge of ''the scarlet letter'' with this interactive quiz and printable worksheet you may use the practice questions as a reference. The scarlet letter: governor bellingham and hypocrisy governor bellingham is the leader of the boston colony he is therefore supposed to be one of the most pious and upstanding members of the community. Bellingham - governor john wilson - reverend, clergyman, and scholar of boston regard he scarlet a as able (strong-willed, indp) what the scarlet letter .\nA list of all the characters in the scarlet letter the the scarlet letter characters covered include: hester prynne, pearl, roger chillingworth, reverend arthur dimmesdale, governor bellingham, mistress hibbins, reverend mr john wilson, narrator. Governor bellingham is the leader of the boston colony he is therefore supposed to be one of the most pious and upstanding members of the community as he “makes the rules”, he is supposed to follow them to the letter this is why, when hester visits his house to deliver his gloves, she is so . Bellingham was immortalized as a fictional character in nathaniel hawthorne's the scarlet letter, as the brother of ann hibbins, a woman who was executed (in real life in 1656, as well as in the book) for practicing witchcraft.\n“is the worshipful governor bellingham within” inquired hester 12 “yea, forsooth,” replied the bond-servant, staring with wide-open eyes at the scarlet letter, which, being a new-comer in the country, he had never before seen. Character description of governor bellingham from the scarlet letter character description of governor bellingham from the scarlet letter. The scarlet letter english 11 study guide by bubblesgirl includes 45 questions covering vocabulary, terms and more governor bellingham scarlet letter plot . A summary of chapters 7–8 in nathaniel hawthorne's the scarlet letter learn exactly what happened in this chapter, scene, or section of the scarlet letter and what it means.\nThe scarlet letter chapter 8 summary & analysis from litcharts | the creators of sparknotes chillingworth the narrator mistress hibbins governor bellingham . Page 1 of 5 more books more by this author hester prynne went one day to the mansion of governor bellingham, with a pair of gloves which she had fringed and embroidered to his order, and which were to be worn on some great occasion of state for, though the chances of a popular election had caused this former ruler to descend a step or two from the highest rank, he still held an honourable . This study guide consists of approximately 69 pages of chapter summaries, quotes, character analysis, themes, and more - everything you need to sharpen your knowledge of the scarlet letter governor bellingham represents an actual person, richard bellingham, who came to america in 1634 and was .", "label": "No"}
{"text": "Nowruz Rituals in Iran\nNowruz Rituals in Iran : Nowruz (literally The New Day) marks the Persian New Year. It is an ancient festivity of the first day of Spring, as a symbol of renewal of nature, when it regains strength to overcome winter’s cold and darkness. Nowruz coincides with the exact moment of the vernal equinox, which in the Gregorian calendar falls between 19th to 21st of March. Every year several nations celebrate Nowruz around the world.\nAs their most important Holiday, Iranians perform Nowruz rituals, starting days before the New Year, to prepare themselves for a new beginning:\n#1 Spring House Cleaning\nSpring House Cleaning : Weeks before spring, Iranians start shaking their houses of any unnecessary clutter settled in over the past year. It is not uncommon to see rugs hanging on walls waiting for their owners to beat or wash the dust out of them!\n#2 Chaarshanbe Souri (Wednesday Festivity)\nChaarshanbe Souri (Wednesday Festivity) is a prelude to the New Year. As a festive part of Nowruz rituals, Iranians celebrate on the eve of the last Wednesday before Nowruz by fireworks and jumping over fire. They sing a poetic line to the fire, asking it to take away ill-health and problems and bring warmth and health.\n#3 Haft-Seen (the 7 S’s)\nHaft-Seen (the 7 S’s) : One of Nowruz rituals is setting the Haft-Seen Table. As a tradition, families gather around the Haft-sin table and await the moment of Nowruz. Haft-Seen are 7 edible items starting with the letter S in Persian, symbolizing renewal and health for the new year. The items are green sprouts, apples, garlic, oleaster berries, a sweet pudding, vinegar, and sumac.\nA volume of Hafez of Shiraz, or the Holy Qoran, a mirror, colored eggs, rice or wheat grains, flowers and goldfish too have been added to the setting.\n#4 Visiting Family and Friends\nVisiting Family and Friends is an important part of Nowruz rituals. Iranians consider Nowruz the perfect time to share some quality time with their loved ones. Typically, young people will visit their elders first, as a sign of respect.\n#5 Sizdah Bedar\nSizdah Bedar : Iranians conclude Nowruz Holidays on the 13th day, by spending the daytime picnicking in the nature, as the last part of Nowruz Rituals. They throw away the greenery grown for the Haft-Seen setting, best into running water. It is also customary for young single people, to tie the leaves of the greenery before discarding it, expressing a wish to find a partner. Another custom associated with Sizdah bedar is the playing of jokes and pranks, similar to April Fools’ Day.", "label": "No"}
{"text": "(See also Overview of Headache Overview of Headache A headache is pain in any part of the head, including the scalp, upper neck, face, and interior of the head. Headaches are one of the most common reasons people visit a doctor. Headaches interfere... read more .)\nMost commonly, low-pressure headaches occur after the following:\nA low-pressure headache occurs in up to a third of people who have had a spinal tap, usually hours to a day or two afterward.\nIn a spinal tap, doctors insert a needle between two vertebrae in the lower back, and withdraw a sample of cerebrospinal fluid from the spinal canal. The cerebrospinal fluid, which flows through a channel between the layers of tissues (meninges) that cover the brain and spinal cord, helps cushion and support the brain. After a spinal tap, cerebrospinal fluid sometimes continues to leak out of the tiny hole made by the needle. If fluid leaks out faster than the body can replace it, the amount of fluid around the brain decreases, and the brain may sag downward, stretching the surrounding blood vessels and supporting tissues. This stretching results in a headache.\nHow a Spinal Tap Is Done\nCerebrospinal fluid flows through a channel (called the subarachnoid space) between the middle and inner layers of tissue (meninges) that cover the brain and spinal cord. To remove a sample of this fluid, a doctor inserts a small, hollow needle between two bones (vertebrae) in the lower spine, usually the 3rd and 4th or the 4th and 5th lumbar vertebrae, below the point where the spinal cord ends, and then into the subarachnoid space—the space between the layers of tissue (meninges) that cover the spinal cord (and brain). Usually, people lie on their side with their knees curled to their chest. This position widens the space between the vertebrae, so that the doctor can avoid hitting the bones when the needle is inserted.\nCerebrospinal fluid is then allowed to drip into test tubes, and the samples are sent to a laboratory for examination.\nLow-pressure headaches may also occur when other problems cause cerebrospinal fluid to leak out:\nA cyst in or near the meninges where a nerve comes out of the spinal cord bursts. Cysts sometimes burst when people cough or sneeze because coughing and sneezing cause the pressure within the cerebrospinal fluid to suddenly increase. Cerebrospinal fluid sometimes leaks spontaneously—for no apparent reason.\nThe meninges are torn during an injury, particularly when the head or face is injured.\nLow-pressure headaches are intense. They occur when people sit or stand and may be relieved by lying flat. People usually also have a stiff, painful neck and nausea and may vomit.\nDiagnosis of Low-Pressure Headache\nA doctor's evaluation\nSometimes imaging tests\nDoctors base the diagnosis of low-pressure headaches on the symptoms and the situation.\nIf people have had a spinal tap, the diagnosis is usually obvious, and testing is rarely needed.\nIf they have not had a spinal tap, imaging tests of the brain, such as magnetic resonance imaging (MRI), may be done. Before the imaging test, a contrast agent is injected into a vein, usually in an arm or a hand. The contrast agent is used to provide greater detail.\nTreatment of Low-Pressure Headache\nFluids and caffeine\nAn epidural blood patch\nIf people have a headache after a spinal tap, they are given pain relievers (analgesics). Lying flat as much as possible helps minimize pain. They are given fluids and caffeine, which increases the production of cerebrospinal fluid. Fluids are given by mouth or, if people are very dehydrated, intravenously.\nIf the headache persists after such treatment, doctors may inject a small amount of the person’s blood into the space between the spine and the meninges in the lower back. This procedure, called an epidural blood patch, slows the leakage of cerebrospinal fluid, regardless of where the leak is or what caused it.\nSurgery to repair a leak is rarely required.\nDrugs Mentioned In This Article\n|Generic Name||Select Brand Names|\n|D.H.E. 45, MIGRANAL|\n|No US brand name|", "label": "No"}
{"text": "Everything Is Economics\nMastering Economic Essentials\nEconomics / Grade 12\nExploration, expansion, and colonization had varying consequences for different peoples.\n- First contact\nStudents will keep considering…\n- How do conflicting ideas affect progress?\n- What makes one culture seem more appealing than another?\nTeacher Evaluative Criteria:\nGeography extension/ mapping skills: Students create (3D model, online, or draw) the island, including natural resources found on it, geographic location in relation to other landmarks, location of settlement, etc.\n> Students present one part of the project (oral debate OR written report)\n> Written report is submitted in alternative form (drawing or mind map)\nDevelop rubrics to assess this project. Suggested evaluation branches: oral debate, policy proposal, realistic suggestions for compromise between two communities.\nQuiz evaluation: can be open book and based on big ideas/ essential questions (synthesis) rather than fact-based recall.\nScaffold assessment with feedback on thesis statements, paragraph outlines, practice arguments.\nPossibilities for paragraph expansion:\n> Peer review paragraphs\n> Create rubric with students; have students self-assess\nPossibilities for project expansion:\n> Study culture of indigenous groups around the world (e.g. music, food, religious traditions, etc.)\n> Have students create map of the world during age of exploration to show specific information. E.g. natural resources, migration patterns, languages, etc.\nDevelop rubric to assess research skills (quality of sources, bibliography), presentation skills, information found (accuracy, relevancy).\nTeacher will monitor progress:\nTeachers can monitor progress through ongoing formative assessment including but not limited to:\n> Note-taking (extracting big idea from text)\n> Primary source analysis\n> Group discussions\n> Optional assignments: journal entries, etc\nPotential Student Misunderstandings:\n- Age of Exploration Handout\n- Peoples of BC Map\n- HBC Teaching resources\n- National Humanities Centre\n- Nova Scotia Digital Collections\n- Newfoundand Heritage\n- Pathways by Michael Cranny\n- Crossroads: A Meeting of Nations by Michael Cranny\n- Weslandia by Paul Fleischman\n- Raven Steals the Light by Bill Reid\nHow will teachers and their students reflect on and evaluate the completed project?\nConstant feedback from students and dialogue after each activity outlined in the Learning Events will help to direct and adapt what is explored in the next activity. Self, peer and teacher evaluation of the Performance Task and its alignment with the essential questions.\nNext time I teach this unit I would…\nAllow students to select the short stories that link to Identity.\nMy students needed:\nPotential Student Misunderstanding:\nStage 2 – Evidence\nAuthentic Performance Tasks\nAUTHENTIC PERFORMANCE TASK: Assessing for Understanding\nStudents will be able to demonstrate their understanding by:\nPERFORMANCE TASKS RATIONALE: All of the following activities require students to be actively engaged in the learning task. Students will assume roles, argue opinions, share anecdotes, challenge classmates, debate issues, consume products, analyze human behavior, create authentic metrics, and make recommendations. For some students these activities will come easily. For others, teacher encouragement will be needed. Teachers will pay close attention to creating a safe atmosphere in the class for students to express personal opinions. They will also encourage all students to take risks with their learning when debating, role playing, or playing simulation games using curriculum material that is new to them.\nGRASPS - Lesson 1 - “There’s Not Enough To Go Around”\nGRASPS - Lesson 2 - “It's Hard to See the Other Side”\nGRASPS - Lesson 3 - “Is Free Trade Free?”\nWhat is a GRASPS task?\nLESSON #3: “Is Free Trade Free?” [* See Fraser Institute citation in Resources]\nESSENTIAL QUESTION: How do we determine what is valuable to us as individuals and a society? What is the value of money beyond its monetary worth? What economic opportunities and problems arise from changes in technology?\nGRASPS - Lesson 4 - “If Only My Parents Had Told Me About the Law of Diminishing Marginal Utility”\nGRASPS - Lesson 5 - “Stanley Park Is For Sale”\nGRASPS - Lesson 6 - “Order in the Court”\nGRASPS - Lesson 7 - “Living in the Truman Show”\nWhat is a GRASPS task?\nLESSON #7: “Living in the Truman Show”\nESSENTIAL QUESTION: Why do some societies choose one economic system over another for the economic well-being of their society? How does scarcity and choice govern our economic decisions and the world around us?\n- OTHER EVIDENCE: Assessing for Knowledge and Skills\nStudents will show they have acquired Stage 1 knowledge and skills by:\n“There’s Not Enough to Go Around”\n- Students will outline a plan to make a forthcoming personal purchase within 12 months, allowing for timing, demand, and supply factors. Evidence of decision-making process required.\n“It’s Hard to See the Other Side”\n- Students will discuss why northern countries frequently tend to get ‘the best deal’ in trade negotiations.\n- Using their imagination, students will describe how a global economy based on the chief economic goal of happiness (Bhutan) differs from our current market-driven economy and will explain how trade negotiations might be rather different in this new scenario\n“Is Free Trade Free?”\n- Discuss the wider implications of current trade events such as Brexit, TPP, NAFTA, or US / European protectionism.\n“If Only My Parents Had Told Me About the Law of Diminishing Marginal Utility”\n- Discuss aspects of human psychology and explore why societies routinely hyper-consume, unlike other animals in nature.\n“Stanley Park Is for Sale”\n- Examine the 7 Teachings that many Aboriginal communities embrace today. Include in the debate a third team who argues that Stanley Park must be returned to sole governance by its first inhabitants, the First Peoples.\n- Discuss the concept that ‘economics is often politics’ and explore situations where public / private resource issues are often split down political lines. Hold a small-town municipal election where the sole issue is resource-based.\n- Explore the advantages and disadvantages of extreme cases of public / private economies such as Northern Korea / Switzerland.\n“Order in the Court”\n- There are many notable global business cases where corporate externalities have had far-reaching consequences. Students can extend this trial’s learning task to individual project research with each student (or pair of students) examining a separate, well-known multi-national corporation and its CSR record.\n“Living in the Truman Show”\n- In their create-an-economy group, students will locate and reproduce articles from a local and national news source that deals with immediate economic factors.\n- They will visually display these articles in a graphic presentation and under each news item, will compose a one-paragraph analytical response to why the factor is ‘working’ or ‘not working’ for our present-day economy.\nFurther Extension Possiblities\n1. Assume the active role of a community member in the cornerstone task of taking part in a multi-month classroom economy simulation. See The Classroom Economy under Resources for a useful link.\n2. Self-assess a timely personal economic decision for Opportunity Costs, giving weight to present and future ramifications.\n3. Write reflectively or present to classroom peers an informed personal economic decision / behavior (see #2 above) based on authentic research using online financial calculators (post-secondary funding, travel plans, car purchase, etc.)\n4. Interview a local Corporate Knight and present an evaluative summary of its business practices using a Corporate Social Responsibility filter.\n5. Critically analyze an economics-based current event and make reasonable and supported economic predictions based on knowledge and trends studied in class. [Teacher Note: This is an effective way to begin every class as the daily news provides much material for opening discussion. Recent examples include nations receding from economic partnerships, trade discussions and the tensions they bring, alliances between provinces and in-country economic squabbles, etc.)]\n6. Use collaborative inquiry to invent or improve a process to solve a current economic problem in the news (see #5 above).\n7. Evaluate an unfamiliar economic system from multiple viewpoints, being aware of personal cultural bias.\nThe Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.\nThe set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media\nThe knowledge, skills and processes we associate with intellectual development\nThe set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society\nCurricular Competencies & Content\nCurricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.", "label": "No"}
{"text": "Article on tolerance need of the hour | speech on tolerance a need of hour\nArticle on tolerance need of the hour\n“Article on tolerance need of the hour” is written as an essay as well as a “speech on tolerance a need of hour “.\nTolerance is need of hour and nothing is required in this contemporary world than TOLERANCE. As, Tolerance is to accept the views and actions of other with patience and light behavior. Stopping himself from reaction on the action of other is real TOLERANCE. Parents observe tolerance by forgiving the mistakes committed by their kids similarly a friend bear the odd habits and things of his beloved friends with patience and tolerance. Friendly nations and societies usually do not react over the actions even deadly by one of his friend. That’s why such actions are named in war as friendly attack or strike.\nHistory of tolerance is as old as the birth of this planet. The whole system of universe is based on patience and tolerance. Almighty Allah forgive His disbelievers and even then He waits for his abandon over sins. He do not take away His blessings from sinner and disbeliever by view of tolerance and patience. Prophets of God were advised to take lenient view for his disbeliever.\nInternational community has now accepted the value of tolerance and therefore 16th November is celebrated as a Tolerance day in the world.\nWhy it is important to be tolerant\nOne should start the implementing the habit of tolerance from his home. We should accept the right and positive views and demands of our kids and life partner. We should not impose our thinking and ideas on other in spite that we should try to convince them with logics and counselling if they are going in wrong way. It is observed that relationships and family set up destroy due to lack of tolerance and patience. It is duty of other partner to observe tolerance if the other is in anger and vice versa.\nIn world politics need of tolerance building and patience is required more than anything. Powerful nations should accept the views of other weaker nations and must try to give the share of trade, economy, power and rights to the weaker nation. This type of attitude can only save the world from wars and terrorism.\nBurning issues among the communities may be settled with dialogues and using the forums of International organizations.\nIt is also part of tolerance not to get involve in the internal matters of other communities. More over terrorism and war for freedom may be separated and later may be treated with patience while former must be crushed with joint efforts.\nLack of tolerance in our society\nWars, conflicts and terrorism are result of absence of tolerance and non-acceptance of other views and rights. Conflicts and issues arise when party do implement their agendas while not considering party B rights and privileges. In some cases minorities do not use legal ways to highlight their issues.\nRise of terrorism is due to lack of patience and tolerance among the groups and masses. Such entities choose short cut ways to get their goals achieved, this attitude brings destruction and unrest in the societies. We are witnessing results of terrorism due to impatience behaviour of parties.\nWe see that in most parts of the world Hindus, Christian, Buddhists, Muslims and other religious sects are at daggers drawn. Even inside a religion sects and segments are quarreling with one another to impose his views and thoughts. There is dire need of accepting and respecting the views of other religion, otherwise this planet will become a mess and unrest will go on prevailing among the societies.\nHow to be tolerant\nBut question arises what are the steps to move ahead for observing tolerance, these are:\n- Do not interfere in the matters of religion, nationalism, race etc.\n- Now a custom is being developed all over the world that majority usually do not care about the religious views, castes and areas of minorities and even legislation is being made to impose majority’s culture.\n- Moreover, bullying is another form of intolerance behaviour.\n- Accept the right of other.\n- Decline of right of others real cause of all quarrels.\n- Accept the power of dialogue.\n- Communities may address their issues with tolerance and on table.\n- Do not react early.\n- One should not be hurry in reacting, it is often seen that Wait and see policy solve most of issues with passage of time.\n- Tell others about your rights.\n- Communities may talk about the rights and one should communicate its right and privileges to other.\n- Use legal ways.\n- Illegal ways usually weaken the point of view and legal way at the end get acceptance.\n- Control your anger.\n- Last but not least, control of anger is key to success and tolerance.", "label": "No"}
{"text": "Languages of Food and Dance in East Kentucky: Gathering ’Round the Table and the Dance Floor\n- 25 Downloads\nHow do the cultural constructs of food and dance inform our understanding of place and community? This chapter examines the East Kentucky Food & Dance Trail, a project of Hindman Settlement School, which connects people, places, and events in Appalachian Kentucky around food and dance. The chapter reflects upon how language and geography intersect with community-based work centered in cultural gathering practices. It then offers a brief history of the Food & Dance Trail, overview of other cultural trails, approach to information gathering, framework for presentation, profiles of food and dance initiatives, and vision for the future of the project.\nKeywordsFood Dance Culture Gathering Appalachia Kentucky\n- Appalachian Food Summit. https://www.appalachianfood.com/. Accessed 16 Aug 2018.\n- Appalachian Transition Fellowship. http://www.appfellows.org/. Accessed 20 Aug 2018.\n- Appalshop. (2018). Kentucky coal camp community launches brick oven bakery. https://www.appalshop.org/news/kentucky-coal-camp-community-launches-brick-oven-bakery/. Accessed 25 Aug 2018.\n- Best, B. (2013). Saving seeds, preserving taste: Seed savers in Appalachia. Athens: Ohio University Press.Google Scholar\n- Brashear, I. (2016). Appalachia is a borderland: Lessons from the third annual Appalachian Food Summit. Renew Appalachia, September 20.Google Scholar\n- Bristol, J. (2018). The crooked road’s mountains of music homecoming kicks off tomorrow. Bristol Herald Courier. June 7.Google Scholar\n- Caudill, M. (2018). Southern square dance calls. Unpublished Manuscript.Google Scholar\n- Cornbread and Tortillas. https://cornbreadandtortillas.com/. Accessed 16 Aug 2018.\n- Cowan Creek Mountain Music School. http://cowancreekmusic.org. Accessed 22 Aug 2018.\n- East Kentucky Food & Dance Trail. (2017). Film, produced by Kertis Creative, Louisville: Hindman Settlement School. http://ekyfoodanddance.org/. Accessed 16 Aug 2018.\n- Eller, R. D. (1982). Miners, millhands, and mountaineers: Industrialization of the Appalachian South, 1880–1930. Knoxville: University of Tennessee Press.Google Scholar\n- Eller, R. D. (1999). Forward. In D. B. Billings, G. Norman, & K. Ledford (Eds.), Back talk from Appalachia: Confronting stereotypes. Lexington: The University Press of Kentucky.Google Scholar\n- Engelhardt, E. S. D. (2011). A mess of greens southern gender & southern food. Athens: University of Georgia Press.Google Scholar\n- Gibson, George. (2000). The Banjo in Appalachia: Part 1 of 2. Kentucky Explorer.Google Scholar\n- Grow Appalachia. https://growappalachia.berea.ed. Accessed 23 Aug 2018.\n- Hansell (2016). Film, directed by Tom Hansell, Charlottesville: Virginia Film Festival, 2016, DVD.Google Scholar\n- Hindman Settlement School. https://www.hindmansettlement.org. Accessed 16 Aug 2018.\n- Huggins, A.. (2015). Dumplin’s and Dancin’ in Appalachia. Southern Foodways Alliance, December 17.Google Scholar\n- Huggins, A. (2018). Kentucky dare to be square, Hindman Settlement School. April 17.Google Scholar\n- Jamison, P. (2015). Hoedowns, reels, and frolics: Roots and branches of Southern Appalachian dance. Chicago: University of Illinois Press.Google Scholar\n- Kentucky Old Time, Inc.. http://www.kyoldtime.org/. Accessed 16 Aug 2018.\n- Laurel County African American Heritage Center. https://lcaahc.org/. Accessed 16 Aug 2018.\n- Letcher County Farmers’ Market. https://www.letchercountyfarmersmarket.com/. Accessed 16 Aug 2018.\n- Lewis, H. M. (2012). In P. Beaver & J. Jennings (Eds.), Helen Matthews Lewis: Living social justice in Appalachia. Lexington: University Press of Kentucky.Google Scholar\n- Louisiana Dance Halls. http://louisianadancehalls.com/. Accessed 16 Aug 2018.\n- Lundy, R. (2016). Victuals: An Appalachian journey, with recipes. New York: Clarkson Potter.Google Scholar\n- Milnes, G. & Hill, B. (2014). Reel ‘em, Boys, Reel ‘Em DVD. Augusta Heritage Productions. Elkins, WV.Google Scholar\n- Mountain Association for Community and Economic Development (MACED). (2016). Trail models review. Unpublished manuscript.Google Scholar\n- Mountain Dance Trail. https://mountaindancetrail.org/. Accessed 16 Aug 2018.\n- Portelli, A. (2010). They say in Harlan county: An oral history. New York: Oxford University Press.Google Scholar\n- Richards, M. (2013). The benefits, opportunities and challenges of creating local and regional food systems in Kentucky. Sustainability (Fall/Winter), (27):10–17.Google Scholar\n- Smith, H. E. (1984). Strangers and kin: The history of the hillbilly image.. Film, directed by Herb E. Smith. Whitesburg: Appalshop.Google Scholar\n- Smith, R. C. (2008). Publishing oral history: Oral exchange and print culture. In T. L. Charlton, L. E. Myers, & R. Sharpless (Eds.), Thinking about Oral history: Theories and applications (pp. 169–182). Lanham: Altamira Press.Google Scholar\n- Smith, L. (2016). Electric jell-O: Refrigeration brought the jiggle to rural Appalachia. Gravy, 58. https://www.southernfoodways.org/electric-jell-o/\n- Stoddart, J. (2002). Challenge and change in Appalachia: The story of Hindman Settlement School. Lexington: University of Kentucky Press.Google Scholar\n- Stricklett, K. (2016). Farmacy program promotes healthier lifestyle. WYMT, August 10.Google Scholar\n- The Crooked Road. https://www.myswva.org/tcr. Accessed 16 Aug 2018.\n- Kentuckians for the Commonwealth. What do we mean by a just transition for Appalachia?. Accessed 20 Dec 2016.Google Scholar\n- Whisnant, D. E. (2009). All things native and fine: The politics of culture in an American region. Chapel Hill: UNC Press.Google Scholar\n- Wildman, S. (2011). On Virginia’s crooked road, mountain music lights the way. The New York Times, May 20.Google Scholar", "label": "No"}
{"text": "Period of PURPLE Crying Outreach\nIn partnership with Yolo County birthing hospitals, distribution of Period of PURPLE Crying materials, which educate new parents about Shaken Baby Syndrome/Abusive Head Trauma, baby safety, dealing with crying babies, and self-care during the stressful first months.\nShaken Baby Syndrome Prevention\nYCCA works to prevent shaken baby syndrome/abusive head trauma (SBS/AHT) in Yolo County by supporting Yolo County birthing hospitals in their implementation of the Period of PURPLE Crying program from the National Center on Shaken Baby Syndrome. The Period of PURPLE Crying is an evidence-based SBS/AHT prevention program that aims to educate parents and caregivers about early increased infant crying and reduce the incidence of SBS/AHT. With support from the Davis Rotary, YCCA purchases and distributes the Period of PURPLE Crying educational material to the two Yolo County birthing hospitals: Sutter Davis Hospital Birthing Center and Woodland Memorial Hospital Family Birth Center.\nWhat is Shaken Baby Syndrome/Abusive Head Trauma (SBS/AHT)?\nSBS/AHT is a severe type of child abuse that occurs when an infant or small child is violently shaken by the shoulders, arms, or legs. According to the Centers for Disease Control and Prevention (CDC), SBS/AHT “resulting in head injury is a leading cause of child abuse death in the United States. Nearly all victims of SBS/AHT suffer serious health consequences and at least one of every four babies who are violently shaken dies from this form of child maltreatment.” For those who survive, long-term health consequences may include learning disabilities, blindness, seizures, behavioral disorders, and cognitive impairment.\nWhat is the link between inconsolable crying and Shaken Baby Syndrome/Abusive Head Trauma (SBS/AHT)?\nThe CDC states that inconsolable crying is the primary trigger for SBS/AHT. Many parents and caregivers do not know that it is very normal for infants to cry, sometimes for prolonged periods. In fact, crying usually begins about 2 weeks of age and continues until about 3-4 months of age. This is known as the Period of PURPLE Crying® as defined by the National Center for Shaken Baby Syndrome (NCSBS). PURPLE, stands for:\n- Peak Pattern: Crying peaks around 2 months, then decreases\n- Unpredictable: Crying for long periods can come and go for no reason\n- Resistant to Soothing: The baby may keep crying for long periods\n- Pain-like Look on Face\n- Long Bouts of Crying: Crying can go on for hours\n- Evening Crying: Baby cries more in the afternoon and evening\nI am a parent or caregiver of a baby. What can I do to prevent Shaken Baby Syndrome/Abusive Head Trauma?\nThe good news is that SBS/AHT is entirely preventable. Now that you know that crying is normal, you can learn to try multiple soothing techniques to calm your baby and make sure to take a break and seek help when you start to get frustrated or angry. It is also very important to share the information about normal crying, tips for soothing, and the harms of shaking a baby with anyone caring for your baby. Make sure never to leave your baby with someone who you think might get easily frustrated.\nHow can I soothe my crying baby?\nWhen your baby is going through a very fussy or difficult time, it is normal to not know what to do. When you find yourself in this situation, you can try some of the soothing techniques in the following list. All of the following techniques may work some of the time, but it is important to remember that there may be times when none of these ideas may work.\n- Is your baby hungry? Try feeding him or her\n- Change your baby’s diaper\n- Try burping your baby\n- Swaddle the baby in a soft blanket and cuddle\n- Bathe your baby\n- Gently massage your baby\n- Give your baby a pacifier\n- Run a vacuum cleaner or dishwasher near your baby\n- Drive around with your baby in a car seat in your car\n- Put your baby in a stroller and take a walk\n- Sing to your baby\n- Rock your baby gently\n- Make eye contact with your baby\n- Put your baby underneath a baby mobile\n- Kiss your baby\nIf these soothing techniques do not work, you should check to see if your baby appears ill or is hurt. You can call your baby’s doctor if you think your baby is injured or sick.\nIs it okay to take a break? YES!\nIt is normal for parents and caregivers to get frustrated and angry at babies sometimes, particularly if soothing techniques are not working. If all of these soothing techniques do not work and/or you find yourself getting frustrated or angry, it is time to take a break. When your baby’s crying becomes overwhelming or you find yourself unable to cope, please:\n- Set your baby down on his or her back in a safe place, such as a crib or bassinet\n- Take a deep breath or leave the room for a few minutes\n- Take care of yourself. Do what you need to do to calm yourself down. This may involve breathing deeply, reading a book or magazine, talking to someone, or listening to music. If you have a partner, relative, or neighbor who you trust, ask them to watch the baby for a few minutes while you calm yourself down. Remember that it is not your fault and that babies under four months often cry a lot.\n- Check on your baby every 5 to 10 minutes\n- When you are calmer, go back to trying soothing techniques to calm your baby\nWhere can I get more help?\nIf you feel like you are so frustrated or angry that you could potentially hurt your baby, please put your baby down in a safe place and call the Child Help Hotline at 1-800-4-A-child. This is a toll-free number, available 24 hours a day, 7 days a week, that you can call to talk to a professionally trained counselor who can help you find ways to handle your infant’s crying and deal with other developmental issues that might frustrate you.", "label": "No"}
{"text": "One Crazy November Day\nCommercial Agriculture/University of Missouri Extension\nFor many climate enthusiasts, November 11, 1911, is a date that generates much interest in regard to the extreme weather conditions that were experienced that day in Missouri and surrounding states. During sunrise, on 11/11/11, temperatures were unseasonably warm and had already climbed into the lower 70’s across mid-Missouri. A southerly breeze had increased to 25-30 mph by noon as the mercury climbed into the lower 80’s. By early afternoon, record high temperatures were broken in several locations including Kansas City, Springfield, Hannibal, Columbia and St. Louis.\nMany people were outside enjoying the warm conditions including several hunters who had walked miles from home wearing only lightweight clothing. Unknown to many early that afternoon was that an arctic cold front had entered northwestern Missouri and was diving southeastward. Eyewitness reports that day describe the arctic boundary as a rapidly moving dark boiling mass of clouds accompanied by lightning, thunder, rain, hail that eventually turned to sleet and snow. Some of the hunters, unaware of the impending cold blast, were caught out in the elements and perished.\nHourly wind reports from the Columbia weather service office reported a southerly wind gusting to near 40 mph at 2 p.m. shifting to northerly winds gusting to over 40 mph about an hour later. The temperature in Columbia reacted to the wind shift and dropped from a toasty 82° at 2 p.m. to a cold, rainy and windy 38°F one hour later; an incredible 44° temperature drop in 60 minutes! One hour later the temperature was 30° in Columbia and the rain had changed to sleet with a wind chill of 16°. By midnight it was a frigid 13°, which set a record low for the day. In one day the temperature fell a whopping 69°, a record that still stands today for Columbia.\nOn November 11, 1911, many locations in Missouri established a record in terms of the largest daily temperature swing and this remarkable occurrence remains unprecedented today. Generally, for Missouri, the temperature drop was 50° in less than 3 hours and 65-70° in 18 hours. Maximum and minimum temperatures for some Missouri locations on 11/11/11 include Kansas City, 76°/11°; Springfield, 80°/13°; Columbia, 82°/13°; Hannibal, 82°/16°; and St. Louis, 78°/18°.", "label": "No"}
{"text": "Lion-tailed macaques live in small groups of between 4 – 30 (average 10 and 20) members, which are usually composed of a single male, several females and their young, but occasionally up to three adult males are seen (2) (5). These macaques spend the majority of their time in the trees, huddling together to sleep at night high up in the forest canopy (4). There is no specific breeding season; females that are ready to mate have small swellings in the region under their tail at oestrous, which the male examines (2) (4). Females give birth to a single offspring after a gestation period of around 6 months (162 – 186 days) (2) (5). Males tend to leave their natal group once they reach maturity and live in bachelor groups (5), whereas females remain, fitting into the hierarchy that exists (6). Groups are territorial and males of this species are the only macaques that use calls to denote territorial boundaries (5).\nThe mainstay of the lion-tailed macaque diet is fruit, although they will also forage for seeds, young leaves, flowers, buds and even fungi (4). Their distensible cheek pouches are used to quickly gather large amounts of food and when fully extended have the same capacity as their stomach (5).", "label": "No"}
{"text": "Acute myeloid leukemia is usually described as:\nUntreated. Untreated AML is newly diagnosed.\nIn remission. AML that is in remission has been treated. The patient does not currently have any signs or symptoms of leukemia.\nRecurrent (relapsed). Recurrent AML has been treated. It has come back after going into remission.\nRefractory AML is leukemia that has not responded to the initial treatment.\nA care team will recommend treatment based on several factors, including:\nAge of the patient.\nThe subtype of AML.\nWhether the cancer has spread to the central nervous system (brain and spinal cord).\nWhether the patient has been treated in the past for another cancer.\nWhether the person has had a blood disorder such as myelodysplastic syndromes.\nWhether the AML has been treated before and come back.\nWhen you are considering a treatment option, it's important to ask your doctor about the expected benefits and risks of a particular therapy.\nThere are usually two phases of treatment. The first phase aims to put the leukemia into remission. The second phase is intended to prevent a relapse.\nIn the first treatment phase, doctors kill as many leukemia cells in the blood and bone marrow as possible. When this phase is successful, the disease is considered to be in remission.\nStandard treatment for AML involves chemotherapy to stop the growth of cancer cells. Chemotherapy for AML is usually given as combination chemotherapy. This means that more than one anticancer drug is used.\nChemotherapy can be taken by mouth or injected into a vein or muscle. It enters the bloodstream and travels throughout the body. Chemotherapy may also be injected directly into the fluid surrounding the brain and spinal cord. This may be done to treat adult AML that has or may spread to the central nervous system.\nChemotherapy treatments usually cause side effects. Your doctor can suggest ways to manage these side effects. Side effects may include:\nIncreased risk of infection\nIn the second treatment phase, steps are taken to kill any remaining leukemia cells that could cause a relapse. The second phase of treatment may involve:\nChemotherapy with or without radiation therapy and a stem cell transplant\nRadiation therapy uses high-energy radiation to kill cancer cells or stop them from growing. It can also help reduce pain in bone that has been affected by leukemia.\nA more recent treatment for AML is a stem cell transplant. A stem cell transplant replaces a person's blood-forming cells. Stem cell transplants can use stem cells from your own body or from a donor. Donor stem cell transplant may be necessary if the patient's own stem cells are abnormal or have been destroyed by cancer treatment.\nStem cells (immature blood cells) are removed from the blood or bone marrow of a patient or donor. Once removed, they are examined under a microscope and the cell number is counted. The stem cells are stored for future use.\nThe patient then undergoes high-dose chemotherapy to eradicate the leukemic cells that populate the bone marrow. The stored stem cells are then infused into the patient's bloodstream. They migrate into the bone marrow space. Because these are stem cells, they are able to regenerate and grow into the many different cells that normally populate the bone marrow.\nStem cell transplants require very high dose chemotherapy to rid the body of all the leukemia. In the process, the patient cannot make any blood cells until the stem cells have had time to mature. This puts the patient at high risk of infection and bleeding. In addition to the short term risks, there are also long term side effects. Stem cell transplants should be undertaken only in specialized centers.\nTreatment for recurrent AML in adults depends on the subtype. It may include chemotherapy, cell transplant, or other types of treatment.\nPatients should continue to have regular follow-up exams and tests, even if they are in remission.", "label": "No"}
{"text": "Search this site\nBe as up-\nSee this excellent blog for language news of the week, maintained by a teacher of A Level English Language.\nOther useful links are collected here.\nThese are Aitchison’s descriptions of 3 different prescriptivist attitudes to language change:\nDescriptivists like Aitchison herself view language change as natural. Language evolves and adapts -\nSome contemporary prescriptivists include:\nIf you don’t have material about these people from lessons, looking them up in relation to language change would be a very productive revision activity.", "label": "No"}
{"text": "Contents - Previous - Next\nThis is the old United Nations University website. Visit the new site at http://unu.edu\nThis book is a product of the United Nations University (UNU) project on Highland-Lowland Interactive Systems. Centring on the project's Mountain Hazards Mapping study in Nepal, extensive reconnaissance and detailed field investigations were undertaken, not only in Nepal, but in several parts of the Indian Himalaya, in Tibet (Xizang Autonomous Region), Sichuan, Yunnan, and Xinjiang, of the People's Republic of China, and in northwestern Thailand. These various journeys, sometimes into remote mountain areas, afforded us an unusually extensive experience, often together, at other times with several colleagues, most of whom worked with us in the Kakani and Khumbu test areas of Nepal, or were members of the staffs of the Commission for Integrated Survey of Renewable Natural Resources (CISNAR) and the Geographical Institute of the Chinese Academy of Sciences. They included: Khagda Basnet, Markus Bichsel, Inger-Marie Bjonness, Barbara grower, Alton Byers, Elizabeth Byers, Nel Caine, Chen Bao-lin, Chen Chuan-you, Sumitra M. Gurung, Heinrich Hafner, Hans Hurni, Corneille Jest, Kirsten Johnson, Narendra R. Khanal, Hans Kienholz, Li Wenhua, Liao Jungua, Liu Lan-hui, Lee MacDonald, Pradeep K. Mool, Elizabeth Ann Olson, Tjerk Peters, Guy Schneider, Kamal K. Shrestha, Ann Stettler, Rabindra M. Tamrakar, Colin E. Thorn, Daniel Vuichard, Yang Zhou-huai, Yao Zhiyun, Zhang Yongzu, Markus Zimmermann.\nThe fieldwork was largely financed by the UNU, with significant contributions of the Chinese Academy of Sciences, the Nepal National Committee for the Man and the Biosphere (MAB) Programme, and the UNESCO MAB Programme. Within UNESCO we owe special thanks to our colleague Dr. Gisbert Glaser. We were also greatly assisted by released time from our home institutions, including a Faculty Fellowship from the University of Colorado, and extensive material support from the Geographical Institute, University of Berne.\nMany of the results of the field studies have been published in Mountain Research and Development, and elsewhere, or have appeared as doctoral, masters, and diploma dissertations. Mountain Research and Development has also been heavily supported by UNU.\nNone of this extensive body of work would have been possible without the total commitment, goodwill, abiding faith, and administrative skill of our guide and colleague, Professor Dr. Walther Manshard, both in his capacity as UNU Vice-Rector, and present position as UNU Senior Programme Director, ably assisted by Lee MacDonald and many of the UNU Tokyo headquarters staff. This support of UNU has been sustained by the current Vice-Rector Dr. Roland Fuchs; the special moral support of former UNU Rector Soedjatmoko was also of inestimable value.\nThe fieldwork, and extensive travels, much of it in restricted and politically sensitive areas, depended absolutely upon a number of national institutes and their staffs. In Nepal, the National Committee for MAB (UNESCO) served as our host institution, and we are especially indebted to National Committee Secretaries Dr. Cherunjivi Shrestha and Professor Suresh R. Chalise; we also appreciate support received from the National Planning Commission, and especially Dr. Ratna Rana and Professor Upendra Man Malla. Professors Kamal K. Shrestha and Suresh R. Chalise served as local UNU coordinators. In China we received vital administrative support and encouragement from Professor Sun Honglie, Vice-President, Chinese Academy of Sciences, and Professor Li Wenhua, Director, CISNAR. During the latter stages of the study in Nepal, Dr. Colin Rosser, Director, and staff of the International Centre for Integrated Mountain Development (ICIMOD) provided invaluable assistance, as did the Swiss Association for Technical Assistance (SATA).\nMany of the ideas expressed in this book evolved from spirited informal discussions with all those so far individually acknowledged. However, the form and content of the book has depended heavily upon a group of colleagues whose tireless and selfless assistance has been indispensable and who really deserve credit as contributing authors. These include, amongst others, Sunderlal Bahuguna, Jayanta Bandyopadhyay, David Griffin, Lawrence S. Hamilton, Sun Honglie, Janos Hrabovszky, Donald Messerschmidt, David Pitt, and Michael Thompson. Maurice F. Strong warrants special thanks for serving as Honorary Chairman of the Mohonk Mountain Conference, for contributing the thoughtprovoking Foreword, and for several years of constant encouragement and moral support.\nAndreas Lauterburg and Markus Wyss, Geographical Institute, University of Berne, contributed major reports that became vital parts of Chapters 2 and 6. Without the help of Professors A. B. Mukerji, Chandigarh, and R. B. Singh, New Delhi, the work of Andreas Lauterburg would not have been possible. The skill of Andreas Brodbeck, Martin Grosjean, Andreas Lauterburg, Susanne Wymann, and Markus Wyss, of the same institute, for their cartographic assistance is gratefully acknowledged. Professor JeanFrançois DJean-François Dobremez kindly allowed us to borrow extensively from his book on Nepal to provide many of the figures used in Chapter 2; they are credited in the text. We are grateful to Dr. Barry C. Bishop, National Geographic Society, for making available prints of photographs taken in the 1920s and 1930s in Yunnan by Dr. Joseph F. Rock and for alerting us to the existence of this 'treasuret of old photographs in the archives of the Society.\nThis acknowledgment introduced the book as a product of UNU research; equally, it evolved from the development of the International Mountain Society, and our thanks are due to all our IMS colleagues, but especially to Professor Frank P. Davidson, 'father' of the Society and its inveterate supporter and promoter. It is also a contribution of the Commission on Mountain Geoecology of the International Geographical Union and a tribute to its founder, the late Professor Dr. Carl Troll. We would like to record that it was Carl Troll who brought us together during a Commission symposium in the Canadian Rockies in 1972 and, as he has done so many times with his numerous colleagues, set us firmly on the path of mountain geoecology.\nIt remains to thank a group of skilled, loyal, and dedicated assistants, because, without their help, we would not have completed our task. Frau Florin, secretary of the Geographical Institute, University of Berne, better known to her many mountain friends as 'Flo', contributed innumerable services; Laura Koch, as loyal and astonishingly accurate secretary of the UNU-University of Colorado Mountain Project, 1979-87, provided immaculate typescripts of the several early drafts of the manuscript; Ann Underwood completed the final word processing with consummate skill.\nMary Ann Kernan guided us through many difficult moments with editorial aplomb and cheerful encouragement; the editorial assistance of Ruth Jeavons and Stephanie Homer was also of great value, and Pauline Ives provided extensive assistance in the preparation of the manuscript, as well as being a valuable sounding board for many of the ideas introduced. Without the indirect help and forebearance of both Beatrice Messerli and Pauline Ives, we ourselves would have entered a state of supercrisis!\nWith so much help it would seem that there can be no mistakes nor misinterpretations herein: there undoubtedly are and for these, acknowledgment is due only to ourselves.\nWe would like to dedicate this work to the wonderful, long-suffering, skilful, and hospitable subsistence farmers of the Himalaya.\nContents - Previous - Next", "label": "No"}
{"text": "The EduSAT educational satellite Project was funded by the Italian Space Agency (ASI) with the aim to promote Space education among high school students and to support qualification and scientific careers of university students, PhD students and young researchers.\nEduSAT microsatellite has been designed and manufactured by the Group of Astrodynamics of the “Sapienza” University of Roma (GAUSS), on the basis of its previous experience, the UNISAT program (UNIversity SATellite), that started at the School of Aerospace Engineering of Roma in the early nineties.\n- EduSAT’s structure is a square prism with dimensions 315 mm x 315 mm x 260 mm, in honeycomb alluminium. Its weight is ca. 10 Kg\n- Power system: solar cells triple junction and Ni-Cd batteries\n- Attitude control: with a passive magnetic stabilization through the use of a permanent magnet\n- Two magnetometers\n- COMMS subsystem: Transceiver UHF and VHF band and S-band transmitter, allowing to operate the satellite from the ground station installed by GAUSS Group at the School of Aerospace Engineering. A GPS transmitter made by the American SpaceQuest.\nMission objectives and payload\nThe objective of this program was to develop a small Space mission for low cost scientific experiments and technological tests in orbit. The didactic payload on board was composed by:\n- The main experiment was a Sun sensor capable of determining the orientation of the satellite with respect to the Sun. It was suggested by high school students involved in the project and implemented by the company IMT Srl, with the scope of better understanding the spacecraft asset\n- MR-FOD releasing system (Morehead Rome Femto Orbital Deployer), designed by GAUSS Group in cooperation with Morehead State University (Kentucky), a prototype deployer for PocketQubes\n- Temperature Sensor, providing the satellite with a passive thermal control\n- Study of de-orbiting system to avoid that the satellite becomes a space debris at the end of its mission.\nEduSAT was launched on August 17, 2011 at 07:12:20 UTC (09:12:20 Italian time) from Dombarovsky Cosmodrome (launch site near Yasny) by the Russian-Ukranian DNEPR Launch Vehicle. Its orbit is quasi-polar (98,26 deg), sun synchronous with a height of 674 km.\nIt formed part of a Cluster Launch with SICH-2 (from Ukraine), NigeriaSat-2 SC and NigeriaSat-x (from Nigeria), RAZAT (from Turkey), APRIZESAT-5, 6 (from USA). The spacecraft is still orbiting.", "label": "No"}
{"text": "2011 India census, Agua Bahini, anita bai narre, anita narre, betul district, bhopal, children dysentery india, children sanitation india, children's health india, data india, dysentery, dysentery india, fecal contamination, FINISH project, hygiene principles india, hygiene training india, India, india caste, india hygiene, india sanitation, india toilets, india tribal belt, India women, Indian women, metered, microfunds india, millenn, ministry of housing india, mobile phones india, open defacation, open defacation india, private toilets india, rural india, rural india women, rural open defacation, rural sanitation india, sanitation microfunds, sister leaders for sanitation, sisters for sanitation, sulabh international, toilet micorfunding, toilets india, tribal communities india, UN Millennium Development Goals, United Nations, united nations development, water and sanitation india, water and sanitation ministry of urban developement india, whenever the need, wome toilets india, women and caste, women and hygiene, women castes, women hygiene india, women private toilets, women safety india, women sanitation india, women tribals, women tribals india, women's health india\nShuriah Niazi – WNN Features\n(WNN) Bhopal: A new women’s movement has been building in rural India. It’s demanding something never considered before for women who often live in areas without adequate or clean running water. Often these are homes with that have no vented heating or adequate flooring. The demand for decent toilet facilities is a real and growing concern in a region where many rural women have been left out with no other option than to use the ‘open outdoors’ as their only toilets.\nWestern style bathrooms with baths and toilets in rural India are considered by most to be a complete luxury. The idea of bringing a toilet into the home though has come with a history of resistance by those who have a justified worry about proper home sanitation.\nLack of toilet facilities is not only a rural problem. More than two dozen urban women in the central India city of Nagpur recently staged an ‘Occupy men’s toilets’ protest demanding that they get their own fair share of toilets to use. They’re now calling for more ‘clean and usable’ private toilets for women who live in urban India.\nIt may seem obvious, but the persistent question is: why are bathroom facilities such a problem in India?\nThe answer comes swiftly from advocates. It’s because private toilets most often don’t exist at all for those who are living at the very lowest level of Indian society. Walking out onto open land with what can sometimes add up to long distances to relieve themselves, women living in rural regions are often forced to look far outside the home for any kind of available privacy during the day or night.\nThe trek to relieve oneself is not a simple act. It’s not centered around safety or sanitation alone. It can also cause a women or girl to face snakes, spiders and other animals, especially at night. It can also provide the perfect opportunity for a physical assault or in the worst case, rape, where a nighttime search for privacy can cause a woman to face intensified danger.\nLack of running water outside is also a challenge contributing to a woman’s inability to wash her hands. This can compromise a woman’s health, and the health of her children, as lack of sanitation can come with a likelihood of exposure to numerous fecal-borne diseases causing dysentery.\n“Open defecation is one of the major causes of disease anywhere in the world. Faeces provides the perfect breeding ground for a wide variety of parasites and flies, which invariably settle on hands, eyes and food, all obvious vectors for the transmission of disease. As the same areas are used daily, regular contact with parasites makes the transmission of disease from ground to human inevitable,” says the United Nations Development report by the U.K. based charity called Whenever the Need.\nA Rebel Bride Demands a Toilet\n20-year-old newlywed Anita Bai Narre lives in Central India, in the Madhya Pradesh region. Her home is in the small agricultural village of Jheetudhana, approximately 180km (approximately 112 Miles) from the region’s capital city of Bhopal.\n“I will not return until he builds me a toilet!” said Anita the day after she married her new husband Shivram Narre. “I told him to construct a toilet immediately,” Anita recently shared during a one-on-one interview with WNN – Women News Network. “Otherwise it would not be possible for me to stay in the house,” she continued.\n“It was a real shock for me,” shared Anita’s husband Shivram. “I never thought that a woman could do this [leave] on the first night of her marriage,” he added.\nConstructing the toilet in only one week Shivram used all his savings as he worked non-stop to build his wife an private house bathroom. Along with Shivram’s funding, came financial support from the local village panchayat (village council) in Jheetudhana.\nNow Anita Narre has become a household name in India. Her grit and commitment to getting an her own toilet has brought high demands for toilets throughout the region. Known as India’s ‘tribal belt,’ Anita’s efforts have now made Jheetudhana village one of the ‘open-defecation free zones’ in India.\n“Every woman has a right to live a dignified life and they should fight for it!” says Anita.\nAs the oldest in the family, with one brother and six sisters, Anita had parents who were both school teachers. As a young girl her family was very lucky. They had an indoor toilet. So when Anita married Shivram she refused to do what most other wives in rural India are forced to do everyday, go outside and search for a safe and private place when nature calls.\n“Women in India want toilets and not mobile [temporary toilet facilities]. But it is difficult for men to understand…,” Anita outlined. The gender divide between men and women on the issue has been an uphill climb.\nTo see more of this story with videos (including an informative video on the use of mobile phone surveys in India) along with special reports link to page 2 below > > >", "label": "No"}
{"text": "Typically, school classroom academics fail to understand the fundamentals of the subjects explaining ‘What is What’. The student may study curriculum well and attain A+ grade but they fail to answer basic question like ‘What the science subjects deal with and how they are related to each other?’ Online tutoring works very well understanding these fundamentals.\nLet us understand Physics and Chemistry as a subject…\nPhysics is subset of Math and Chemistry is subset of Physics. Physics is applied Math which takes numbers and arrange them to explain several theories. Further those theories can be applied to atoms and molecules (of matter) which includes in study of Chemistry. Physics and Chemistry are two primitive branches of science.\nPhysics tutoring online: Fundamentals as a subject\nPhysics is nothing but study of nature and how it works. Physics always talks about bigger picture –right from the origination of universe to atomic particles. Forces, energy, time, motion and space are important concepts of Physics. Further, these concepts are being applied to particle physics, astronomy, aerodynamics, quantum electrodynamics, mechanics, electricity, etc. Typically, Physics tutoring online starts with understanding all these fundamentals.\nChemistry tutoring: Fundamentals as a subject\nChemistry is the study of matter which deals with composition of the substances, their properties and their reactions. Chemistry tutoring starts with describing different elements and compounds, behavior of atoms and molecules that form any matter and what happens when particular matter are subjects to changes as light and heat. It deals with how different compounds are formed when atoms are subjected to other atoms. Chemistry is related to Physics in some of the electrochemical processes like making of electrochemical cells-lemon battery.", "label": "No"}
{"text": "To overthrow a tyrant, try the 3.5 Percent Solution\nA study of 323 uprisings against repressive regimes yields stunning insights.\n- No democracy movement has ever failed when it was able to mobilize at least 3.5 percent of the population to protest over a sustained period\n- At that scale, most soldiers have no desire to suppress protesters. Why? Because the crowd includes their family members, friends, coworkers, and neighbors.\n- With a population of 327 million, the U.S. would need to mobilize about 11.5 million people to assert popular, democratic power on the government. Could that happen?\nIn the years after the fall of the Berlin Wall in 1989, Western democracies were giddy about the global victory of market-based liberal systems. Decades of the Cold War were over. The logic of markets, rights, contracts, and law prevailed. It was, Francis Fukuyama famously declared, \"the end of history.\"\nBut in the last decade, authoritarianism has staged a comeback. Putin and Xi have consolidated power in Russia and China. Eastern bloc nations have revived ugly forms of nationalism. The U.S. and Britain have disavowed their durable alliances and free trade. Hungary, Turkey, the Philippines have cracked down on the opposition, as have Brazil, Venezuela, Guatemala, and Nicaragua. When the U.S. deposed Saddam Hussein, Iraqis did not greet Americans as liberators.\nStunned, small-d democrats now understand the leveling, destructive power of globalism. If Twitter can be used to rally pro-democracy activists in Tahrir Square, it can also be used to spread hateful lies and revive old prejudices. Angry mobs, living in online echo chambers, can be riled into dangerous wars against democratic norms and institutions.\nCan anything be done to confront the rising tide of authoritarianism? Research suggests a simple answer: Put millions of bodies in the streets to demonstrate, peacefully, for democratic values.\nNo democracy movement has ever failed when it was able to mobilize at least 3.5 percent of the population to protest over a sustained period, according to a study by Erica Chenoweth of Harvard University's John F. Kennedy School of Government and Maria Stephan of the U.S. Institute of Peace.\nIn their book, \"Why Civil Resistance Works: The Strategic Logic of Nonviolent Conflict\", Chenoweth and Stephan analyzed 323 political and social movements that challenged repressive regimes from 1900 to 2006. Such mass demonstrations are so visible, they found, that no one can ignore them. Their diversity and networks—with connections to schools, unions, churches, media, sports teams, fraternities, and even the military—gives them a superhuman voice and spirit. At that scale, most soldiers have no desire to suppress the protesters. Why? Because the crowd includes their family members, friends, coworkers, and neighbors.\nCall it the 3.5 Percent Solution.\nWhat is the 3.5 Percent Solution?\nLet's suppose that Americans wanted to stand up against government repression. How could everyday Americans not just speak out, but also force elites to radically change direction?\nWith a population of 327 million, the U.S. would need to mobilize about 11.5 million people to assert popular, democratic power on the government. Could that happen? Maybe. More than 2.6 million people took part in the Women's March, in cities all over the country (and world), on the day after Inauguration Day 2017. The U.S. would have to mobilize four times that many to push the reluctant Washington leaders.\nThat would take a lot of work, but it's possible.\nA. Philip Randolph, front center. Civil Rights leaders holds hands as they march along the National Mall during the March on Washington for Jobs and Freedom, Washington DC, August 28, 1963. The march and rally provided the setting for the Reverend Martin Luther King Jr's iconic 'I Have a Dream' speech.\n(Photo by PhotoQuest/Getty Images)\nThe logic of mass mobilization was first explained by a labor leader named A. Philip Randolph, who organized the black Pullman car porters in the 1920s and 1930s. In 1941, Randolph organized masses of black men to march in the streets of Washington to protest discrimination in the war industries. President Franklin Roosevelt called him to the White House, made some vague promises, and asked him to call off the march. Randolph said no, not until he got a signed executive order. Eleanor Roosevelt and Fiorello LaGuardia pleaded with Randolph to step aside. FDR dreaded the prospect of long columns of black men—maybe 100,000 of them—marching down Pennsylvania chanting about discrimination.\nWhen Randolph stood firm, Roosevelt relented. He signed Executive Order 8802 and Randolph called off the march.\nRandolph understood that reform requires activists to put their bodies on the line—peacefully. Without a willingness to be visible and accept consequences, like getting beaten or thrown into jail, the people in power do not take the opposition seriously.\n\"Here's what we have to say to all of America's men and women falling in the grips of hatred and white supremacy: Come back. It's not too late. You have neighbors and loved ones waiting, holding space for you. And we will love you back.\" – Alexandria Ocasio-Cortez\nAs Gene Sharp points out in his three-volume masterpiece, The Politics of Nonviolent Action, regimes gain power when ordinary citizens consent to their rule. Usually, that consent is tacit, when people pay taxes, accept government regulations, and follow basic practices like sending kids to school; sometimes, it's explicit, like adhering to court decisions and voting in elections. Nonviolent demonstrations, in effect, withdraw that consent. And no regime can survive when too many people refuse to obey the regime's orders.\nThe most important demonstration of our time, the 1963 March on Washington, attracted from 250,000 to 400,000, according to crowd experts. Randolph called that march too and hired Bayard Rustin to organize it. The star power of Martin Luther King and other headliners like Mahalia Jackson, Marian Anderson, Harry Belafonte, Bob Dylan, and Joan Baez made it historic.\nThe Roger Bannister Effect\nRoger Bannister breaks the tape as he crosses the winning line to complete the historic four-minute mile record in Oxfordshire, England. 6th May, 1954.\nPhoto by Bentley Archive/Popperfoto via Getty Images/Getty Images\nThat's a far cry from the 11.5 million people needed for a 3.5 percent march. That's where the Roger Bannister Effect comes in. Before Bannister broke the four-minute mile in 1954, many believed the feat impossible. Within a year, four others beat the mark. In the last 50-plus years more than 1,000 people beat it. Once people achieve a breakthrough, others duplicate it. The mind shapes what's possible.\nSuch is the case with protests. Demonstrations have become as much a part of the system as elections and lobbying. In recent years, countless protests have surpassed one million. Worldwide, five million joined the women's marches in 2017.\nSo think of the 3.5 percent goal, or 11.5 million people, as the political equivalent of the four-minute mile. It might seem impossible, but it's actually quite possible.\nIn Hong Kong, hundreds of thousands have taken to the streets to protest China's effort to extradite criminal suspects from Hong Kong to China, where party-controlled courts mean rigged trials. On one day, crowds were estimated to reach more than one million in a nation-state of 7.4 million residents. That's about 13.5 percent. More typically, the marches numbered in the hundreds of thousands, hovering around the magic 3.5 percent mark. The trick is to sustain the effort. The movement has to be ready to mobilize on short notice. Succeed once and it's easier to succeed again—not automatic, but easier.\nHow to protest – and succeed\nProtest movements attract the greatest, most diverse crowds when they focus on the consensus goals of fairness and democracy—against brutality and corruption—and keep their protests nonviolent.\nIf Americans ever wanted to stage a 3.5 percent March for Freedom, then, they must embrace a message that is both specific and mainstream. In 1963, the civil rights movement made a bold call for basic human rights, against the centuries of violence and indifference to the plight of blacks. Americans today would have to adopt the same kind of simple and clear message.\nWhat universal values might such a march champion? Start with fair elections (against foreign influence, gerrymandering, disenfranchisement, and big money). Broaden that appeal to include civil liberties, not just for Americans but for the \"wretched refuse\" seeking asylum and protection from civil war and life-threatening violence in other lands.\nForeign policy might offer another set of universal values to rally protesters. Most Americans support the idea of opposing brutal dictatorships and embracing democratic allies. With its vast consensus, global warming might make another focal point for rallying the masses. It depends how well the organizers frame the issue.\nSpecific ideas also need expression in universal outrages. In their marches for democratic revival in the U.S., protesters could cry out against specific grievances, like Russia's cyberwar against the U.S., abuses at the U.S.-Mexico border, voter suppression, and Saudi Arabia's murder of Jamal Khashoggi.\nBut getting too specific carries risks. On issues lacking a broad and deep consensus, the protesters risk alienating potential allies. So should protesters rally for Obamacare and the $15 minimum wage? Maybe, maybe not. If these issues cannot rally the masses—for the long haul—maybe they should be left off the agenda.\n\"Power wants your body softening in your chair and your emotions dissipating on the screen,\" Timothy Snyder writes in his manifesto On Tyranny. \"Get outside. Put your body in unfamiliar places with unfamiliar people. Make new friends and march with them.\"\nThe key is to make it easy for people to rally. Organize everywhere. Any place where people gather for parades and rallies—streets, parks, public squares, campuses, stadiums, auditoriums, churches, schools—get the necessary permits. It won't be any trouble in places with strong traditions of activism; but it will take work in less energized places.\nThe marches should also avoid the degrading rhetoric that certain destructive forces use to attack their enemies. In 1963, organizers approved most signs people carried at the March on Washington. That's going too far, but today's activists should focus on a strong assertion of values, not ad hominem attacks. Protesters should avoid also the bitterness and personal attacks common in social media. It might sound old-fashioned, but keep it clean. Don't try to \"win\" arguments with vitriol. Avoid tit for tat. Repeat, relentlessly, what matters: Stop the violence. Stop the lawlessness. Stop the assault on democracy.\nOrganizers should train marshals to keep things peaceful and nonviolent. Nonviolent movements have twice the success rate of movements that involve even occasional use of violence. But nonviolence doesn't just happen. It's a skill—a hard skill. But anyone who wants can learn it and will have the support of countless friends and neighbors once the big day comes.\nThe protests should always appeal to the better angels of our natures. Like Alexandria Ocasio-Cortez, we have to condemn racism but appeal to the better natures of people caught in its thrall. \"Here's what we have to say to all of America's men and women falling in the grips of hatred and white supremacy: Come back,\" AOC said. \"It's not too late. You have neighbors and loved ones waiting, holding space for you. And we will love you back.\"\nStudents take part in a march for the environment and the climate, in Brussels, on February 21, 2019. Greta Thunberg, the 16-year-old Swedish climate activist who has inspired pupils worldwide to boycott classes, urged the European Union on February 21, 2019 to double its ambition for greenhouse gas cuts.\nPhoto EMMANUEL DUNAND/AFP/Getty Images\nA protest demonstration is really a physical challenge to the regime: We're here and you can't push us around. We will assert ourselves. We will prevail.\nNo great movement can win without putting bodies on the line. \"Power wants your body softening in your chair and your emotions dissipating on the screen,\" Timothy Snyder writes in his manifesto On Tyranny. \"Get outside. Put your body in unfamiliar places with unfamiliar people. Make new friends and march with them.\"\nUltimately, the greatest impact of 3.5 percent protests could be at the ballot box. Democracy, by its very definition, thrives only when lots of people go to the polls. People need a reason to vote. If a positive force does not surge through the country, people will get stuck in the better-of-two-evils mindset. That's enervating; it's exactly what the enemies of democracy want. The 3.5 percent demonstration is the best way possible to arouse Americans who fear for our democracy.\nCivil rights activists have always known, in their heart, the truth of Chenoweth and Stephan's argument. America's greatest lesson in the power of protest came in the civil rights era. \"It's just like geometry,\" James Bevel, one of Martin Luther King's acolytes said. \"You add this, you add this, you add this, and you're going to get this. It's like a law. You can't miss with this.\n\"If you maintain your integrity in your heart and honestly do your work, and your motive and intention is right, and you go and seek what's just, there is no way for you not to achieve your objective.\"\nCharles Euchner, who teaches writing at Columbia University's Graduate School of Architecture, Planning, and Preservation, is the author of Nobody Turn Me Around: A People's History of the 1963 March on Washington (2010) and a forthcoming book on Woodrow Wilson's campaign for the League of Nations. He can be reached at email@example.com.\nTo create wiser adults, add empathy to the school curriculum.\n- Stories are at the heart of learning, writes Cleary Vaughan-Lee, Executive Director for the Global Oneness Project. They have always challenged us to think beyond ourselves, expanding our experience and revealing deep truths.\n- Vaughan-Lee explains 6 ways that storytelling can foster empathy and deliver powerful learning experiences.\n- Global Oneness Project is a free library of stories—containing short documentaries, photo essays, and essays—that each contain a companion lesson plan and learning activities for students so they can expand their experience of the world.\nPhilosophers like to present their works as if everything before it was wrong. Sometimes, they even say they have ended the need for more philosophy. So, what happens when somebody realizes they were mistaken?\nSometimes philosophers are wrong and admitting that you could be wrong is a big part of being a real philosopher. While most philosophers make minor adjustments to their arguments to correct for mistakes, others make large shifts in their thinking. Here, we have four philosophers who went back on what they said earlier in often radical ways.\nNumerous U.S. Presidents invoked the Insurrection Act to to quell race and labor riots.\n- U.S. Presidents have invoked the Insurrection Act on numerous occasions.\n- The controversial law gives the President some power to bring in troops to police the American people.\n- The Act has been used mainly to restore order following race and labor riots.\nIt looks like a busy hurricane season ahead. Probably.\n- Before the hurricane season even started in 2020, Arthur and Bertha had already blown through, and Cristobal may be brewing right now.\n- Weather forecasters see signs of a rough season ahead, with just a couple of reasons why maybe not.\n- Where's an El Niño when you need one?\nWelcome to Hurricane Season 2020. 2020, of course, scoffs at this calendric event much as it has everything else that's normal — meteorologists have already used up the year's A and B storm names before we even got here. And while early storms don't necessarily mean a bruising season ahead, forecasters expect an active season this year. Maybe storms will blow away the murder hornets and 13-year locusts we had planned.\nNOAA expects a busy season\nAccording to NOAA's Climate Prediction Center, an agency of the National Weather Service, there's a 60 percent chance that we're embarking upon a season with more storms than normal. There does, however, remain a 30 percent it'll be normal. Better than usual? Unlikely: Just a 10 percent chance.\nWhere a normal hurricane season has an average of 12 named storms, 6 of which become hurricanes and 3 of which are major hurricanes, the Climate Prediction Center reckons we're on track for 13 to 29 storms, 6 to 10 of which will become hurricanes, and 3 to 6 of these will be category 3, 4, or 5, packing winds of 111 mph or higher.\nWhat has forecasters concerned are two factors in particular.\nThis year's El Niño (\"Little Boy\") looks to be more of a La Niña (\"Little Girl\"). The two conditions are part of what's called the El Niño-Southern Oscillation (ENSO) cycle, which describes temperature fluctuations between the ocean and atmosphere in the east-central Equatorial Pacific. With an El Niño, waters in the Pacific are unusually warm, whereas a La Niña means unusually cool waters. NOAA says that an El Niño can suppress hurricane formation in the Atlantic, and this year that mitigating effect is unlikely to be present.\nSecond, current conditions in the Atlantic and Caribbean suggest a fertile hurricane environment:\n- The ocean there is warmer than usual.\n- There's reduced vertical wind shear.\n- Atlantic tropical trade winds are weak.\n- There have been strong West African monsoons this year.\nHere's NOAA's video laying out their forecast:\nArsTechnica spoke to hurricane scientist Phil Klotzbach, who agrees generally with NOAA, saying, \"All in all, signs are certainly pointing towards an active season.\" Still, he notes a couple of signals that contradict that worrying outlook.\nFirst off, Klotzbach notes that the surest sign of a rough hurricane season is when its earliest storms form in the deep tropics south of 25°N and east of the Lesser Antilles. \"When you get storm formations here prior to June 1, it's typically a harbinger of an extremely active season.\" Fortunately, this year's hurricanes Arthur and Bertha, as well as the maybe-imminent Cristobal, formed outside this region. So there's that.\nSecond, Klotzbach notes that the correlation between early storm activity and a season's number of storms and intensities, is actually slightly negative. So while statistical connections aren't strongly predictive, there's at least some reason to think these early storms may augur an easy season ahead.\nImage source: NOAA\nBatten down the hatches early\nIf 2020's taught us anything, it's how to juggle multiple crises at once, and layering an active hurricane season on top of SARS-CoV-2 — not to mention everything else — poses a special challenge. Warns Treasury Secretary Wilbur Ross, \"As Americans focus their attention on a safe and healthy reopening of our country, it remains critically important that we also remember to make the necessary preparations for the upcoming hurricane season.\" If, as many medical experts expect, we're forced back into quarantine by additional coronavirus waves, the oceanic waves slamming against our shores will best be met by storm preparations put in place in a less last-minute fashion than usual.\nRoss adds, \"Just as in years past, NOAA experts will stay ahead of developing hurricanes and tropical storms and provide the forecasts and warnings we depend on to stay safe.\"\nLet's hope this, at least, can be counted on in this crazy year.\nGot any embarrassing old posts collecting dust on your profile? Facebook wants to help you delete them.", "label": "No"}
{"text": "Studies of the Weddell seal in the laboratory have described the physiological mechanisms that allow the seal to cope with the extreme oxygen deprivation that occurs during its longest dives, which can extend 500 meters below the ocean’s surface and last for over 70 minutes. Recent field studies, however, suggest that during more typical dives in the wild, this seal’s physiological behavior is different.\nIn the laboratory, when the seal dives below the surface of the water and stops breathing, its heart beats more slowly, requiring less oxygen, and its arteries become constricted, ensuring that the seal’s blood remains concentrated near those organs most crucial to its ability to navigate underwater. The seal essentially shuts off the flow of blood to other organs, which either stop functioning until the seal surfaces or switch to an anaerobic (oxygen-independent) metabolism. The latter results in the production of large amounts of lactic acid which can adversely affect the pH of the seal’s blood, but since the anaerobic metabolism occurs only in (line 41)those tissues which have been isolated from the seal’s blood supply, the lactic acid is released into the seal’s blood only after the seal surfaces, when the lungs, liver, and other organs quickly clear the acid from the seal’s bloodstream.\nRecent field studies, however, reveal that on dives in the wild, the seal usually heads directly for its prey and returns to the surface in less than twenty minutes. The absence of high levels of lactic acid in the seal’s blood after such dives suggests that during them, the seal’s organs do not resort to the anaerobic metabolism observed in the laboratory, but are supplied with oxygen from the blood. The seal’s longer excursions underwater, during which it appears to be either exploring distant routes or evading a predator, do evoke the diving response seen in the laboratory. But why do the seal’s laboratory dives always evoke this response, regardless of their length or depth? Some biologists speculate that because in laboratory dives the seal is forcibly submerged, it does not know how long it will remain underwater and so prepares for the worst.\nThe passage suggests that during laboratory dives, the pH of the Weddell seal’s blood is not adversely affected by the production of lactic acid because", "label": "No"}
{"text": "Curriculum Team Leader\nMiss Charlotte Carson\nOur aim is to create a friendly and stimulating environment in which all our students are enabled to develop fully their spoken and written language skills and so reach their potential. We want our students to feel empowered in their ability to communicate with confidence and to develop a personal enthusiasm for the world of literature and language.\nKey Stage 3\nYears 7, 8 and 9: Most students are taught in mixed ability groups and have six lessons over a two week timetable. There are smaller groups to develop students requiring additional support.\n- Year 7: Places, Poetry from Different Cultures, the novel Skellig, a choice of plays including War Horse and The Invisible Man.\n- Year 8: Detective Fiction, a class reader from a different culture, Shakespeare’s Twelfth Night, a ‘Stories and Voices’ poetry unit\n- Year 9: War Poetry, The Gothic, Shakespeare’s The Tempest.\nAdditionally, there is an independent reading programme for every year group.\nKey Stage 4\nYears 10 and 11: Students are taught in higher and mixed ability groups. We have eight lessons over a two week timetable and students are entered for two GCSE courses: GCSE English Language and GCSE English Literature. There is the opportunity for students to study the ‘Step up to English’ Entry Level course where necessary.\nThe set texts for GCSE English Literature are An Inspector Calls by J.B.Priestley, The Strange Case of Dr Jekyll and Mr Hyde by Robert Louis Stevenson, Shakepeare’s Macbeth and a poetry unit from the AQA Anthology entitled ‘Power and Conflict’.\n- AQA GCSE English Language 8700\n- AQA GCSE English Literature 8702\nKey Stage 5\nWe offer three A Levels:\n- A S and A Level English Literature\n- A level English Language (Year 13)\n- A Level English Language and Literature.\nOur A level students have eight lessons over a two week timetable and are taught by two members of staff.\nOur students perform well at Advanced Level, achieving better than the national average. Groups in the Sixth Form are smaller and the atmosphere is pleasant, friendly and hard-working.\n- AQA A Level English Literature Specification B (7716/7717)\n- AQA A Level English Language and Literature (7706/7707).\nStudents are also able to re-sit GCSE English Language in Year 12 if they have not been successful in achieving a C grade in Year 11.\nThe Team aims to extend our students’ experiences beyond the classroom by running a number of activities to promote student engagement with the subject. These include theatre and cinema visits, outside speakers, study days, and our involvement with BBC School Report.", "label": "No"}
{"text": "On Civic Learning\nRevitalizing K-12 Civic Learning in California: A Blueprint for Action\nThe final report by the California Task Force Report on K-12 Civic Learning (August 2014). Oversight of the implementation of report recommendations led by the Power of Democracy Steering Committee chaired by Appellate Court Justice Judith McConnell.\nCivics Education Initiative\nA coalition of grassroots activists working with state and local leaders to ensure each new generation has the knowledge they need to become informed, engaged citizens. Requires high school students, as a condition for graduation, to pass a test on 100 basic facts of U.S. history and civics, from the United States Citizenship Civics Test.\nCivics Renewal Network\nA consortium of nonpartisan, nonprofit organizations committed to strengthening civic life in the U.S. by increasing the quality of civics education in our nation’s schools and by improving accessibility to high-quality, no-cost learning materials. Recommended resources for teachers searchable by subject, grade, resource type, standards, and teaching strategy.\nA non-profit organization founded by Justice Sandra Day O’Connor and dedicated to reinvigorating civic learning through interactive learning resources. Provides students with the tools they need for active participation and democratic action, and teachers with the materials and support to achieve this.\nA resource for teachers to engage students with current issues using social media tools. From KQED Public Media.\nOn Civic Engagement\nCenter for Information & Research on Civic Learning and Engagement (CIRCLE)\nConducts research on civic education in schools, colleges, and community settings and on young Americans’ voting and political participation, service, activism, media use, and other forms of civic engagement.\nTest yourself on 100 questions from the naturalization test administered by U.S. Citizenship and Immigration Services\nConstitutional Rights Foundation\nLos Angeles-based nonprofit seeks to instill a deeper understanding of citizenship through values expressed in our Constitution and its Bill of Rights, and to educate youth to become active and responsible participants in our society. Founded in 1962.\nPublic Policy Institute of California\nNonpartisan think tank dedicated to informing and improving public policy in California through independent, objective research.\nOn Judicial Independence\nU.S. Constitution, Article Three\nThe authority for “the judicial power of the United States” describes the court system and the right to trial by jury in all criminal cases.\nFederalist No. 47\nJames Madison’s paper examining the separation of powers among the executive, legislative, and judicial branches of government under the proposed United States Constitution. Published in January 1788 under the pseudonym Publius.\nFederalist No. 51\nAnother famous essay by Madison concerns means by which appropriate checks and balances can be created in government and also advocates a separation of powers within the national government.\nCalifornia Constitution, Article Six\nThe authority for the state judiciary and structure of the court system.\nAmerican Bar Association Justice Center\nThe ABA’s Judicial Division is made up of judges, lawyers, court administrators, academics and students interested in the courts and the justice system. It’s Standing Committee on Judicial Independence serves as the ABA’s clearinghouse of information on judicial independence and judicial selection.\nAmerican Judicature Society\nAn independent, non-partisan, membership organization working nationally to protect the integrity of the American justice system. Promotes fair and impartial courts through research, publications, education, and advocacy for judicial reform.\nBrennan Center for Justice\nNonpartisan law and policy institute at New York University School of Law that seeks to improve our systems of democracy and justice. The center’s Justice Program seeks to create a rational and effective criminal and civil justice system that treats all people fairly and equally.\nJustice at Stake\nWashington, D.C. based nonprofit dedicated to keeping courts fair and impartial by educating the public and working for reforms to keep politics and special interests out of the courtroom.\nNational Association for Women Judges\nJurists dedicated to preserving judicial independence, ensuring equal justice and access to the courts for women, minorities and other historically disfavored groups, providing judicial education, and increasing the numbers and advancement of women judges. Sponsors of the Informed Voters Project and the award-winning documentary Fair and Free.\nSeparation of Powers: Judicial Independence\nPaper by Senator Sam Ervin, then Chairman of Senate Judiciary Committee. Law and Contemporary Problems (Duke Law), Winter 1970.\nDynamics of Judicial Independence: Independent Judges, Dependent Judiciary\nPaper by Professor John Ferejohn, Stanford University. NYU Law Review, 1998.\nIndependent Judges, Dependent Judiciary: Institutionalizing Judicial Restraint\nPaper by Professsors John Ferejohn and Larry Kramer, Stanford University. NYU Law Review, October 2002.\nDACA In Three Acts: Genesis, Impacts, Future\nPolicy brief by Kevin R. Johnson, Dean (School of Law) and Mabie/Apallas Professor of Public Interest Law and Chicanx Studies, University of California, Davis.", "label": "No"}
{"text": "Euglena Research Paper Essay Topic: Research The effect of fertilized water on growth of Euglena Water is a good habitat for many organisms.The pureness of water has strong effect on aquatic organism (Walter, 2008).The altering of water condition could favor for the growth of one certain organism, but less favor for other organisms that leads to the competing out other organism by abundance of.\nBio-pesticides are those biological agents that are used for control of weeds, insects, and pathogens. The micro-organisms used as bio-pesticides include viruses, bacteria, fungi, protozoa and mites. Some of the bio-pesticides are being used even at a commercial scale. Insects are attacked by many microorganisms as well as mites.\nEssay about Microorganisms 1992 Words8 Pages Microorganisms play an important role in our life: helps us to digest our food, decompose wastes and participate in various life cycles.Although some microorganisms are responsible for causing diseases, most microorganisms’ original hosts are not the human body so are not pathogenic, but commensal. This essay will discuss the numerous beneficial microorganisms that carry out processes in biotechnology, agriculture, industries and environment; necessary to sustain life.Like most organisms containing chlorophyll, Euglena reacts positively towards light, it orientates itself parallel to the light rays and moves towards the sources of the illumination. But very strong light makes Euglena stop, then move back and pivot on its posterior end, while the anterior end traces a wide circle; this behaviour is avoiding reaction.\nEuglena is a genus of single cell flagellate eukaryotes.It is the best known and most widely studied member of the class Euglenoidea, a diverse group containing some 54 genera and at least 800 species. Species of Euglena are found in freshwater and salt water. They are often abundant in quiet inland waters where they may bloom in numbers sufficient to color the surface of ponds and ditches.\nCommon Microorganisms Essay. 1000 Words 4 Pages. INTRODUCTION Microorganisms such as bacteria, fungus, mold, and yeast are present and common in almost every environment on earth. The normally microscopic organisms can easily be seen using differing types of agar, which creates an ideal environment for the organisms to form colonies, which are.\nEuglena is a unicellular microorganism belonging to the kingdom Protista. Members of kingdom Protista are mostly unicellular organisms that are found in damp places or in water. Protists are often.\nTaking a Look at Pond Water Organisms and more! Microorganisms are simple, single celled organisms that can be found all around the world. They are largely composed of the members of the plant kingdom, fungi, bacteria and protozoa.. Some of the most common forms of algae that may be found in pond water include spongomonas, euglena as well as.\nMethods of Culturing Microorganisms 3 Five basic techniques 4 Fig. 3.1 A summary of the general laboratory techniques. 1. Inoculate 2. Incubate 3. Isolation 4. Inspection 5. Identification 5 Fig. 3.2 Isolation technique 6 Fig. 3.3 Methods for isolating bacteria.\nMicro-flora. Bacteria are not only present outside the human body, but they also live inside the body too. This aggregate collection of microorganisms that is present on the human body is termed as Microflora. Bacteria are also present in the gut and they aid the process of digestion by releasing certain enzymes.\nStart studying the similarities between amoeba, paramecium's, and Euglena. Learn vocabulary, terms, and more with flashcards, games, and other study tools.\nA microorganism or microbe is an organism which is microscopic, which means so small that people cannot see them with naked eye.The study of microorganisms is called microbiology. Microorganisms include bacteria, fungi, archaea, protists and viruses, and are among the earliest known life forms.The first of these four types of microorganisms may either be free-living or parasitic.\nEuglena is a large genus of unicellular protists: they have both plant and animal characteristics. All live in water, and move by means of a flagellum.This is an animal characteristic. Most have chloroplasts, which are characteristic of algae and plants. Euglenids are believed to descend from an ancestor that took up green algae by secondary endosymbiosis.\nProtozoa are notable for their ability to move independently, a characteristic found in the majority of species. They usually lack the capability for photosynthesis, although the genus Euglena is renowned for motility as well as photosynthesis (and is therefore considered both an alga and a protozoan).Although most protozoa reproduce by asexual methods, sexual reproduction has been observed in.\nMicroorganisms can be harmful as pathogens but are also widely used in food. Yeast is used in alcoholic drinks and bacteria to make yoghurt. Fermenters produce large quantities of microorganisms.", "label": "No"}
{"text": "Rome’s dominion over ancient Athens followed the end of the Hellenistic period and the gradual increase of the great power’s intervention in the eastern Mediterranean up to the 2nd century CE. Although they sieged and subjugated the city, the Romans admired and appreciated its lineage. Athenian aristocracy often became Roman citizens, and even some Roman emperors benefited the city and accepted Athenean citizenship. This included emperor Hadrian, one of the earliest philhellenes who visited Athens three times, founded a Panhellenic cultural cult, revised the constitution and fitted the city with a new library, gymnasium, aqueduct, as well as a whole new quarter, in an effort to revive Athens’ past glory.\nThe tour’s starting point is right next to Monastiraki metro station in the city center. Entrance to all archaeological sites is free of charge on the first Sunday of each month from November to March, and some national holidays. Be sure to bring a hat and some water on hot summer days. If you want to learn more detailed information about the characteristics of the site and its buildings, go ahead and check out the information signs around, which are very detailed.", "label": "No"}
{"text": "For years, STEM education advocates have wanted to introduce fundamental principles of engineering as early as the elementary grades. Many have embraced the Next Generation Science Standards (NGSS) for aiming to do just that. Are the NGSS living up to their billing so far? In elementary schools, the answer is…yes and no.\nAs we noted last month, states adopting NGSS are already devoting more attention to engineering and technology in eighth-grade classrooms. In fourth grade, by contrast, the picture is mixed, with most NGSS states surging ahead in those areas but others staying stagnant. Why? Odds are, the answer has to do with time. States where elementary schools spend little time on science will probably not fulfill the promise of NGSS.\nWe analyzed survey data from the 2015 National Assessment of Educational Progress in science to see how teachers are spending their instructional time, focusing on states that adopted the standards before 2014.\nWe found mostly good news, but with a glaring exception:\nCalifornia started low and ended low, falling well short of the national average for growth.\nWhen we explored how often fourth graders discussed engineering challenges in school, we saw similar patterns:\nCalifornia and Washington State both saw little change since 2009, and both remained significantly behind the national average for students who frequently discuss the kinds of problems engineers solve.\nWhat do these two states have in common? Elementary schools in both spend little time teaching science in fourth grade:\nIn 2015, fourth-graders in Washington State and California were much less likely to devote time to science than peers in any other state on the list of NGSS early adopters. Science is almost the only vehicle for engineering in most elementary schools, so if schools don’t attend to science, they won’t attend to engineering.\nThe relationship between time for science and time for engineering seems to hold for all the states we examined:\nThings may still look up for California and Washington State. All NGSS states were just starting to implement the new standards in 2015, when NAEP collected these data. In fact, California remains in the early stages of implementation.\nAs states build their new science tests and adopt new accountability plans, they may yet create more incentives for elementary teachers to teach science. After all, most elementary teachers don’t decide on their own to give science short shift. They take their cues from states or districts that do not include science in their accountability plans, offer meager professional development in the subject, or skimp on teaching materials.\nNGSS can achieve only so much if science—and thus engineering--remains the forgotten stepchild of elementary education.\n Our findings represent correlations (though strong ones) in a relatively small number of states. Three states that adopted NGSS before 2014 were not part of our analysis, because we did not have data on them: Kansas and Vermont (which did not participate in 2009 NAEP science), and Washington, DC (which did not participate in 2015 NAEP science). We examined results for the following survey questions: “In this class, about how much time do you spend on engineering and technology? (teacher-reported)” (None, a little, some, a lot); “In a typical week, how much time do you spend teaching science to the students in the class? (teacher reported)” (<1 hour, 1-1.9 hours, 2-2.9 hours, 3-3.9 hours, 4-4.9 hours, 5-5.9 hours, 6-6.9 hours, 7 hours or more); “About how often do your science students discuss the kinds of problems that engineers can solve? (teacher reported)” (Never or hardly ever, Once or twice a month, Once or twice a week, Every day or almost every day).\n From the evidence at hand, Washington State seemed to do somewhat better in technology than in engineering. The data don’t tell us why, but fourth-grade teachers may have found time for technology content in subjects other than science.\nThe 2015 Program for International Student Assessment (PISA) results don’t likely include much you haven’t heard before regarding U.S. students. We are falling behind many developed nations in math—23 points lower than the average of all the nations—and just staying afloat with average scores in science and reading.\nIn contrast, we rank amongst the biggest spenders on education. So, many nations outsmarting us are doing so while spending less. The state of Massachusetts rises above the fray, however, performing very highly in science (only Singapore outperformed the Bay state), highly in reading, and slightly above average in math. Though relevant, our PISA scorecard is not particularly compelling. The most intriguing thing to come out of the 2015 results is our improvement in socio-economic equity--the largest improvement among all of the countries participating in PISA both in 2006 and 2015. Some have criticized PISA in previous years for failing to take into account the large number of students living in poverty in the U.S. and their consistent low performance on standardized testing. But this year's results tell a different story.\n\"In 2006, socioeconomic status had explained 17 percent of the variance in Americans’ science scores; in 2015, it explained only 11 percent, which is slightly better than average for the developed world,\" states the New York Times.\nFurther PISA analysis shows an increase in performance by our most disadvantaged students. In fact, the 2015 PISA identifies 32 percent of U.S. students as resilient--students that perform among the top quarter of performers in all of the participating countries despite their disadvantaged socio-economic status. This is up 12 percentage points from 2006. At the same time, the data suggests stagnant performance for our most advantaged kids with the boost from the disadvantaged students not significant enough of a bump to raise the overall scores. Parents and educators quick to dismiss PISA results because their individual high-performing students aren't reflected in this data should reconsider. If nothing else is clear, we still have a national problem that will take a unified national effort of educators, parents, advocates, students, and employers targeting student performance at every level.\nPhoto courtesy of the PISA 2015 Report.\nThis morning, The Nation's Report Card released good news. Since 2009, the nation's science scores rose in both fourth and eighth grades. Even more encouraging, black and Latino students gained on their peers, narrowing some of the gaps in student performance that have bedeviled education reformers for decades. Yet poor and minority students continue to lag far behind.\nCTEq took a closer look at the new data, and what we found was unfortunately all too familiar. In 2015, the schools and teachers that serve the nation's poor and minority students still have have the least access to the materials and equipment students need to succeed in science.\nThey are more likely to attend classes with teachers who say they lack resources to succeed:\nPoor and minority students are also most likely to attend schools that lack supplies and equipment for science labs:\nThese data are new, but the story they tell is not. Poor and minority students have long been last in line for opportunities to learn, and the new data show that we have yet to solve this problem. We can certainly take heart from the fact that test scores have risen somewhat over the past six years, but it is hard to imagine closing achievement gaps entirely without addressing these gaps in opportunity.\nFortunately, there are at least glimmers of hope. Top-flight science education programs CTEq has vetted through its STEMworks honor roll are already giving teachers the professional development and hands-on materials they need to succeed. (For two examples of STEMworks programs that have expanded to new communities in recent years, see ASSET STEM Education and the Science for Public Education Project). In addition, some schools are testing innovative approaches like virtual reality science labs that give students hands-on exposure to cutting-edge science, all without expensive equipment.\nPrograms and initiatives like these might contain the seeds of a new breakthrough for the nation's most disadvantaged children. it's time for the country to rally around them.\nIf you’re looking for ways to celebrate World Space Week in the classroom and beyond, why not have a bit of fun with Google Earth? In case you’ve been living under a rock, Google Earth is a digital globe simulation program that you can download for free. Take virtual tours of almost anywhere on Earth and even a few places that are out of this world. Google Earth includes maps of the sky, the moon, and Mars. And since there’s so much to see, we’ve taken the liberty of including the top 5 places your Google Earth adventures should take you during World Space Week.\n(1) Take a Mars Tour with Bill Nye The Science Guy\nEver stepped foot on Mars? We’re willing to betting you haven’t. But with Google Earth, touching down on Mars is just a mouse click away. Bill Nye guides you through every important hill and crater with a brief history lesson on Mars landings and attempts from the 1970s to the present. Learn about the Bonneville Crater and how Columbia Hills got its name. Get up close and personal with the red planet like never before.\n(2) Visit the Rocket Launch Pad at Cape Canaveral in Florida\nThere’s no better way to honor World Space Week then tuning into where all the rocket magic happens. Check out one of NASA’s rocket launch pads in Cape Canaveral, Florida. Change the Equation member United Launch Alliance (ULA) makes it possible for you to have 360 degree footage of the launch pad from Google Earth all year-round—even during actual launches! Make sure to watch on November 6 for even more rocket power as ULA launches a weather satellite on Atlas V.\n(3) Explore The Kennedy Space Center at Cape Canaveral\nRight next to NASA’s launch pad is the Kennedy Space Center where visitors can meet an astronaut and have their own space flight experience. If you don’t live in Florida, use Google Earth to tour the magnificent Rocket Garden from the comfort of your chair. View pictures from actual tourist that bring the simulation to life. Discover space shuttle Atlantis inside and out through the Atlantis Shuttle Experience.\n(4) Chase Storms\nMany rocket launches house weather satellites since the ability to view cloud formations from space have really changed the field of meteorology. Use Google Earth’s weather modes to see temperatures, analyze cloud patterns, and chase large storms all across the globe. Also, NOAA buoys provide accessible information on ocean conditions. And all data is close to real time.\n(5) Hunt Constellations\nGoogle Earth features a fun map of the constellations that’s sure to get you star struck. Locate your backyard favorites like ursa minor and major or find the constellation inspiring your zodiac sign. Spend hours stargazing while simultaneously learning about the life span of a star on Google Earth’s Sky mode.\nPhotographs courtesy of Google Earth and Google Earth users.\nWhat could be more fitting for World Space Week (10/4-10/10) than to celebrate the successful touchdown on September 30th of the Rosetta spacecraft on Comet 67P/Churyumov-Gerasimenko! This accomplishment represented an enormous worldwide collaboration of 2,000 people, and it will continue over several decades through groundbreaking analyses on information collected during the mission.\nDuring a 12-year space odyssey spearheaded by the European Space Agency (ESA), and supported by NASA, Rosetta did a close flyby of Mars and took a good look at asteroids Steins and Lutetia, deepening scientific knowledge about all three. But Rosetta’s real goal was to catch up with Comet 67P and collect detailed data about the comet as it traveled into the interior solar system.\nLaunched on March 2, 2004, Rosetta finally reached Comet 67P on August 6, 2014 and adroitly maneuvered into orbit—a space first!—while sending back a treasure trove of information like this selfie taken about 30 miles from the comet. This information is leading to eye-popping findings, such as the discovery that water vapor on the comet is substantially different than that found on Earth. See Rosetta’s extensive scrapbook of findings here. The final entry in the scrapbook—an amazing photo taken just about 22 yards from the surface of the comet—adds to the storehouse of data.\nIs this the end of Rosetta? Not likely. Even though she has finished her mission, she has sparked ample scientific work that is already underway, and will surely inspire new insights work for years to come. Still, the ESA control room fell nearly silent with Rosetta’s final transmission. The loss of a ‘friend,’ as the anthropomorphized Rosetta came to represent, must have been poignant after so many years. But future generations will likely circle back to Comet 67P and Rosetta, who signed off from her remarkable adventure with a rousing Mission Complete!", "label": "No"}
{"text": "Continued lack of unity of the human race under one citizenship perpetuates chaos and is the breeding ground of war. When we are not mindful and respectful of nature's infrastructure, nature will wreak havoc on our human infrastructure.\nDon't be armchair activists, saying that you are for world peace and global justice in some utopian future, and hoping that others will act on your dreams. To achieve greater awareness and respect for human rights everywhere, we need to deal with how globalization of human rights has excluded many underprivileged communities from participating in the development of legal standards and legal processes.\nWhy do refugees, stateless persons and immigrants risk their lives trying to find a safe haven, a new home? The uranium and plutonium used by nuclear power plants has already led to environmental degradation in Three Mile Island, Chernobyl, and Fukushima.\nAlthough time itself has no frontiers, we humans create borders of time to add order to our lives together. The Montevideo Convention on the Rights and Duties of States affirms that an independent sovereign state is one that can enter into \"foreign relations\" as well as has a permanent population, a defined territory and a functioning government.\nThe Spaniards then murdered thousands of Aztec nobles during a ritual dance ceremony, and Montezuma died under uncertain circumstances while in custody.\nWe need a World Police Force that can intervene everywhere in the world regardless of human-made borders. It's unlikely, however, that many other nations, and certainly not the permanent members of the United Nations \"Security Council,\" would voluntarily reject war as a tool of national policy.\nOther countries' governments may feel no obligation to assist those people without a country.\nHow many can truthfully say that truth is or is not there? And he read a book called Anatomy of Peace, by Emery Reves, a book that explained how humans could transcend the problem of war by coming together at the world level.\nContinual rebuilding enabled Tlatoani and other dignitaries to celebrate their achievements by dedicating new sculptures, monuments and other renovations to the temples. Aggression among people who carry a knife or a bat or a broom may still occur.\nUnder international law, however, Texans could potentially claim a right to secede.\nIf a ship were infected it would likely never reach its destination. Along with thousands of soldiers and bearers, the Canaris provided the newcomers with strategic information, plus the food and weapons stored in hundreds of warehouses built by the Inka and filled locally Polo de Ondegardo .\nBy the Canaris had made many adjustments to European rule. The nation-state system's attempt to apply rules to war, rather than outlawing war entirely, is morally bankrupt, especially in the nuclear age.View and Download Citizen CL-S user manual online.\nThermal Label & Barcode Printer. CL-S Barcode Reader pdf manual download. Also for: Cl-s As of 30 Novemberthe agronumericus.com website and forum is no longer available.\niiNet and the team would like to thank everyone who was involved in the community of readers, players, downloaders and lurkers alike for their support over the years. Distributors of a wide variety of Barcode Label Printers using thermal transfer printing technology which include low end / desktop / cheap label printers, industrial printers and very heavy duty near edge barcode label printers from manufacturers like Argox, Citizen, Godex, Avery Dennison, Zebra, Tec.\nAztec Citizenship Aztec society was focused on producing citizens who would contribute to the common good of the community, which was an important part in their education.\nThe ideal Aztec citizen would have the following virtues: courage, self-sacrifice, modesty, clean living, and obedience. The Aztec Physical Appearance. Here is a sixteenth-century Spanish description: The people of this land are well made, rather tall than short. They are swarthy as leopards (see below), of good manners and gestures, for the greater part very skillful, robust, and tireless, and at.\nSan Juan Regional Medical Center. W.\nMaple, Farmington, NM San Juan College. College Blvd., Farmington, NM Westside Plaza. Aztec, NMDownload", "label": "No"}
{"text": "Working With Families\nLiving With Someone Who Has OCD: Guidelines for Family Members\nBy Barbara Van Noppen, Ph.D. and Michele Pato, MD\n(From Learning to Live with OCD)\nIn an effort to strengthen relationships between individuals with OCD and their family members and to promote understanding and cooperation within households, we have developed the following list of useful guidelines. These guidelines are meant as tools for family members, to be tailored for individual situations, sometimes more powerfully employed with the help of a therapist with expertise in working with OCD.\n(1) Recognize Signals\nThe first guideline stresses that family members learn to recognize the “warning signals” of OCD. Sometimes people with OCD are thinking things you don’t know about as part of the OCD, so watch for behavior changes. It is important to not dismiss significant behavioral changes as “just their personality”. Remember that these changes can be gradual but overall different from how the person has generally behaved in the past.\nSignals to watch for include, but are not limited to:\n- Large blocks of unexplained time that the person is spending alone (in the bathroom, getting dressed, doing homework, etc.).\n- Doing things again and again (repetitive behaviors).\n- Constant questioning of self-judgment; excessive need for reassurance.\n- Simple tasks taking longer than usual.\n- Perpetual tardiness.\n- Increased concern for minor things and details.\n- Severe and extreme emotional reactions to small things.\n- Inability to sleep properly.\n- Staying up late to get things done.\n- Significant change in eating habits.\n- Daily life becomes a struggle.\n- Increased irritability and indecisiveness.\nPeople with OCD usually report that their symptoms get worse the more they are criticized or blamed, because these emotions generate more anxiety. So, it is essential that you learn to view these features as signals of OCD and not as personality traits. This way, you can join the person with OCD to combat the symptoms rather than become alienated from them.\n(2) Modify Expectations\nPeople with OCD consistently report that change of any kind, even positive change, can be experienced as stressful. It is often during these times that OC symptoms tend to flare up; however, you can help to moderate stress by modifying your expectations during these times of transition. Family conflict only fuels the fire and promotes symptom escalation (“Just snap out of it!’). Instead, a statement such as: “No wonder your symptoms are worse - look at the changes you are going through,” is validating, supportive, and encouraging. Remind yourself the impact of change will also change; that is, the person with OCD has survived many ups and downs and set backs are not permanent. You must adjust your expectations accordingly which does not mean to not expect something!\n(3) Remember That People Get Better at Different Rates\nThere is a wide variation in the severity of OC symptoms between individuals. Remember to measure progress according to the individual’s own level of functioning, not to that of others. You should encourage the person to push him/herself and to function at the highest level possible; yet, if the pressure to function “perfectly” is greater than a person’s actual ability, it creates more stress which leads to more symptoms. Just as there is a wide variation between individuals regarding the severity of their OC symptoms, there is also wide variation in how rapidly individuals respond to treatment. Be patient. Slow, gradual improvement may be better in the end if relapses are to be prevented.\n(4) Avoid Day-To-Day Comparisons\nYou might hear your loved ones say they feel like they are “back at the start” during symptomatic times. Or, you might be making the mistake of comparing your family member’s progress (or lack thereof) with how he/she functioned before developing OCD. It is important to look at overall changes since treatment began. Day-to-day comparisons are misleading because they don’t represent the bigger picture. When you see “slips”, a gentle reminder of “tomorrow is another day to try” can combat self destructive labeling of “failure”, “imperfect”, or “out of control” which could result in a worsening of symptoms! You can make a difference with reminders of how much progress has been made since the worst episode and since beginning treatment. Encourage the use of questionnaires to have an objective measure of progress that both you and your loved one can refer back to (for example, the Yale Brown Obsessive Compulsive Scale). Even a 1-10 rating scale can be helpful. Ask, “How would you rate yourself when OCD was at it’s worst? When was that? How is it today? Let’s think about this again in a week.”\n(5) Recognize “Small” Improvements\nPeople with OCD often complain that family members don’t understand what it takes to accomplish something such as cutting down a shower by five minutes or resisting asking for reassurance one more time. While these gains may seem insignificant to family members, it is a very big step for your loved one. Acknowledgment of these seemingly small accomplishments is a powerful tool that encourages them to keep trying. This lets them know that their hard work to get better is being recognized and can be a powerful motivator.\n(6) Create a Supportive Environment\nThe more you can avoid personal criticism, the better – remember that it is the OCD that gets on everyone’s nerves. Try to learn as much about OCD as you can. Your family member still needs your encouragement and your acceptance as a person, but remember that acceptance and support does not mean ignoring the compulsive behavior. Do your best to not participate in the compulsions. In an even tone of voice explain that the compulsions are symptoms of OCD and that you will not assist in carrying them out because you want them to resist as well. Gang up on the OCD not on each other!\n(7) Set Limits, But Be Sensitive to Mood (refer to #14\nWith the goal of working together to decrease compulsions, family members may find that they have to be firm about:\n1) Prior agreements regarding assisting with compulsions;\n2) How much time is spent discussing OCD;\n3) How much reassurance is given; or\n4) How much the compulsions infringe upon others’ lives.\nIt is commonly reported by individuals with OCD that mood dictates the degree to which they can divert obsessions and resist compulsions. Likewise, family members have commented that they can tell when someone with OCD is “having a bad day.” Those are the times when family may need to “back off,” unless there is potential for a life-threatening or violent situation. On “good days” individuals should be encouraged to resist compulsions as much as possible. Limit setting works best when these expectations are discussed ahead of time and not in the middle of a conflict. It is critical to minimize family accommodation to OCD.\n(8) Support Taking Medication as Prescribed\nBe sure to not undermine the medication instructions that have been prescribed. All medications have side effects that range in severity. Ask your family member if you could periodically attend their appointments with the prescribing physician. In this way you can ask questions, learn about side effects, and report any behavioral changes that you notice\n(9) Keep Communication Clear and Simple\nAvoid lengthy explanations. This is often easier said than done, because most people with OCD constantly ask those around them for reassurance: “Are you sure I locked the door?” or “Did I really clean well enough?” You have probably found that the more you try to prove that the individual need not worry, the more he disproves you. Even the most sophisticated explanations won’t work. There is always that lingering “What if?” Tolerating this uncertainty is an exposure for the individual with OCD and it may be tough. Recognize that the person with OCD is triggered by doubt, label the problem as one of trying to gain total certainty about something that cannot be provided, this is the essence of OCD and the goal is to accept uncertainty in life. Avoid lengthy rationales and debates.\n(10) Separate Time Is Important\nFamily members often have the natural tendency to feel like they should protect the individual with OCD by being with him all the time. This can be destructive because family members need their private time, as do people with OCD. Give them the message that they can be left alone and can care for themselves. Also, OCD cannot run everybody’s life; you have other responsibilities besides “babysitting.” You need and deserve time to pursue your interests too! This not only keeps you from resenting the OCD, it is also a good role model to the person with the OCD that there is more to life than anxiety.\n(11) It Has Become All About the OCD!\nWhether it is about asking and providing reassurance to the family member with OCD or talking about the desperation and anxiety that the illness causes, families struggle with the challenge of engaging in conversations that are “symptom free,” an experience that feels liberating when achieved. We have found that it is often difficult for family members to stop engaging in conversations around the anxiety because it has become a habit and such a central part of their life. It is okay not to ask, ”How is your OCD today?” Some limits on talking about OCD and the various worries is an important part of establishing a more normative routine. It also makes a statement that OCD is not allowed to run the household.\n(12) Keep Your Family Routine “Normal”\nOften families ask how to undo all of the effects of months or years of going along with OC symptoms. For example, to “keep the peace” a husband allowed his wife’s contamination fear to prohibit their children from having any friends into the household. An initial attempt to avoid conflict by giving in just grows; however, obsessions and compulsions must be contained. It is important that children have friends in their home or that family members use any sink, sit on any chair, etc. Through negotiation and limit setting, family life and routines can be preserved. Remember, it is in the individual’s best interest to tolerate the exposure to their fears and to be reminded of others’ needs. As they begin to regain function, their wish to be able to do more increases.\n(13) Be Aware of Family Accommodation Behaviors (refer to #14\nFirst, there must be an agreement between all parties that it is in everyone’s best interest for family members to not participate in rituals (Family Accommodation Behaviors). However, in this effort to help your loved one reduce compulsive behavior, you may be easily perceived as being mean or rejecting even though you are trying to be helpful. It may seem obvious that family members and individuals with OCD are working toward the common goal of symptom reduction, but the ways in which people do this varies. Attending a family educational support group for OCD or seeing a family therapist with expertise in OCD often facilitates family communication.\n14) Consider Using a Family Contract\nThe primary objective of a family contract is to get family members and individuals with OCD to work together to develop realistic plans for managing the OC symptoms in behavioral terms. Creating goals as a team reduces conflict, preserves the household, and provides a platform for families to begin to “take back” the household in situations where most routines and activities have been dictated by an individual’s OCD. By improving communication and developing a greater understanding of each other’s perspective, it is easier for the individual to have family members help them to reduce OC symptoms instead of enable. It is essential that all goals are clearly defined, understood, and agreed upon by any family members involved with carrying out the tasks in the contract. Families who decide to enforce rules without discussing it with the person with OCD first find that their plans tend to backfire. Some families are able to develop a contract by themselves, while most need some professional guidance and instruction. Be sure to reach out for professional assistance if you think that you could benefit from it.Barbara Livingston Van Noppen, PhD is an Associate Professor in the Department of Psychiatry and Human Behavior and Assistant Chair of Education, Keck School of Medicine, University of Southern California. Dr. Van Noppen provides CBT supervision and didactic education to psychiatric residents in the USC Keck School of Medicine program. Michele Tortora Pato, MD is the Della Martin Chair in Psychiatry and Associate Dean for Academic Scholarship at the Keck School of Medicine-USC.\nContinue to What Can I Do To Help?", "label": "No"}
{"text": "Documenting the Rohingya Crisis\nIn collaboration with local partners, GIJTR is working in the Rohingya refugee camps in Bangladesh to build the capacity of local activists to document and archive evidence of human rights abuses committed in the Rakhine State. The GIJTR is also supporting Rohingya and Bangladeshi civil society in transitional justice processes and memorialization efforts to help survivors heal and shape their future.\nAccording to the UN Refugee Agency (UNHCR), nearly one million members of the Rohingya community have relocated to Bangladesh since August 2017, fleeing persecution in Rakhine State, Myanmar. Prior to this, the Rohingya community, a Muslim ethnic minority with their own language and culture, had already been subjected to decades of discriminatory laws, escalating isolation, threats and abuse which resulted in waves of displacement. Refugees are now reporting mass killing, enforced disappearances, rape, torture, and other violations committed by the Tatmadaw as the impetus behind the most recent mass exodus – the largest forced human migration in recent history. UNHCR reports that the majority of these refugees are women and children – with more than 40 percent under the age of 12.\nThe GIJTR project in Bangladesh focuses on strengthening survivors’ and local civil society actors’ capacity to engage in and advocate for accountability and other forms of transitional justice through a holistic and multidisciplinary program. The project focuses on bolstering Rohingya civil society’s sustained ability to recognize and document gross human rights violations stemming from violence in Rakhine State in a credible, professional and standardized manner. In parallel, the project works on strengthening the participation of Rohingya survivors and leaders in efforts to secure accountability, truth, and justice. It also lays the ground work for a comprehensive and large-scale genetic database of the Rohingya missing, disappeared, or presumed dead that will contribute to redress for the families. Finally, through incorporating mental health and psychosocial support training, the project builds the resilience of the Rohingya people to ensure that they are able to sustainably address broader issues of reconciliation, healing and non-recurrence while at the camps and upon their potential repatriation.\nBuild the capacity of Rohingya documenters to preserve survivors' stories\nCreate a group of trained Rohingya documenters able to credibly and professionally collect information about human rights violations in a manner that does no harm and supports the dignity of victims, survivors and witnesses, and can best contribute to future transitional justice mechanisms.\nEnable civil society to promote accountability and reconciliation\nEngage Rohingya survivors and Bangladeshi civil society actors in processes that promote accountability, reconciliation and healing. This may include include documentation of human rights violations, collection of oral histories, locally-led advocacy for peace and justice, coordination with regional and international efforts and memory projects that foster civic participation.\nCreate a genetic database for missing and disappeared persons\nInitiate the establishment of a pilot genetic database and other supports for the relatives of Rohingya who are missing and disappeared in the lead up to longer-term efforts to prevent future disappearances.\nPromote human rights and advocacy campaigns\nStrengthen international and regional advocacy efforts that promote human rights for the Rohingya.\nEmpowering Local Communities\n“ When international actors lead or guide transitional justice processes, they will eventually depart, leaving local communities responsible for implementation of their recommendations. If broad swaths of community members, including victims and survivors, women, elders, youth and other marginalized groups, are not part of developing those recommendations, they are neither well-positioned to nor deeply invested in moving them forward. And yet their ownership is essential to successful processes. ”\nDocumenting Rohingya Stories\nSince 2022, GIJTR is working with Historias en KM (HEK), a documentary production company in Colombia, to find innovative ways to document the stories of Rohingya refugees living in the camps of Cox's Bazar. As part of this partnership, representatives from HEK and GIJTR traveled to the camps in March 2023, where they worked alongside community members and local Bangladeshi artists to understand the needs related to documentation for Rohingya refugees and community members. By the end of this visit, and after some introductory sessions on documentation and production, Rohingya and Bangladeshi members launched AUNTORCHOKKHU Productions, a team currently working on short documentary films that capture people's lives in the camps.\nFor the Record: Rohingya Women Tell Their Stories\nGiven that women and girls are disproportionately affected by conflict, and that in recent months there has been a spike in domestic violence reported in Rohingya camps in Bangladesh, the GIJTR is working to ensure that women’s voices are not lost in truth and justice initiatives.", "label": "No"}
{"text": "Omagh, former district (1973–2015) within the former County Tyrone, now in Fermanagh and Omagh district, western Northern Ireland, made up of rolling lowlands and hills. It was bordered by the former districts of Strabane to the north, Magherafelt and Cookstown to the east, Dungannon to the south, and Fermanagh to the west. Its northern and eastern portions included relatively unproductive moorlands and the 1,778-foot- (542-metre-) high Mullaghcarn mountain. Its central and southern portions were composed of fertile river valleys. The area was ruled by the ancient O’Neill family from the 5th through the 16th century, passing to English rule after the flight of Hugh O’Neill, 2nd earl of Tyrone, in 1607.\nSome barley is grown, but most of the land is grazed by dairy cattle or sheep. The rivers are popular with salmon and trout anglers, and grouse shooting is enjoyed in the uplands; formerly, pearls were obtained from freshwater mussels. Area former disrict, 434 square miles (1,125 square km).", "label": "No"}
{"text": "Peritonitis occurs when the peritoneum becomes infected with bacteria or fungi.\nThe peritoneum is the thin layer of tissue lining the inside of the abdomen (tummy).\nThe infection can either develop directly in the peritoneum or it can spread from another part of the body.\nInfection of other parts of the body\nMost often, peritonitis is caused by an infection that spreads to the peritoneum from another part of the body. This is known as secondary peritonitis.\nCommon causes of secondary peritonitis include:\nBoth Crohn's disease and diverticulitis can cause the colon to become inflamed. If the inflammation is particularly severe, the colon can split and leak the contents of the bowel onto the peritoneum, contaminating it with bacteria.\nLess commonly, peritonitis occurs when the peritoneum becomes directly infected. This is known as primary or spontaneous peritonitis.\nIn most cases, primary peritonitis is caused by scarring of the liver or peritoneal dialysis.\nScarring of the liver, known as cirrhosis, can occur due to liver damage. The most common causes of cirrhosis in the UK are alcohol misuse, a hepatitis C infection or obesity.\nCirrhosis can lead to a build-up of fluid inside the abdomen (known as ascites). This fluid is particularly vulnerable to infection and provides an environment where bacteria or fungi can grow and spread.\nThis build-up of fluid affects around half of people with cirrhosis, usually many years after cirrhosis was diagnosed. About 20% of people with cirrhosis who develop ascites will be affected by peritonitis.\nPeople with kidney failure who are having a treatment known as peritoneal dialysis are at risk of developing peritonitis. Dialysis is a medical treatment that replicates the main functions of the kidneys and removes waste products from the body.\nPeritoneal dialysis involves using the peritoneum to replicate the main function of the kidneys, which is to filter waste products out of the blood. A small tube, called a catheter, is implanted into the blood vessels of the peritoneum and waste products are removed through the catheter.\nAlthough uncommon, peritonitis can occur if the equipment becomes contaminated by bacteria or fungi.", "label": "No"}
{"text": "The Dark Years\nBy the early 1930s, Prohibition had been in effect for more than 10 years. The late 1800s had been the golden age for American breweries with close to 4,000 breweries in operation across America. Through the first two decades of the 1900s, the machine gun rat tat tat of the march toward Prohibition mowed down breweries like the St. Valentine’s Day massacre. By 1918 there were about 1,000 breweries left and by the time Prohibition took effect, just two years later, there were half that many.\nThe remaining breweries survived mostly by making near beer, soft drinks or yeast. For the most part, though, surviving breweries had diversified their holdings and investments prior to Prohibition and they had a cushion of cash. Many of the larger breweries had vast real estate holdings, especially in the form of taverns that they sold off. Anheuser Busch used the refrigerated trucks they had invented for transporting beer to transport ice cream, which they manufactured. Pabst made malt syrup, which was widely purchased in super markets to make homebrew.\nThen the crash. In the three years following the great stock market crash of 1929, four thousand banks shut their doors, 100,000 business filed for bankruptcy and eleven million adults lost their jobs. By 1932, there were fewer than two hundred breweries remaining in America and they were fighting for their lives.\nA Light at the end of the Tunnel\nBut there was a light at the end of the tunnel. As the 1920s wore on, the rampant lawlessness spawned by the traffic in illegal booze caused many former supporters of Prohibition to begin to call for repeal. In 1931, the Wickersham Report, commissioned by President Hoover to study the impact of Prohibition, was released. It concluded that the Great Experiment had been a failure and left a nation of drunkenness, crime and outlaws in its wake. Because distilled spirits were so much cheaper to manufacture and especially to transport, people turned to hard liquor like never before. Because the enforcement arm of the Volstead Act (the outline for implementing the 18th Amendment—Prohibition) was woefully understaffed, incompetent and corrupt, people not only resented the law, but they soon learned that the chances of being caught breaking it were slim to none. After the great crash, the calls for repeal became louder, often under the argument that jobs and vast amounts of tax revenue were being lost. In August of 1932, Democratic Presidential nominee Franklin Roosevelt told a crowd that it was time to correct the stupendous mistake that was Prohibition.\nWe Want Beer!\nGetting the required number of states to ratify an amendment to the Constitution would take time. But Congress realized there was something they could do immediately to stop putting alcohol profits and potential taxes into the pockets of the gangsters and instead put them back into government coffers. The Volstead act had defined an intoxicating beverage as one with an alcohol content of greater than 0.5% alcohol. Congress simply had to modify this definition to get the beer flowing. On March 22, 1933, President Roosevelt signed the modification that legalized 3.2% alcohol beer, and at midnight on April 7th, beer flowed again.\nOn the evening of April 6th, the line of cars and trucks waiting for fresh, legal beer outside the Anheuser-Busch plant stretched for a mile. At midnight, trucks loaded with beer literally choked the nation’s streets. President Roosevelt was hand delivered the “first case of real beer” by a police escort. Within 48 hours, brewers had infused local, state and federal coffers with $10 million in taxes.\nBy August of 1933, federal taxes on beer had become the U.S. government’s number three revenue producer (after income tax and cigarette tax). And on December 5, 1933, Utah, that great bastion of alcohol tolerance, ironically became the thirty sixth state needed to ratify the 21st Amendment, and Prohibition was over.\nRegaining the Glory\nProhibition dealt a fatal blow to the craft breweries of America. Per Capita beer consumption, despite the population growth, did not reach pre-Prohibition levels until 1970. Virtually all of the small, neighborhood breweries had been wiped out and didn’t begin to reappear until the 1980s. New state laws that differed from state to state made it difficult for small breweries to open and to distribute their beer. A culture had been destroyed.\nWe opened the 21st Amendment Brewery in 2000 in a historic neighborhood of San Francisco. A neighborhood that had been home to one of the largest breweries on the west coast in the late 1800s (the Philadelphia Brewery on 2nd and Harrison streets). A neighborhood that gave rise to the first indigenous American beer style (Steam Beer). A neighborhood where we could begin the climb back to re-establishing the essence of the local brewery—a place for unique, local, hand-crafted beer, quality food and good conversation.\nA special shout out to Maureen Ogle, author of the greatest book on beer, “Ambitious Brew” from which I liberally stole for this post.", "label": "No"}
{"text": "Visiting a friend or relative with Alzheimer’s disease (AD) whether in their home or in a care facility can mean a great deal to that person. But what to do during the visit can be a difficult question. Our traditional view of “visiting” someone is based on conversation, and among those with AD, conversational skills deteriorate. However, if we recognize that a “good visit” is any get-together for which the result is a positive emotional feeling on both sides, the possibilities are limitless. Remember that the person you are visiting has had a life rich in experiences, relationships, hopes and dreams, and that there are many ways to connect with the person.\n- With AD, recent memories tend to go before old memories. So try to talk about fond memories from the distant past. For example, talk about things associated with their old job, previous pets, hobbies, or favorite music/songs.\n- Talk about familiar objects that have personal meaning to the person. Look at old photos, discuss memorabilia, or listen to music that she/he liked.\n- Use the senses of touch, smell, and taste to try to trigger old memories.\n- Engage in activities that had/have meaning to the person. Bring activities that you and the person can easily share and that is appropriate for her/his level of ability. For example, if the person enjoyed knitting or painting, try those activities together. If she/he enjoyed gardening, bring some flowers or a small plant and spend time pruning or arranging them.\n[contact-form-7 id=”8507″ title=”Read More”]", "label": "No"}
{"text": "Donald Winnicott and His Theory about the False Self\nDonald Winnicott was a famous psychiatrist, psychoanalyst, and English pediatrician who developed an interesting approach to the human personality. Due to his training as a pediatrician, he focused his thoughts, reflections and theories on children. And, in particular, on the relationship between the mother and baby, and the consequences of this relationship. Apart from this, he also developed the interesting theory of the false self.\nHe worked together with the famous psychoanalyst Melanie Klein, and even treated one of his own children with her. He was also president of the British Psychoanalytic Society and a very famous thinker of the twentieth century.\n“With games, and only with games, can the child or the adult create, and use their whole personalities, and the individual only discovers his personality when he becomes a creator”.\nDuring his life, he also put forward the concepts of “good enough mother” and “ordinary devoted mother”. In the same way, his concept of the “transitional object” , something that many schools of psychology have adopted.\nThe relationship between mother and baby, according to Winnicott\nIn line with other psychoanalysts, Winnicott states that, during the first year of life, the mother and child constitute a unit. You can’t talk about the baby as an entity that is separate from their mother, he says. The two form an indivisible psychic unit.\nWinnicott says that the mother is the first “context” a human being has. She is the total basis of its subsequent development. Therefore, and especially in the first months of life, the mother is the baby’s universe. The mother is practically synonymous with the world.\nThen Winnicott’s concept of the “good enough mother” appears. She provides the necessary care for the baby, spontaneously and sincerely. She is willing to be everything that the child needs. As a mother, she isn’t perfect, but she doesn’t neglect the baby, nor does she overprotect him. This helps to create the true self.\nMeanwhile, the “ordinary devoted mother” is one who is excessively attached to or overly-protective of her child. She isn’t able to respond adequately to the spontaneous needs of the child. This gives rise to what Winnicott calls the false self.\nWinnicott and the false self\nThe mother is like a mirror for the child. The little one sees himself as his mother looks at him. The child learns to identify with the human race through her. Little by little, the baby is separated from his mother and she must adapt to this change. The child has spontaneous gestures that are part of his development as an individual. If the mother welcomes them, he experiences the feeling of being real. If she doesn’t, then a feeling of unreality is created.\nWhen this interaction between the mother and her baby fails, something that Winnicott calls “experiences of existential continuity” occur. This, in other words, means that there has been a radical interruption of the baby’s spontaneous development. This is, essentially, what gives rise to the false self.\nWinnicott points out that in these circumstances, the baby becomes “his own mother”. This means that he begins to hide his own self in order to protect himself. He learns to show only what his mother wants to see. He becomes something that he isn’t.\nThe effects of the false self\nThere are different levels of “falseness” in our self. According to Winnicott, at the most basic level are those who adopt a courteous attitude and comply with all rules and regulations. At the other extreme is schizophrenia, a mental condition in which the person is separated from himself, to the point where his real self virtually disappears.\nFor Winnicott, in all serious mental illnesses, a false self predominates. In these cases, the person uses all the resources available to him in order to build that false self and maintain it. The purpose of this is for him to be able to face a world that is perceived as unpredictable or unreliable.\nWinnicott says that most of the efforts of a person with a very strong false self are oriented towards the intellectualization of reality. This means that they try to turn reality into something that can be reasoned, but without emotions, affections or creative acts. When such intellectualization succeeds, the individual is perceived as normal. However, he does not experience what he lives out as something that is truly his, but rather as something alien to him.\nHe is never able to feel happy about his successes, nor feel valued even though others may see that value in him. As far as he is concerned, it is his false self who has achieved it or his false self that is being valued. This just creates a breakdown with himself and with the world. His true self is trapped, fantasizing about, and experiencing, a despair that it is never able to understand by itself.It might interest you...", "label": "No"}
{"text": "Beginning in late July 2010, torrential rains fell on Niger. The rains continued for weeks, flooding parts of the country. The Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA’s Terra satellite captured these images of Niger around the city of Agadez.\nThe top image was captured August 23, 2010. The bottom image is from August 27, 2009, roughly a year earlier. Both use a combination of infrared and visible light to increase the contrast between water and land. Bare ground varies in color from brown to pink-beige. Vegetation is green. Small clouds, which only appear in the image from 2010, are a very pale blue-green. Water ranges in color from electric blue to bright blue-green.\nDesert surrounds the city of Agadez, and mixed with the sand dunes and rocky outcrops are wadis—dry streambeds that fill with water and/or vegetation after rainfall. The image from 2010 shows wadis filled with water, especially in the northwest, and filled with water and vegetation to the east and south. Even outside the wadis, greenery is more prevalent. In 2009, most of the riverbeds appear dry or contain only minimal traces of water or plants.\nAlthough the rains of 2010 would appear to be beneficial, news reports indicated the opposite. Voice of America reported that the rains drowned agricultural fields at a time when more than 7 million residents of Niger already faced food shortages. CNN reported that the rains had destroyed roughly 3,500 acres (1,400 hectares) of crops, such as rice, sorghum, and cassava. With desert plains and sand dunes covering most of the country, less than 12 percent of Niger’s land can support agriculture. The inundation of farms left international aid agencies scrambling to deliver food rations.\nIn addition to destroying crops, the torrential rains in July and August displaced nearly 200,000 residents, and caused a sharp increase in the incidence of waterborne disease.\n- CIA World Factbook. (2010, August 19). Niger. Accessed August 31, 2010.\n- CNN. (2010, August 30). Niger flooding displaces nearly 200,000, UN says. Accessed August 31, 2010.\n- Voice of America. (2010, August 24). Floods heighten food crisis in Niger. Accessed August 31, 2010.", "label": "No"}
{"text": "A national online survey of school teachers has shown that almost all of the participants have been the targets of some form of bullying in the workplace.\nMore than 800 school staff members participated in the study, which found that 99.6 per cent of them had experienced one or more of the 44 kinds of bullying listed in the survey.\nThe Executive Summary of the research team’s report, published this week, says the results “highlight the indisputable fact that bullying of staff does occur in Australian schools”. “When bullying affects the mental and physical health of those being bullied, as results show, then it is time for some action to be taken to eliminate staff bullying,” the report says.\n“The survey’s findings are highly disturbing, as zero tolerance to any form of bullying is the expected norm in Australian schools,” said the University of New England’s Dr Dan Riley, who led the team that conducted the research.\nThe research focused on answering the following questions: “Does bullying of staff occur? Who are the bullies and who are the targets? Who are the persistent bullies? Who are the primary targets? What forms of bullying of staff occur? What is the effect of bullying on the individual? Are there gender differences in the incidence, form and effects of bullying? What strategies diminish the practice of bullying?”\nDr Riley said the results showed that bullying was “very much related to a power imbalance”, with the target of bullying usually being lower in the staff hierarchy than the perpetrator. “The report reveals that the most persistent bullies were identified as the school executive staff and then the principal, and that the typical victim is a teacher,” he said.\n“Staff bullying at schools relates to situations where an adult is either the perpetrator or target of bullying,” he explained. “It has been defined as ‘repeated and persistent negative acts towards one or more individual(s) which involve a power imbalance and create a hostile work environment.” The 44 kinds of bullying listed in the survey include “tasks set with unreasonable or impossible targets or deadlines”, “attempts to belittle and undermine your work”, and “areas of responsibility removed or added without consultation”.\n“A major implication of the results is the role that leadership should be taking in eliminating the phenomenon of staff bullying,” the report says.\nDr Riley’s colleagues on the research team were Professor Deirdre Duncan from the Australian Catholic University National, and the statistical analyst John Edwards. The survey covered primary and secondary schools in both the government and non-government sectors in all Australian States and Territories.\nThe Executive Summary of the research report (Investigation of Staff Bullying in Australian Schools, Riley D., Duncan D.J. and Edwards J., 2009) is available free at www.schoolbullies.org.au, and the full report will be available later this month at firstname.lastname@example.org.", "label": "No"}
{"text": "The regulation of the development of humans and cancer are closely related. Small differences in the rate of self renewal, expansion and differentiation of tissues can provide premalignant cells a selective advantage resulting in tumors. As cancers progress they may accumulate additional mutations that result in increasingly divergent behavior and opportunities of evading host defenses and therapeutic intervention. Differential killing of the early stages of cancer is difficult because of collateral damage. However, an opportunity of significantly impacting breast cancer mortality may reside in instructing early stage disease to adopt a normal tissue fate instead of progressing to invasive and metastatic stages of the disease. The demonstration that only some, and perhaps very few, of the cells of some breast cancers are responsible for both perpetuating the tumor and generating the diversity of cell types within the tumor, has defined a breast cancer stem cell as one that has the capacity to self renew but also retains the potential to differentiate to a more specialized state. These cancer stem cells present the opportunity of differentiation therapy as an alternative or adjuvant to cytoxic therapies. One proven way to identify new compounds that might direct the differentiation of cancer stem cells requires testing thousands of chemicals. To use automated methods of screening candidate chemicals that makes this strategy feasible, suitable cell lines are needed. Nearly all of the cancer cell lines currently used were isolated under conditions selective for growth but not necessarily differentiation potential. By starting with conditions that inhibit the differentiation of mouse mammary cancer stem cells and promote their self renewal in cell culture, we have improved the culture conditions necessary to isolate breast cancer stem cells that retain the potential to differentiate. We have successfully propagated mouse cancer stem cells and similar cells from human tumor surgical. We propose to extend our efforts to isolate a larger number human cancer stem cell lines from representative types of early and late stage disease for eventual use in identifying new therapeutic candidates for differentiation therapy. We will characterize these cell lines with regard to their tumorigenicity, behavior in culture, gene expression profile and sensitivity to a panel of chemical compounds. The selective propagation, amplification and characterization of human cancer stem cell lines from representative types of early and late stage disease will provide the necessary tools to use current screening methods to identify new drugs that may significantly decrease the incidence of late stage breast cancer.\nStatement of Benefit to California:\nBreast cancer afflicts nearly one in ten women during their lifetime. While progress is being made in certain targeted therapies, major advances in treating very early stage disease could have a great impact on preventing the progression of the disease to stages that are difficult to cure. In some cancers like colorectal cancer, stem cells are clearly the target of genetic changes that accumulate and cause the progressive loss of cellular control. In breast cancer there is increasing evidence for cancer stem cells that are responsible for the propagation of the disease but also retain the potential to differentiate to a benign fate. It is the stem cell characteristic of breast cancer stem cells that is the opportunity for the development of an alternative to cytotoxic cancer therapies. The differential killing of cancer cells with minimum impact on normal cells is the difficult requirement that leads to the well know adverse side effects of radiation and cytotoxic chemotherapy. Differentiation therapy uses the alternative strategy of inducing cancer stem cells to adopt a benign fate. However the search for chemicals and biologics that might efficiently instruct breast cancer stem cells to adopt a benign fate has been restricted by the availability of representative breast cancer stem cell cultures. Our goal is to amplify the breast cancer stem cells of representative human tumors for use in identifying compounds and gene targets that regulate their differentiation to benign cell fates. Periodic treatment of women at very early stages of disease who are at increased risk of the disease with therapeutics that instruct breast cancer stem cells to differentiate to a benign fate could greatly diminish invasive breast cancer incidence and progression. Our proposal would provide new tools to discover therapeutics for differentiation therapy. In part this proposal is facilitated by the Athena Project that coordinates clinical research activities across the multiple campuses of the University of California and by CIRM support of a Stem Cell Laboratory that provides equipment for expanding the culture of cells in low oxygen environments. Citizens of the California will benefit from this research by accelerating progress in substantially decreasing the incidence of invasive breast cancer.", "label": "No"}
{"text": "1). Pasta and sauce recipe serves 4:\n300g dried pasta, 1 tin chopped tomatoes, 1 red onion diced, 1 red pepper, 2 cloves of garlic, 3 teaspoons mixed herbs, 5ml olive oil.\na). If I wanted to make enough for 8 people how much pasta would I need?\nb). How many cloves of garlic would be needed to make the recipe for 6 people?\nc). How much olive oil would I need to use to make the recipe for 10 people?\nd). If I had 10 teaspoons of mixed herbs how many people could I make the recipe for?\n2). y is directly proportional to x. When x = 2, y = 5. When x =3, y= 7.5. What is the value of y when x = 5?\n3). y is directly proportional to x. When x =2, y = 2.4. When x = 3, y = 3.6. What is the value of y when x =10?\n4). y is directly proportional to x. When x = 2, y = 0.5. When x = 3, y = 0.75. When y = 3 what is the value of x?\n- a) 600g pasta b). 3 cloves c). 12.5 ml d). 13 people\n- When x=5, y = 12.5\n- When x=10, y = 12\n- When y=3, x = 12", "label": "No"}
{"text": "U.S. researchers have found that ticks in two states are spreading a newly discovered strain of bacteria that causes a feverish illness. The yet-unnamed bacteria belong to a group called Ehrlichia that is spread by deer ticks, also known as black-legged ticks. Using culture and genetic analyses, researchers have identified the bacteria in the bloodstream of more than 25 people in Minnesota and Wisconsin. However, many more people may be infected, Mayo Clinic microbiologist Bobbi Pritt warned. Ehrlichiosis, the disease caused by the bacteria, infects and kills white blood cells and may cause fever, body aches, headache and fatigue, according to the Mayo Clinic. In the most severe cases, it can affect multiple organs, such as the lungs, kidneys and brain. However, infections can be treated with the antibiotic doxycycline and are rarely fatal. Researchers became aware of the new bacterium in 2009, after Carol Werner, then a technologist at the Mayo Clinic Health System Eau Claire Hospital in Wisconsin, noticed an abnormal test result. A team of officials from the Mayo Clinic, the Centers for Disease Control and Prevention and several public health departments began investigating the new strain. Screening thousands of human blood samples and analyzing thousands of ticks from across the country, the researchers found the new bacterium only in Minnesota and Wisconsin. The Minnesota Department of Health issued a health advisory last year alerting the public to increasing reports of ehrlichiosis. \"As the deer tick population continues to spread and increase across Wisconsin, we are likely to see increasing incidence of this new infection, just as we have seen with Lyme disease and anaplasmosis, which are transmitted by the same tick species,'' said study researcher Susan Paskewitz, an entomologist at the University of Wisconsin-Madison. The researchers suggest that Minnesotans and Wisconsinites take the same precautions that they would against Lyme disease, including applying insect repellent before going into wooded areas, and tucking pants into socks and wearing long-sleeved shirts when active outdoors. The findings appear in the Aug. 4 edition of the New England Journal of Medicine.", "label": "No"}
{"text": "Start studying leadership essentials learn leaders have a good understanding of their social setting and open- minded or nonauthoritarian subordinates will. Great leaders share the characteristic of leadership a good leader can create by being flexible to new ideas and open-minded enough to. Top ten traits of great leaders by: which is no doubt good and very much needed you have to keep this in the forefront of your mind as a guide to your activity. The many faces of leadership the litmus test of all leadership is whether it mobilizes people's effective teacher leaders are open-minded and. To be a good leader, you cannot major in minor things the truth is, leaders need to keep an open mind while being flexible, and adjust if necessary. If you want your kid to be open-minded, you should always stay alert about the things all the girls would chase him because he would be really good-looking and. Anyone can be a strong leader as long as determination, open leader being open-minded is for good leadership” (points : 1) being open-minded is. The 100 best leadership quotes of all time where there is an open mind a good leader takes a little more than his share of the blame.\nA good leader needs discipline a great way to develop your leadership skills is to take on more keep an open mind and give merit where merit is. 183 quotes have been tagged as open-mindedness: learn to recognize good writing when you read it if a man's mind is open on these things. I t is helpful to keep in mind the things that past supervisors because you are their leader, you should not we have to have a good reason for all the. The ones we celebrate for stopping malware universities and a good leader should be open minded in all things global development organizations alike have released research highlighting a. Are you an open-minded leader (because she assumes she’s good enough being actively open-minded can be difficult we all have a need to maintain a.\nHow open-minded should leaders be only confident people can have an open mind and feel good about changing © peter barron stark companies, 2017 all. Understanding people's needs we all know this happens even in fairly open not only should the effective leader have a good understanding of. Other qualities of a good teacher from our visitors knowledgeable, skillful, open -minded, optimistic, cheerful, refined, creative, passionate and loving. The 5 characteristics of great leaders • you have to understand and be good enough at leadership to teach it to your employees, both by example and by coaching.\nThe first is that a good leader should be open to if you're willing to keep an open mind and hear what apple tv and the entrepreneur app available on. Leadership and innovation leaders should think about two types of metrics: “mentoring people into becoming more open-minded is a long process. And open-minded - alexis hunter the leadership instinct leadership should be born out of the a good objective of leadership is to help those who.\n4 ways to define leadership research published in harvard business review in 2000 and an article on mind tools listed some common leadership a good leader. To be open-minded means to remove your personal biases and the most important quality you will ever have in your life is being open thought catalog.\nWhat qualities distinguish you as a leader understandings of what servant leadership should be open‐mind, positive. Have an open mind: i’ve often said and not the prideful arrogance of an over inflated ego good things begin to a leader should not be viewed as a. Why good leaders do bad things and replace them with more open ended these five mind games can influence an otherwise good leader to act unethically. Management & leadership treating people with respect and dealing with everyone in a fair and open matter you don't give anyone all the good jobs, or all. Open-minded quotes from celebrities, and newsmakers by all means let's be open-minded one of the best paradoxes of leadership is a leader's need to be both. 7 leader qualifications but, should i expect to understand the mind of god leaders, under god’s good hand.", "label": "No"}
{"text": "Guiding Principles - Responsibility\nIt is important to strike a balance between visitor self-reliance and management intervention\nThe risk control matrix illustrates this principle in greater detail. The example demonstrates the complex relationships between two key guiding principles and the location or terrain of the site or property. It shows a balanced approach to management effort on sites varying from heavily developed to undeveloped.\nThe general premise is that as the environment becomes less developed the visitors’ self reliance, knowledge and understanding of the surroundings should increase, and with it their personal responsibility. At the same time less management action is required and/ or fewer physical safety measures are needed.\nIt is reasonable to expect higher levels of user self-reliance on land where no recreational facilities have been specifically provided but public access is allowed. For example, paths created by informal use in such areas will not be to the standard that visitors might reasonably expect to be maintained on a formal recreation site.\nIt is important to note that the diagram is only intended to illustrate the broad principles. It provides a framework within which to consider the detailed characteristics of your own site and judge the level of management intervention that is appropriate. This might vary within the site. There may be a gradual transition in the intensity and type of hazard management. Larger sites are often zoned, which can help to prioritise the focus of management effort.\nThe matrix is a simplification and does not cover all eventualities. For example, adverse weather conditions can make activities in easy terrain more hazardous. The nature of management intervention will be influenced by the particular characteristics of your site – for example, in its historic, landscape or conservation value.\nThe risk control matrix is only a framework to guide analysis, and the final balance struck will also be influenced by other guiding principles. In the examples shown, the primary focus is on how the location and terrain of the site or property influences management activity. But it can easily be adapted to take account of other important aspects of the site or property such as landscape, conservation or historical interest.\nIt is reasonable to expect visitors to exercise responsibility for themselves\nFor example, it is reasonable to expect walkers in mountains to be equipped with suitable footwear and waterproofs. It is reasonable to expect mountain bikers to wear proper safety helmets.\nIt is reasonable to expect visitors not to put others at risk\nFor example, mountain bikers should slow down when approaching walkers. Horse riders should not gallop past people with toddlers and pushchairs.\nIt is reasonable to expect parents, guardians and leaders to supervise people in their care\nFor example, stopping children rolling stones over cliff drops or supervising children near water. The result is that there may be no need to erect signs forbidding the rolling of stones, or fences to prevent access to water. Note that the parent, guardian or leader may need to be informed of unexpected or hidden risks.", "label": "No"}
{"text": "University Communication, April 14, 2020\nResearch examining viability of mint as new Panhandle crop\nMint is not grown commercially in Nebraska on a large scale yet — there are less than 500 acres — but a project at the University of Nebraska Panhandle Research and Extension Center in Scottsbluff is aimed at providing answers about whether farmers could grow it here and which varieties might grow best.\nA three-year research project is underway to identify the best mint varieties for western Nebraska. The investigation began in 2018 and is scheduled to continue through the 2020 growing season. The project is funded by a Nebraska Department of Agriculture Specialty Crop Block Grant, and is carried out in collaboration with Mahesh Pattabiraman, associate professor of organic chemistry at the University of Nebraska at Kearney.\nMint is a genus of 25 species of fragrant herbs native to Eurasia, North America, southern Africa and Australia. Two types of mint are produced commercially, peppermint and spearmint. Three countries are currently the major producers of mint: the United States, India and China. The United States is a leader in peppermint oil production, producing 70% of the world’s output.\nPeppermint production in the United States is concentrated in the northwestern states of Oregon, Washington and Idaho, which account for 84% of U.S. mint production. Acres harvested ranged from 20,800 acres to 25,800 acres during 2013-2018. The total value of U.S. mint is about $200 million. The price per pound received by growers in 2018 was $19.80 for peppermint and $16.80 for spearmint.\nWestern Nebraska’s climate is similar to those states, so commercial production of high-quality mint oil is possible here. But there are unknowns for producing mint in the Nebraska Panhandle, such as which varieties are best adapted, what are their characteristics, or which have the most potential for high-yielding biomass and high oil content.\nIn 2018, the first year of the mint project in Scottsbluff, University of Nebraska–Lincoln research crews planted 14 mint varieties, including six peppermint varieties, six spearmint varieties and two intermediate mint varieties. They were planted with 22-inch row spacing and a distance of 5 inches between plants.\nThe varieties were planted in late May through the first week in June, similar to dry edible beans. The mint was grown under irrigation using standard production methods. Data was collected related to plant growth and development, including plant vigor, flowering time, plant height, pigmentation, any disease and more.\nDifferences were noted between the two types of mint. Spearmint’s growth rate was almost twice that of peppermint, and it flowered around mid-June. Peppermint flowered around the end of July.\nSpearmint was harvested twice, the first time in early July, the second time in late September. Peppermint was harvested once, in August.\nHarvested samples were dried and weighed to determine dry biomass yield. Subsamples of dry biomass were used to analyze mint oil, both quantity and quality. There was a significant yield difference among the varieties.\nAmong the findings of the data from the first two years of study:\n* All the mint varieties had a similar height pattern, ranging from 7 to 13 inches.\n* Mint can grow in an aggressive manner with basal shoots, thus row spacing can be one important aspect to consider during planting.\n* Among the varieties planted, in peppermint, Todd mint had the highest menthol content. In spearmint, Scotch had the highest carvone content. (Menthol is the primary oil type for peppermint, carvone is the primary oil type of spearmint.)\nThe existing small acreage of mint farm in the North Platte Valley is planted with a single spearmint and single peppermint variety, but it is unknown whether those specific varieties are the best for western Nebraska. Currently, there is no data on which mint variety is the best for western Nebraska climate. Therefore, results of this project will provide choices for selecting the best variety.\nThe next step will be on optimizing nitrogen fertilizer management in collaboration with Bijesh Maharjan, soil and nutrient management specialist at the Panhandle Center. Mint is grown in well-drained soil, with nitrogen input as high as 294 pounds per acre and high-water input. This warrants a need to optimize nitrogen management in spearmint production that will not only economically benefit producers but also reduce potential nitrate-N loss through leaching in such a high input system.\nWith availability of the best mint variety and optimal nitrogen management practices, the mint production in the region potentially will be profitable and sustainable.", "label": "No"}
{"text": "Essay lesson persuasive teaching\nHelp your child write a persuasive essay in every grade and learn tips on persuasive writing. Use this packet to teach students to write a persuasive argument. A model graphic organizer, a blank graphic organizer, and four different revisions of a persuasive. Persuasive essay lesson plans and worksheets from thousands of teacher-reviewed resources to help you inspire students learning. I found “Argumentative/Persuasive Essay Handouts” lesson plan at Share My Lesson! There are SO many more free, quality lessons on the site, so head on over. I found “Huckleberry Finn persuasive essay” lesson plan at Share My Lesson! There are SO many more free, quality lessons on the site, so head on over. Persuasive Essay: Grade 5 Writing Unit 3 This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).\nPersuasive writing is a form of nonfiction writing that encourages careful word choice, the development of logical arguments, and a cohesive summary. Sharpen students' ability to express their ideas with persuasive writing activities. Help students focus on key writing skills with these interactive and printable. How to Write a Conclusion for an Essay Lesson Plan for ending an essay will serve the basis for teaching how to write a conclusion Persuasive Essay. How To Teach The Five Paragraph Essay is a step-by-step plan for the five paragraph essay. Show your students a simple outline to help master the essay. Persuasive Writing Websites. Students will write a persuasive paragraph and/or essay with a main idea A lesson plan for teaching persuasive letter writing. Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive. Lesson Skill: Persuasive writing Strand Writing. SOL. 9.6 • Sample persuasive essay Lesson. Why is it important to have a clear thesis in a persuasive.\nEssay lesson persuasive teaching\nPlan your lesson in Persuasive Writing and Writing with helpful tips from teachers like you. SWBAT identify the parts of a five-paragraph essay. Argumentative essay lesson plans and worksheets from thousands of teacher-reviewed resources to help you inspire students learning. This lesson encourages students to use skills and knowledge they. Students can use this online interactive tool to map out an argument for their persuasive essay. Sample Lesson Plans to Teach Common Core State Standards Download Lesson Plan. Persuasive Essay Example:.PNG File Inspiration Maps File. Time Period. Persuasive Writing Lessons - Elementary School Writing Argumentative Writing Teaching Writing Persuasive Phrases Essay. long persuasive writing lesson for.\nPersuasive Writing Unit The overall purpose for this persuasive writing unit is for your students to understand the key components (audience, leads, claims. Persuasive Writing Lesson. Save for later. by jtomlinson2013. 4 1 rating; Adapt this engaging activity with your students. Main focus of the lesson is for students to. You may save this lesson plan to your. Students will produce a persuasive essay or. Each area below is a direct link to general teaching strategies. When creating a lesson plan to teach persuasive speech, it is important to model what a persuasive speech sounds like by providing students with specific examples. Teach Revising a Persuasive Essay Lesson: Instruct High School Students to Edit Essays Using a Writing Rubric. When teaching the persuasive essay. Teaching about advertising and media, persuasive and argumentative writing, persuasion, argument, persuade with media. Teaching Writing Lesson Plans for. Improving Persuasive Writing—Ramona Clark 41. construct an essay in the basic five-paragraph mode:.\nThis is an introductory unit on persuasive writing The lesson will span from one to two weeks. Each group will be given a short persuasive essay and. PERSUASIVE WRITING LESSON PLAN. Materials: One copy per student of the lesson Persuasive Writing (see below for printable lesson and worksheet) Procedure. In this lesson, students will write persuasive paragraphs and essays Persuasive Writing: A Kinesthetic Approach The paragraph/essay is logically organized. The Opinion/Argument Writing Lessons provided by Writing A-Z help students learn to write using factual evidence to improve their persuasive writing skills. Pacing Chart for Teaching the Five-Paragraph Essay. The goal is to have every student master the five-paragraph essay. This lesson plan will. Persuasive Essay 3.\nLesson 8: From Outline to Essay! Back to curriculum unit: Persuasive Writing. Overview At the end of this lesson, students begin their rough drafts. Essay writing lesson plans Fountain Herlihy 03/01/2016 2:39:13 Expository essay outline to a lesson plans for esl efl the code their essay topics teaching writing. This writing process bulletin board set will be the perfect addition to your classroom when teaching. interactive lesson. jump-start persuasive. Sample Lesson Plans to Teach Common Core State Standards Download Lesson Plan. Persuasive Essay Example:.PNG File Inspiration Maps File. Time Period. Lesson Summary (details on each slide) Discuss student-centered, non-directed note-taking Why persuade?;. Lesson Plan: UNIT 8 Writing a Persuasive Essay . 3rd Grade – Persuasive Essay Unit talk at once or have a dispute about which draft to use for the lesson Mentor or Teaching Text.\n- UEN gathered this collection of online resources to help students write effective persuasive essays.\n- Film Review Lesson - Persuasive Writing. Save for later. by jesspon. 0 0 ratings;. Teaching A Christmas Carol and PEE paragrahs? Well, here is the package for you.\n- High School Persuasive Writing High School Persuasive Reading 1 Teaching Persuasive Reading and Writing A Sample Unit of Lessons and Strategies for High.\n- Many students struggle with persuasive writing. Try implementing some of these activities or prompts to get your students moving on the right track..\n- Writing: Using Argument in Persuasive Writing Discuss this eTheme. Learning to use arguments to support an opinion is sometimes a difficult task for elementary students.\nPlan your lesson in Persuasive Writing and Writing with helpful tips from teachers like you. SWBAT generate an outline for a persuasive five-paragraph essay. Teaching the Persuasive Essay Lesson Lesson Plan to Brainstorm and Write Essay First Draft Mar 10, 2008 Thadra Petkus Motivate middle and high school students to. Students learn effective techniques and complete prewriting activities for writing a persuasive essay. As a culmination of the unit, students choose one of the three. Are you overwhelmed with the idea of teaching formal essay writing? Even when using some highly rated homeschool writing curriculum, many homeschooling moms are. How to Teach Persuasive Writing. Students are ready to learn about persuasive writing beginning in middle school (junior high). You need to know how to. Phrases, structures and expression used to write persuasive arguments for and against something with example short essay and exercise.", "label": "No"}
{"text": "Bike Engine Parts And Working PdfBy Denise L. In and pdf 22.05.2021 at 07:37 10 min read\nFile Name: bike engine parts and working .zip\nA four-stroke engine is an Internal combustion engine , where four successive strokes i. Suction-Compression-Power-Exhaust completes in two revolutions of the crankshaft. Therefore, the engine is called a Four-stroke engine.\nA four-stroke engine is an Internal combustion engine , where four successive strokes i. Suction-Compression-Power-Exhaust completes in two revolutions of the crankshaft.\nTherefore, the engine is called a Four-stroke engine. In recent days the majority of automobile runs on a four-stroke cycle. Basic some terms used in this article:. This type of engine based on the Otto cycle.\nThe various strokes in the operation of a four-stroke cycle petrol engine are described below. And these valves are operated by means of Camshaft. It is rotated at half the speed of a crankshaft. The travel of the piston from one dead center to another is called piston stroke and a four-stroke cycle consists of four strokes :.\nIn this stroke the suction valve opens, exhaust valves remain in close condition. When the piston reaches the BDC, the inlet valve closes and the flywheel makes a half revolution. In this stroke, the piston moves from the bottom dead center BDC to the top dead center TDC , and both the suction and exhaust valves are in closed condition. The mixture, which was sucked into the cylinder during the suction stroke, is compressed into the combustion chamber.\nThe heat produced during the compression stroke and vaporize the mixture. As the piston approaches the top dead center, the compression stroke completes, and then the spark plug gives the spark.\nAgain both the inlet and exhaust valves are closed in this stroke. The compressed charge ignited by the high intensity of the spark and expands adiabatically, therefore, it pushes the piston downward i. During the exhaust stroke, the inlet valve is in a closed condition and the exhaust valve is opened. The stroke is completed when the piston reaches the Top Dead Center. And then again stokes are recycled. In the exhaust stroke in one situation both the valves are in an open condition for some seconds so that fresh charge entered to engine cylinder and pushes the burnt gases out of the cylinder.\nThis process is called Scavenging. A four-stroke Diesel engine consists of:. In a suction stroke, the inlet valve is in the opened condition and the exhaust valve remains closed. The atmospheric air is drawn into the cylinder as the piston moves from TDC to the BDC due to the partial vacuum air is sucked inside the cylinder.\nAt the end of the compression stroke, the fuel injector inject the fuel at high pressure into the compressed hot air, thus the ignition takes place inside the cylinder.\nDuring this stroke, both the valves are in closed condition. The piston at the TDC is pushed downward by the expansion of burned gas. In this stroke, the exhaust valve is opened and the inlet valve is in the closed condition. And here is also the scavenging process that happened to remove the burnt gas completely. The four-stroke Diesel engine is one of the most popular prime overs.\nIt has various types of applications like:. To know more, checkout the Fuel supply system in petrol engines. The supply of lubricating oil between two moving parts of the vehicle is called lubrication.\nMore on the Lubrication System. All the heat produced by the combustion of fuel is not totally converted into power at the crankshaft. Only about 20 percent of the heat is used as power at the crankshaft. And 35 percent of the heat is transferred to the cylinder wall which cause pre-ignition of the charge and also lubricant burned away due to the heat, therefore the engine maybe seized.\nMore on Engine Cooling System. In the exhaust stroke in one situation both the valves are in opened condition for some seconds so that fresh charge entered to engine cylinder and pushes the burnt gases out of the cylinder. A four-stroke petrol engine consists of: 1. A cylinder 2.\nCylinder head attaches with spark plug 3. Piston attach with piston ring 4. Connecting rod 5. Crank 6. Crankshaft 7. Valves ETC. So this is the complete overview on Four Stroke Engine , I hope I am able to explain it well, for further more doubts do let me know in the comment section.\nAnd below is your PDF downloadable link. You may have interest to read about 2-Stroke Engine also. Your email address will not be published. Save my name and email in this browser for the next time I comment.\nIn this article, you will get to know about Rake Angle, its importance and its types. So let's get started. What is a Rake Angle? In this article, I will be going to give you an in-depth overview of the Quick Return Motion Mechanism. So let's get started! What is the Quick Return Mechanism? A quick return motion mechanism Skip to content. Page Contents. What is Scavenging?\nWhat is the Four-Stroke Engine? What are the Parts of Four-stroke Engine? Join Us on Telegram. Mechanical Engineer. Executive Editor. Head of Operation. Leave a Reply Cancel reply Your email address will not be published. Continue Reading.\nWhat are the main parts of an engine?\nIn order to fully understand how the latest in speed parts work, you first need to understand how an engine works. Most cars as we know them are powered by what is called a 4-stroke engine. A 4-stroke refers to the four strokes in the power cycle; the intake stroke, the compression stroke, the power stroke and the exhaust stroke. For now, what you need to know is that the 4-stroke cycle explains how a mixture of gasoline and air can be ignited, combusted and smoothly converted into useable power to hurl you down the quarter mile, around a track or just take you to work. An engine is composed of several major components; the block , the crank , the rods , the pistons , the head or heads , the valves , the cams , the intake and exhaust systems and the ignition system.\nHave you ever opened the hood of your car and wondered what was going on in there? A car engine can look like a big confusing jumble of metal, tubes and wires to the uninitiated. You might want to know what's going on simply out of curiosity. Or perhaps you are buying a new car , and you hear things like \"2. In this article, we'll discuss the basic idea behind an engine and then go into detail about how all the pieces fit together, what can go wrong and how to increase performance. The purpose of a gasoline car engine is to convert gasoline into motion so that your car can move.\nAutomobile engines are complicated mechanisms that are made up of several internal parts that work like clockwork to produce that power that moves your vehicle. In order for the engine to operate properly it needs all of its parts to be in good condition. One fault can be disastrous! Let's take a look at the main parts of the engine. The block is the main part of the engine. All other parts of the motor are essentially bolted to it. Inside the block is where the magic happens, such as combustion.\nHow Car Engines Work\nInternal combustion engines come in a wide variety of types, but have certain family resemblances, and thus share many common types of components. Internal combustion engines can contain any number of combustion chambers cylinders , with numbers between one and twelve being common, though as many as 36 Lycoming R have been used. Having more cylinders in an engine yields two potential benefits: first, the engine can have a larger displacement with smaller individual reciprocating masses, that is, the mass of each piston can be less thus making a smoother-running engine since the engine tends to vibrate as a result of the pistons moving up and down. Doubling the number of the same size cylinders will double the torque and power.\nDownload our catalogs and learn about programs, courses, tuition, fees, admissions and much more. State-of-the-art, , sq. Avondale campus will provide you with hands-on experience with everything from undercar maintenance to advanced diagnosis. Learn more here.\nAlso at the end of the article I will give you PDF downloadable link.\nМой человек отнимет. - И что. - Какое вам дело? - холодно произнес американец. - Когда мистер Беккер найдет ключ, он будет вознагражден сполна. ГЛАВА 22 Дэвид Беккер быстро подошел к койке и посмотрел на спящего старика. Правое запястье в гипсе. На вид за шестьдесят, может быть, около семидесяти.\nВпервые с детских лет Беккер начал молиться. Он молился не об избавлении от смерти - в чудеса он не верил; он молился о том, чтобы женщина, от которой был так далеко, нашла в себе силы, чтобы ни на мгновение не усомнилась в его любви. Он закрыл глаза, и воспоминания хлынули бурным потоком.\nКуда его понесло? - думала. - Почему он не звонит. Вода из горячей постепенно превратилась в теплую и, наконец, холодную.\nХейл в ужасе тотчас понял свою ошибку. Стратмор находится на верхней площадке, у меня за спиной. Отчаянным движением он развернул Сьюзан так, чтобы она оказалась выше его, и начал спускаться. Достигнув нижней ступеньки, он вгляделся в лестничную площадку наверху и крикнул: - Назад, коммандер.\nМы обнаружили статистический сбой и хотим выяснить, в чем. Кроме того, - добавила она, - я хотела бы напомнить Стратмору, что Большой Брат не спускает с него глаз.\nКонечно. Так, чтобы не осталось и следа. Сьюзан нахмурилась. Она понимала, что найти принадлежащую Хейлу копию ключа будет очень трудно.\nСэр, ключа здесь. Мы обыскали обоих. Осмотрели карманы, одежду, бумажники. Ничего похожего.\nПриготовиться. Приступайте. - Мы не успеем! - крикнула Соши. - На это уйдет полчаса. К тому времени все уже рухнет.\nПлутоний и уран, - повторял Джабба.\nWasmachst… - Помолчите! - Беккер перешел на английский. - У вас в номере проститутка? - Он оглядел комнату. Роскошная обстановка, как в лучших отелях. Розы, шампанское, широченная кровать с балдахином. Росио нигде не .\nКто… кто вы. - Пройдемте с нами, пожалуйста. Сюда.\nПоэтому такая перспектива даже не обсуждалась. Сьюзан старалась сохранять самообладание. Мысли ее по-прежнему возвращались к сотруднику лаборатории систем безопасности, распластавшемуся на генераторах.", "label": "No"}
{"text": "Agroforestry has a long history in Germany: forest farming and pastures, hedgerow systems and meadow orchards have been wide-spread.\nTraditional hedgerow systems have been established since the ~10th, but especially in the 18th century. They were established as living fences for fields and pastures, to function as windbreaks, and as a source of various goods, e.g. fuelwood, construction timber, livestock feed, berries and nuts. The prevalent systems are hedgerows on man-made soil ridges, so-called “Wallhecken”. The ridges are covered with various combinations of shrubs, trees and herbs. The highest density of this traditional agroforestry system could and can still be found in Germany’s northern federal states. The importance of the hedgerows has changed: they widely lost their function as a source of food and feed; instead they are increasingly valued for providing multiple ecosystem services such as: effective wind breaks, preventing soil erosion, fire wood production from harvested remnant trees and as an important retreat for many plant and animal species (see photo 1).\nThe federal state with the highest density and diversity of Wallhecken is Schleswig-Holstein, Germany’s most northern federals state, located between the Northern and the Baltic Sea. In Schleswig-Holstein, the hedgerow system is known under the name “Knicks”. At the start of the 20th century, Knicks had a density of more than 6 km of length per km². Nowadays, as a result of the agricultural intensification and mechanization, the estimates for their density range from 2.8 to 4.3 km per km². Not only the quantity, but also the quality of the hedgerow system has declined. Wallhecken need appropriate management to maintain their biodiversity: insufficient or inadequate maintenance measures result in damaged soil ridges, vegetation gaps or tree that have grown to heights and structures comparable to common forests (see photo 2).\nFor further details, see:\nFurther agroforestry systems found in many parts of Germany are the so called “Streuobstwiesen” (orchard meadows; see photo 3, 4), i.e. the combination of fruit trees and meadows. From the initial 1.5 mill. hectares of Streuobstwiesen in Germany only around 300.000 ha remain, mostly located in southern Germany (e.g. Baden-Württemberg) and many are still actively managed. Those located in the mid-eastern part (e.g. in Thuringia) are mostly abandoned today. This can be related to the loss of small scale agricultural farms, which was the result of move towards large scale agricultural structures stimulated in the German Democratic Republic (GDR; photo 4) and the general development to produce fruits like apple or pear in bush tree plantation systems.\nHistorically, silvopastoral system were very common in Germany as so called “Hutewald” (e.g., pig feeding under oak trees) and partly existed until the end of the 19th century in Germany (e.g. the Solling hills in Central Germany). Today, some of these systems have been reestablished, e.g., to produce pork of high quality (for further info see: www.eichelschwein.de and photo 5). At other sites, forest pasturing has been reintroduced within the context of landscape maintenance programs, often as a tool to support and strengthen biological biodiversity, e.g. on 40 ha of pine forest in the Pfälzerwald Nature Park (for further info click here).\nModern agroforestry applications are predominantly found in experimental fields where they are used for research and as showcase for interested farmers.\nTwo main types of agroforestry systems have been promoted within that framework:\n- Alley-cropping systems with rows of short-rotation-coppices of poplar, willow, alder or black locust on arable land, also called short rotation alley cropping system (SRACS; see photo 6 and 7). Those systems have been shown to be very promising agroforestry systems especially in areas which are strongly affected by wind erosion and without many landscape structures. Furthermore, SRACS have the potential to function as riparian buffer strips that can mitigate soil and stream water pollution. Additionally, they may provide a regular and renewable supply of raw material for heating energy but also for material use (see photo 8; for further info and examples on short-rotation-coppices systems click here).\n- Different types of agroforestry systems combining different broadleaved tree species for valuable wood production with various crops and pasture feeding (see photo 9; further info can be found here).\nAGROFORESTRY ASSOCIATIONS in GERMANY\nThe AG Agroforst Deutschland, which is the German working group on Agroforestry (www.agroforst.org), is an association of scientists, consultants as well as practitioners, who are interested in various aspects of agroforestry. Their interests cover the contribution to newly applied field experiments and research projects, teaching activities for students and farmers, rediscovering and application of traditional agroforestry systems as well as political activities on the local, national and international level. The working group was founded in 2012 in Göttingen, Germany. Since 2013 the association is an official working group of the German Crop Science Society (Gesellschaft für Pflanzenbauwissenschaften e.V.; www.gpw.uni-kiel.de/de/arbeitsgemeinschaften) and a member of EURAF.\nPresently the AG Agroforst Deutschland has more than 30 members and Norbert Lamersdorf from the Göttingen University together with Rüdiger Graß from the University of Kassel are currently chairman of the AG. Norbert Lamersdorf is also the national delegate for EURAF while Rico Hübner from the Technical University of Munich is vice national EURAF delegate.\nThe German working group meets regularly at changing locations during the so called “Forum Agroforstsysteme”, where scientists, practitioners and interested public meet to discuss agroforestry-related topics. The last meetings took place in Senftenberg/Brandenburg (2016), Göttingen/Lower Saxony (2018), and the follow-up meeting will be held in Freising/Bavaria in October 2019. For further details and results see here).\nThe DeFAF (“Deutscher Fachverband für Agroforstwirtschaft“) is another Germany agroforestry association committed to the installation, management, distribution and promotion of agroforestry systems in Germany. The DeFAF is not tied to any specific farming or agroforestry system and is open to all persons interested in agroforestry. The DeFAF is active in the following fields: public relations, management and economics, planning and consulting, education and training, research and development, technology and services, law and administration, and international cooperation. The DeFAF inaugural meeting takes place on 25 June 2019 in the premises of the Association of German Foundations (Forum Robert Bosch) in Berlin. The head quarter of the DeFAF is in Cottbus and their members can be reached via mail: info [at] defaf [dot] de. Further information on the DeFAF can be found here.\nIn Germany, the 2nd pillar of the current Common Agricultural Policy (CAP) is implemented at federal state level, involving a total of 13 different rural development programs. Although the establishment and maintenance of agroforestry systems was not taken into account in any of the programs, all programs support the maintenance of traditional agroforestry systems at some level: Hedgerow systems are considered as protected landscape elements. Five federal states support maintenance measures to restore and preserve existing and/or measures to plant new hedgerow systems. Most federal states implement programs to maintain orchard meadows. Six rural development programs support measures to restore and preserve existing and/or measures to plant new orchard meadows; two federal states support marketing measures for orchard products.\nNevertheless, an essential prerequisite for the establishment of new agroforestry systems by farmers is that subsidies from Pillar I and II of the EU's agricultural support are provided for agroforestry as a land use system, including both components (crops/pasture and trees/shrubs) of agroforestry. Currently funds are granted, but the wooded and the farmed part are treated as separate plots.\nLikewise, agroforestry is not recognized as a land use system by national laws, which are based on agricultural EU funding programs and regulations. The main reason for this situation is the absence of a clear definition of agroforestry in EU regulations. According to statements made by several german ministry officials, agroforestry systems are not eligible for agricultural support based on the present EU regulations. This was e.g. communicated to members of the research project AUFWERTEN at several official meetings conducted since 2014 (AUFWERTEN is a German Agroforestry research project, financially supported by the Federal Ministry of Education and Research and coordinated at BTU Cottbus-Senftenberg; www.agroforst-info.de).\nBecause of this problem, German agroforestry stakeholders strongly encourage the following changes/adjustments/additions to provide a better political framework for agroforestry in Germany:\nAgroforestry systems should be clearly defined and the whole area of an agroforestry system (crops/pasture and trees/shrubs) should be part of the eligible agricultural area.\nPresently, there are two main obstacles:\n- Agroforestry in Article 23 (Regulation (EU) No. 1305/2013) is linked to Article 21 (Regulation (EU) No. 1305/2013), as a result, in Germany it is presently perceived as a forestry area.\n- There is no clear definition of agroforestry in EU regulations. The following definition is\n- present only in Article 23 (Regulation (EU) No. 1305/2013): “For the purposes of this Article, agroforestry systems means land use systems in which trees are grown in combination with agriculture on the same land.” In this definition, however, the explicit reference that trees/shrubs are part of the agricultural area is missing.\nExact features of an eligible agroforestry field are required in order to ensure the controllability of agroforestry systems. For that, a combination of trees/shrubs (including so called permanent crops) and crops or livestock should be allowed on the same agricultural field.\nThe main obstacle is that:\n- Presently, trees and shrubs are not considered to be part of the eligible agricultural area. Trees/shrubs are deducted from the eligible area, except when trees provide repeated yields (e.g. fruit trees).\nThe eligibility of high diversity of agroforestry systems should be ensured, depending on\ndifferent site conditions and economic requirements of member states.\nThe problem here is:\n- Generally, the maximum number of 100 trees per hectare, which is commonly used also for agroforestry systems, severely limits the diversity of potentially possible agroforestry systems.\nPhoto 1: Hedgerow system in Germany’s most northern federal state Schleswig-Holstein, known under the name “Knicks”. Photo: Klaus Dürkop (the photo may not be used without the written approval of the rights holder)\nPhoto 2: Wallhecken. Photo: N. Lamersdorf\nPhoto 3: “Streuobstwiesen” (meadow orchards) Photo: Ch. Morhart\nPhoto 4: “Streuobstwiesen”, abandoned. Photo: Ch. Böhm\nPhoto 5: Reestablished silvopastoral systems (for further info see here) Photo: B. Stimm and Hans-H. Huss)\nPhoto 6: Short rotation alley cropping system comprising poplar and wheat, Federal State of Brandenburg, eastern Germany. Photo: Ch. Böhm\nPhoto 7: Short rotation alley cropping system, Federal State of Thuringia, eastern Germany. Photo: N. Lamersdorf\nPhoto 8: Products, including significant amounts of woody feedstock material from poplar short-rotation-coppices. Photo: N. Lamersdorf\nPhoto 9: Agroforestry systems combining different broadleaved tree species for valuable wood production with various crops and pasture (for further info see here). Photo: N. Lamersdorf", "label": "No"}
{"text": "Generally, Qi Gong (气功) is a system that consists of a variety of breathing exercises which is based on our life force, meditation, and movements. Qi Gong is practiced as a way to improve health, spirituality, and it is also essential in martial arts training. Literally, Qi means the primordial life force that is believed to be part of every living thing and Chi is the western way to pronounce Qi. Qi Gong was created by the early Chinese Taoist to refine the body and mind. The term Qi Gong frequently occurs both in classical Taoism and the religions early Taoist manuscripts. The earliest records were written by the Taoist Xu Xun during the Jin Dynasty. Qi Gong methods was mentioned in the books “Lao Tzu” and “Chuang Tzu”. Qi Gong has been adapted by many martial art schools and styles beyond the Taoists.\nThe Taoist practice of Qi Gong predates the martial art of Tai Chi.\nIn Chinese mandarin, Tai Chi is pronounced as tài jí. Ji (极)literally means polarity. Tai Chi is an ancient Chinese philosophical concept which emphasizes that the universe is governed by two forces. In a number of practices, such as Feng Shui, and traditional Chinese medicine, a Tai Chi diagram is often used to interpret how we or events are changed or influenced. Yin and Yang stand for opposite forces in a Tai Chi diagram. To interpret any phenomenon in the universe, a Tai Chi diagram is often consulted.\nWhile Chinese traditional medicine, Feng Shui, and some other disciplines have integrated the theory of Tai Chi into their fields, Tai Chi was created as a martial art, it has gradually evolved into Martial Art Tai Chi, Performance Tai Chi, and Maintaining Wellness Tai Chi. In a integrated Tai Chi training system, the fundamentals, bare hand solo form, bare hand two person form, Qi Gong, meditation, and weapon forms are all included.\nQigong practice typically involves moving meditation, coordinating slow flowing movement, deep rhythmic breathing, and a calm meditative state of mind.\nThe more you understand about the various aspects of Tai Chi, the more benefits you can derive from your practice. Whether your goal is to practice Martial Art Tai Chi or Maintaining Wellness Tai Chi, Qi Gong training is an essential component in your training.", "label": "No"}
{"text": "At Buckton Vale we follow the Kapow Design and Technology scheme of work and aim to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. We aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.\nThe Design and Technology scheme of work enables pupils to meet the end of key stage attainment targets in the National Curriculum and the aims also align with those in the National Curriculum. EYFS units provide opportunities for pupils’ to work towards the Development Matters statements and the Early Learning Goals.", "label": "No"}
{"text": "After the launch party, our children at E-Bridge PLCCC got more curious about the food they consume and start by wondering “where do our food come from?”\nDuring our outdoor activities, we went for nature walks to look at the plants around our school. To their discovery, there are many plants that bear fruits and vegetables.\nThey found fruits such as banana, lime, guava, ambarella and star fruit. Through our discussions, the children realized that the even the leaves of some plants are used in our cooking.\nLeaves such as lime leave, curry leave and how banana leaves are used as plates in some culture.", "label": "No"}
{"text": "ERMAN, TX - Research shows as many as 160 thousand students stay home on any given day, in fear of being bullied. Some Sherman High School students say it's time for change, and they're doing something about it.\nSenior, Dani Jarvis, co-founded 3D, an anti-bullying education program as part of a \"stop the violence\" initiative.\n\"well seeing that a lot of kids are bullied every day, they're in fear of coming to school really hurts me I want them to be able to come to school and it be a safe zone.\" said Jarvis.\n3D teaches students to \"decide\" who they hang out with, \"define\" what choices they make and to \"deliver\" what they take away from the program.\n\"Personally I have been bullied, not to the extent that I wanted to take my life, but I've had bullies in the past tell me that I'm not good enough or I'm not wearing the right clothes or that's a stupid answer to that question.\" Jarvis said.\nTeacher, Symantha Murray, worked closely with Jarvis and a few other students for about 9 months to develop this program.\nThe goal, to put a stop to bullying by encouraging a better understanding and respect of individual differences.\n\"We were talking about how we wanted to create empathy among teachers and students and kind of break down those barriers between clicks.\" said Murray.\nMurray says 3D is unique because it is 100 percent funded by local sponsors, free to students and completely student driven.\n\"I think if we can build students of good character then that will help them to realize how they should be acting and not to be a bully.\" Murray said.", "label": "No"}
{"text": "Who would want to start gardening after reading this?\nThere is a “Great British Garden Revival” going on! To help novice gardeners The Telegraph published some timely tips from The RHS (Royal Horticultural Society). It’s titled, “What to do in the garden in December”. Let’s get started looking at it from a novices point of view.\n“Feed the birds! Although they benefit from having food put out for them all year round, birds need a high-fat boost to their diet during the winter. Feed regularly so they will not waste vital energy visiting your garden when there is nothing for them.” It is a new garden so there is not much in it. I don’t want the birds to go hungry and die. Let’s pick up some seed later. Next!\n“Wage war on aphids. Some species remain active in mild winters or on indoor plants. But most overwinter as eggs, often on dormant deciduous fruit trees and bushes. These can be treated with a plant oil winter wash (Growing Success Winter Tree Wash or Vitax Winter Tree Wash).” Good grief! I don’t want dying birds, and I hate war. What are aphids, and how does washing my trees do any good? They seem clean enough. Next!\n“Christmas trees, are now available. Choose from a cut, container-grown or containerised specimen. Those grown on in pots may only live for a few years – they are not naturally suited to permanent pot cultivation.” Specimens? That sounds like an unpleasant trip to the doctor. I wanted to buy a live Christmas tree to plant in my new garden, but if they only live a few years? I’ll just pick up a dying one at the supermarket. This gardening stuff sure is time consuming, and confusing. There’s more?\n“If you want to move established deciduous trees and shrubs to another part of the garden, now is a good time. Choose a calm, dull day to help prevent roots from drying out.” I have to wait for a “dull day”? Why can’t I do it on a beautiful day? Deciduous? Next!\n“Check recommended times for pruning trees, shrubs and climbers. Prune ornamental and edible grape vines, hornbeam, walnut and mulberry, and if necessary, maple and birch before Christmas to prevent bleeding from pruning cuts.” Before Christmas!?! How do I know if it’s necessary to prune maples and birch? That does it. I am not going to spend a dull day, washing the trees, only to watch them bleed. Meanwhile the birds are falling to the ground because I forgot to feed them? Gardening with “specimens”? No thank you. I wanted to participate, but this garden revival stuff sounds like a bunch of hard, miserable work. War? You know, my husband wants to pave over the front yard and be done with it. I wonder…\nI am sure the folks at The RHS mean well, but if this is what is recommended to the public is it any wonder Britain needs a “garden revival”? I am not picking on The British, as we have the same issues here in The States. Perhaps we just need to quit being so helpful, and trying to include every last thing someone could do? Start with changing the horticultural terms like “containerized specimen”, bleeding trees”, “plant oil winter wash”, “deciduous”, and “ornamental”. “Waging war” is a term best left at the garden gate. “Permanent pot cultivation”? Maybe people just wanted to grow a little pot during the summer, not permanently? To encourage people into the garden, we need to look at how we describe what we do in the garden. Step back, and look at gardening from the novices point of view. Let’s not scare them away with war, specimens, and hungry birds.", "label": "No"}
{"text": "The truth is that we just don’t know enough about GMO food to say its safe to eat — or even for feeding to farm animals! After all, farming has been around for several thousand years — GMO’s about 20 years (that’s just “twenty,” not twenty thousand).\nEven if the science on GMO food was unbiased instead of bought and paid for by Monsanto and friends, it just isn’t possible that they’ve tested all the possible genetic combinations on a big enough sample size or over a long enough time period to be able to accurately claim they’re harmless. And in fact, it appears they’re not!\nOn the contrary, lots of research now shows that GMO food and their associated fertilizers and pesticides (like glyphosate) are not safe for human consumption. Many more are coming out every year — while simultaneously flaws and deceptions in pro-GMO research are being exposed. It seems that pro-GMO research is more often than not bought and paid for by Monsanto and friends.\nBy slipping it into our food without our knowledge, without any indication that there are genetically modified organisms in our food, we are now unwittingly part of a massive experiment. The FDA [often run by former Monsanto executives -ed.] has said that genetically modified organisms are not much different from regular food…. The problem is this … biotechnology allows us to do is to take this organis, and move it horizontally into a totally unrelated species …. to switch genes from one to the other without regard to the biological constraints. It’s very very bad science.” – Geneticist David Suzuki\nWhenever someone says that GMOs are 100% safe they just have not done thorough research. In actuality, there is no reason for GMOs to be approved as safe for either people or animals. It’s really just a huge experiment that should have been confined to a sealed underground lab.\nMore importantly, we now realize that GMO’s actually cost farmers more than non-GMO or organic crops. We could easily feed the whole planet with organic, non-GMO crops for less than GMOs, especially when you consider the costs associated with the side effects of GMO farming — ruining the land for other crops, genetic drift destroying nearby farms, genetic abnormalities in farm animals and much more.\nThese studies have had a lot of controversy after the original article was initially published by Collective Evolution. However, the points they make are often very technical or picking at minor discrepancies rather than looking at the bigger picture. But my main points are still the most valid — that GMO food has never been adequately tested to prove they are safe for people, animals or the environment — nor has anyone been able to justify their increased costs for farmers over non-GMOs and organic food. These facts are still the overwhelming truths!\n1. Multiple GMO Toxins In Maternal & Fetal Blood\nResearch from Canada has found pesticides associated with GMOs in women’s blood. They also found Monsanto’s Bt toxin. The study is from the Journal Reproductive Toxicology in 2011. You can read the FULL study here.\n“Given the potential toxicity of these environmental pollutants and the fragility of the fetus, more studies are needed, particularly those using the placental transfer approach. Thus, our present results will provide baseline data for future studies exploring a new area of research relating to nutrition, toxicology and reproduction in women. Today, obstetric-gynecological disorders that are associated with environmental chemicals are not known.” (1)\n2. DNA From GMO Crops Can Be Transferred to Humans\nA study in the Public Library of Science (PLOS) shows that DNA fragments from food carry complete genes that get in your circulatory system through an unknown mechanism.(2) The study was based on analysis of over 1,000 human samples from 4 independent studies. This still doesn’t mean that GMOs can enter our cells but it’s definitely a possibility. PLOS is an open access, well respected peer-reviewed scientific journal.\n“Our bloodstream is considered to be an environment well separated from the outside world and the digestive tract. According to the standard paradigm large macromolecules consumed with food cannot pass directly to the circulatory system. During digestion proteins and DNA are thought to be degraded into small constituents, amino acids and nucleic acids, respectively, and then absorbed by a complex active process and distributed to various parts of the body through the circulation system. Here, based on the analysis of over 1,000 human samples from four independent studies, we report evidence that meal-derived DNA fragments which are large enough to carry complete genes can avoid degradation and through an unknown mechanism enter the human circulation system.” (2)\n3. GMOs Linked to Gluten Disorders Affecting 18 Million Americans\nThis study is from the Institute for Responsible Technology (IRT), and uses data from the U.S. Dept. of Agriculture and Environmental Protection Agency, as well as several medical journal reviews and other independent research. (3)(4) The authors relate GMOs to five conditions that may trigger or exacerbate gluten disorders including Celiac Disease. The Institute for Responsible technology is a worldwide leader GMO foods education on health, the environment, agriculture and more.\n- Intestinal permeability\n- Imbalanced gut bacteria\n- Immune activation and allergic response\n- Impaired digestion\n- Damage to the intestinal wall\n4. Study Links GMO Corn to Rat Tumors\nIn a significant study that was later retracted, researchers examined the effects of GMOs treated with Monsanto Roundup herbicide. This was strange because the journal was a well known peer reviewed scientific journal. Just to get this published in the first place it had to go through a rigorous scientific review. But, it looked very bad for the big agrochemical companies like Monsanto so …\nNOTE: hundreds of scientists around the world have condemned the retraction of this study. The correlation between GMOs and tumors found in the study can’t be denied. Something happened. Read the commentary from the original researchers here.\nSee Food and Chemical Toxicology, “Long term toxicity of a Roundup herbicide and a Roundup-tolerant genetically modified maize,” Gilles-Eric Seralini, France’s Caen University, November 2012. (5)\n5. Glyphosate Induces Breast Cancer Growth via Estrogen Receptors\nA study in the US National Library of Medicine (4) and the journal Food and Chemical Toxicology showed glyphosate’s potential to be an endocrine disruptor. Endocrine disruptors can interfere with the hormone system in mammals causing developmental disorders, birth defects and cancer tumors. Researchers found that Monsanto roundup is an “xenoestrogen” — a foreign estrogen that mimics real estrogen. — causing an increased risk of various cancers, early onset of puberty, thyroid issues, infertility and more. (6)\nGlyphosate exerted proliferative effects only in human hormone-dependent breast cancer. We found that glyphosate exhibited a weaker estrogenic activity than estradiol. Furthermore, this study demonstrated the additive estrogenic effects of glyphosate and genisein which implied that the use of contaminated soybean products as dietary supplements may pose a risk of breast cancer because of their potential additive estrogenicity. (6)\n6. Glyphosate and Birth Defects\nThis comprehensive research review shows that European regulators have known since 2002 that Monsanto’s glyphosate causes birth defects. Regulators misled the public about glyphosate’s safety and told everyone that there was no evidence to suggest that glyphosate causes birth defects. (7)\nOur examination of the evidence leads us to the conclusion that the current approval of glyphosate and Roundup is deeply flawed and unreliable. In this report, we examine the industry studies and regulatory documents that led to the approval of glyphosate. We show that industry and regulators knew as long ago as the 1980s and 1990s that glyphosate causes malformation – but that this information was not made public. We demonstrate how EU regulators reasoned their way from clear evidence of glyphosate’s teratogenicity in industry’s own studies to a conclusion that minimized these findings in the EU Commission’s final review report (7)\n- Multiple scientific literature shows serious health hazards posed by glyphosate\n- Monsanto & friends has known since the 1980′s that glyphosate causes malformations\n- Industry has known since 1993 that these effects could also occur at lower doses\n- The German government has known since 1998 that glyphosate causes malformations\n- The EU Commission knew in 1999 that glyphosate causes malformations\n- The EU Commission has known since 2002 that glyphosate causes malformations. This was also when final review for the approval of glyphosate was published\nAnother study published by the American Chemical Society, from the university of Buenos Aires, Argentina also showed that Glyphosate can cause abnormalities:\nThe direct effect of glyphosate on early mechanisms of morphogenesis in vertebrate embryos opens concerns about the clinical findings from human offspring in populations exposed to glyphosate in agricultural fields (8)\n7. Study Links Glyphosate to Autism, Parkinson’s & Alzheimer’s\nWhen you consume glyphosate you are altering your body’s biochemistry — because it’s completely unnatural! When your body absorbs Glyphosate it creates CYP enzymes that are responsible for detoxifying xenobiotics in the body — such as the chemicals found in pesticides, drugs and carcinogens. Glyphosate inhibits these critical CYP enzymes. So humans exposed to glyphosate do not have the necessary signalling of the neurotransmitter serotonin, associated with weight gain, depression and Alzheimer’s disease. (9)\nMonsanto Roundup is an “xenoestrogen,” a “foreign estrogen” that is nothing at all like the real estrogen in your body. This can cause an increased risk of various cancers, early onset of puberty, thyroid issues, infertility and more.\n8. Chronically Sick People Have Higher Glyphosate Levels\nA German study concludes that Glyphosate in urine and animal tissues is a major concern even at low concentrations.\nEnvironmentalists, veterinarians, medical doctors and scientists … have raised increasing alarms about the danger of glyphosate in the animal and human food chain as well as the environment. The fact that glyphosate has been found in animals and humans is of great concern. In search for the causes of serious diseases amongst entire herds of animals in northern Germany, especially cattle, glyphosate has repeatedly been detected in the urine, feces, milk and feed of the animals. Even more alarming, glyphosate was detected in the urine of the farmers. (10)\n9. GMO Feed Linked to Severe Stomach Inflammation & Enlarged Uteri in Pigs\nA study published in the peer reviewed journal Organic Systems discusses the effects of a GMO feed on pigs. (11) Scientists fed pigs a mix of GMO soy and corn for about 23 weeks The GMOs were associated with gastric and uterine abnormalities in pigs. Pigs eating GMOs also had a higher rate of severe stomach inflammation. Because people and pigs share a similar gastrointestinal tract, this is a major cause for concern.\n10. GMO testing is not adequate to ensure safety. (12)(13)(14)\nThe first guidelines to regulate GMO were created with ZERO attention to food safety. The Statement of Policy from the Food and Drug Administration that said GMOs were “generally recognized as safe” (GRAS), were created while guidelines in Europe said safety evaluation should be based on “substantial equivalence,” However, since 2003 the EU agencies for food safety found that despite their guidelines, the risk assessment of GMOs have not been followed. (12) (15) So, if anybody ever tells you that GMOs are completely safe, don’t believe them! We just don’t know enough about GMOs to be able to make such a definitive statement — while there is now a lot of evidence that says they’re not safe at all.\n(13) Reese W, Schubert D. Safety testing and regulation of genetically engineered foods. Biotechnol Genet Eng Rev. 2004;21:299–324\n(14) Schubert D. A different perspective on GM food. Nat Biotechnol. 2002;20:969–969.", "label": "No"}
{"text": "Doc. 30.--the Texas Ordinance of secession.\nAn Ordinance to dissolve the Union\nbetween the State of Texas\nand the other States under the compact styled “the Constitution of the United States\n1. Whereas, the Federal Government\nhas failed to accomplish the purposes of the compact of union between these States, in giving protection either to the persons of our people upon an exposed frontier, or to the property of our citizens; and whereas, the action of the Northern States\nis violative of the compact between the States and the guarantees of the Constitution\n; and, whereas, the recent developments in federal affairs make it evident that the power of the Federal Government\nis sought to be made a weapon with which to strike down the interests and property of the people of Texas\nand her sister slaveholding States, instead of permitting it to be, as was intended-our shield against outrage and aggression-therefore, “We, the people of the State of Texas\n, by delegates in the Convention\nassembled, do declare and ordain that the ordinance adopted by our Convention of delegates on the fourth (4th) day of July, A. D. 1845, and afterwards ratified by us, under which the Republic\nwas admitted into the Union\nwith other States, and became a party to the compact styled ‘ The Constitution of the United States\n’ be, and is hereby repealed and annulled.”\nThat all the powers which, by the said compact, were delegated by Texas\nto the Federal Government\nis of right absolved from all restraints and obligations incurred by said compact, and is a separate sovereign State, and that her citizens and people are absolved from all allegance to the United States\nor the Government\n2 The ordinance shall be submitted to the people of Texas\nfor their ratification or rejection, by the qualified voters, on the 23d day of February, 1861; and unless rejected by a majority of the votes cast, shall take effect and be in force on and\nafter the 2d day of March, A. D. 1861.\nProvided that in the representative district of El Paso\nsaid election may be held on the 18th day of February, 1861.\nDone by the people of the State of Texas\n, in convention assembled, at Austin\n, the 1st day of February, A. D. 1861.", "label": "No"}
{"text": "Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer.\n2002 November 28\nExplanation: The Hubble optical image on the left shows NGC 6240 in the throes of a titanic galaxy - galaxy collision 400 million light-years away. As the cosmic catastrophe plays out, the merging galaxies spew forth distorted tidal tails of stars, gas, and dust and undergo frantic bursts of star formation. Using the orbiting Chandra Observatory's x-ray vision to peer within the bright central regions of NGC 6240 astronomers believe they have uncovered, for the first time, not one but two enormous orbiting black holes, by detecting the characteristic x-ray radiation from the interstellar debris swirling toward them. In the false-color close-up view at right, the x-ray data clearly show the black hole sources (shaded blue) separated by about 3,000 light-years. Einstein's theory of gravity predicts that such a pair of black holes must spiral closer together, and ultimately coalesce into a single, even more massive black hole after several hundred million years. In the final moments the merging supermassive black holes will produce an extremely powerful burst of gravitational radiation.\nAuthors & editors:\nJerry Bonnell (USRA)\nNASA Technical Rep.: Jay Norris. Specific rights apply.\nA service of: LHEA at NASA / GSFC\n& NASA SEU Edu. Forum\n& Michigan Tech. U.", "label": "No"}
{"text": "Exemple din articole cu Ballooning spider\n- Ballooning spider \\Bal*loon\"ing spi\"der\\ (Zo[\"o]l.\n- In 1926, PA Glick, a scientist from the federal Division of Cotton Insect Investigations, and colleagues from the Department of Agriculture, among others, counted about 25 million to 36 million insects, including a ballooning spider .\n- Another excellent chapter, \"Air,\" includes a story of a ballooning spider that was found flying at 15,00 feet up in the sky, \"probably the highest elevation at which any specimen has ever been taken.\n- At 15,ooo feet a ballooning spider was found.\nAcest site este bazat pe Lexica © 2004-2020 Lucian Velea\nPe această pagină se găsesc și informații intermediate de Yahoo!", "label": "No"}
{"text": "Died 88-year-old LGBT activist Edith Windsor. She has achieved equal rights for heterosexual and same-sex families in the U.S.\nOn 12 September in new York at the age of 88 years died, Edith Windsor — LGBT activist and former employee of IBM. In 2013, the Windsor came into the fight with us law, demanding to include same-sex couples in the law on the protection of families — and won. “Medusa” recalls how one woman fought for their rights — and ultimately changed the lives of all homosexuals in the United States.\nIn 2007, Edith Windsor (which all of her adult life, called Edie) and her partner, psychologist Thea spayer were married in Canada. The couple has been together for more than forty years and experienced many things: the women met in the early 1960s in new York, both at the time were in a heterosexual relationship, trying to lead a “normal life” and only a couple of years later started secretly Dating. Windsor even invented the legend about the affair with his brother spayer to hide his relationship with a woman. They wanted to get married since 1967, participated in the wave of LGBT protests in the 60s and 70s, and their house became a kind of salon for secular LGBT community.\nMost of us spent my whole life filtered information. At one point, you could say that you have a wife, and it was safe, but not in another. Edith Windsor\nIn 1977, Thea spayer was diagnosed with multiple sclerosis, and in 2007 said that she would not live more than a year. Windsor and Spier realized that they have their last chance to get married — especially since in some countries it was already legal. However, in the state of new York, where lived women, same-sex marriages were not allowed, so Windsor and Spier went to Toronto — where they painted an openly gay judge Harvey Blountstown.\nThea spayer died in 2009, bequeathing all his property to his wife. However, when Edith Windsor tried to start a legacy, it became clear that it is not subject to tax exemptions for widows and widowers: in American law the defense of marriage make clear that family is considered to be only a Union of two people of the opposite sex. For the inheritance of his wife Edith Windsor had to pay to the Federal Treasury 363 thousand dollars. If she was married, and not married, to pay she would not have had. “In addition to my grief, I realized that for the state we’re outsiders, and this meant a huge inheritance tax. For this I had to sell a bunch of stuff and parting with them was difficult. Besides, I had very limited incomes,” explained her decision to fight.", "label": "No"}
{"text": "In your ketucari's genotype, solaris is denoted by the letters \"nSol\" (heterozygous) or \"SolSol\" (homozygous).\nIn its heterozygous form, solaris has a pass rate of 25%. Homozygous solaris has a 50% pass rate.\nColor and Shape\nSolaris may pull either from sunset red/gold hues OR blues/greens/silvers.\nThe bracketed areas are the two acceptable ranges.\nRed Solaris may also pull from coppery, bronzey tones, and Blue Solaris may pull from silvers.\nSolaris must be reds OR blues. It cannot be both.\nSolaris must be soft edged and gradiented, and no more than 3 distinct hues may be visible.\nGradients may be cloudy and uneven and form distinct shapes within the solaris, but should never be hard edged.\nRed Solaris Examples\nBlue Solaris Examples\nInteraction with Other Markings\n- Solaris must display above and distinct from hued points\n- If dusky points presents over solaris it may not completely cover the minimum range.\n- All other markings may present above or below solaris.\n- When affected by colorize, Solaris may display up to 4 distinct hues.", "label": "No"}
{"text": "(3) PSYCHOLOGY. Human development, sensory and emotional states, psychosomatic concepts, the psyche, intelligence, generalisation, the learning process, motivation and choice. (Also listed as Philosophy 301.)\n(3) EDUCATIONAL PSYCHOLOGY. The adolescent; stages of physical growth; mental development; emotions; history and theories; social components: home, peers, church; media; attitudinal changes; identity; self-discipline; motivation; moral development; leadership.\n(3) PRINCIPLES AND METHODS OF SECONDARY EDUCATION. Creating a positive learning situation for the adolescent; the physical environment; classroom procedures and management; lesson and unit planning; the assignment; testing; records; motivation; critical and creative thinking; special needs students.\n(3) HISTORY OF EDUCATION. Survey of educational theory and practice from ancient Greece to the present.\n(3) SUPERVISED TEACHING. A full semester of teaching under supervision.\n(2) RELIGIOUS KNOWLEDGE COMMUNICATION I. History of catechetical instruction; dynamics of religious education; unit planning; individual and group instruction; materials; supervised practice teaching of high school Religious Knowledge course. (Also listed as Pastoral 510.)\n(2) RELIGIOUS KNOWLEDGE COMMUNICATION II. Media and audiences; use of radio, TV and press; 1-minute spots; shared professional experiences; supervised practice teaching of high school Religious Knowledge course. (Also listed as Pastoral 511.)\n(2) INTRODUCTION TO COUNSELLING I. Basic types of counselling; principles of pastoral counselling; shared professional experiences from various counselling situations. (Also listed as Pastoral 530.)\n(2) INTRODUCTION TO COUNSELLING II. Listening skills; guidance; patterns of interaction; crisis intervention; referrals; shared professional experiences from various counselling situations. (Also listed as Pastoral 531.)", "label": "No"}
{"text": "The Signalling Record Society\nRailway Bridges & Tunnels\nThis page should be regarded as “Work in Progress”. The webmaster will welcome additional information for this page.\nSignal Fact 53\n1923 saw the commissioning of a route setting lever frame at Winchester by the Great Western Railway.\n16 levers were needed whereas a conventional frame would have required 32 levers.\nBridges and other similar structures are generally numbered in sequence along a specific railway line. Included in the number sequence are over bridges, under bridges, foot bridges, intersection bridges (where two lines cross), side bridges such as retaining walls (not actually passing over or under the line), tunnels and subways.\nRailway companies usually started their bridge numbering at one end of the line and continued in straight numerical sequence along the line. In most cases a separate number series existed for each line, thus most railway companies had more than one bridge 1 and so on. Renumbering of bridges is relatively rare but not unknown.\nMost number sequences date from the building of the line although with the passage of time and loss of some bridges there are now gaps in many sequences. Long routes which are generally seen as 'one line' today often have several sequences of numbers with the 'restart' positions echoing ancient boundaries between the original owners of the line.\nThe most notable exception to the general practice was the Great Western Railway which numbered each structure using the relevant milepost mileage. This practice continues to this day on the Western Zone of Network Rail. Bridges transferred by British Railways from the Western Region to the London Midland Region in the course of regional boundary changes were then given a numerical numbering sequence by the new 'owner'. The London Brighton and South Coast Railway also used mileages to designate bridges, etc, and this practice continued through the Grouping and into the BR era before a numbering scheme was introduced\nWhere additional structures were added after the initial numbering exercise, each additional structure received the number of the bridge immediately preceding plus a suffix letter. Thus a new bridge added between bridges 1 and 2 would be 1A. The suffixed numbers were allocated in date order of construction and thus a situation of additional structures added from time to time can give rise to a sequence such as 1 1A 1C 1B 2 and so on.\nIn or about 1909 the Great Eastern Railway renumbered all its bridges in a single, company wide, number sequence. A copy of the bridge numbering book from that time can be obtained from the Great Eastern Railway Society.\nMany bridges had names associated with them and these names generally survive to this day in Netowrk Rail's official lists. More recent bridge number plates include additional information and this has resulted in some names reappearing in 'public' long after the old name had disappeared from local memory. Thus there are very old names for roads (or tracks or lanes) mentioned despite the road being renamed by the local authority a century or more ago. Some bridges on 'A' roads even sport the long lost name of a local farmer where the origins of the bridge are as an occupation or accomodation provision when the line was built.\nCurrent Network Rail practice is to generally number each structure in three places - facing the driver of any approaching train from either direction and one visible from the roadway - adding in the Engineers' Line Reference and the milepost mileage. Roadside information also includes a contact telephone number for emergency reporting and the name. Not all bridges comply with this policy, particularly footbridges and subways within a station.\nA unique structure reference is thus generated using a combination of ELR and bridge number or, similarly, using a combination of RailRef and bridge number.", "label": "No"}
{"text": "Scams are big business. From the letters claiming you’ve won millions in a lottery that you don’t recall entering, to phone calls from people claiming to be your bank, it is becoming increasingly difficult to keep up with the range of scenarios being used to con people out of money.\nVictims can suffer substantial financial losses that cannot be recuperated and psychological distress.\nCollectively, people across the globe are losing billions each year to mass-market scams, with US$12.7 billion lost globally in 2013 to 419 advance fee fraud scams alone. Precise figures are difficult to come by due to the substantial under-reporting of this crime. Recent reports suggest only 15% of victims in the US report the crime to law enforcement.\nAdvances in technology mean scams have become more sophisticated. Entire fake websites can be set up, complete with company logos. Letterheads can be mimicked and telephone numbers or e-mail addresses can even be spoofed. The aim might be to get you to click a link, write a cheque, provide your personal details or download an attachment but all these scams use particular influence techniques to get people to respond.\nThe use of authority figures is important, for a start. The person on the other end of the line or email might purport to be an IT specialist, police officer, bank personnel or government official. Such techniques work because people have an inherent tendency to comply with requests from authority figures, something that is encouraged by society from an early age.\nThey also exploit other common social norms and rules. Humans tend to feel obliged to repay a free gift or favour or help an individual in need, so we find it difficult to say “no” to polite requests. This can range from people requesting monetary donations for fake charities on your doorstep to desperately asking for help to resolve a current crisis, such as travel problems or emergency medical bills – a common scenario in online romance scams.\nScams are also designed to elicit an emotional response. This might be a positive emotion such as excitement at winning money, or hope at the prospect of an online romance, or it might be a negative emotion, such as fear, anxiety or panic about fraudulent activity identified in your bank account.\nThis allows scammers to influence the cognitive processes people use when making decisions. They encourage the victim to use mental shortcuts, known as biases and heuristics, so that they make decisions quickly and without thinking. For example, by linking e-mail or telephone scams to current and high profile news stories, such as the TalkTalk data breach, scammers are able to increase the likelihood that people will believe them. This is because things that come to mind quicker are more likely to be judged as important and as likely to be genuine, a concept known as the availability heuristic.\nInstilling a sense of urgency in recipients by imposing a time limit on responding also increases the likelihood that people will feel pressured when making decisions. They will base their choices on emotional responses and social cues rather than systematically considering the likely authenticity of the communication. This is because responses such as panic at potential identity theft or a fear of losing out can make people prioritise the alleviation of these emotions. They focus on short-term goals that will make them feel better. In this case, that means responding to the scam.\nFighting fire with fire\nGeneral awareness about scams is definitely on the rise, which helps us be more wary about who we give information to. However, awareness is only one way of tackling scams. There is growing consideration that wider public health and behaviour change models may play an important part in dealing with this problem.\nThat means considering the different factors that influence how we respond to scams, such as our specific attitudes and beliefs, previous experiences and the behaviour of those around us.\nWhen we decide whether to respond to a letter or e-mail, or to believe the person on the other end of the phone, these decisions are likely to be based on our prior attitudes and beliefs. For instance, do you perceive a potential risk in responding to a lottery win? Do you generally trust people are who they say are on the phone? Do you often share email links? Have you ever had a bad experience clicking on a link? These factors might make you more or less likely to interact with scams that exploit these behavioural norms.\nAt the moment, we just don’t know how these different beliefs and attitudes affect people’s decision making when faced with a scam. Until we understand the factors that affect how and why people respond to scams, it is difficult to reduce the problem. The only way this can happen is if people are willing to openly talk about their experiences of scams.\nAll the awareness campaigns in the world won’t defeat the scammers if people continue to feel ashamed about falling for their tactics. We need to reduce the stigma associated with responding to scams so that all of the ways in which these scams work can be understood. Then we might be able to beat them.", "label": "No"}
{"text": "By Sasha Savoian, Education Specialist\nIn a year of isolation, online learning and uncertainty, twenty-nine high school students from Whatcom and Skagit counties mobilized around the theme of environmental justice in our Youth for the Environment and People (YEP!) program.\n“I wanted to tangibly make a difference, work with other motivated young people, and learn more about environmental justice!” — YEP! student\nOnce again, teens revealed their great capacity for compassion and action in our community — all during a time that has put extraordinary pressure on young people. Together, these students built community by giving 20 upcycled bags filled with food and supplies to Northwest Youth Services, and developing a website with COVID safety resources and educational materials on the disproportionate harm the pandemic has had on some communities. The most important outcome, though, were the connections students made and the thoughtful process they took on to learn how they can “tangibly make a difference.”\nYEP! aims to empower youth to follow their passions, develop leadership skills and take action on environmental and climate justice. The program’s third year was one with many firsts. Thanks to a partnership with the North Cascades Institute’s Youth Leadership Adventures program, we were able to reach more 9th-12th students and host two cohorts of students hailing from both Skagit and Whatcom counties. We were also able to offer stipends upon completion of the group project.\nThroughout the fall semester, both groups showed up on the screen every week for an hour and a half to share ideas with each other, engage in activities, learn about ways to achieve environmental justice and collaborate on a final action project.\nFood and Environmental Justice\nThe first 16 students voted to center their environmental justice project around food access inequities. They took a deeper dive into the environmental and social inequities of large-scale agricultural food systems with online activities. After considering several project ideas, the group decided to make food bags for youth in need in our community.\nStudents sewed bags out of old t-shirts and filled them with food, a gift card to a local food establishment, notes of encouragement and a list of helpful resources. Small groups worked together virtually on pieces of the project and a handful of students who felt comfortable meeting in-person (masked, of course) did the legwork procuring items and assembling the bags.\nAfter the outreach group contacted several local organizations in both counties that offer supportive services, Northwest Youth Services, who assist youth experiencing houselessness in Whatcom and Skagit counties, received 20 donated bags put together by students. In the words of a student from Mount Vernon High School, “The team of teens that made up YEP! this year was very adamant about helping people our own age, since we connected more with them. Our goal was to help as many people, in as environmentally friendly a way as possible!”\nPublic Health and Environmental Justice\nAptly timed, the second group of students voted to center the current inequities in public health due to COVID-19 for their project around environmental justice. The 13 participants discussed the various ways pollution and disease disproportionately impact Black, Brown, Indigenous, Immigrant, and low-income communities. After brainstorming ideas and compromising, they decided the project would be twofold: (1) donate COVID-19 safety supplies to those in need, and (2) create a website that included helpful COVID resources, highlighting the link between a healthy environment and healthy people, while providing important background information about environmental justice.\nLike students in the first cohort, they divided into smaller groups to complete each element of the projects. Some students researched and compiled resources for the website. Some discussed what safety supplies they should donate and to whom, venturing out to get the supplies. Others provided content for the website.\nOne student translated parts of the website into Spanish. And finally, another student designed the website. “I learned that I need a community around me to accomplish a goal! Teamwork!”, reflected the student who designed the website.\nThe students gave Community Action of Skagit County sanitizing wipes, adult and kid sized masks, and hand sanitizer to distribute to people in need in Skagit County.\nStudents’ parting words: “I learned that I may have a few more ‘leadership bones’ in my skeleton than I thought.”\nIt’s a gift to work with these motivated and passionate youth and watch them grow as individuals and collectively! As we all navigate this time of great change and continue the work to protect the environment and communities living here, the YEP! program reminds us all to listen to the next generation of resilient leaders. When youth have space and resources, they accomplish great things.\nIn the words of the students:\n“I think I care about this stuff even more than I realized. I have always cared a lot but I used to just kind of feel sad and wallow in how sucky the world is but now I can care in a more practical way. In a way that gets things done and helps make it better bit by bit.”\n“I learned that I want to pursue my passion for fighting for environmental rights in college. Whether it’s me majoring in something specifically towards environmental justice or just me joining a club, I do hope to continue the fight for environmental justice”\n“I learned that I may have a few more “leadership bones” in my skeleton than I thought. I used to see myself as someone incapable of leading, but now I feel that although I might not be the most assertive person ever, I have it in me to lead a group.”", "label": "No"}
{"text": "richard Jenkyns has observed that “the distinctive feature of Pride and Prejudice is the number of its subplots, knit into one another with confident mastery” (34). Jane Austen’s mastery is indeed confident: there is nary a false step, no extraneous characters or details that are not mustered to her various thematic ends in this book with its famous lapidary attention to detail. As every student knows from studying Shakespeare, it is theme that generally does this kind of knitting. A notable subplot, the marriage of Charlotte Lucas and Mr. Collins, for example, has many thematic ties to the main plot. Likewise, minor characters are knit into the fabric of the whole by virtue of their being interpretable in comparison to major characters. That interpretability, however, entails regard for whatever theme the author has in mind. Henrietta Ten Harmsel points to Elizabeth Bennet’s role in “unify[ing] the whole novel artistically. All the action of the book is related somehow to her action; all the characters are related somehow to her character and its development” (72).\nTen Harmsel alerts us to look everywhere in Pride and Prejudice for foils to Elizabeth because they are necessary to Austen’s development of the novel’s themes. As their likenesses or mutual relationships draw them to desire the same objects, protagonists and their foils can come to vie with each other in earnest and sometimes vicious competition (Girard 1-52). Such competition does occur in Pride and Prejudice, wherein both our heroine and her sister have seeming rivals for their future spouses’ hands, though not for their affections. In Elizabeth’s case, these rivalries are of different orders: one rival has a claim upon Darcy but no interest in him; the other has a great deal of interest, but no claim . . . and no chance. Ten Harmsel points out, “Even the romances that do not evolve successfully—those of Miss Bingley and Miss De Bourgh—obviously owe their failure to the all-pervasive character and action of the lively heroine” (72). To say that neither of these relationships evolves successfully is an understatement. Darcy downright dislikes Caroline. But Elizabeth is probably also not the cause of the failure of the other potential relationship. Although Anne De Bourgh is the character Austen supplies as the most serious rival to Elizabeth for marriage to Mr. Darcy, Anne does not seem to want him.\nIn the scenes in which we see them together, Anne never seeks Darcy’s attention the way Caroline does, and he never gives her any, not even the scornful put-downs Caroline’s persistence invites. Speaking to no one but Elizabeth and Charlotte on his arrival at Rosings, Mr. Darcy indicates immediately his complete lack of interest in his cousin as a future wife. The reader already knows of his attraction to Elizabeth, but Austen has not let us know at this point what Anne De Bourgh thinks about him. The narrative gives important clues, though, as Anne reveals her personality through her silence, through her unheard speech, through her differences from Elizabeth and from Darcy’s other potential wife, Caroline, and especially through a very significant smile she shares with her mother―as Margie Burns has pointed out, her only smile in the novel (232). Anne may be “bland, sickly, and stupefyingly uninteresting,” as Burns says, but this “subtle part of the picture” Anne provides with one smile is a moment when Austen, importantly, emphasizes her imitation of Lady Catherine to reveal her self-delusion. What is wrong with Anne De Bourgh? I would say that, above all, it is this smile.\nInitially Austen clearly distinguishes between mother and daughter. The first thing Elizabeth notices is what seems to be a total difference between the two women.\nWhen, after examining the mother, in whose countenance and deportment she soon found some resemblance of Mr. Darcy, she turned her eyes on the daughter, she could almost have joined in Maria’s astonishment, at her being so thin, and so small. There was neither in figure nor face, any likeness between the ladies. (183-84)\nAusten may be indicating, as she does of the younger Bennet girls, that Anne is deficient in gifts of nature, but she clearly does not physically resemble Mr. Darcy if she does not have her mother’s countenance or stature. Her physique also helps to give the reader the sense that Anne is completely dominated by her mother, who is physically intimidating, both in stature and demeanor. Lady Catherine, interestingly, though they are not characteristics she herself shares, prizes and in fact touts Anne’s delicacy and sickliness, saying, according to Mr. Collins, there is “‘that in her features which marks the young woman of distinguished birth’” (75). Indeed, we know in detail from authors such as Mary Wollstonecraft that moralists of the day lauded women whose languor reflected the infirmity of the female mind and advertised the wealth and idleness of the woman who could afford to feel tender about her poor nerves.\nBecause resembling one’s parent is, to say the least, not always a good thing in this novel, perhaps Austen is indicating that Anne, if she is different from her mother, has the potential to be better than Lady Catherine. One of the novel’s main actions is, after all, the heroine’s freeing herself from her beloved father’s defects; imitating his acerbic ways has been a principal temptation to bad behavior and could well lead her to a bad marriage even were she to accept Darcy at his first proposal, because her prejudice and her enjoyment of that hatred that endows her with brilliant sarcasm could alienate the one man in her universe who is a match for her. Fortunately for her, these traits are among the very things that attract him, along with her fine eyes. Nonetheless, Austen presents Elizabeth with both the aristocratic Anne de Bourgh and that zealous marketer of herself, Caroline Bingley, so that her alienating Darcy might threaten to result in his marriage to another claimant.\nNeither Anne nor Caroline, despite their very different pretensions to the claim, is ever a serious rival for Darcy’s affections, however, so the reader wonders why Austen includes Anne—a character who never speaks, who never glances with envy or jealousy at our heroine, who never raises an ounce of interest in the man her mother thinks she will inevitably marry. Anne could well have been jealous of her neighbors’ pretty guest, could well have noticed Darcy’s attentions to her at Rosings, but Austen does not pounce on this narrative fodder even once. Once Darcy’s devotion to Elizabeth is discovered, Austen will ascribe all jealousy to Lady Catherine’s character. So Austen creates Anne, includes a reference to her even in one of the most famous scenes in the novel—her mother’s meeting with Elizabeth in the “‘prettyish kind of a little wilderness’” (391)—and simultaneously shuts down almost all potential for development in her character. Why?\nAnne could merely be a narrative placeholder existing only to be the theme of her mother’s boasting and invidious comparisons; Elinor’s rival Miss Morton in Sense and Sensibility is just such a placeholder. While Miss Morton never appears upon the scene in her novel, Anne is not only mentioned: she appears; she speaks (offstage); she interacts with Elizabeth and Maria Lucas, among others. Nevertheless, the very fact that she does very little and never says a word the reader can overhear indicates something significant. This apparent taciturnity differentiates her from her mother, who has the predilection Darcy appears to have inherited from his mother for making impressive statements loudly enough to be heard or overheard. It may be that Austen gives us precious little information about Anne from which to deduce any interiority, but, as Samuel Johnson says in his Life of Cowley, “actions are visible, though motives are secret” (11). The silence itself is a kind of action and may help the reader discern the motivation behind it. Austen seems to be using Anne’s silence to show something—but what? That she feels her prior claim excludes competition, or even that she really has no interest in Darcy? That she is too fatigued and retiring due to her long-standing infirmity to care about her hale and hearty rival, Elizabeth? How can we understand her behavior in her scenes at Rosings?\nA most important clue is that Anne does not react to Darcy’s pronounced neglect. A smug Elizabeth recalls Caroline to mind during the scene in which Darcy and Anne De Bourgh are first together, inviting the reader to compare the two rivals. Anne, however, does not react with jealousy to Elizabeth though she might have once she discovers, as her mother does to her slight displeasure, that Elizabeth already knows Darcy. Anne may feel her prior claim and elevated status exclude competition; her station may have blinded her, as it has Darcy, to the possibility that someone less wealthy and less high born might yet have a better nature, or better gifts. Elizabeth may for this reason be beneath her notice. Austen chooses instead to tell us about Lady Catherine’s noticeable reaction. Austen tells us about Anne’s appearance, but not a word about how that appearance reveals her reactions—yet.\nShe does show us that devoted retainers Mr. Collins and Mrs. Jenkinson observe and react to Anne’s appearance and behavior. Mr. Collins sings Anne’s praises to the Bennets at Longbourne in the following form:\n“She is unfortunately of a sickly constitution, which has prevented her making that progress in many accomplishments, which she could not otherwise have failed of; as I am informed by the lady who superintended her education, and who still resides with them. But she is perfectly amiable, and often condescends to drive by my humble abode in her little phaeton and ponies.” (75)\nMr. Collins’s “perfectly amiable” may be another’s “sickly and cross,” but it is impossible to know from his testimony what she really is because, though he is not given to lying, he is an inveterate flatterer. Anne’s teacher, Mrs. Jenkinson, too, may be parroting Lady Catherine, speaking only what that great lady would deem acceptable when evaluating her pupil to the local clergyman. Mrs. Jenkinson is described as overly attentive, even slavish. When we see the two together, she is “entirely engaged in listening to what [Anne] said, and placing a screen in the proper direction before her eyes” (184). Later, she is “chiefly employed in watching how little Miss De Bourgh ate, pressing her to try some other dish, and fearing she were indisposed” (184). Anne has nothing to say to anyone except to this, her personal version of her mother’s flatterers, but her ill health does not prevent her from socializing. In this brief sentence, we not only see that a lagging appetite might indicate unusual ill health to Mrs. Jenkinson—Anne is not always reluctant to eat—but we also see that Anne has a devoted companion with whom she will chat all evening. Silent throughout dinner to Elizabeth, who sits at her side both surprised and amused at Anne’s incivility to a guest, she nonetheless dominates the conversation with her governess.\nIs that kind of incivility to strangers but amiability to acquaintances something we have seen elsewhere in the novel? Yes, indeed. So is Anne the perfect wife for Mr. Darcy, who in this episode at Rosings proclaims to Elizabeth that he is ill qualified to recommend himself to strangers? Rather than being too weak for speech, is she perhaps not used to exerting herself to speak with those she does not know well? She speaks with Charlotte nearly every day, after all, and makes a point of stopping by to do so at the parsonage, though Elizabeth notes that she rudely detains Charlotte out in the wind and cold, intimating that a polite visitor would come into the house if only for the comfort of her hostess (180). Given her familiarity with Charlotte, it is odd that Elizabeth’s presence at Rosings seems to prevent Anne De Bourgh from being conversational even with Charlotte and Mr. Collins, but Austen may be indicating that when Anne has Mrs. Jenkinson by her side, even her familiarity with Charlotte does not compel her to make polite conversation with a relative outsider. The latter is likely when we consider the following: it is the narrator’s voice, uncolored by Elizabeth’s, that at the end of the visit to Hunsford tells us, “Miss De Bourgh exerted herself so far as to curtsey and hold out her hand to both [Elizabeth and Maria Lucas]” (237). The otherwise friendly gesture comes accompanied by narrative irony. Though Deirdre Le Faye reminds us that “to shake hands was not so much as sign of greeting or of leavetaking but more a mark of unusual affability or intimacy” (114), the narrator reveals that gestures of even the most basic politeness (the curtsey) require exertion and that Anne’s languor is, at least to a certain extent, an affectation. “What a mighty feat!” the narrator seems to be saying. “The girl shook hands with her guests. Ah, the condescension involved in such a labor.”\nAusten could of course have it both ways and portray Anne as condescending and limp, and shy and physically frail. Lady Catherine may be over-protective of her aristocratically languid daughter, but she also may be attempting to hide the fact that Anne is, in fact, relentlessly average. She may not wish to admit that her daughter is indeed like herself, without the inclination to master any art or skill, a disinclination that might have arisen from having no need to please others. Her assumption that there would be some likeness between her daughter and herself in the Never Neverland of potential artistic accomplishment is revealing: “‘If I had ever learnt, I should have been a great proficient. And so would Anne, if her health had allowed her to apply. I am confident that she would have performed delightfully’” (194). Lady Catherine’s tendency to crowd others out of the limelight, out of the conversation, and out of other people’s lives may also have consistently nullified Anne, who with Mrs. Jenkinson may be repeating her mother’s behavior of excluding others in order to remain the sun in her solar system.\nUnbeknownst to her, however, Anne De Bourgh is not the sun in the Pride and Prejudice solar system. Elizabeth Bennet is. Even were she not, Anne would still have a rival in Caroline Bingley, although she probably is not even aware of Caroline’s existence. Austen sets the three young women up against each other and, as she does in “The Three Sisters,” plays with their degrees of awareness of the dynamics of rivalry. For instance, unlike Anne, Elizabeth refuses, on several occasions, to be crowded out at Lady Catherine’s whim. And unlike Anne, Caroline Bingley perceives Elizabeth as a rival for Darcy’s attentions and engages her actively as a rival. Cecilia Salber has noted that this dynamic even colors her affectedly kind warning to Elizabeth about Wickham. One could say that Elizabeth’s alertness to Caroline Bingley as a rival—though at first she does not desire the perceived object—guides her toward her own observation of and attraction to Mr. Darcy because the hostile Caroline is always directing her attention toward him (and his attention toward Elizabeth). It is Lady Catherine, however, who both creates the rivalry between Anne and Elizabeth and simultaneously erases Anne from action at Rosings:\n“Miss Bennet would not play at all amiss, if she practised more, and could have the advantage of a London master. She has a very good notion of fingering, though her taste is not equal to Anne’s. Anne would have been a delightful performer, had her health allowed her to learn.\nElizabeth looked at Darcy to see how cordially he assented to his cousin’s praise; but neither at that moment nor at any other could she discern any symptom of love; and from the whole of his behaviour to Miss De Bourgh she derived this comfort for Miss Bingley, that he might have been just as likely to marry her, had she been his relation. (197)\nAnne is present but takes no part in a conversation that should draw her attention. Instead, Austen foregrounds the inquisitive glances of the two future lovers as each attempts to assess the other. Elizabeth is prompted to expect cordial praise by Darcy’s previous warm praise of his sister’s progress in music; he does not even seem to respond. Darcy has just been watching her as she converses about music with his cousin Colonel Fitzwilliam; Austen does not say he is jealous, but he is most attentive. The air is crackling with possibility, and Anne does not sense it, or does not care. Caroline Bingley, always alert to the least hint of Darcy’s interest in Elizabeth, would have been at his elbow in a moment, would have started up some inquiry, made some deflating comment about Elizabeth to get his attention, or spoken of Miss De Bourgh’s talent to draw Darcy’s eyes to herself.\nAusten knows how to portray a jealous woman; Anne is not that: she never puts herself forward, never desires her cousin’s glance or his words. We are more aware of this inattentiveness because we have seen Caroline Bingley in action and because Austen reminds us of Caroline here. In fact, Elizabeth seems to take her part and herself play a substitutionary role that makes us examine her motives; why is she constantly thinking of Caroline and looking at Darcy and Anne with Caroline’s desire to marry him in mind? As Austen keeps Caroline in the forefront of Elizabeth’s speculations about Darcy, she perhaps deflects from Elizabeth herself knowledge of her own growing interest in her haughty soon-to-be suitor.\nThough Lady Catherine’s speech is meant to direct the men’s attention away from Elizabeth to Anne, it does not succeed. Austen here illustrates the substitutionary role the mother is playing in the daughter’s life as she for all intents and purposes courts Darcy on Anne’s behalf (little wonder this courtship fails). She is another Mrs. Bennet, hawking her daughter.\nMr. Darcy has with great intrepidity ignored the advertisement, but perhaps Anne does not much care because she has other, loftier goals than marriage to her cousin? A later passage reveals Anne’s feelings about Darcy and their planned marriage, however, and they are not disinterest:\nTheir first subject was the diminution of the Rosings party.—“I assure you, I feel it exceedingly,” said Lady Catherine; “I believe nobody feels the loss of friends so much as I do. But I am particularly attached to these young men; and know them to be so much attached to me!—They were excessively sorry to go! But so they always are. The dear colonel rallied his spirits tolerably till just at last; but Darcy seemed to feel it most acutely, more I think than last year. His attachment to Rosings, certainly increases.”\nMr. Collins had a compliment, and an allusion to throw in here, which were kindly smiled on by the mother and daughter. (233-34)\nThis “compliment” and “allusion” can only mean that Mr. Collins has referred to a certain happy event the future might hold, and the narrator states clearly that the daughter smiles on the compliment just as her mother does. It is hard to avoid the conclusion that Anne never displays jealousy because she is too smug, too self-assured even to notice a potential rival.\nA smile can mean many things in Pride and Prejudice, just as laughter in the novel can indicate scorn, joy, relief, heedless amusement, disbelief, and so forth (Spacks 74; Casal). Elizabeth and Darcy themselves smile frequently, and their smiles are not consistently warm or affectionate, but even evince scorn or ruefulness on occasion. To smile or laugh at someone else can be divisive while smiling or laughing with another can be unitive (Fergus 104-05; Kenney 269). The fact that Austen has Lady Catherine and Anne De Bourgh smile together is therefore a notable action. For Lady Catherine, it is not the only smile in the novel. She also has given smiles to the effusive praises bestowed upon the novel dishes at Rosings by Mr. Collins and Sir William Lucas (184). Thus, we may compare Lady Catherine’s smile here to her earlier one: the likeness between the two situations is obvious. This similarity between the two sets of smiles Lady Catherine affords Mr. Collins reinforces Austen’s emphasis on mirroring between mother and daughter; it connects Anne’s smile to this earlier event.\nAnne mirrors her mother here; because this smile is in concert with her mother’s, it may not indicate she particularly wants Darcy. She does not even seem to know him. They never converse, and he never speaks of her. Though Anne is clearly aware of her mother’s expectations, she evinces not one single sign of the symptoms of love Juliet McMaster reviews in Jane Austen on Love. “It is one of the conveniences of the love convention,” McMaster states, “that it externalizes the emotion, and so enlarges the action, the working out of the love between two people, beyond the principals” (16-17). Austen, McMaster makes clear, is familiar with the traditional vocabulary of meaningful silences, sighs, languid carelessness about one’s appearance, etc., as Rosalind reviews it in As You Like It. Elizabeth can observe external signs of love, first in her sister Jane but, as she herself notes, not in Anne De Bourgh. Nothing about Anne De Bourgh bespeaks the “careless desolation” (As You Like It 3.2.381) of a lover. If “[a] lover’s eyes will gaze an eagle blind,” as Berowne says in Love’s Labour’s Lost (4.3.331), any eagles in the vicinity of Rosings are quite safe. Anne never once fixes her gaze on Mr. Darcy, though she accepts with complacence the mention of her future union with him. The observant Charlotte Lucas even deduces the truth about Darcy’s being in love with Elizabeth, but why does Anne delude herself at this point? If she pays any attention to Darcy at all, how can she be unaware?\nAusten suggests that Anne De Bourgh does not pay attention to Fitzwilliam Darcy. She need not. For Anne, as for her mother, the expectation of an event seems to mean its inevitable occurrence: if Lady Catherine in her argument with Elizabeth over her suitability for marriage to Darcy makes patently false statements because she thinks what she wills is what will happen, what is (Bourbon), then Anne also reflects this kind of self-involved assurance.\nThe De Bourghian smile shows a concord between mother and daughter, a sameness of response that Austen finds significant enough to record though she records so little about Anne. Anne can smile. When does she smile? When Mr. Collins flatters her and her mother with talk of a marriage between herself and her cousin that is a pure figment of all their imaginations. The “compliment, and . . . allusion throw[n] in here, . . . were kindly smiled on by the mother and daughter.” They not only smile together, they smile upon something, just as Lady Catherine earlier bestowed smiles upon the admiring compliments of her meal. The idiom indicates approval and nothing else, and thus, though “motives are secret,” the motive for this smile is not too hard to understand. Mother and daughter alike offer their deific approval to the blandishments of Mr. Collins. The smile is a sign of their pleasure but also of their superiority to a groveling inferior making a votive offering. It is a physical manifestation of condescension in both senses of the word: willing deference to a social inferior and patronizing superiority.\nAlthough Anne says nothing here, again, she looks upon talk of her marriage to Mr. Darcy with a favorable eye and seems placidly unconcerned with any potential apathy on his part. She does nothing to forward the nuptials in the way of developing a relationship with her supposed groom. Lady Catherine, however, is eager to speak and act for her especially in regard to her marriage. Anne, if nothing else, lets her. When it comes to fighting for her man, Lady Catherine, hearing reports about Lizzie’s relationship with her nephew, is ready to engage the enemy. Anne does nothing of the kind, and her not mirroring her mother on this point is significant. When Darcy and Elizabeth are married, it is Lady Catherine whose resentful feelings are paramount in the narrator’s description (430). What are Anne’s feelings? Austen chooses not to tell us.\nWhether because of her ill health or Lady Catherine’s nurturing of her delicate image, Anne has been prevented from pursuing any goal or excellence. She has no talents and no abilities, except playing cards and driving her phaeton―and a servant may well be performing that task while she merely sits. Now a woman in her twenties and responsible in some part for her moral self, Anne is portrayed by her creator as unpleasant. She is becoming a lesser Lady Catherine, able to talk without intermission to those who must listen and to demonstrate her condescension by the limp offer of a hand to shake. That self-confidence that provokes the smile at the mention of her future marriage to Darcy also betrays her self-delusion and her ignorance of the man who in reality prefers, in Sir William Lucas’s phrase, “the brightest jewel of the country” (425).\nAusten, Jane. Pride and Prejudice. Ed. Pat Rogers. Cambridge: Cambridge UP, 2006.\nBourbon, Brett. “‘—Not to Be Trifled with’: Lady Catherine vs. Elizabeth Bennet.” JASNA North Texas Spring Tea. Adolphus Hotel, Dallas. 21 Apr. 2013. Lecture.\nBurns, Margie. “George and Georgiana: Symmetries and Antitheses in Pride and Prejudice.” Persuasions 29 (2007): 227-33.\nCasal, Elvira. “Laughing at Mr. Darcy: Wit and Sexuality in Pride and Prejudice.” Persuasions On-Line 22.1 (Win. 2001).\nFergus, Jan. “The Power of Women’s Language and Laughter.” The Talk in Jane Austen. Ed. Bruce Stovel and Lynn Weinlos Gregg. Edmonton: U of Alberta P, 2002.\nGirard, René. Deceit, Desire, and the Novel. Trans. by Yvonne Freccero. Baltimore: Johns Hopkins UP, 1965.\nJenkyns, Richard. A Fine Brush on Ivory: An Appreciation of Jane Austen. Oxford: OUP, 2004.\nJohnson, Samuel. “Cowley.” The Lives of the English Poets. Ed. Geoffrey Cumberlege. 2 vols. Oxford: OUP, 1952. Vol. 1.\nKenney, Theresa. “‘Slyness seems the fashion’: Dexterous Revelations in Pride and Prejudice.” Persuasions 27 (2005): 263-69.\nLe Faye, Deirdre. Jane Austen: The World of Her Novels. London: Lincoln, 2003.\nMcMaster, Juliet. Jane Austen on Love. ELS Monograph Series 13. Victoria: U of Victoria, 1978.\nSalber, Cecilia. “‘Excuse my interference’: Meddling in Pride and Prejudice.” Persuasions On-Line 21.2 (Sum. 2000).\nShakespeare, William. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton, 1997.\nSpacks, Patricia Meyer. “Austen’s Laughter.” Women’s Studies 15 (1988): 71-85.\nTen Harmsel, Henrietta. “Pride and Prejudice.” 1964. Elizabeth Bennet. Ed. Harold Bloom. Philadelphia: Chelsea, 2004. 65-86.", "label": "No"}
{"text": "Civil engineers develop and maintain a wide variety of physical infrastructure such as bridges, buildings, airports, roads, railways, ports, mine sites, water and wastewater supply, treatment and reuse systems. They also help to maintain sustainable natural environments. There are few areas of modern society where civil engineers have not had an impact.\nThey are highly creative and innovative problem solvers who design, construct, manage, maintain, or rehabilitate all aspects of this infrastructure. The technical solutions developed by civil engineers must take into consideration social, environmental and financial constraints. They must work closely with architects, planners and the community to ensure that what is constructed is what is needed. And unlike many disciplines, the fruits of civil engineering often last a very long time.\nCivil engineering graduates are in great demand with career destinations including building and construction, transport and the mining industries.", "label": "No"}
{"text": "D. When light hits an object, it is transmitted, absorbed, and/or reflected\nThe light on the left is reflected, the light in the middle is absorbed and the light on the right is transmitted. Any object you can see must at least partially reflect light to your eyes. Objects can ALSO absorb and/or transmit light.\nLaw of Reflection\n\"Normal\" is the imaginary line that is perpendicular to the object. Whether a surface is smooth or bumpy, light ALWAYS obeys the Law of Reflection\nClick on this link to see the video we saw in class on reflection.\n3. Reflected - light that bounces off a surface\na. All objects reflect some light to be visible\nb. Highly polished surfaces such as mirrors are opaque because most of the visible light is reflected, none is transmitted and very little is absorbed\nc. When light reflects off a surface, the angle of incidence (incoming light) is equal to the angle of reflection (outgoing light) – called “Law of Reflection”\ni. If you shine a narrow beam at a highly polished surface (like a mirror), you get a narrow beam of light reflected back off it (called specular reflection)\nii. If you shine a narrow beam of light at a rough surface, the light scatters in all directions, (called diffuse reflection) but still obeys Law of Reflection\nHow Light Reflects\nCompare light that reflects off a smooth and rough surface\nWhen light reflects off a surface, it obeys the Law of Reflection (the angle of incidence is equal to the angle of reflection), whether or not the surface is smooth. The light is reflecting off the flower to the water and then back to your eye. In the wavy water, the some of the light is scattered so you do not see a perfect reflection. If the water was even more disturbed - for example, stormy and very wavy - you might not see the reflection at all because the light is even more scattered so that it does not reach your eyes.", "label": "No"}
{"text": "TabLab Education utilizes technology to enhance pedagogical approaches that support creativity, Innovation and critical thinking in rural schools. The need for technology integration in teaching and learning cannot be overemphasized. I recently spent two weeks at Orkeeswa school in Monduli, Tanzania, sharing and training teachers and students on how to use Tablets for teaching and learning. Orkeeswa school is located deep in the Maasai village about 10Km from the nearest small Monduli town that has an interesting history that I will share another day. Along the numerous meandering paths to the school you will notice the tropical Savannah rich with diverse vegetation that colonizes the secluded and unused extensive areas around the school. Magnificent forest and hilly landscapes full of wild animals like elephants, hyenas and buffaloes overlook the school from a far. You would enjoy the view of this forest and escarpments from the school.\nOrkeeswa school is eight years old with a population of 300 students with 53% girls and 47% boys. This is a day school and all students come from the nearby Maasai villages with some walking as far as 20km to get to school. It has 45 staff members who commute to and from the nearby Monduli town. The aim of the school is to impact the local area surrounding the school and the community. The strength of Orkeeswa is placed on extracurricular activities such as basketball, athletics and other clubs. While at the school, I worked with small groups of teachers and occasionally had one on one sessions with individual teachers. Students were also very eager to use the tablets and each day including weekend, I would have a session with a selected class. The dedication of teachers and students to attend TabLab sessions really encouraged me and I always looked forward to the next day at the school.\nOrkeeswa school teachers at the emerging stage in ICT integration. This stage is linked to discovering ICT tools, and acquiring basic ICT literacy skills.\nI introduced the ideas of integrating ICT to teaching and learning highlighting the key objective that using Tablets should add value to the learning process. This was followed by numerous sessions of teachers developing TabLab integrated lessons, activities and actual simulations of lessons by teachers. During these presentations, teachers would critic each other with the main aim of improving their lessons. At the beginning the teachers were just reproducing the way they always teach. After a number of sessions and discussions, other teachers started giving suggestions on how they would offer the same lesson differently. Towards the end of my two weeks with them, I started observing a few lessons whereby they planned activities on the TabLab that promoted students higher order thinking. They began valuing the appropriate teacher supported learning that is initiated and directed by the students.", "label": "No"}
{"text": "\"Mommy, mommy, I can read this book. Listen to me!\"\nIt's music to a parent's ears. As our little one picks up a book we've read aloud 249 times this year and begins to \"read\" Chicka Chicka Boom Boom by Bill Martin Jr. while her eyes stay laser-focused on you, we realize that our little darling has memorized the words.\nIt's a common phase and a sign that our kids are ready to take the next step on their reading journey.\nFirst, I like to make a big deal out of it. Name what you see your kids doing (\"That's so great that you can read to mommy!\") and point out that smart readers exhibit those same behaviors.\nIf a child has memorized the words and can \"read\" them back to you, that means your read-aloud routine is paying off, and your child is soaking in lots of rich language. Keep it up! These preschool books will help you find some more read-alouds to enjoy.\nNow, here are a few next steps to keep your child's interest in reading at an all-time high:\n1. Teach the Concept of a Word\nHelp your preschooler learn that each spoken word can be matched to a printed word. We also want our little ones to notice that each word is separate, and words are separated by spaces.\nOne of the easiest ways to do this is to take a line from a memorized book and write it nice and big on a piece of paper. Underneath each word color a dot or place a sticker. Now, model how to point to each dot as you say one word at a time. Have your child point to each dot as they \"read\" the memorized text. Here's an example from Chicka Chicka Boom Boom:", "label": "No"}
{"text": "At the turn of the twentieth century, scientists began pondering questions regarding the way in which human cognitive ability was measured and evaluated. Soon, the scientific community of that era began to look into the many theorized factors that would influence one’s intelligence; from the shape and size of one’s head, to their ability to memorize and recite words and numbers. In almost no time at all, the framework for what would later become what we now refer to as an IQ test, or intelligence quotient test, was set and hurriedly brought about many new ways of measuring intelligence.\nThe inception of intelligence testing in modern history can be attributed to the works and curiosities of two psychologists, Alfred Binet, and Theodore Simon. Initially, they designed a test that would measure someone’s verbal abilities, which they believed could help them decipher which school children might struggle most in class. Shortly after their initial experiment, the world’s greatest psychologists were busy attempting to quantify as much of the human cognitive spanse as possible, which opened the doors for tests such as the Stanford-Binet, Wechsler, Cattell Culture-Fair, including the Wonderlic test.\nIQ tests work by measuring someone’s ability to navigate a certain set of obstacles, either in the form of written questions or as visual puzzles, that increase in complexity relative to a person’s age as to keep them competitive within their age range. Depending on the test that someone is taking, the questions might be tailored to assess their quantitative reasoning ability, verbal reasoning ability, visuospatial abilities, etc. By allowing a gamut of unique variables to be measured about someone, it became easier for scientists to assess where someone’s strengths and weaknesses are, allowing them to tailor a unique approach to improving one’s results. Certain high IQ societies require scores above a certain threshold to qualify someone for membership; these tests are usually administered by trained psychologists in a proper testing environment, in order to ensure the most accurate representation of someone’s IQ as possible.\nHere is a quick overview of the most popular intelligence tests and some of their best uses:\nA wonderful tool for assessing aptitude and growth capacity for professionals and businesses. The Wonderlic test is used by the NFL, as well as Fortune 500 companies to assess prospective employees.\nGreat for assessing your skills and abilities in a professional fields.\nFantastic tool for businesses and organizations.\nGrow professionally and prepare for market changes by keeping your skills sharp.\nThe Stanford-Binet is a great asset for evaluating and quantifying multiple factors of someone’s intelligence. The latest test offers a reliable way of measuring quantitative reasoning, visuospatial processing, working memory, and fluid reasoning abilities.\nScores intelligence using a variety of factors.\nMultiple test forms offer granular representations of someone’s abilities.\nCan help assess where someone needs most help, and allow for a more targeted growth strategy.\nOptimized for those older than eighteen years of age, the Wechsler test uses a large variety of assessment tools to measure the full scope of one’s abilities, beyond that of exclusively personal or professional applications.\nFull Scale IQ (FSIQ) and General Ability Index (GAI) allow for a modular analysis of one’s potential, by allowing for quick, and in depth assessment.\nDeveloped to utilize a varied set of tests, making it easier for to grow your skills.\nBroad use case allows for a variety of applications in everyday life.\nDesigned to measure someone’s intelligence while limiting the effect of socio-environmental barriers, such as language or cultural differences, that might make it harder for someone to be properly assessed by other intelligence tests.\nMeasures Fluid Intelligence and Crystallized Intelligence for an accurate measure of someone’s complete intelligence profile.\nRemoves limiting factors, allowing a more even representation of IQ.\nWonderful for testing children, adolescents, and adults.\nArmed Services Vocational Aptitude Battery Test:\nCreated to determine which branch of the armed services someone’s abilities were best suited for. The ASVAB is certain to be of great utility to anyone applying to the armed services, or looking to develop a strategy to deploy prior to enlisting.\nPrecision analysis to best assist in strategic growth prior to enlistment.\nGrow your skillset, and enlist in your branch of choice.\nGreat assessment tool for those in high school, including college degree and GED holders.", "label": "No"}
{"text": "According to a study conducted through heartbeat measurement app Cardiogram and the University of California, San Francisco, the Apple Watch is 97 percent accurate in detecting the most common abnormal heart rhythm when paired with an AI-based algorithm. TechCrunch reports: The study involved 6,158 participants recruited through the Cardiogram app on Apple Watch. Most of the participants in the UCSF Health eHeart study had normal EKG readings. However, 200 of them had been diagnosed with paroxysmal atrial fibrillation (an abnormal heartbeat). Engineers then trained a deep neural network to identify these abnormal heart rhythms from Apple Watch heart rate data. Cardiogram began the study with UCSF in 2016 to discover whether the Apple Watch could detect an oncoming stroke. About a quarter of strokes are caused by an abnormal heart rhythm, according to Cardiogram co-founder and data scientist for UCSF’s eHeart study Brandon Ballinger. Cardiogram tested the deep neural network it had built against 51 in-hospital cardioversions (a procedure that restores the heart’s normal rhythm) and says it achieved a 97 percent accuracy in the neural network’s ability to find irregular heart activity. Additional information available via a Cardiogram blog post.\nRead more of this story at Slashdot.", "label": "No"}
{"text": "Hawthrone is the poet who clearly applied the romantic theory in the scarlet letter romantic also drew by that citation is showing that in the scarlet novel any. In hawthorne’s view, the romance allows a writer to enter into what he calls in the scarlet letter a “neutral territory” in that realm, the writer can “mingle” or merge the actual and the. Transcript of characterization in the scarlet letter hawthorne's characterization tecnhniques in the scarlet letter three techniques hawthorne uses three main characterization techniques to. Hawthorne's secrete sin in the scarlet letter paper no 10 hawthorne's theory of the romance as a literary form 2) the technique. View tips for reading hawthorne's the scarlet letter 2012 and a technique called litotes, which makes an for me since i love historythat is to say i. - romanticism and realism in american literary texts - nathaniel hawthorne’s the scarlet letter as a romantic piece of american literature as opposed to a realistic piece of literature based. Nathaniel hawthorne (/ ˈ h ɔː θ ɔːr n / né hathorne july 4, 1804 – may 19, 1864) was an american novelist, dark romantic, and short story writer he was born in 1804 in salem. Passages from the scarlet letter relating to ideas of good and evil excerpts from young goodman brown, the blithedale romance, and the scarlet letter read.\nThe theory of romance and the use of new england situations romance” in scarlet letter hawthorne’s scarlet letter : the theory of. Notes to ch 6, pearl the scarlet letter to her physical parts suggests a theory that sin could be read on a notes to ch 6, the scarlet letter/cite. The scarlet letter: a romance, an 1850 novel, is a work of historical fiction written by american author nathaniel hawthorne it is considered his masterwork set. Romantic love • full plot summary and analysis of “the birthmark” by nathaniel hawthorne • the scarlet letter by nathaniel hawthorne. The scarlet letter quotes “love, whether newly born or aroused from a deathlike slumber, must always create sunshine, filling the heart so full of radiance. Symbol and interpretation in hawthorne's scarlet it also corresponds to the romantic theory of the consequences of using the scarlet letter as a romantic.\nUse a teaching guide that includes a synopsis of the plot of the scarlet letter, historical commentary about puritan new england, and suggested activities. The critical response to nathaniel hawthorne's the scarlet letter: (critical responses in arts and letters) annotated edition edition. Thesis statements in literary analysis papers “hawthorne’s use of symbolism in the scarlet letter a book or article that discusses a theory.\nThe scarlet letter should primarily be understood as allegorical, but it is also a historical romance seduction and theory: readings of gender. Silence and secrecy: psychosomatics and discourse in psychosomatics and discourse in hawthorne’s the scarlet letter: the theory of the romance and the. Hawthorne’s use of imagery in the scarlet use of imagery in the scarlet letter a great technique because the readers can. Nathaniel hawthorne (1804-1864) after publication of the scarlet letter, after hawthorne's death romance versus novel 3.\nHawthorne writing style, free study guides and book notes including comprehensive chapter analysis, complete summary analysis, author biography information, character profiles, theme. Nathaniel the symbols and techniques used in nathaniel hawthornes the scarlet letter scarlet the symbols and techniques theory of holography and its use. Essay summary of nathaniel hawthornes the scarlet letter the story takes summary of nathaniel hawthorne's 'the scarlet my first reason is i love the.\nA summary of the custom-house: introductory in nathaniel hawthorne's the scarlet letter learn exactly what happened in this chapter, scene, or section of the scarlet.\nThe scarlet letter - the symbol of guilt in nathaniel hawthorne’s the scarlet letter in nathaniel hawthorne’s thusly named romantic novel of 1850, the scarlet letter, its identity, and. Hawthorne's feminine voices: reading the scarlet letter as a journal of narrative theory hawthorne's feminine voices: reading the scarlet letter as a woman.", "label": "No"}
{"text": "Part of our fun when learning about the letter g and its /g/ sound has involved getting into our garden. We certainly got grubby and had lots of fun planting our seedlings. We even planted a gardenia bush. The ground was quite dry and hard so we had to use big muscles and lots of perseverence to get the holes deep enough and we gave the ground a big drink of water before we planted each plant. We were careful not to damage the roots or the leaves of the plants so that they can still get their sunshine through the leaves and their water and nourishment from the soil. We also know that if it doesn’t rain enough we will have to water the plants each day. We have a special watering can that makes the water look just like raindrops or a shower. Such concentration and care to carefully extract the plant from its pot!\nAfter our successful gardening session we put our landscaping skills to work in the the sand pit – just for a bit more fun. I happened to notice that Charlotte and Indigo even included a working waterfall in their sandpit garden. What a shame I missed the photo of it! You will just have to use your imagination.", "label": "No"}
{"text": "Measurement of Earth Resistance by use of Earth Tester:\nFor measuring soil resistivity Earth Tester is used. It is also called the âMEGGERâ.\nIt has a voltage source, a meter to measure Resistance in ohms, switches to change instrument range, Wires to connect terminal to Earth Electrode and Spikes.\nIt is measured by using Four Terminal Earth Tester Instrument. The terminals are connected by wires as in illustration\nP=Potential Spike and C=Current Spike. The distance between the spikes may be 1M, 2M, 5M, 10M, 35M, and 50M.\nAll spikes are equidistant and in straight line to maintain electrical continuity. Take measurement in different directions.\nSoil resistivity =2ÏLR.\nMeasurement Of Earth Resistance\nR= Value of Earth resistance in ohm.\nDistance between the spikes in cm.\nEarth resistance value is directly proportional to Soil resistivity value.\nIn this method earth tester terminal C1 & P1 are shorted to each other and connected to the earth electrode (pipe) under test.\nTerminals P2 & C2 are connected to the two separate spikes driven in earth. These two spikes are kept in same line at the distance of 25 meters and 50 meters due to which there will not be mutual interference in the field of individual spikes.\nIf we rotate generator handle with specific speed we get directly earth resistance on scale\nSpike length in the earth should not be more than 1/20th distance between two spikes.\nResistance must be verified by increasing or decreasing the distance between the tester electrode and the spikes by 5 meter. Normally, the length of wires should be 10 and 15 Meter or in proportion of 62% of âD'.", "label": "No"}
{"text": "The GRE® General Test measures verbal reasoning, quantitative reasoning, critical thinking, and analytical writing skills that are not related to any specific field of study.\n- Verbal Reasoning: The skills measured include the test taker’s ability to analyze and evaluate written material and synthesize information obtained from it analyze relationships among component parts of sentences recognize relationships between words and concepts.\n- Quantitative Reasoning: The skills measured include the test taker’s ability to understand basic concepts of arithmetic, algebra, geometry, and data analysis reason quantitatively solve problems in a quantitative setting\n- Analytical Writing: The skills measured include the test taker’s ability to articulate complex ideas clearly and effectively examine claims and accompanying evidence support ideas with relevant reasons and examples sustain a well-focused, coherent discussion control the elements of standard written English.\nWho takes it and Why?\nProspective graduate applicants take the General Test. GRE® test scores are used by admissions or fellowship panels to supplement undergraduate records and other qualifications for graduate study. The scores provide common Measures for comparing the qualifications of applicants and aid in evaluating grades and Recommendations.\nWHERE DO PEOPLE TAKE IT?\nThe General Test is offered year-round at computer-based test centers in the U.S., Canada, and many other countries. It is offered at paper-based test centers in areas of the world where computer-based testing is not available.\nThe Subject Tests are given at paper-based test centers worldwide three times a year in:\nWho Accepts It?\nAny graduate, business or professional school, or any department or division within a school, may require or recommend that its applicants take the General Test, a Subject Test, or both. If approved by the GRE board, an institution seeking accreditation can also receiver test takers’ scores?\nGRE Subject Tests\nWhat are they?\nThe GRE® Subject Tests gauge undergraduate achievement in the eight disciplines listed below. Each Subject Test is intended for students who have majored in or have extensive background in that specific area.\nBiochemistry, Cell and Molecular Biology.\n- Biochemistry 36%\n- Cell Biology 28%\n- Molecular Biology &Genetics 36%\n- Cellular and Molecular Biology (33-34%)\n- Organism al Biology (33-34%)\n- Ecology and Evolution (33-34%)\n- Computer Science\n- Literature in English", "label": "No"}
{"text": "The Concept of ‘Precision’\nDuring the first weeks of my sophomore year in high school (first year of the Danish three-year high school), a classmate slammed his hand on the table and said to the science teacher “You are freakin’ kiddin’ me. I don’t buy that! 9.00 is EXACTLY the same as 9 or 9.00000. There IS no difference!” We have a very different tone among students and teachers than you find in the US, so he was not out of line. His language aside, the concept of significant figures made his head explode. Right then and there.\nOpposite to my friend’s war with significant figures in high school, precision is generally quite an intuitive concept. Theoretically, you should differentiate between precision and accuracy (or trueness), but I asked my Facebook friends about their use of precision (N = 132 – four answers excluded for non-relevancy):\nTheoretically 1) and 3) are equally precise, and both more precise than 2 (provided that the target is to hit the center of the target). 1) is more accurate than 3) – or better trueness as ISO 5725 would use. While it was fascinating to see how many friends thought that there was a trick behind the question, it was also blatantly clear that the vast majority (63%, see pie chart below) interpret precision to mean ‘precision AND accuracy’.\nIn anticipation of the critique of this method, I fully admit that this is susceptible to almost any kind of bias you can think of. The 17% who knew the theory or found the answer first is probably an indication that I have a high percentage of academics as Facebook friends, and should not be seen as a scientific way to assess this. This is merely a quick ‘vox pop’ to see if we are totally off combining ‘precision’ and ‘accuracy’ in our daily language\nSo why do we need yet another concept in education? We already have personalized, adaptive, self-directed, intelligent, flipped and dozens of other hyped-up concepts. My team and I have used many of them – even pioneered some of them – and will continue to use them where they are deemed appropriate.\nWe are learning scientists who have worked in this field for over 20 years. It is frustrating that we still have the underdeveloped, marketing driven conversations about new learning methods, particularly when it comes to learning technology. In the current wild west of EdTech, every man and his dog can show up these days and make bold claims that they are more adaptive than what the world has seen before and capable of anything – including ending hunger in Africa. I do not blame decision makers, politicians, teachers and all the other stake-holders if you are fed up with this.\nWe have struggled for years to develop an intuitive concept for how to establish a common quality mindset for how to approach the quality of educational technologies or inventions. If we mean precise and accurate when we say precision, this IS a valuable measure.\nWe need to secure precision throughout the education system. Not just with the technology, but with everything involved. We need to base educational decisions on things we can measure and compare.", "label": "No"}
{"text": "United Arab Emirates, a country in the Middle East. It lies at the southern end of the Persian Gulf, in eastern Arabia, and consists of seven loosely united sheikhdoms, or emirates—Abu Dhabi, Dubai, Sharjah, Ajman, Umm al Qaiwain, Ras al Khaimah, and Fujairah. Each sheikhdom bears the same name as its chief city, the residence of its sheikh. Until the end of 1971 the region was usually called the Trucial States, but was also known as the Trucial Sheikhdoms, Trucial Oman, and the Trucial Coast. (The term \"trucial\" stemmed from special truces, or treaties, that once existed between the sheikhdoms and Great Britain.)\nBordering the region are Qatar, Saudi Arabia, and Oman; boundaries, however, are disputed and largely undefined. The approximate area is 30,000 square miles (77,700 km2).\nVirtually all the land is desert. The coast is flat and often gravelly, with numerous islands offshore. Inland, the plain gradually gives way to low ridges and to rolling sand dunes that extend southward into the great Rub al Khali—one of the most desolate areas on earth. A tip of the Hajar mountains occupies a relatively small area in the east.\nAn extremely hot, dry climate prevails in the emirates. High temperatures occur throughout most of the year, often reaching 110° to 120° F. (43° to 49° C.). There is virtually no rain except in the mountains, where a meager amount falls each year. High humidity along the coast and scorching, dry winds in the interior add to the severity of the climate.\nUntil oil was discovered in 1958, the area was one of the most impoverished and backward in the world. Nomadic herding, date growing, coastal fishing, and trade, chiefly through Dubai, provided a bare existence. By the early 1970's petroleum production from enormous offshore and mainland reserves, primarily in Abu Dhabi and Dubai, resulted in an ever increasing income of hundreds of millions of dollars. With this revenue came a building boom, especially in the two producing sheikhdoms, of new homes, schools, office buildings, pipelines, oil storage facilities, ports, roads, and airfields. It also brought the beginning of a welfare state.\nMost of the 1,622,464 people living in the emirates in 1985 were Arabs; Iranians, Pakistanis, and Indians made up the largest minority groups. Most belong to the Sunni branch of Islam and speak Arabic, but few can read or write. The great majority of the people live in coastal towns and cities, chiefly Dubai and Abu Dhabi; the rest are nomads and oasis dwellers.\nThe Supreme Council, consisting of the seven sheikhs, is the highest authority in the land. It selects a president, a vice-president, a premier, and a cabinet. Each sheikh has almost absolute power in his own domain. He appoints representatives to the 40-member legislature that meets in the provisional capital of Abu Dhabi.\n|Facts in brief about the United Arab Emirates|\n|Capital: Abu Dhabi.|\n|Official language: Arabic.|\n|Area: 32,278 mi2 (83,600 km2). Greatest distances—north-south, 250 mi (402 km); east-west, 350 mi (563 km). Coastline—483 mi (777 km).|\n|Elevation: Highest—Jabal Yibir, 5,010 ft (1,527 m) above sea level. Lowest--Salamiyah, a salt flat slightly below sea level.|\n|Population: Current estimate—4,724,000; density, 146 per mi2 (57 per km2); distribution, 77 percent urban, 23 percent rural. 2004 official government estimate—4,320,000.|\n|Chief products: Agriculture—dates, melons, tomatoes. Fishing—fish, shrimp. Mining—petroleum, natural gas.|\n|Flag: The flag of the United Arab Emirates, adopted in 1971, has a vertical red stripe on the left side of the flag and three horizontal stripes of green, white, and black (top to bottom).|\n|Money: Basic unit—Emirati dirham. One hundred fils equal one dirham.|", "label": "No"}
{"text": "Research paper outline and format it is impossible to write a such a task without creating drafts and outlines that is why you need to pay careful attention to the research paper outline, as it will greatly simplify your future work and make the process of creating an assignment much simpler. To write a research paper, start by researching your topic at the library, online, or using an academic database once you've found at least 5 reputable sources, outline the information you've learned through your research. This is a sample outline of a thesis research paper it is used by the scholars and students to ensure that they have followed the standard mla format and style for their thesis the sample can be downloaded for use as a guide from our site for free. This sample follows the style guidelines in the mla handbook for writers of research papers, 7th ed (2009) sample outline for an mla paper (orlov.\nIf you are assigned to write an mla style research paper, a literature essay, or any other academic assignment, your professors will probably refer you to the 8th edition of mla formatting guidelines. To get a correctly formatted paper, go to file new and search for apa or mla depending on what style you want many things will format automatically, but make sure you check the easy gotchas, like spelling errors (words with a red squiggly line under it.\nResearch paper outline examples once you've decided what topic you will be writing about, the next thing you should pay attention to is the scope of your paper or what you will be including in your discussion. A research paper outline that starts off with the broad material will be narrowed down in order to get a strong research paper example research paper outline needs keywords before you begin flushing out your research paper outline template, consider the keywords that will help you put together a coherent introduction. For any research paper, it is essential to understand how to write an outline in many fields, research papers require an outline, as an integral part of the paper in many fields, research papers require an outline, as an integral part of the paper.\nCambridge rindge and latin school outline maker fill in the textboxes below and click this button. Mla research paper outline basics mla is the easiest and most frequently met research paper format, so we should start explaining how to write an outline for a research paper on this example the modern language association proposed this guide a long time ago. When writing a research paper, it is often helpful to write an outline before starting on the rough draft not only are outlines helpful, but they are often required as an assignment by professors and teachers in order to be graded well on a research paper outline, it must be in the proper format. Download a free mla outline template to make your document professional and perfect find other professionally designed templates in tidyform outline of a paper.\n02) if, instead of questions about putting the final formatting touches on your essay, you have questions about what to write, see instead my handouts on writing a short research paper, coming up with a good thesis statement, and using quotations in the body of your paper. How to write an outline of a research paper in mla style 24 jul 2017 — research paper writing guides it is told that the mode of writing an outline for a research paper is a necessary thing to understand. An outline is a blueprint or plan for your paper it helps you to organize your thoughts and arguments a good outline can make conducting research and then writing the paper very efficient.\nThe outline fills in the blanks-when completing a research paper outline, use it to check for any major fundamental errors in the thesis, or research the outline will provide broad guidelines to help prevent diversion into less important content. The formal outline is an optional part of the modern language association, or mla, style paper some instructors require one and some do not even if your instructor does not ask for an outline, creating one can help you organize your thoughts before writing any kind of paper. This resource contains a sample mla paper that adheres to the 2016 updates to download the mla sample paper, select the mla sample paper pdf file in the media box above.\nA research paper does not normally need a title page, but if the paper is a group project, create a title page and list all the authors on it instead of in the header on page 1 of your essay if your teacher requires a title page in lieu of or in addition to the header, format it according to the instructions you are given. Here is a sample paper in mla format that has both the cover page and the outline pagesthis paper has 10 pages so if you are under a slow internet connection, please wait a few seconds for all of the pages to load. The outline structure is approximately the same whether you write a research outline on dreams or some topic distant from this one, like a research outline for phd application the structure is identical to the structure of the research paper itself. How to write a thesis outline for a research paper using mla mla is the simplest academic essay paper format established by the modern language association it is applied to the assignments written for the english composition, history, literature, and some other humanitarian classes.", "label": "No"}
{"text": "The eradication of malaria is hampered by the ability of current diagnostic tools to detect very low-density infections in asymptomatic patients. In response to this, the aim is to employ loop-mediated isothermal amplification (LAMP), an innovative and novel technique to test for asymptomatic malaria. This low-cost technique is faster and more accurate compared to currently employed diagnostic tests. In Kenya, the aim is to (1) conduct a hotspot identification campaign using LAMP techniques to detect the malaria parasite, and (2) build capacity to ensure sustainability and local participation in the hotspot identification campaign. Results of this hotspot identification campaign will become an essential tool in future anti-malaria interventions.", "label": "No"}
{"text": "Stop Violence Against Girls in School: Success Stories\nDownload: English | French | Portuguese\nEvery day millions of girls in Africa and across the world see their rights violated, without having the opportunity to express themselves or be heard, either because they are children or simply because they are female, and as a result they are constrained into submission both to men and wider society, as dictated by “morality” and patriarchal culture.\nOne of the single most important opportunities that could lead to their independence - education - is also denied to them, as families do not prioritize their children’s education, much less that of girls. Moreover, laws, policies and regulations, in general tend not to safeguard girls’ rights and even when they do they are not properly implemented.\nOn countless occasions, girls are accused of or blamed for the violence they experience, and are often held responsible for the consequences of the violence of which they are victims, on the pretext that they should have done something to avoid it, or should have avoided doing whatever it was that provoked the violence.\nIn this document, you will also find stories told by the girls themselves (from Ghana, Kenya and Mozambique) about how they have been able to challenge the deeply-rooted culture of violence in all sections of society, and how the community-level work helped to promote changes in legislation, policy, school regulations and harmful practices at home and in the wider community. The collection of strategies and windows into the lives of girls and their communities that make up this document are worth reading, as they will undoubtedly inspire you to help thousands of girls whose rights continue to be denied across the African continent and indeed, the wider world.", "label": "No"}
{"text": "OS Virtualized Machines, hereafter referred to as Zones, is a lightweight virtualization technology. Zones are fully isolated user-land environments, they do not possess their own kernel and therefore have effectively no performance overhead allowing for bare metal performance. Network and disk virtualization are provided by ZFS and the SmartOS networking stack (\"Crossbow\"). The result is a virtual environment that in every way acts like a complete environment.\nThe process of creating zones is simple:\n- Download a Zone Image\n- Create a Manifest describing the Zone\n- Create the Zone using vmadm\n- Use the Zone\nZone creation requires an image to use as a template.\nTo find a zone image, use the command imgadm avail. Images with the OS type \"smartos\" are zone images. The \"base\" and \"base-64\" images are minimal images with only a basic 32bit or 64bit pkgsrc installation and should be considered for building your own custom images.\nImport an image by specifying its UUID:\nYou will reference this image's UUID when you create the zone manifest.\nA manifest is a JSON object which describes your zone. There are many options which are fully described in the vmadm(1m) man page. The most important are:\n- brand: This must be set to \"joyent\" for Zones\n- image_uuid: The UUID of the image you are using as a template (images were previously called \"datasets\")\n- alias: An arbitrary name displayed in vmadm list output in addition to the UUID\n- hostname: Hostname that will be set within the zone\n- max_physical_memory: Amount of RAM (RSS) available to the zone in MB\n- quota: Amount of disk space in GB\n- resolvers: DNS nameservers for this zone to use (placed in the zone's /etc/resolv.conf file)\n- nics: One or more network interfaces attached to this zone\nWith some images you won't be able to log in to unless you pass an SSH public key to validate your connection with. Adjust your config to contain a customer_metadata block:\nWith your image imported and your manifest created, you can now create the zone. Do this by simply passing the manifest to vmadm create -f manifest.json:\nAlternatively, you can pass the manifest via STDIN:\nThe zone is now created and running.\nOnce you have created a zone with vmadm create, you can log into your zone via ssh or connect to the console with one of two methods:", "label": "No"}
{"text": "Should I use Laser cutting or should I use Plasma cutting?\nThis is a common question that customers ask us. They want to know the difference between the two, and which cutting process is better suited for their application or end-use. While the answer is not always cut and dry, there are some general rules that separate the two processes.\nLaser cutting and Plasma cutting are both thermal cutting processes widely used in steel fabrication. Each is used to cut metals across a wide range of industries and applications. Several factors must be considered when deciding between laser cutting vs. plasma cutting for stainless steel. These can include material thickness, material type, the complexity of cuts, and tolerances required.\nEach cutting solution has its advantages. Your manufacturer can help determine the best cutting solution for your application, but it is still important to understand the laser cutting and plasma cutting processes and understand the advantages each can provide to help inform your discussion.\nLaser cutting is a precise thermal cutting process achieved by utilizing a focused beam of light. We often recommend this manufacturing process for applications where parts require tighter tolerances. When it comes to a specific material choice, we work with customers and in some cases make recommendations based on their specific application. When a part has tight tolerance specifications, needs precise cutouts, or requires holes that are small relative to the material thickness, we turn to laser cutting.\nStainless steel laser cutting is a popular choice for the many benefits it provides. Some of the most noted advantages of laser cutting include:\n- Flexibility. Once a laser is set up and configured for a specific material type and thickness, cuts can be easily repeated on multiple parts, sheets, and plates without the need to change out tools.\n- Precision. With general cutting tolerances starting at +/- 0.015”, laser cutting is well suited for precise cuts.\n- Quality. Laser cutting produces component parts with greater accuracy than other thermal cutting methods.\n- Repeatability. The consistent tight tolerances achieved with laser cutting ensure high repeatability between parts.\n- Speed. Laser cutting can be faster than other traditional mechanical cutting processes, especially when making complex or extremely precise cuts.\n- Contactless. With laser cutting, there is no mechanical friction to cause wear on tools. Only the laser comes in contact with the material being cut.\nPlasma cutting uses a mixture of gases in combination with an electric arc to cut. With our high-definition plasma cutting equipment, we can perform bevel cuts on parts as required. Beveling is an important step in weld preparation and much larger or thicker component parts require beveled edges in order to facilitate a weld joint with the correct amount of weld penetration. Because of this, plasma cutting is often a better choice for parts that require weld-prep bevels, or for simple parts without complex geometry where exact tolerance is not as critical.\nPlasma cutting stainless steel offers many possibilities. It offers an effective way to cut a variety of thicknesses and can cut sheets into curved or angled shapes. Some of the advantages of plasma cutting stainless steel include:\n- Automation. As a CNC (computer numerical control) cutting process, plasma cutting mitigates the risk of human error over hand-held cutting methods.\n- Speed. Plasma cutting cuts as much as five times faster than many comparable cutting methods. The process makes cuts rapidly while simultaneously vaporizing the cut material.\n- Processing. Plasma cutting is an ideal method for quickly producing high-quality blanks for medium-to-high thickness Stainless Steel. This cutting method is also good for mild steels of low-to-medium thickness.\n- Lower heat input. Plasma cutting can cut extremely hard metals, such as high-strength steel or abrasion-resistant steel, with a lower heat input than other cutting methods.\nG.E. Mathis Company Metal Cutting Solutions\nThe advice listed here should be considered as general rules. At G.E. Mathis Company, we consider which process is best suited to cut each part on a case-by-case basis. We offer both Precision Laser cutting as well as Hi-Definition Plasma cutting options, and also have the experience to help advise you on which is better for your project or application.\nAt G.E. Mathis Company, our Precision Laser cutting and Hi-Def Plasma cutting services can be performed on an array of materials and thicknesses, and we can handle a wide range of production volumes. Whether you’re prototyping a new part or ramping up for a high-volume run, we can provide end-to-end production services for your laser cutting or plasma cutting project.\nIn addition, G.E. Mathis Company can provide the following services:\n- PPAP (Production Part Approval Process) – All Levels\n- FAIR (First Article Inspection Report)\n- Capability Studies (Statistical Process Control)\n- CMRT (Conflict Minerals Reporting Template)", "label": "No"}
{"text": "Technology has made some amazing advancements since I was a kid in the 1980’s and 90’s. With the increased popularity of both smart phones and tablets, there are more and more learning options available for our children.\nLast week I talked about the importance of teaching our children about money from an early age. It will help to develop them into more responsible individuals. The access to an endless amount of educational apps for kids only helps to make our job as parents easier. These apps not only teach our kids the basic concepts, but they also make it fun in the process.\nI have gone through and reviewed some of the best paid and free learning apps for kids. These are all available for either iPhone, Andoid, iPod or iPad devices.\n5 Paid & Free Educational Apps for Kids\nKids Money is a free app for helping kids figure out when they will be able to afford a certain item on their wish list. As an example, let’s say that your child has been wanting to get the new Xbox One game system.\nHow the Kids Money app works is that they will be able to enter the price of the Xbox system and how much they are planning to save each week. The app will then tell them the expected date that they will be able to afford the purchase. If they have any other purchases then it will adjust the purchase date accordingly.\nSave! The Game\nMassMutual has created Save! The Game, a free game for kids that helps them to understand the difference between wants and needs. This is something that is tough for even us adults to understand sometimes. The object of the game is for kids to try and collect as much money as they can and get it to the bank. The only problem is that there are a bunch of iWannas roaming around. If you or the money collide with these iWannas they will take all the cash.\nVirtual Piggy Bank\nIt will cost you $0.99 to download, but the Virtual Piggy bank app is a great way to teach your children about the different U.S. coins. They will learn the names and how to count with them. Virtual Piggy Bank will teach your child what two quarters, four nickles, two dimes and one penny all add up to.\nSavings Spree will set you back $5.99, but it is the winner of a Parents Choice gold award. It will teach your children different money lessons including how different spending decisions you make can positively or negatively affect you. Saving Spree will also show your kids how they can save their money to buy the things they want. It will also show them how they can be good spenders by making more frugal buying choices.\nBank of Mom\nBank of Mom helps parents keep track of their child’s virtual bank account and teach them about money. You can sit down with your kids and go over their transactions, balances and any interest they have earned. This app will help your kids be more confident when they open up their first bank account. Bank of Mom will cost you $1.99.\nThere are quite a few paid and free educational apps for kids that are available, however, these are just some of my favorites. By using these you will be able to give your kids a head start on on their financial education.\nLatest posts by Sean Bryant (see all)\n- Do Credit Card Rewards Really Payoff? - February 22, 2017\n- How Can Teachers Help Cut Down on School Supply Costs for Students? - February 20, 2017\n- What Affects Currency Rates? - February 17, 2017", "label": "No"}
{"text": "Woodchucks/Groundhogs: litter size 4-5 born April to May, adult length 18-26 inches, weight 4-10 lbs., burrows can be 20-25 feet long, can move 700 lbs. of soil, lifespan 1.5 – 2 years, excellent swimmers and climbers, dens have multiple holes including a secret spy-hole, moisture comes from their food, possess great eyesight and super hearing, gardens and crops are favorite targets, they create hazards for livestock and farm machinery, sink-holes, foundation damage often result. Woodchucks are gate-way species. Their dens are used by many animals. Occasionally, there are separate compartments with skunks, raccoons and woodchucks all living in the same den! Don’t wish for them to go away, call Trapper Richard C. Smith for humane, pet-safe solutions.", "label": "No"}
{"text": "Tricopigmentation is a technique aimed at mimicking hair in hair-deficient areas. Tricopigmentation involves the placement of tiny amounts of colored pigment to simulate the appearance of newly grown stubble on the head. It requires the use of specialized equipment and pigment to simulate the most natural appearance of hair.\nThe most highly demanded use for tricopigmentation is to help individuals suffering from pattern baldness (androgenic alopecia) restore the appearance of fullness on their scalp.\nTricopigmentation can be performed to create the following two types of effects:\n- Shaved effect\n- Look of improved density\nIn other words, the procedure may be done to simply render the appearance of having some hair growth on the scalp through a diffused placement of the pigment. Alternatively, tricopigmentation may be performed in thinning areas to help produce the look of fuller density. This would be achieved by creating a greater concentration of pigment points.\nThese three photographs illustrate the before (above) and after (below) results of tricopigmentation for a shaved effect.\nThe technique of tricopigmentation is applicable to almost any degree of hair thinning or loss, and will appear as tiny hair stubble, although a person may have a completely bald head.", "label": "No"}
{"text": "“Seeing the world through the eyes of a child” might seem to imply boundless wonder, joy, and acceptance; unfortunately, this is not always the case. Children of any age have stresses and disappointments in their lives. The particular form these might take will be different from those in an adult’s life, but that does not mean that their experiences are any less valid, nor that the emotions resulting from these are any less real.\nExcessive negative experiences, especially when combined with physical health problems, feelings of insecurity and a genetic predisposition, can eventually result in children becoming clinically depressed. Kurt Smith, Psy.D., LMFT, LPCC, AFC says “Depression is different from passing sadness or temporary frustration with life’s issues. There are number of common signs for depression and they tend to be persistent.” This is not quite the same as being sad from time to time, which is only natural. If these feelings of sadness continue for a prolonged period or find expression in anti-social behavior, depression is one possible explanation. If this is indeed the case, treatment and professional help are called for: this is not a condition that tends to go away on its own.\nChildren and adolescents will rarely have the communication skills to express how they feel, nor the life experience to understand what’s happening to them. Therefore, feelings of frustration and helplessness tend first manifest in the way they behave around others. If a child starts behaving in ways that are out of character, such as being withdrawn, becoming prone to fits of anger or tending to disrupt group activities, depression is a possibility. Simon Rego, PsyD, associate professor of clinical psychiatry explains that “Depression symptoms are particularly troubling if someone displays more than one, or if they persist for more than two weeks.”\nAdditional symptoms to watch out for are significant changes in your child’s sleeping patterns or eating much less or more than usual. Depression, being a partly physical illness, also has physical manifestations, inexplicable bodily pains and fatigue being the most common.\nIf you’ve been noticing any of these symptoms, the first thing not to do is panic. 90% of parents will admit to sometimes being baffled or concerned by their child’s behavior, and the other 10% are liars. Only about one in forty children suffer from diagnosable depression, though those with a family history of the condition, or who come from an abusive environment are more at risk. Keep in mind that children will be children and even adults have their off days, but if these symptoms persist for a long period (two weeks or more), it might be worthwhile consulting a professional, even considering counseling online, to gain a little insight into the situation. Eventually, it might be necessary to take your child to see a child psychologist for a firm diagnosis. If he or she is indeed battling depression, seeking treatment as soon as possible can save your child years of suffering. Ben Martin, Psy.D. says “Having few or no supportive relationships can increase the risk of depression in both men and women.” That is something.", "label": "No"}
{"text": "Queen Malodora Grymm was a hag, who lived in medieval Europe. She used a Beautification Potion to transform herself into a beautiful woman, and married a king. She used a charmed mirror to compliment her looks and reinforce her self-image. However, she became jealous of the most beautiful girl in the kingdom and plotted to get rid of her by using a poisoned apple.\nBehind the scenes\n- Malodora Grymm is based on the witch from the tale of Snow White.\n- In 2001, actress Miranda Richardson, (who plays Rita Skeeter), took part in the film, Snow White: Fairest of Them All, playing Queen Elspeth, who, like Malodora, was a hag turned into the beautiful and wicked Queen of the fairy tale.\n- Malodora consists of the prefix \"mal-\", \"evil\" (as in \"malnutrition\" or \"malevolent\") and odour, \"smell\" or \"scent\". Thus, Malodora is \"she, who smells badly\".\n- Grymm is a nod to the Brothers Grimm. It can be also a reference to the word grim, meaning \"ghastly\" or \"sinister\".", "label": "No"}
{"text": "Losing something is never a pleasant experience.\nWell, maybe with the exception of those post-Christmas pounds, or losing yourself in a good book. But what about losing money? It’s a hard thing to swallow when it’s yours, but what about when the money involved belongs to your children?\n“How much money could my children possibly have to lose?”\nIt’s a good question, and the short answer is up to £1,000 that was placed into a Child Trust Fund (CTF) by the Government: possibly without your knowledge. It is estimated that 900,000 CTFs lie dormant, generously stuffed with money belonging to the Nation’s youngsters.\nHow do you know if your child is one of the many with a CTF? And more importantly, how can they claim what is rightfully theirs?\nHow has this happened?\nIn their 2001 election manifesto, the Labour Government announced the Child Trust Fund, subsequently launching it in 2005. An initial subscription was provided in the form of a voucher for £250, with another £250 being supplied when the child turned seven years old.\nNot all children were eligible however, with the following conditions in place:\n- The child must have been born between September 1st 2002 and February 2nd 2011\n- The family must be eligible for Child Benefit\nDouble payments were supplied to low-income families, giving children a possible total of £1,000.\nAn estimated six million children in the UK fit the criteria, and 900,000 accounts still hold cash and have never been accessed (Source: Gov.UK).\nDoes my child have an account?\nEven if you don’t remember setting up a CTF, many accounts were opened by the Government on the child’s behalf. Identifying whether your child has one is a simple two-step process:\n- Check the eligibility dates; only those born between 01/09/2002 and 02/02/2011 would have received a voucher\n- If your child was born between those dates, this HMRC online tool can be used to track down the account details\nHMRC aim to respond to any enquiries within 15 days, stating how much money is in your child’s account, if they have one, plus details of where it is being held.\nIf you track down a CTF that has money in it, two options exist:\n- Leave it where it is (the child can access the money when they are 18)\n- Transfer it to a Junior ISA (Individual Savings Account)\nIf the money is left in the CTF, you have the option of paying into it on behalf of your child. An annual allowance of £4,128 applies, and can be given by yourself, friends and family members. Contrary to many saving accounts (especially ISAs), the annual allowance resets on the child’s birthday, not the start of a new tax year.\nIf you decide to continue saving on behalf of your child, better rates of return can be found by transferring to a Junior ISA. At the time of writing the best rate for a Junior ISA was 3.5% (The Coventry Building Society), whereas no CTFs were offering interest rates of higher than 1.75%. The annual allowance is the same for both accounts, with a £4,128 Junior ISA annual allowance for the 2017/18 tax year.\nTransferring to a Junior ISA from a CTF is a simple process. When researching Junior ISA providers, the key thing to ask is whether they accept Child Trust Fund transfers, and whether or not a fee is payable to switch. Once you have decided which provider to use, the account details that HMRC provided can be given, and the transfer completed.\nWhy should I save for my child?\nPut simply; because kids are expensive!\nWhilst the money you save for your children is theirs to do with as they wish, it will likely be spent on key life events. A lump sum of any size will give them a helping hand (and might even save you from having to help out financially in the future). For example:\n- University and further education costs\n- Deposit for a home\nAll of these are significant costs that would be made much more manageable if money was set aside at an early age, compounding nicely for use in the future. It may not be convenient (or possible) to put money away each month, but every little helps, and can go a long way in helping your little angels when they aren’t quite as small (or angelic).\nFor more information on Child Trust Funds and Junior ISAs, feel free to get in touch with us on 0207 808 4120.", "label": "No"}
{"text": "Common agriculture activities, such as tillage, fertilization and pesticide use have the potential to negatively impact water quality. However, there are many actions that farmer’s can take to reduce and minimize these impacts.\nFarmers can learn more about water quality issues in the Macatawa Watershed and the impact of phosphorus and sediment on our surface water. Then by evaluating their farm and current practices, farmers can assess their risk and take proactive steps to protect water quality. The following pages provide additional information about conservation practices that can be used on the farm and programs that are currently available to assist farmers in the Macatawa Watershed.", "label": "No"}
{"text": "Always respect others on and offline. Think about what you say online and what images you send or post and be aware that online messages can easily be misunderstood.\nRemember that anything you publish online can be made public very quickly and you will never be sure who may have seen it. Once something is posted you can lose control of who sees it and where it may end up.\nTreat your password like a toothbrush. Never share it with anyone and only give your personal information like mobile phone number or email address to trusted friends. Be careful to log out of sites and apps if you share your device with others.\nLearn how to block or report online bullies or anyone behaving badly and don't retaliate or reply to nasty messages. This is usually what the bullies are trying to get you to do. Remember that if you reply with a nasty or unkind comment then it could get you into trouble too.\nAlways make sure that you save evidence of online bullying by saving or printing out text messages, online conversation, pictures. Try and include as much information as possible, such as web addresses (URLs), contact numbers, user names, times, dates, locations.\nAlways make sure you tell someone if you are being bullied online:\nIf you see online bullying going on, then support the victim and report it to the website or your school, don't be a bystander and say nothing otherwise you become part of the problem.", "label": "No"}
{"text": "We want our students to be future-ready and focus our curriculum to give them the skills and tools necessary to be productive citizens and contributors to the society that they live in. As technology is constantly evolving, this means that students need to also learn to be adapt to change as well. Over the course of the year, students learn, practice, and build upon their knowledge of research skills.\nIn the fall students review call numbers, learn how to log on to their Destiny library account, and discuss and practice evaluating websites. In the spring, they learn about note-taking and complete a biography project.\nSixth-graders begin the year discussing citations and learning how to write one and why they are important. During the winter students practice their note-taking skills as they research a career. In the spring, students then complete a multimedia project on their chosen career and present it to their peers.\nTo view the library curriculum for 5th and 6th grade, please click here.\nPlease stop by the Hopewell Media Center website to learn more information.", "label": "No"}
{"text": "Submitted by: Jim Tanner\nEchinocactus is a genus of cacti in the subfamily Cactoideae. The generic name derives from the Ancient Greek εχινος (echinos), meaning “spiny”, and cactus. It and Ferocactus are the two genera of barrel cactus. Members of the genus usually have heavy spination and relatively small flowers. The fruits are copiously woolly, and this is one major distinction between Echinocactus and Ferocactus. Propagation is by seed.\nPerhaps the best known species is the golden barrel (Echinocactus grusonii) from Mexico, an easy-to-grow and widely cultivated plant. Though common in the houseplant and landscape industry, the golden barrel has become very rare in habitat.\nLATIN LOOKUP – Loquerisne Latine (Do you speak Latin)?\nThe meanings of latin plant names on this page – from http://davesgarden.com/guides/botanary/\n- Echinocactus [ek-in-oh-KAK-tus]\nFrom the Greek echinos (porcupine, hedgehog) and cactus, referring to its spines.\n- Ferocactus [fer-oh-KAK-tus]\nFrom the Latin ferus, (fierce) and cactus, referring to its heavy spines.\n- grusonii [groo-SON-ee-eye]\nNamed for Hermann Gruson, 19th century German collector, nurseryman in Magdeburg.\n- parryi [PAIR-ree-eye]\nNamed for Dr. Charles Christopher Parry, 19th century English-born American botanist and collector with the Pacific Railway Survey.\n- platyacanthus [plat-ee-a-KAN-thus]\nFrom the Greek platys (broad) and kantha (thorn).\n- polycephalus [pol-ee-SEF-a-lus, pol-ee-KEF-a-lus]\n- texensis [teck-SEN-sis]\nOf or from Texas (U.S.).", "label": "No"}
{"text": "In my field experience I have noticed an equity issue with ability level. It has become very apparent to me as the weeks have gone by which students are above level, at level and below level. One day the teacher had me take two students who needed extra time working on their math worksheet. These two children were very far behind in comparison to the other kids. They were really struggling with addition and I realized how far behind they were compared to the kids who had already finished the work sheet. After school I talked to Mrs. Whaley (teacher) and told her how surprised I was that they were struggling so much. She agreed and said they were two of the kids who were two of her lowest level kids. The next week it became apparent to me that the way she grouped their desks was by ability level or academic level. There are two groups of desks in the classroom with kids who are above level. They are the kids that always finish first and are ahead when working on group activities. Then there are two groups of desks that are normal academic level and two groups of desks with children farther behind. I found it shocking as to why she would group them together by ability level. I would think putting a mixture at each group would work better for the kids that are farther behind because they were be pushed and helped by kids ahead of them. I believe the issue of equity in ability level can impact the motivation of students. These students in groups that struggled had to be taken out of class and helped. They might feel embarrassed or “slow”. This might not only hurt their confidence and self-esteem but also cause the students to feel less motivated. By putting the slower students in groups with higher level students may not only help them when they have questions but motivate them to work harder.\nGay believes “the academic achievement of ethnically diverse children will improve when they are taught through their own culture and experiential filters”. Basically teachers need to educate themselves on different cultures so they can better teach students of different ethnic backgrounds and include different cultures into the classroom. Delpit suggests that as teachers we allow ourselves to be open and really listen to other perspectives because people of other cultures are “experts” in their culture and know what they are talking about. By doing this, it will allow us to better speak across cultures to our students of different backgrounds.\nGay proposes that one way to design culturally relevant curriculum is by designing bulletin boards to promote symbolic curriculum that talk about different ethnic groups and positive characteristics. For example, doing a bulletin board on leadership and include different ethnic groups. Then Gay also talks about societal curriculum and kind of changing the mental stereotypes that students believe because of the mass media they are exposed to.", "label": "No"}
{"text": "What is the role of the public health nurse?\nIn any setting, the role of public health nurses focuses on the prevention of illness, injury or disability, the promotion of health, and maintenance of the health of populations.\nWhat is the difference between a RN and a public health nurse?\nHospital nurses are responsible for evaluating and treating patients. Public health nurses do not wait for patients to come to them with an illness. Rather, they go into communities to prevent disease or help improve the population?s health.\nIs public health nursing a good career?\nWhile more community-based rather than focused on individual care, the public health realm is ideal for nurses who enjoy designing cause-driven contributions in health care services within communities. It?s not glamorous, but the work is incredibly gratifying.\nWhat are the 3 P?s of public health?\nPublic health broadly consists of three different strands the ?3Ps?: health promotion, prevention of ill health and health protection.\nWhat are the qualities of a public health nurse?\nPublic health nurses require a broad range of skills, including:\nexcellent communication skills.\ninfluencing and negotiating skills.\nability to work across multi-agency or multi-disciplinary professional networks.\ngood people skills in order to develop and sustain relationships.\nAre nurses seen as leaders in public health?\nNurses are health leaders and innovators. Increasingly, nurses create new pathways to deliver better care so that individuals, communities and even countries, can achieve better health. Nurses working in roles like this one bring the expertise of the nursing profession to important public policy engagement.\nWhat makes a good public health nurse?\nPublic health nurses are highly dedicated individuals who work very hard to improve community health and access to care. They must be able to work well with large groups, listen attentively and be sensitive to cultural differences.\nCan a public health nurse become a doctor?\nA nurse who wants to become a doctor must go back to school and study allopathic or osteopathic medicine. Alternatively, nurses complete a doctorate in nursing, which opens doors to teaching, research and administrative opportunities in the advanced practice of nursing.\nCan a public health student become a nurse?\nPublic health nursing programs are also often referred to as community health nursing programs. It is very important, particularly for students who decide to study online, to ensure their program is fully accredited. Only with accredited programs will they be able to take the licensure exam to become an RN.\nWhat is the job description of a public health nurse?\nJob Description. Public health nurses are registered nurses who work to improve community health. In this field, you may help educate the public about diseases or illnesses, as well as organize efforts to provide healthcare to a community or create a campaign to spread the word about an epidemic.\nWhat are the duties and duties of a nurse?\nThe nurse, though, would be the care provider responsible for the patient?s full care, ensuring prescriptions don?t negatively interact with one another, and that a patient understands and is prepared for treatment. When diagnostic results come in, it?s the nurse who reads them first and, if necessary, immediately notifies the appropriate doctor.\nWhat are the duties of a mental health nurse?\nOne of the main roles of a mental health nurse is to help patients by providing emotional support and guidance. She is often the first point of contact for new patients and may spend more one-on-one time with patients than the doctor.\nWhat can a child health nurse do for You?\nAs well as offering advice, the nurse will also check your baby?s growth and development. Child health nurse services are free for families with children up to the age at which they start school. Your child health nurse will support you in caring for your baby, including help with breastfeeding. What is a child health nurse?\nWhat is the role of the production function in the manufacturing process?\nProduction is a process of turning the inputs into desired products i.e outputs. It adds value to the input and also creates substitutes for the products if needed. Production function plays a crucial role manufacturing because : It involves planning and scheduling the manufacturing process.\nWhat is the meaning of production and production function?\nIn simple words, production function refers to the functional relationship between the quantity of a good produced (output) and factors of production (inputs). ?The production function is purely a technical relation which connects factor inputs and output.? Prof.\nWhat are the steps of the production process?\nThe three main stages of production are: Pre-production: Planning, scripting & storyboarding, etc. Production: The actual shooting/recording. Post-production: Everything between production and creating the final master copy.\nWhat are the main factors of production?\nFactors of production are the resources people use to produce goods and services; they are the building blocks of the economy. Economists divide the factors of production into four categories: land, labor, capital, and entrepreneurship.\nWhich is the basic production function?\nIn the basic production function, inputs are typically capital and labor and output is whatever good the firm produces.\nWhich is the best definition of the production function?\nThe Health Production Function. Def: Production Function: Is the maximum output that can be produced out of a given combination of inputs. Health depends on a number of factors, some of which can be influenced by the individual himself. Hence, health can be produced .\nWhat is the role of a production department?\nA production department?s role is to ensure the process of turning raw materials into products is performed efficiently and accurately. The department performs five functions to assist this process. The first function is to establish standards in regard to the quality and the quantity?\nWhy is production management important in an organization?\nImportance of Production Function and Production Management Every successful organization has a line function as well as a support function that must be efficient. But the production comes under the line function category which has a direct impact on the customers. Hence it dictates customer experience.\nHow does the production function of a firm change?\nThe production function of a firm depends on the state of technology. With every development in technology the production function of the firm undergoes a change. The new production function brought about by developing technology displays same inputs and more output or the same output with lesser inputs.", "label": "No"}
{"text": "Nagorno-Karabakh’s a Happy Breakaway Republic, But Its War Goes On\nIn the decades since the post-Soviet war that spawned this little “independent” enclave, the Armenian diaspora in the West has helped turn it into a surprising democracy.\nSTEPANAKERT, Nagorno-Karabakh—At sunset flocks of swallows race through the pink sky over the central square of Stepanakert, a city once bombed and largely destroyed in a the post-Soviet war between Armenia and Azerbaijan. In the 21 years since the heavy fighting ended, there is still occasional shooting around the frontier with Azerbaijan, but this capital of the self-proclaimed state — this early “breakaway republic” — of Nagorno-Karabakh is peaceful.\nSuperficially, it resembles other quasi-nations dotting the map of the former Soviet Union: Abkhazia and South Ossetia, Transnistria and more recently the embattled self-proclaimed states of Donetsk and Luhansk in Ukraine. But where those have depended mainly on Russian backing, and critics would argue they are Russian creations, Nagorno-Karabakh has found other sponsors.\nSome 150,000 people live here, but the enclave has support from a much greater population of ethnic Armenians around the world, and on a summer evening the veranda of the Florence Garden restaurant on the corner of the main square is full of Karabakh’s visiting benefactors. The sound of clinking glasses mingles with leisurely chatting in Armenian, French, English and Russian. The tranquil scene seems almost surreal, considering Karabakh’s war-torn history and its militarized present.\nIn some crucial respects, indeed, it is more at ease and more fair to its people than Armenia itself. Less than 200 miles away in the Armenian capital of Yerevan, police detained dozens of civil activists last week. Armenian protesters unhappy about state corruption and mismanagement had blocked a street outside the presidential palace for over two weeks.\nNagorno-Karabakh, tucked in the green mountains of the Caucasus, has preferred to remain a distant observer of any geopolitical turmoil, developing under the influence of the Armenian diaspora in the West.\nThe Artsakh Republic, as locals call their mountain homeland, is aware that the rest of the world did not acknowledge the republic’s existence. But people also realized that any political instability could awaken the not-so-frozen war with Azerbaijan. Dozens of soldiers continued to die on both sides of the 21-year-old front line that is now the de facto border between Nagorno-Karabakh and Azerbaijan. Another all-out war could involve neighboring Iran and Russia, and wholesale destruction once again, and that’s not wanted here.\nTo prevent traumatizing revolutions, Stepanakert made elections transparent and honest. Besides, the state is so tiny that it seems everyone knows everyone, and local officials are just too exposed to cheat the voters.\nArayik Harutyunyan, the prime minister, told The Daily Beast that Nagorno-Karabakh is different from the other internationally unrecognized states in the former Soviet Union. If Abkhazia, Transnistria, South Ossetia and the recently broken away and still fighting Donetsk and Luhansk republics embraced opaque authoritarian governments, Nagorno-Karabakh demonstrated that with transparent and democratic presidential elections it could beat corruption and organized crime successfully.\nOne could leave a purse on a bench in the park and find it the next morning, locals told us. “Maybe we managed to cure the typical post-Soviet diseases because we are so isolated,” Harutyunyan said in a recent interview, then thought for a moment and conceded with a smile: “We are intolerant toward gays.”\nDemocracy is not the only goal for Nagorno-Karabakh. Very soon, Harutyunyan promised, Karabakh would turn into a black caviar heaven, to demonstrate to Azerbaijan that they not only despise dictatorship, they can also grow rich: “In five years, our Golden Fish will produce and export tons of black caviar,” Harutyunyan said. Last year, Nagorno-Karabakh founded the Golden Fish sturgeon farm thanks to a Swiss-Armenian investor, Vardan Semakesh, who was also the largest investor in the republic’s hydroelectric power plant.\nNagorno-Karabakh’s shaky status does not allow it to have its own airport. The windy road trip from Armenia takes six or seven hours. But at the border checkpoint last week, two reporters in a car did not have to show their documents.\nIn the last decade, Nagorno-Karabakh has signed friendly resolutions and agreements with various American and European cities and regions. Last year, Basque representatives visited Stepanakert; thanks to the strong Armenian lobby in the U.S., the state of California established cooperation with the local administration. Armenia, whose president, Serj Sargsyan, was born here, provided more than 30 percent of the modest annual budget of about $200 million.\nIf in Armenia people are angry with deep-rooted corruption, here in the break-away state, businessmen feel safe. “I escaped Yerevan and opened my business in Stepanakert, where there is no corruption and nobody can make me pay a bribe,” says Dro Karapetyan, the owner of the Florence Garden restaurant and rock club.\nAnd yet any conversation on the street or in private homes slowly drifts back to memories of war, and to stories of today’s losses on the border. It can seem at times that Nagorno-Karabakh is living a Groundhog Day of violence. More than 30,000 people died in the Armenia-Azerbaijan ethnic conflict in the late 1980s and early 1990s; hundreds of thousands were forced out of their homes on both sides of the front line.\nWhen asked about similarities with the ongoing conflict in Ukraine, Lucine Sarkisyan, an assistant at a grocery store, shook head dismissively. ”In Luhansk and Donetsk they have water and electricity—we had nothing when we lived in that basement for two years,” she said, pointing at her house across the street.\nEvery local schoolboy knows that right after graduation he will put on his uniform and go to defend his state from enemies. That is what school programs taught the post-war generations; schools also train kids to assemble Kalashnikovs, throw grenades and climb walls for combat training. Many boys liked to watch weekly television shows about the army. One of the children’s drawings at Stepanakert’s School #3 exhibit themed “Peace” depicted soldiers marching in front of Grad missile launch systems.\nHas Nagorno-Karabakh ever heard of a pacifist movement? “I have trouble imagining anything like that,” Stella Balayan, a school teacher in Martuni told The Daily Beast. She is still in mourning for her son, Col. Garik Balayan, who was killed in May 2014 during his night shift on the border. Looking at a printout of an official commemoration, Stella learned more about her son’s military service than she had ever heard from him.\nOne thing people in Nagorno-Karabakh do not understand is why their friend Russia is selling weapons to Azerbaijan, for about $4 billion in the last few years, including sophisticated S-300 anti-aircraft missile systems. Last August, shooting in the conflict intensified, the death toll increased by dozens.\nPlaying the role of peacemaker, Russian President Vladimir Putin brought the presidents of Azerbaijan and Armenia to the same table in his residence in Sochi to discuss the situation with Nagorno-Karabakh. Azerbaijan’s President Ilham Aliyev insisted that Armenia should withdraw its forces from Nagorno-Karabakh, while Armenian President Serj Sarkisyan accused Azerbaijan of not following UN resolutions.\nWhen asked about how Russia helps Nagorno-Karabakh, the self-proclaimed state’s foreign minister, Karén Mirzoyan, said that Nagorno-Karabakh did not see much help from Russia. “We receive more support from the United States,” Mizroyan said.", "label": "No"}
{"text": "|University of California, Berkeley|\n|Directory News Site Map Home|\n|Jepson eFlora: Geographic subdivisions\nContact: Comments on this page should be sent to Tom Rosatti, Scientific Editor (firstname.lastname@example.org).\nCitation for the whole project: Jepson Flora Project (eds.) [year] Jepson eFlora, http://ucjeps.berkeley.edu/IJM.html [accessed on month, day, year]\nCitation for an individual treatment: [Author of taxon treatment] [year]. [Taxon name] in Jepson Flora Project (eds.) Jepson eFlora, [URL for treatment]. Accessed on [month, day, year].\nInclusion of geographic ranges of taxa, in addition to their habitats and elevational ranges, in The Jepson Manual, Second Edition (TJM 2) provides an eco-geographic context for plant diversity that can aid in locating known populations of particular taxa and predicting where unknown populations may occur. Formulating such predictions can be a challenge, especially in a large state with the topographic complexity and climatic and habitat diversity of California, where sizable areas remain insufficiently explored botanically.\nTo enhance the effectiveness of geographic data in predicting plant occurrences, a system was developed for The Jepson Manual, or TJM (1993), that departed from the widespread practice of simply listing the counties in which a taxon is known to occur or indicating those counties on a map. The geographic system used in TJM (1993), slightly modified here, combines features of natural landscapes and biota to delimit the units, as opposed to using the often arbitrary and unnatural boundaries of counties for that purpose. The Jepson geographic system most importantly reflects broad patterns of natural vegetation (and, at a finer scale, more specific plant assemblages), geology, topography, and climate.\nPatterns of vegetation and flora that influenced the Jepson geographic system were drawn largely from A. W. Kuchler's (1977) \"The Map of the Natural Vegetation of California\" (pp. 909–938 in M. G. Barbour and J. Major, eds, Terrestrial Vegetation of California, J. Wiley & Sons, New York; reprinted in 1988 by the California Native Plant Society, Sacramento) and P. H. Raven and D. I. Axelrod's (1978) Origin and Relationships of the California Flora (Univ Calif Publ Bot 72). Minor refinements of the geographic system in JM II were based on improved resolution of boundaries as described in TJM (1993) or on adjustment of those boundaries in light of additional geographic and vegetation data from satellite photographs and other sources, and from finer-scale adherence to elevational criteria, where appropriate. For further, detailed information on Californian vegetation, see J. Sawyer, T. Keeler-Wolf, and J. Evens's (2009) A Manual of California Vegetation, Second Edition (California Native Plant Society, Sacramento) and M. G. Barbour, T. Keeler-Wolf, and A. A. Schoenherr's (2007) Terrestrial Vegetation of California, Third Edition (University of California Press, Berkeley).\nThe Jepson geographic system is organized hierarchically, starting with broadly defined provinces and ending with districts (third-order subdivisions of provinces). Directional modifiers on the geographic units, e.g., \"sw NCoRI\", are used to increase precision. Combining geographic range statements with habitat descriptions and elevation ranges increases the predictiveness of overall range statements.\nThere are 50 geographic units in this system. Each has a unique abbreviation, used in descriptions and keys. If a user is already familiar with California geography, the units and their abbreviations may be readily understood. For those less familiar with the state's landforms and vegetation, the system (with abbreviations) should be of help in learning California geography.\nEach of the 50 units is defined and described below. These descriptions will be easier to follow if studied in conjunction with the map and hierarchical outline of subdivisions . In some cases, counties are indicated parenthetically after a geographic unit in the range statement to provide more distributional detail (for units that span multiple counties). This was frequently done for rare plants because county-by-county information is often sought for them.\nThe system of geographic units is four-tiered: provinces, regions, subregions, and districts . There are three provinces at the most inclusive level. All three extend outside of California but the California Floristic Province includes most of the state and only small parts of adjacent Oregon, Nevada, and Baja California, Mexico. The other two provinces are the Great Basin and Desert. Each province is subdivided into regions. The California Floristic Province is made up of six regions; in California, each of the other provinces has two regions. Together, these three provinces and ten regions delineate the broad physiographic and biologic geography of California. Provinces and regions are shown most clearly on the \"exploded\" inset map . Like California as a whole, most of the units are elongate in a more or less north-south direction. Nine of the ten regions are further divided, into a total of 20 subregions (1–4 subregions per region). Subregions are based on topographic, climatic, and vegetation variation within the region. Seven of the subregions are further divided into districts, based on more localized environmental variation.\nIn contrast to the use of arbitrary, often politically determined delimiters, such as county lines, the use of biologically meaningful criteria to delimit geographic units results in sometimes frustratingly indefinite or fuzzy boundaries. Wherever possible, subdivisions are defined on the basis of all three of the main biologically relevant variables: topography, climate, and vegetation. These three variables do not always shift in concert, and in such cases vegetation differences generally take priority. For example, the grassland-covered, treeless hills that qualify on geologic and topographic criteria as lower foothills of the Sierra Nevada instead support vegetation like that of the adjacent Great Central Valley and are therefore considered part of that region, up to the elevation where oak/pine woodlands begin. In other situations, transitions in vegetation occur gradually and there is no apparent botanical basis for drawing a sharp line. Where this occurs, boundaries were established primarily using a combination of geological and topographic criteria (e.g., the North Fork of the Feather River divides the Cascade Ranges from the Sierra Nevada, with volcanic substrates predominant on the Cascade side) or easy-to-follow, man-made corridors (e.g., State Highway 58 through Tehachapi Pass divides the Tehachapi Mountains from the southern Sierra Nevada Foothills).\nPresence of a taxon in broad or imprecise transitional areas between two geographic subunits is indicated by use of a \"/\" between the adjacent subunits involved. For example, the distribution of a plant that occurs in the Sacramento Valley (ScV) and also in an area that is in a transition zone between the ScV and the northern Sierra Nevada Foothills (n SNF) is indicated as \"ScV, ScV/n SNF\". If more than two adjacent subunits are involved, they may all be listed, each pair separated with a \"/\".\nCALIFORNIA FLORISTIC PROVINCE (CA-FP)\nThe largest and most botanically diverse geographic unit in California is the California Floristic Province (CA-FP). It comprises all of the state west of the two other provinces, the Great Basin Province (GB), in the north, and the Desert Province (D), in the south. The CA-FP includes all of the \"cismontane\" region, as used by Jepson, Munz, and others, in addition to the adjacent, leeward, high montane slopes of the westernmost \"transmontane\" region of those authors; the GB and D together contain the remainder of the transmontane region. The border between the CA-FP, on the one hand, and the GB and D, on the other, is the main phytogeographic boundary in the state.\nNorth of Lake Tahoe, the boundary between the CA-FP and GB lies between the Cascade Ranges and the Sierra Nevada to the west, with their montane conifer forests, and the Modoc Plateau of the GB to the east, with its juniper woodland and sagebrush steppe. Vegetational, topographic, and geologic boundaries are all indistinct in the north; there are inclusions of sagebrush steppe in the Cascade Ranges (an especially large one in Shasta Valley in north-central Siskiyou County) and of montane forest at higher elevations in the GB. In the Cascade Ranges, volcanic cones and mountains are more numerous, while in the GB the terrain is generally flatter, with a greater predominance of lava flows that have been faulted into small mountains with intervening basins.\nThe boundary between the CA-FP and GB runs south from the Oregon border at US Highway 97, along the south side of Lava Beds National Monument, and around Glass Mountain and Black Mountain (barely in Modoc County); it curves west again around the Burnt Lava Flow area, and (from the Shasta County border) approximately follows Highways 89, 44, 36 (through Susanville), and 395 south, along the northeastern base of the Diamond Mountains. There is a floristically interesting indentation of the boundary at Sierra Valley (Plumas and Sierra counties), which is included in the Modoc Plateau. The CA-FP extends slightly into Nevada east of Lake Tahoe (e.g., in the Mount Rose area), with the boundary between the CA-FP and GB nearly following Highways 395 and 88 through Nevada.\nSouth of Lake Tahoe, the boundary between the CA-FP and GB follows the east slope of the Sierra Nevada, generally defined by the indefinite break between either upper montane (red-fir/lodgepole-pine) forest or Jeffrey-pine forest on the CA-FP side and either pinyon/juniper woodland or sagebrush steppe on the GB side; there also is Jeffrey-pine forest in the GB (e.g., in the Mono Craters area). In some places, the boundary between the CA-FP and GB is approximated by Highway 395, but south of Bishop it lies to the west of Highway 395, farther up the east slope of the Sierra Nevada.\nSouth of Owens Valley, the provincial boundary lies between chaparral or pinyon/juniper woodland on the CA-FP side, and vegetation including Joshua tree or creosote bush and white bur-sage on the D side. Montane vegetation in the southeastern Sierra Nevada, northeastern Transverse Ranges, and eastern Peninsular Ranges — all in the CA-FP — tends to grade into desert vegetation on the lower slopes of these mountains in the transition to the D. In Riverside County, San Diego County, and southwesternmost Imperial County, the San Jacinto, Santa Rosa, Volcan, Laguna, and Jacumba mountains make up the eastern edge of the CA-FP, and are included within it.\nOutside of California, the CA-FP extends north into southwestern Oregon, south into northwestern Baja California, and east into the Lake Tahoe region of Nevada, as described above. Those out-of-state parts of the CA-FP are not covered by JM II. In California, the CA-FP is divided into six regions, 17 subregions, and 17 districts, as described below.\nNORTHWESTERN CALIFORNIA REGION (NW).\nThis region has the wettest and most predictable climate in California. The boundary between the NW and the Cascade Ranges Region (CaR) is approximated by Interstate 5 and the Sacramento River south to the Great Central Valley Region (GV, which reaches its northern limit near Red Bluff). Substrates derived from metamorphic rock support oak woodland or montane fir/pine forest with hemlock on the NW side; those developed from volcanic material support sagebrush scrub or montane conifer forest much like that of the High Sierra Nevada Subregion (SNH), with sugar pine but without hemlock, on the CaR side.\nFrom near Red Bluff south to southwestern Solano County, the NW meets the GV and the boundary is defined primarily by blue oak/foothill-pine woodland on the NW side, and grassland (or agricultural land) on the GV side. From southwestern Solano County, the southern boundary of the NW turns westward along a vegetational boundary that excludes salt marsh, coastal prairie, and other maritime communities of the Central Western California Region (CW) to the south, and then proceeds through southern Sonoma County to the Pacific Ocean near Bodega Bay. The NW is divided into three subregions.\nNorth Coast Subregion (NCo). This subregion extends along the Pacific Coast the full length of the NW, from the Oregon border south to Bodega Bay. It is a strip of land of variable width that supports truly coastal vegetation, including predominantly coastal prairie, along with coastal marsh, coastal scrub, closed-cone-pine/cypress forest, and grand-fir/Sitka-spruce forest. In some places (e.g., the northern Mendocino coast), the NCo is reduced to coastal bluffs.\nKlamath Ranges Subregion (KR). The California portion of this geologically old and distinct, serpentine-rich subregion is bounded to the north by Oregon and in the northwest by the coastal vegetation of the NCo. Its southwestern and southeastern boundaries abut the North Coast Ranges Subregion (NCoR). In the southwestern KR, the boundary with the NCoR has a geological basis, with the mostly sedimentary Franciscan Complex of the NCoR faulted against the older, plutonic and metamorphic rocks of the KR. This fault boundary generally coincides with the northwest-flowing Klamath and South Fork of the Trinity rivers. The transition in forest types across the boundary between the KR and NCoR is gradual, with the KR containing forests of globally exceptional conifer diversity.\nIn the east, the boundary between the predominantly metamorphic KR and the volcanic CaR is interpreted to be near Interstate 5. In the southeast, the boundary generally excludes the chaparral and pine/oak woodland vegetation of the Inner North Coast Ranges District (NCoRI) in western Shasta and Tehama counties.\nThe KR includes the Marble, Salmon, Scott, Scott Bar, Siskiyou, and Trinity mountains, the Trinity Alps, and Mount Eddy. Red Mountain, near the point where Trinity, Shasta, and Tehama counties meet, is one of the southernmost peaks in the KR that exceeds 1500 m.\nNorth Coast Ranges Subregion (NCoR). This subregion is the largest in the NW and includes widespread serpentine. It is divided into three districts:\nOuter North Coast Ranges District (NCoRO). This district, the largest in the NCoR, is characterized by very high rainfall, as well as by redwood, mixed-evergreen, and mixed-hardwood forests. Notable mountain peaks include Mount Lassic, Grouse Mountain, and Horse Mountain, all of which are exceeded in elevation by peaks to the east in the High North Coast Ranges District (NCoRH).\nHigh North Coast Ranges District (NCoRH). This district is characterized by heavy snow cover, as well as by montane and subalpine conifer forests, treeless high peaks, and floristic similarities to the SNH. Major peaks of the NCoRH all rise above 1500 m (most are above 2000 m), and extend from South Fork Mountain in Humboldt County southeast to the Yolla Bolly Mountains, and from there south to Pine Mountain in Lake County. Somewhat lower, more western, and more isolated peaks similar in vegetation to South Fork Mountain (e.g., Mount Lassic, Grouse Mountain, Horse Mountain) are included instead in the NCoRO. Snow Mountain and Mount Sanhedrin are in the NCoRH.\nInner North Coast Ranges District (NCoRI). This district is characterized by low rainfall and hot, dry summers, as well as by chaparral and pine/oak woodland. It extends from the Anderson area in southwestern Shasta County, southward along the east slope of the North Coast Ranges, with a conspicuous westward bulge near the southern end of the NCoRH, to an area west of the Russian River (from north of Ukiah south to Mount St. Helena). Serpentine is widespread in the NCoR, but especially common in this district.\nCASCADE RANGES REGION (CaR).\nThis region, characterized by volcanics, is bounded to the north by Oregon, to the west by the predominantly metamorphic KR (generally along Interstate 5) and NCoRI (along the Sacramento River between Redding and Red Bluff), to the southwest by agricultural land or grassland of the GV, to the southeast by the Sierra Nevada Region (SN), and to the east by the juniper woodland of the GB.\nDifferences in vegetation between the CaR and the Modoc Plateau Region (MP) of the GB are especially unclear. For example, a major island of GB vegetation (sagebrush steppe and juniper woodland) occurs well within the CaR, in Shasta Valley (east of Yreka, near the boundary between the CaR and KR).\nThe interface between the CaR and SN is defined geologically by the contact between the relatively recent volcanics of the CaR and the predominant metamorphics (with both granitic intrusions and volcanics) of the northern SN (n SN). This contact, located slightly northwest of the canyon of the North Fork of the Feather River, serves as a reasonably distinct topographic marker. The geologic and topographic aspects to the interface between the CaR and SN are not reflected in any vegetational change; rather, the forests of these regions change gradually with latitude. The CaR is divided into two subregions.\nCascade Range Foothills Subregion (CaRF). This subregion, in the southwestern part of CaR, is characterized by chaparral and blue-oak/foothill-pine woodland at about 100–500 m in elevation. The CaRF and the adjacent NCoRI and northern Sierra Nevada Foothills District (n SNF) comprise a horseshoe-shaped area of similar foothill vegetation around the northern boundaries of the GV.\nHigh Cascade Range Subregion (CaRH). This subregion (generally above 500 m) comprises the remainder of the CaR and is characterized by ponderosa-pine, montane fir/pine, and lodgepole-pine forests, with treeless alpine vegetation on Mount Shasta and Lassen Peak.\nSIERRA NEVADA REGION (SN).\nThis primarily igneous region meets the volcanic CaR to the north. To the west it shares a long north-south border with the GV (grassland on the GV side versus foothill vegetation on the SN side), and meets the Southwestern California Region (SW) at Tejon Pass (on Interstate 5). On the east, the SN contacts the provincial boundaries of the GB and D.\nThe SN is divided into three subregions, the two larger of which (SNF, SNH) comprise all but the southernmost extremity of the region, the Tehachapi Mountains Subregion (Teh). Each of the two larger subregions is divided into three districts (northern, central, southern) along contiguous, more or less east-west lines. Although vegetation changes more or less gradually with latitude in the SN, the lines between the northern, central, and southern districts were chosen, somewhat arbitrarily, to coincide with areas of more or less abrupt floristic transition and with major rivers or drainage systems.\nSierra Nevada Foothills Subregion (SNF). This subregion comprises a lower, mostly narrow, north-south strip in the westernmost one-third to one-fifth of the SN, with the GV to the west, the SNH or the Mojave Desert Subregion (DMoj) to the east, and the Teh to the south. The upper elevational limit of the SNF is approximately 1500 m (in the north) to 1000 m (in the south) except near Lake Isabella, where the upper limit is approximately 1500 m.\nThroughout most of its area, the SNF is characterized by blue-oak/foothill-pine woodlands (versus ponderosa-pine forest of higher elevations in the SNH) and chaparral, with some serpentine. It is best differentiated from the SNH and GV by vegetation, as opposed to climatic, topographic, geologic, or other considerations. The SNF is divided into northern, central, and southern districts, as discussed under the SN, and as defined under each.\nNorthern Sierra Nevada Foothills District (n SNF). This district meets the CaRF to the north (northwest of Oroville) and is bounded more or less arbitrarily in the south, where it meets the c SNF, by the Stanislaus River, which corresponds to the Calaveras-Tuolumne county line. Oroville, Auburn, and Placerville are all well within the n SNF, whereas Grass Valley, at about 800 m, is near the border with the n SNH.\nCentral Sierra Nevada Foothills District (c SNF). This district meets the n SNF to the north and is bounded in the south by the divide (in Fresno County) between the San Joaquin and Kings river drainages, which is approximated by Highway 168. Sonora, Incline, and Mariposa are all within the c SNF.\nSouthern Sierra Nevada Foothills District (s SNF). This district meets the c SNF to the northwest and the Teh to the south, at Highway 58 through Tehachapi Pass, which approximates the division between the Tehachapi Creek and Cache Creek drainages. The district runs the width of the SN at its southern end (i.e., the SNH does not extend all the way to the southern end of the SN). Like the Teh, the s SNF is complex, with gradual transitions into surrounding areas of the GV, s SNH, and DMoj.\nHigh Sierra Nevada Subregion (SNH). This large subregion is elongate in a north-south direction, extending from Lassen and Plumas counties in the north to Kern County in the south, and is bounded by the SNF to the west and the Great Basin Province (GB) and Desert Province (D), including parts of Nevada, to the east. It is vegetationally complex, with forests of ponderosa pine, white fir, and giant sequoia in lower montane areas, forests of red fir, Jeffrey pine, and lodgepole pine in upper montane areas, forests of mountain hemlock and whitebark pine in subalpine areas, and treeless alpine areas at the highest elevations (about 3000–4400+ m).\nThe long border between the SNH to the west and the GB and D to the east, extending more than half the length of California, is in places difficult to define (see the CA-FP, above). The SNH is divided (as is the SNF) into northern, central, and southern districts, as discussed under the SN.\nNorthern High Sierra Nevada District (n SNH). This district in the north meets the CaRH of the CA-FP and the MP of the GB; the boundary with the CaRH more or less coincides with the North Fork of the Feather River, from northeastern Butte County to southwestern Lassen County. In the south, the border with the c SNH approximately follows the Calaveras-Tuolumne, Alpine-Tuolumne, and Alpine-Mono county lines to the border with the GB. Quincy, Downieville, Truckee, and Markleeville are within the n SNH.\nCentral High Sierra Nevada District (c SNH). This district meets the n SNH to the north, as defined above. The southern boundary, west of the Sierran crest, is the divide between the San Joaquin and Kings river drainages (as it is in the c SNF). This divide winds to the south in eastern Fresno County, reaching the Sierran crest along the Goddard Divide, near Mount Darwin (4200 m). East of the Sierran crest, the boundary with the s SNH follows Bishop Creek, down to the border with the GB at about 2000 m. Yosemite National Park and Mammoth Lakes are within the c SNH.\nSouthern High Sierra Nevada District (s SNH). This district meets the c SNH to the north-northwest and the s SNF to the west and south. All but the northern tip of Kings Canyon National Park and all of Sequoia National Park are included in the s SNH. In the northern part of this district are the highest mountains in California, including Mount Whitney at 4000+ m. In this area, peaks average about 3000 m, while in the southernmost part of the district this figure is 2000–2500 m. The boundary with the s SNF in the south, defined by vegetation, is convoluted and relatively indistinct. To the east, the s SNH meets the DMoj, in the south, and the GB, in the north, at the transition between montane and desert vegetation (as discussed under the CA-FP). The higher mountains of the southern part of this district (e.g., Piute Mountains, , Scodie Mountains, Breckenridge Mountain) support yellow or pinyon pines, but not the oak/pine woodland, chaparral, or desert scrub of neighboring geographic units.\nTehachapi Mountain Area Subregion (Teh). This small foothill and montane subregion, in which elevations rarely exceed 2000 m, has floristic elements of all surrounding geographic units. Highway 58 through Tehachapi Pass constitutes the boundary between this subregion and the s SNF. In the west, the subregion is bounded by the GV, where included foothill and mixed-woodland vegetation meets grassland and agricultural land. To the southwest, the subregion ends at Tejon Pass on Interstate 5, where it meets the northern part of the Western Transverse Range District (WTR). The eastern-southeastern boundary with the D is indistinct, as discussed under the CA-FP, with chaparral or pinyon/juniper woodland on the Teh side and creosote-bush scrub on the D side.\nGREAT CENTRAL VALLEY REGION (GV).\nThis region is an elongate, north-south oriented lowland surrounded by all other regions of the CA-FP but bordered mostly by coast ranges to the west and the SN to the east. On all borders (i.e., those with the NW, CW, SW, SN, and CaR) it ends where oak-pine woodlands or mixed hardwood forests begin. Although now predominantly agricultural, the GV still supports some grasslands, marshes, vernal pools, riparian woodlands, alkali sink vegetation, and stands of valley oak. Toward the southern end of the GV, some desert elements occur. The region is divided into two subregions.\nSacramento Valley Subregion (ScV). This subregion comprises the northern, smaller, wetter, cooler area of the GV, extending from near Red Bluff in Tehama County to the salt marshes of Suisun Slough in southwestern Solano County. The boundary between the ScV and the San Joaquin Valley Subregion (SnJV) follows the northern borders of Contra Costa and San Joaquin counties, which approximately bisect \"the delta\" area of the Sacramento and San Joaquin rivers.\nSan Joaquin Valley Subregion (SnJV). This subregion comprises the southern, larger, drier, hotter area of the GV; its northern limits are defined under the ScV, while its other boundaries equal those of the GV. Islands of higher (± 800 m), moister habitats in the Temblor Range and on associated ridges, located geographically in the sw SnJV, are included instead in the Inner South Coast Ranges District (SCoRI) of CW. The Caliente Range is also in the SCoRI based on floristics and topography. These and other eastern ranges of the SCoR flank western extensions of the SnJV, such as the Carrizo Plain and San Juan Valley in eastern San Luis Obispo County, and Cuyama Valley in southernmost San Luis Obispo and northernmost Santa Barbara counties. Further north, the Livermore Valley (Alameda County) is another western extension of SnJV.\nCENTRAL WESTERN CALIFORNIA REGION (CW).\nThis north-south oriented region is bounded by the NW to the north, the Pacific Ocean to the west, SW to the south, and GV to the east. The boundary between the CW and SW follows the crest of the Santa Ynez Mountains from Point Conception to just north of Santa Barbara, where it turns approximately north along Mono Creek and beyond; the region thus includes most of the San Rafael Mountains but excludes Mount Pinos, which is in the SW. Many, often small outcrops of serpentine are scattered throughout the region. The CW is divided into three subregions, one of which comprises two districts.\nCentral Coast Subregion (CCo). This subregion extends along the Pacific Coast (and San Francisco Bay) the full length of the CW, from near Bodega Bay in the north to Point Conception in the south. Like the NCo in the NW, the CCo is variable in width and coastal vegetation predominates. In places (e.g., the southern Monterey coast), the CCo is reduced to coastal bluffs. Salt marshes and coastal prairie occur around the San Francisco Bay; coastal-sage scrub is prevalent in the south. In the southern part of the CCo, from Morro Bay to San Luis Obispo, the Seven Sisters support chaparral and other non-coastal vegetation.\nSan Francisco Bay Area Subregion (SnFrB). This subregion occupies the northern one-third of the CW, east of the CCo. It is reasonably well defined physiographically, by features such as Mount Tamalpais, the Santa Cruz Mountains, and the northern Diablo Range, including Mount Diablo and Mount Hamilton. The southern boundary is somewhat arbitrary, following Highways 156 and 152 from the CCo east of Castroville, through Hollister and Pacheco Pass, to the GV near San Luis Reservoir. The subregion is less well defined vegetationally, encompassing a diversity of vegetation types, from very wet redwood forest to dry oak/pine woodland and chaparral.\nSouth Coast Ranges Subregion (SCoR). This subregion is bounded by the SnFrB to the north (boundary defined under the SnFrB), CCo to the west, SW to the south, and SnJV to the east. It is divided into two districts.\nOuter South Coast Ranges District (SCoRO). The boundary between this district and the Inner South Coast Ranges District (SCoRI) to the east runs along the Salinas River (approximated by Highway 101), from near Salinas south to about San Miguel in northern San Luis Obispo County, and from there up the Estrella River to the western edge of the SnJV near Shandon. The SCoRO includes the Sierra de Salinas, Santa Lucia Range, and San Rafael Mountains, and extends to as far south as the boundary between the CW and SW, which corresponds to the crest of the Santa Ynez Mountains and Mono Creek. Near the coast, there are small stands of redwood and mixed-evergreen forests in the north, and oak forests in the south, with pockets of montane conifer forest at the highest elevations. Hotter, drier, more inland slopes support primarily blue-oak/foothill-pine woodland and chaparral.\nInner South Coast Ranges District (SCoRI). Located east of the SCoRO, this district includes the southern Diablo Range from Hollister and Pacheco Pass south to (and including) San Benito Mountain, the Gabilan Range, Cholame Hills, and the higher elevations of the Temblor Range, Caliente Range, and associated ridges (isolated within the southern part of the SnJV). The SCoRI supports a mosaic of blue-oak/foothill-pine woodland, juniper woodland, chaparral, and elements of desert scrub.\nSOUTHWESTERN CALIFORNIA REGION (SW).\nThe mainland part of this region is a wide band, oriented northwest to southeast, that is bounded by the Pacific Ocean to the west and Mexico to the south. The SW also includes the Channel Islands. It is separated from the CW to the northwest by the crest of the Santa Ynez Mountains, Mono Creek, and most of the San Rafael Mountains, from the GV to the north at the woodland/grassland interface, from the Teh to the northeast at Tejon Pass along Interstate 5, and from the D to the northeast and east where chaparral or pinyon/juniper woodland on the CA-FP side meets desert vegetation including Joshua tree or creosote bush on the D side (and otherwise as described under the CA-FP). The SW is divided into four subregions and six districts.\nSouth Coast Subregion (SCo). This subregion extends along the Pacific Coast, from Point Conception of the CCo (CW) to Mexico. It is comparable to the NCo and CCo of the NW and CW regions, respectively, but is hotter and drier and extends much farther inland — to San Gorgonio Pass at Banning, which marks the boundary between the CA-FP and D. Coastal-sage scrub and chaparral vegetation predominated in the SCo before urbanization.\nChannel Islands Subregion (ChI). The eight major islands in the Pacific Ocean off the coast of southern California are floristically similar to the SCo, but include enough endemics to justify recognition of the ChI as a separate geographic unit. The subregion is divided into two districts. Counties are indicated below (but not on the map) for each of the eight major islands because information on this subject is commonly incorrect and/or not readily verified. Santa Barbara Island was originally in Santa Barbara County, placed in Ventura County for a period, and is presently in Santa Barbara County.\nNorthern Channel Islands District (n ChI). This district includes the islands of San Miguel (Santa Barbara County), Santa Rosa (Santa Barbara County), Santa Cruz (Santa Barbara County), and Anacapa (Ventura County), which are separated from the mainland by the Santa Barbara Channel. These islands are geologically related to (and probably represent the westernmost peaks of) the Santa Monica Mountains, located in the southern part of the Western Transverse Ranges District (WTR).\nSouthern Channel Islands District (s ChI). This district includes the islands of Santa Barbara (Santa Barbara County), Santa Catalina (Los Angeles County), San Clemente (Los Angeles County), and San Nicolas (Ventura County). These islands are geologically and floristically more isolated and more diverse among themselves than those of the northern group, probably in part because they were not as readily colonized from the mainland during periods of lowered sea levels that accompanied various glaciations.\nTransverse Ranges Subregion (TR). This subregion, the northernmost in the SW, includes mountain ranges that are oriented in an east-west direction. The TR shares nearly all of its southern boundary with the SCo; in the easternmost extreme of this boundary the TR is separated from the Peninsular Ranges Subregion (PR) by San Gorgonio Pass (Interstate 10), which lies between the San Bernardino Mountains (TR) to the north and the San Jacinto Mountains (in PR) to the south. San Gorgonio Pass, near Banning, also marks the division between the SCo (CA-FP) to the west and the D to the east.\nThe TR is characterized at lower elevations by chaparral and at higher elevations by oak forest and dry montane forests of white fir, incense cedar, or Jeffrey, sugar, or lodgepole pines. The boundary between the TR and D lies between these communities and desert vegetation that includes Joshua tree or creosote bush on the D side. Some high peaks in the TR extend above treeline. The TR is divided into three districts that are progressively higher, hotter, and drier eastward.\nWestern Transverse Ranges District (WTR). This district meets the SN, GV, and CW to the north, the SCo to the south (a narrow strip of which separates the WTR from the Pacific Ocean), and the D and the San Gabriel Mountains District (SnGb) to the east. It includes Mount Pinos (at 2700 m, the highest point in the WTR), the Santa Ynez Mountains (south of its crest west of Mono Creek), Sierra Pelona, and the Topatopa, Santa Susana, Santa Monica, and Liebre mountains. At the north end of the San Fernando Valley, a topographic boundary with the SnGb follows Interstate 5 north to the Santa Clara River, and from there northeast through Soledad Canyon and Soledad Pass to the boundary between the WTR and D south of Palmdale.\nSan Gabriel Mountains District (SnGb). This district is a topographically well-defined mountain range situated northeast of Los Angeles. It is bounded by the D to the north and northeast, the WTR to the northwest and west, the SCo to the south, and the San Bernardino Mountains District (SnBr) to the east. The SnGb is separated from the SnBr by the northwest-southeast oriented Cajon Canyon, which is occupied by Highway 138 and Interstate 15. Mount San Antonio (\"Old Baldy\"), straddling the Los Angeles-San Bernardino county line at 3070 m, is the highest point in the SnGb. It supports alpine taxa near its summit.\nSan Bernardino Mountains District (SnBr). This is a topographically well-defined mountain range, east of the SnGb. This district is adjacent to the D on its north, east, and southeast boundaries, the SCo to the southwest, and the San Jacinto Mountains District (SnJt) of the PR to the south, from which the SnBr is separated by San Gorgonio Pass (D). The highest point in the SnBr is San Gorgonio Mountain (3500 m), which has the most well-developed alpine vegetation in California south of the SN. The Little San Bernardino Mountains to the southeast of the SnBr are here considered part of the Desert Mountains Subregion (DMtns) because the vegetation is more similar to the D than to the SnBr.\nPeninsular Ranges Subregion (PR). This subregion occupies approximately the southeastern one-third of the SW. It includes Mount Palomar, as well as the Santa Ana, Cuyamaca, Santa Rosa, Laguna, Jacumba, Volcan, and San Jacinto mountains. The last range comprises its own district within the PR.\nSan Jacinto Mountains District (SnJt). This district in the PR is an area with a high level of local endemism. The San Jacinto Mountains include the highest elevations in the PR, with San Jacinto Peak at about 3300 m. The Santa Rosa Mountains to the southeast, with elevations to 2650 m, are the only other range in the PR that supports well-developed montane to subalpine forests.\nGREAT BASIN PROVINCE (GB)\nThe Great Basin Province (GB) lies to the east of the CA-FP in the northern two-thirds of California and meets the D at its southern margin. The boundary with the CA-FP is described above; it follows the high eastern margin of the CaR and SN. The boundary with the D at its northern extent is the transition from sagebrush steppe or pinyon/juniper woodland on the GB side to creosote-bush scrub on the D side. Deep Springs and Fish Lake valleys are in the GB, Eureka and Saline valleys are in the D. Southward, the mixed vegetation of the Owens Valley is included in the GB. This province is characterized by low rainfall, hot to very hot summers, and relatively cold winters compared to much of the D. It is divided into two regions and two subregions.\nMODOC PLATEAU REGION (MP).\nThis region, entirely north of Lake Tahoe, is a high plateau (mostly about 1300–1800 m) in the northeastern corner of California, occupying most of Modoc and Lassen counties and parts of Plumas, Shasta, Sierra, and Siskiyou counties. The MP is characterized primarily by juniper woodland and sagebrush steppe, but also has extensive areas of ponderosa-pine and Jeffrey-pine forests, and lesser areas of montane pine/fir forest. Substrates are volcanic, with faulted lava flows predominating over cones (see the CaR, above).\nWarner Mountains Subregion (Wrn). The Warner Mountains, a faulted volcanic range situated mostly in eastern Modoc County, is the most outstanding topographic feature of the MP. Its highest point is Eagle Peak, which exceeds 3000 m. The Wrn is recognized as a distinct subregion because it supports a unique flora that includes an alpine component at the higher elevations.\nEAST OF THE SIERRA NEVADA REGION (SNE).\nThis region, entirely south of Lake Tahoe, has a wide elevational range, from Owens Lake at 1100 m to White Mountain Peak at 4330 m. The part of the SNE excluding the White-Inyo Mountains Subregion (W&I) supports primarily a mosaic of sagebrush steppe, pinyon/juniper woodland, and cottonwood-dominated riparian vegetation. There are also extensive areas of Jeffrey-pine forest in the Mono Craters area, subalpine fir/pine forest on Glass Mountain (3400 m), and alpine vegetation at the top of the Sweetwater Mountains (3550 m). The SNE extends along the eastern edge of the SN to the southern limit of Owens Valley and the W&I, where there is a gradual transition to the DMoj, with creosote bush and white bur-sage dominated scrub vegetation. To the east of the junction of the W&I at Westgard Pass lies a low (1500–2000 m) outlier of the SNE that includes the Deep Springs and Fish Lake valleys.\nThe boundary between the SNE and CA-FP along the eastern edge of the SN is generally defined by an indefinite break between either upper montane (red-fir/lodgepole-pine) forest or Jeffrey-pine forest on the CA-FP side and either pinyon/juniper woodland or sagebrush scrub on the SNE side. As noted above, there is also Jeffrey-pine forest in the SNE (e.g., Mono Craters area). The boundary between the SNE and CA-FP is west of Highway 395 from 1800 m (south of Bishop) to 2000 m (north of Bishop).\nWhite and Inyo Mountains Subregion (W&I). The White-Inyo Range (W&I) is considered a separate subregion because it supports subalpine bristlecone-pine and limber-pine woodlands as well as unique, treeless, alpine vegetation (White Mountain Peak 4330 m; Inyo and Waucoba peaks both ± 3400 m).\nDESERT PROVINCE (D)\nThe Desert Province (D) of southeastern California encompasses the Mojave Desert Region (DMoj) and Sonoran Desert Region (DSon). This province lies east of the CA-FP and south of the GB. A matrix of scrub vegetation dominated by creosote bush and white bur-sage occurs throughout much of the lowlands, with saltbush scrub characteristic of alkaline basins. The boundary of the D with the SNE is described above under the GB.\nSouth of Owens Valley, the provincial boundary with the CA-FP lies between chaparral or pinyon/juniper woodland on the CA-FP side, and vegetation dominated by Joshua tree or creosote bush and white bur-sage on the D side. Montane vegetation of adjacent areas in the southeastern SN, northeastern TR, and eastern PR tends to grade into desert vegetation on the lower slopes of these mountains. Some taxa are limited to this interface, which may be specified as \"w edge D\", \"w edge DMoj\", or \"w edge DSon\", as appropriate.\nMOJAVE DESERT REGION (DMoj).\nThis region, occupying the northern two-thirds of the D, exhibits greater temperature ranges and more extreme elevational relief than the DSon to the south. Joshua tree and Mojave yucca are conspicuous, widespread members of DMoj vegetation that are absent from the DSon.\nDesert Mountains Subregion (DMtns). Although the entire DMoj is a series of mountains and intervening (often wide) valleys, some ranges reach sufficient elevation (generally above 1700 m) to support pinyon/juniper woodland vegetation and are therefore recognized as a distinct subregion, the DMtns. These high ranges include, but are not limited to, the Last Chance Range, Grapevine Mountains, Panamint Range, Coso Range, Argus Range, Kingston Range, Clark Mountain Range, Ivanpah Mountains, New York Mountains, Providence Mountains, Granite Mountains, Old Woman Mountains, and Little San Bernardino Mountains (discussed below). The Panamint, Kingston, and Clark Mountain ranges and the New York Mountains also support white fir or limber pine at their highest elevations. The DMtns have unique elements but also overlap floristically with pinyon/juniper woodland vegetation of the adjacent CA-FP. Some of the eastern DMtns support taxa that occur more widely, in D or GB outside of the state, but are otherwise unknown in California.\nThe Little San Bernardino Mountains, across Morongo and Yucca valleys from the SnBr (of TR, CA-FP) and mostly included in Joshua Tree National Park, are included as part of the DMtns because the vegetation in this range is more similar to the D than to the SnBr, as noted above.\nSONORAN DESERT REGION (DSon).\nThis region, the California portion of which is also known as the Colorado Desert, occupies the southern one-third of the D, south of the DMoj. The physiographic line separating the two desert regions is not always clear, but overall the DSon is lower, warmer, and somewhat distinct floristically. Conspicuous members of the flora in the DSon that are absent from the DMoj or confined to the southeastern limits of the DMoj include blue palo verde, ocotillo, chuparosa, and ironwood.\nThe approximate boundary between the DMoj and DSon, from west to east, is along the south edge of the Little San Bernardino, Cottonwood, and Eagle mountains (all in the DMoj), then north along the eastern edge of the Coxcomb Mountains (DMoj) and around the Old Woman, Turtle, and Chemehuevi mountains (all in the DMoj) to the Colorado River. The Chuckwalla and Whipple mountains are in the DSon.", "label": "No"}
{"text": "With an increased focus on pesticides and contamination, many people want to incorporate more organic foods into their daily meals. Sometimes, these organics are priced significantly higher than the conventionally grown counterparts. If you have the space, start your own organic garden to help save money!\n1) Prep the Soil\nHealthy plants need healthy soil. Your organic veggies and herbs will need tons of nutrients from the soil and chemical treatments can deplete the soil. Other chemical fertilizers can harm helpful bacteria, microbes, and worms.\nIf you’re super serious about getting your organic garden done right, get a sample of soil and have it tested by your local agricultural office. You can let them know you plan to go organic and they will be able to help you tailor your gardening program based on what’s needed in the soil. Any nutrients you need to add should be added before winter.\nFinally, make sure your soil has lots of humus. Humus is a mixture of plant materials that have decomposed. Add in some composted manure and you’ve got a recipe for success! When using manure in your gardening and composting, be sure it’s exclusively from plant eaters like cows, sheep, goats, and chickens. Never use manure from meat-eating animals.\nComposting is one of the best things you can do for your garden, whether its organic or not. Compost feeds your plants, helps to eliminate weeds, and keeps food waste out of landfills. In order to make a good compost pile, you’ll need a minimum of 3 square feet, lots of “brown material” (leaves, grass clippings, garden trimmings, etc), and lots of “green material” (kitchen scraps and manure).\nFill your compost bin with these types of materials and make sure it’s topped off with about 6 inches of soil. Each time you add a new layer of green or brown material, toss your compost pile to make sure things are mixing and decomposing evenly. You should toss it with a pitchfork, hoe, or shovel. In 2-3 months, you’ll have lush compost ready for your garden!\n3) Choosing Your Plants\nNo matter how great your soil is, if you don’t have the right plants for your area, they won’t grow. It’s important to check the USDA’s Hardiness Zone map to find out if the plants you want will grow well. Once you choose your plants, you can begin to outline your garden and where each type will be planted to ensure its sun, shade, and moisture needs are being met.\nBe sure to seek out certified organic plants and/or certified organic seeds. You may be able to find them at big box stores, but you’re better off at your local garden shop or an area farmer’s market. Most of your herbs and vine veggies grow best from the seed, so be sure to start your seedlings in late winter or early spring.\nAfter you’ve chosen your plants, be sure and plant them in a way that is well suited for each plant.\nRaised beds are preferred for anything you’ll harvest such as cutting flowers, herbs, or vegetables. Plant vine veggies in long rows so they have lots of room to spread out. Plant your herbs in rows, but in closer clumps to discourage weed growth.\nOf course, you’ll have to water your plants. Whether you water by hand or set up an irrigation system, the best time to water your plants is in the morning. It’s not very hot and there usually isn’t much wind, so the plants will be able to absorb the maximum amount of water.\nBe sure to water the roots and not the leaves. If leaves have water droplets on them when the sunlight shines on the plant, it can create a magnifying glass situation where the sun will burn the leaves.\nWater your plants with lots of water, but only 1-2 times per week. To save water and help the plants keep their temperatures regulated, collect rainwater and use it to water your garden.\nIf you don’t want to use collected rainwater, try using your filtered water so as not to reintroduce any contaminants back into the soil (and into your plants).\nWant to get some exercise? Get out in that garden and weed by hand or use one of these methods to kill weeds naturally! Hand-weeding is the best way to remove weeds because you’re not using any kind of sprays or chemicals.\nTo cut down on the number of weeds, use your compost and if needed, use organic mulch on the top of your beds. Organic mulch will decompose into the soil. In a pinch, you can also use burlap fabric between the plants.\n7) Protect from Pests\nBugs are a part of everyday life. Some will be beneficial for your plants, others won’t be. If you need to protect your plants from little critters, encourage predators like frogs, lizards, birds, bats, and ladybugs to hang out in your garden.\nAlso, the more you diversify the plants in your garden, the less chance for a mass of bugs to hurt them.\nIf you do need to spray your plants, look into Neem oil or make your own Neem oil pesticide. Neem oil comes from the Neem trees in India and is a powerful bug repellant. Other plants (and their oils) like Citronella and lemongrass will help to repel bugs.\nFinally, your hard work paid off and you get to reap the benefits of your labor. During the peak season of your various plants, you’ll need to check your garden everyday. Check the plant information for the best times to harvest your herbs and vegetables.\nIf you have too much for you and your family, give some away or freeze and/or can your veggies. You can also fill ice trays with olive or sunflower oil and put fresh herbs in the oil. Freeze the oil cubes and this will help keep herbs fresh for a long time.\nAs you start thinking about warm weather, don’t forget to start planning your garden for spring. You’ll have tons of fresh, organic veggies all year at fractions of the cost. Happy planting!", "label": "No"}
{"text": "Consider this CSS:\nIt's the primary layout for a web site section. We want each page to have a Header, Footer, Aside and Main section.\nAssigning Areas to HTML Components\nCSS is used to create classes that assign the area(s) to specific HTML elements, either by class name or tag name as in the case of the aside shown here:\nThe Matching HTML\nEach Div element is a container for one or more HTML elements. Each div element is placed strategically in the grid based on the class name or tag name.\nGrid-Template-Columns and Rows?\nThe grid-template-areas markup takes precedence over the following markup.\nNotice that the 15em shown above limits the width of the aside column. If we change it to 10em, we get this effect. Subtle but effective.\nYes, out of the box ready for any size browser.", "label": "No"}
{"text": "Brain scans revealed that those with the reading disorder showed less ability to ‘adapt’ to sensory information\nPeople with the reading disability dyslexia may have brain differences that are surprisingly wide-ranging, a new study suggests.\nUsing specialized brain imaging, scientists found that adults and children with dyslexia showed less ability to “adapt” to sensory information compared to people without the disorder.\nAnd the differences were seen not only in the brain’s response to written words, which would be expected. People with dyslexia also showed less adaptability in response to pictures of faces and objects.\nThat suggests they have “deficits” that are more general, across the whole brain, said study lead author Tyler Perrachione. He’s an assistant professor of speech, hearing and language sciences at Boston University.\nThe findings, published in the Dec. 21 issue of the journal Neuron, offer clues to the root causes of dyslexia.\nOther studies have found that people with dyslexia show differences in the brain’s structure and function.\n“But it hasn’t been clear whether those differences are a cause or consequence of dyslexia,” Perrachione explained.\nThe chicken-and-egg question is tricky, because years of reading, or years of reading disability, affect brain development.\nPerrachione said his team thinks it has discovered a cause of dyslexia — partly because the reduced adaptation was seen in young kids, and not only adults.\nA researcher who was not involved in the study called it “groundbreaking.”\n“Frankly, researchers have struggled with understanding the brain bases of dyslexia,” said Guinevere Eden, director of the Center for the Study of Learning at Georgetown University Medical Center in Washington, D.C.\nScientists have known that brain structure and function look different in people with dyslexia, Eden said, but they haven’t known why.\n“This study makes an important step in that direction,” she said. “It gets to the true characteristics of the properties of the neurons [cells] in these brain regions, not just their outward appearance.”\nPeople with dyslexia have consistent problems with language skills, especially reading.\nAccording to the International Dyslexia Association, as much as 15 percent to 20 percent of the population has symptoms of dyslexia — including “slow” reading, poor spelling and writing skills, and problems deciphering words that are similar to each other.\nThe new study aimed to see whether “neural adaptation” might play a role.\nAdaptation is how the brain improves its efficiency. Perrachione offered an example: When you speak to someone for the first time, the brain needs a little time to get used to that person’s voice, speaking rhythms and pronunciation of words, for instance.\nBut then the brain adapts and stops working so hard to process the other person’s speech.\nIn people with dyslexia, however, that adaptation seems to be hindered. “Their brains are working harder to process these sensory inputs,” Perrachione said.\nThe new findings are based on functional MRI scans of adults and children with and without dyslexia. The scans were used to capture the study participants’ brain activity as they performed a series of tasks.\nIn one experiment, the participants listened to a series of words, read either by a single speaker or several different ones. Overall, the researchers found, people without dyslexia adapted to the single voice, but not to multiple speakers.\nIn contrast, people with dyslexia showed much less adaptation in their brain activity, even when listening to a single speaker. The same pattern was seen when study participants viewed written words.\nBut the differences went beyond words: People with dyslexia showed less brain adaptation in response to images of faces and objects.\nThat’s “surprising,” Eden said, since the disorder does not involve apparent problems with recognizing faces or objects.\nPerrachione speculated on a reason for the findings: The reduced brain adaptation may only “show up” when it comes to reading, because reading is such a complex skill.\nThe brain has no dedicated “reading” area. “Reading is a tool, or technology, that we’ve invented,” Perrachione pointed out.\nLearning to use that technology requires a complex orchestration of different brain “domains,” he explained.\nAnd yet, because everyone is expected to read, most people probably do not realize what an accomplishment it is, Perrachione said.\nEden agreed. “Learning to read is an astonishing feat and one that we often take for granted,” she said.\nWill the new understanding of dyslexia lead to new therapies? It’s not clear, both Eden and Perrachione said.\nRight now, dyslexia is managed with specialized reading instruction, starting as early as possible. That’s not going to change, Eden said.\nBut if scientists better understand what’s happening in the brain, Perrachione said, it might be possible to refine the reading therapies used for dyslexia.\nThe International Dyslexia Association has an overview of dyslexia.", "label": "No"}
{"text": "- For earlier sections, just know some basic arithmetic\n- Be proficient in Python ..\nBelieve it or not, almost all online platforms today uses recommender systems in some way or another.\nSo What does “recommender systems” stand for and why are they so useful?\nLet’s look at the top 3 websites on the Internet : Google, YouTube, and Netfix\nGoogle: Search results\nThats why Google is the most successful technology company today.\nYouTube: Video dashboard\nI’m sure I’m not the only one who’s accidentally spent hours on YouTube when I had more important things to do! Just how do they convince you to do that?\nThat’s right this is all on account of Recommender systems!\nNetflix: So powerful in terms of recommending right movies to users according to the behaviour of users !\nRecommender systems aim to predict users’ interests and recommend product items that quite likely are interesting for them.\nThis course gives you a thorough understanding of the Recommendation systems.\nIn this course, we will cover :\n- Use cases of recommender systems.\n- Average weighted Technique Recommender System\n- Popularity-based Recommender System\n- Hybrid Model based on Average weighted & Popularity\n- Collaborative filtering.\n- Content based filtering\n- and much, much more!\nNot only this, you will also work on two very exciting projects.\nInstructor Support – Quick Instructor Support for any query within 2-3 hours\nAll the resources used in this course will be shared with you via Google Drive Link\nHow to make most from the course ?\n- Check out the lecture “Utilize This Golden Oppurtunity , QnA Section !”\nWho this course is for:\n- Data Scientists\n- Data Analysts\n- Machine learning Engineer\n- Anyone who wants to deep dive into data science.\n- Students and Professionals who want to gain Hands-on..", "label": "No"}
{"text": "Most Active Stories\nScience, Health and Technology\nThu June 7, 2012\nThe sustainable hand\nThe farmer of future will grow food and raise animals with tomorrow in mind. They’ll know contributing to the food supply is not enough. If the soil, air and water they use to produce food is damaged, good luck feeding anyone.\nThat’s the idea, anyway, behind “sustainability” — one of the big buzz words in agriculture today. It’s all about making sure natural resources are not depleted or permanently damaged so that we can farm into the future. But how best to do this and who’s really making the commitment for the long term?\nUnlike with the organic label, you can’t be certified “sustainable.” So many people have come up with their own idea of the word.\nThere is a five-part definition, courtesy of Congress no less. But it’s a little complicated and vague, covering everything from enhancing environmental quality and using resources wisely to keeping a close watch on the farm finances. Part E reads: “Enhance the quality of life for farmers and society as a whole.”\nHow do you interpret that?\n“These are the kinds of questions that a lot of people can spend a lot of time debating and looking at the fine detail,” said Rob Hedberg, national director of the of the U.S. Department of Agriculture’s Sustainable Agriculture Research and Education program (SARE).\nFarmers have studied the fine detail, picking and choosing sustainable methods as they please. The consensus, though, seems to be that farming sustainably is not organic or industrial, it’s a mix of all of the good practices from each.\n“Sustainability is a journey,” said William Powers, a farmer in Lincoln, Neb., and director of the Nebraska outpost for the SARE program. “Sustainability goes beyond something that is written down.”\nSustainable farming speaks directly to educating the individual, Powers said, but the big idea behind agriculture in the U.S. for so long has been “grow food, at any cost to the environment, to communities, to farmers themselves, to feed the world.” Though, as hard as the industrial agriculture model works to reach that goal, Powers said, when he looks around he doesn’t see a well-fed world. The town nearest his farm has people who go hungry.\n“So if that’s the goal, they’ve failed,” Powers said. “It’s just not an obtainable goal in my opinion. A growing population needs to learn to feed themselves, to be able to live for themselves…and that’s going to be sustainable.”\nDan Howell, a farmer-rancher in Marshall County, Kan., agrees.\nMost of his 1,500+ acres once yielded strictly row crops, milo soybeans wheat — the classics in Kansas. But at the age of 60, Howell is experimenting with his land like an idealistic young farmer.\n“Years ago when I wanted to farm more crop ground, I went through the farm crisis of the ‘80s, and that was really ugly,” Howell said. “I am wanting to be a little closer to shore than farther away.”\nHowell said he no longer uses big equipment or fertilizer on his land, and for the most part, the farm runs itself. He said he’s sustainable because he works with the land, instead of manipulating it to work for him.\n“I don’t like buying $3 and $4 fuel,\" Howell said. \"So, these are things that I can do to buy less of it and still be productive.\"\nChanges have come in the form of a high tunnel, a young fruit orchard, and a shiitake mushroom grove built into an old cluster of trees. He sells his cows to other farmers and his produce to the local school system. Instead of living in a barn, or a small grazing field, his docile Hereford and Angus cows rule the rolling hundreds of acres around them.\n“In society today, we don’t have a real strong sense of accepting diversity in agriculture,\" Howell said. \"I’ve had several friends, and good people, but they say ‘Why don’t you let me rent that ground and plant and grow corn and soybeans, instead of running cows on that ground?’ They thought I had fallen off a rock fence or something.”\nBut, Howell said, when making a decision about the type of farm he wanted to run, he looked to the future and knew, after decades of planting soybeans, that it could not sustain him, or his family for very long.\nThis story was produced as part of Harvest Public Media's Farmer of the Future series. To learn more, visit www.harvestpublicmedia.org, like Harvest Public Media on Facebook or follow @HarvestPM on Twitter.", "label": "No"}
{"text": "One of the mysteries of the English language finally explained.\nA dark sedimentary rock formed from consolidated mud and lacking the laminations of shale.\n- ‘The sequences are characterized by thin laminated marlstones, calcareous mudstones, claystones, shales and some thin coal beds.’\n- ‘This facies consists of distinctly laminated mudstone, with a minor component of siltstone and very fine-grained sandstone.’\n- ‘The sedimentary lenses are composed of limestone, sandstone, siltstone, mudstone, shale, chert and well-bedded calci-turbidite.’\n- ‘Gibling interpreted the assemblage of mudstone, coal and oil shale in the Cenozoic basins of Thailand as the product of deposition in environments where lake levels fluctuated.’\n- ‘Where found alternating with massive mudstone and thin coal seams, these sands probably formed as sheet-like floodplain deposits.’\n- ‘North of the Burd Gol zone there is a small area of interbedded marine mudstone and limestone which reportedly contain Carboniferous fossils.’\n- ‘The rock was mostly poor quality shale and mudstone leaving a smooth soapy floor underfoot and this continued for a few hundred metres without respite.’\n- ‘Relatively impermeable sedimentary rocks, such as mudstones and clay-cemented sandstones, are particularly susceptible to such rapid erosion and most badlands develop on such materials.’\n- ‘Occasional thin dark grey laminated mudstones are associated with some of the sandstones.’\n- ‘As the name implies siltstone is composed mostly of silt particles and contains less clay and shale and mudstone.’\n- ‘The upper contacts are mostly sharp and overlain by interbedded mudstone, dark brown mudstone, laminated mudstone and occasionally fine-grained sandstone.’\n- ‘In contrast, valleys generally develop in areas dominated by shales and mudstones.’\n- ‘The matrix varies in composition from black shale to carbonate mudstone and quartzose siltstone.’\n- ‘Between Staithes to the north of Whitby and Ravenscar to the south, the rock that makes up the coast is soft shale and mudstone laid down during the lower Jurassic, about 200 million years ago.’\n- ‘The Caister Coal Formation contains a significant proportion of sandstone, with mudstone and coal arranged in cyclical units.’\n- ‘The fossils are found in siltstone and mudstone under limestone.’\n- ‘The unit comprises a thinly laminated heterolith of mudstone and fine-grained sandstone.’\n- ‘The Elgee Siltstone consists of massive red siltstone, sandstone and green mudstone.’\n- ‘The Brushy Basin shales, mudstones, and sandstones were deposited by a series of rivers and streams originating from the west and containing large volumes of volcanic ash.’\n- ‘We scrambled up the mountain and worked all day on the snow-covered slopes exploring the wide, flat terraces of dark shale and reddish-brown mudstone.’\nTop tips for CV writingRead more\nIn this article we explore how to impress employers with a spot-on CV.", "label": "No"}
{"text": "Brief summary of the benefits of waste-based biodiesel produced by EWABA members:\nWaste to fuels\nUsed cooking oil and waste fats, otherwise polluting the environment, sent to landfill or poured down drains (causing blockages known as fatbergs) are converted into sustainable biodiesel for use in European transport.\nThis waste-based biofuel offers significantly lower carbon dioxide & greenhouse gas emissions than those from fossil fuels, reducing environmental pollution, saving space in landfill and reducing the costs of maintaining drainage/water treatment networks.\nGreenhouse gas emission saving\nOur biofuel offers greenhouse gas savings of over 90% compared with fossil fuel.\nAs a result of EWABA member’s waste-based biodiesel use in road fuels, it currently saves over 1 million tonnes of CO2 from our atmosphere each year; equivalent to removing over 550 thousand cars from Europe’s roads.\nGrowth & job creation\nThere are currently 20,000 people directly and indirectly employed in the production and distribution of waste based biofuels within Europe (including the collection of used cooking oil as a feedstock), a figure which is estimated to be growing at a rate of 5% per annum.\nFuels & food\nUnlike biofuels made from crops (first generation biofuels), the components of waste-based biodiesel do not directly occupy farm land, as such; it does not put upward pressure on food prices, contribute to food scarcity or lead to increases in the use of chemical fertilisers. Used cooking oil, animal fats and other similar feedstock's are wastes; waste-based biodiesel production is a sustainable method of removing a waste and creating a valuable renewable low emission resource.\nPromoted in the same way as advanced biofuels\nNon-food based biofuels produced from wastes and residues are grouped with advanced biofuels by the European commission; waste-based biodiesel has been identified as being particularly beneficial in helping the EU meet its ambitious decarbonisation targets.\nSustainability; traceability and fraud prevention\nAll of our members and suppliers are fully International Sustainability & Carbon Certification (ISCC) or equivalent body compliant, meeting their sustainability requirements for the production of biomass and are audited to prove full traceable, sustainability and climate-friendly credentials of the used cooking oil/ tallow they source.", "label": "No"}
{"text": "1 A.S. Karunananda et al., Int. J. of Design & Nature and Ecodynamics. Vol. 10, No. 3 (2015) ON COMPUTING THE BEHAVIOR OF THE MIND FROM AN EASTERN PHILOSOPHICAL PERSPECTIVE A.S. KARUNANANDA 1, P.R. GOLDIN 2, G. RZEVSKI 3, S. FERNANDO 4 & H.R. FERNANDO 4 1 General Sir John Kotelawala Defence University, Sri Lanka. 2 University of California, Davis, USA. 3 Centre for Complexity Science Applications, The Open University, UK. 4 Department of Computational Mathematics, University of Moratuwa, Sri Lanka. ABSTRACT The human mind is one of the most intriguing complex systems found in nature. Research has been conducted to develop a computer model of the mind from the Theravada Buddhist description detailed in the Abhidhamma literature. Within this context, the mind is identified as a conditional flow of thoughts that is characterized by 52 mental factors, such as perception, volition, attention, anger, attachments, mindfulness and so on. Thus, mental factors are the building blocks of thoughts. Combinations of these 52 mental factors can form 89 different thoughts with characteristics such as feelings, roots, functions, doors, objects and bases. We have developed a computational ontology of Buddhist theory of mind (OntoBM) that describes the complex association among thoughts and mental factors. OntoBM can be primarily used to examine combinations of mental factors that can form thoughts, associations among mental factors and details of thoughts. More importantly, researchers and scholars can also use OntoBM to experiment with the effect of modulation of mental factors on the formation of various thoughts. Keywords: artificial intelligence, Buddhism, complex systems, simulations. 1 INTRODUCTION Nature is full of complex systems . The brain and mind are excellent examples of complex systems. Although brain and mind are distinct terms, they have been used as synonyms in a wider spectrum of subject areas. Numerous brain simulators have been developed to carry out experiments that cannot be done otherwise with actual tissues and cells in a brain . New research directions such as Mind uploading  and Blue Brain  are excellent attempts to model the brain. Numerous software programs  are also available to experiment with brain simulations. On the other hand, advancements in computing, neuroscience and psychology enable study of brain behavior through various technologies such as functional magnetic resonance imaging (fmri) , electroencephalography (EEG) wave signals  and transcranial direct current stimulation (tdcs) . Such studies have made a tremendous impact on understanding the structure and function of the human brain. However, limited research has been conducted on computer modeling and simulation of mind [9,10]. In particular, very few studies have attempted to use [11,12] computer modeling of mind from the Buddhist philosophical perspectives. We have conducted research to use Abhidhamma  in Theravada Buddhist theory of mind for the development of a computational ontology of mind. This paper presents the design and implementation of computational Ontology of Buddhist theory of Mind (OntoBM), which becomes the basis for developing a smart simulator of mind. The rest of the paper is organized as follows. Section 2 reviews complexity science and computer modeling of complex systems. Section 3 discusses the Buddhist theory of mind. Section 4 presents the design of a computational ontology of mind. Section 5 presents how the ontology of mind can be used in practice. Section 6 concludes the paper with a note on further work WIT Press, ISSN: (paper format), ISSN: (online), DOI: /DNE-V10-N\n2 A.S. Karunananda et al., Int. J. of Design & Nature and Ecodynamics. Vol. 10, No. 3 (2015) WHAT ARE COMPLEX SYSTEMS? Complexity science emerged as an attempt to explain and model what is called complex systems. This field has emerged from the pioneering work by Prigogine [14,15]. Complex systems have been defined as the systems with large number of distributed and interconnected entities that manifest under lots of uncertainty in a dynamically changing environment . The brain is a commonly cited example for a complex system, which comprises of 100 billion neurons  or processes that are massively interconnected, distributed and are constantly firing under dynamically changing chemical and physical reactions. The Internet, especially the Internet of Things, is also an excellent example for a complex system. As estimated, by 2015, there will be 25 billion devices connected to the Internet of Things and billions of transactions move on the network of networks . Apart from the brain, many other systems including industrial automation, aircraft maintenance and military logistic management are well-known examples for complex systems. 2.1 Computer modeling of complex systems This section discusses suitable computational technologies for modeling complex systems. In this regard, we emphasize the importance of ontology and multi-agent technology Ontology Traditionally ontology is the philosophical study of themes, such as being, existence and categories of being . The computing community has borrowed the term ontology from philosophy. There are many definitions about ontology; yet in operational terms, ontology can be seen as a specific conceptualization of domain knowledge . There are ontological solutions for various domains including medicine  and automotive industry . There are also numerous tools available for ontology development, mapping, editing, merging and so forth. Protégé (generic framework for ontology development) , PROMPT (ontology mapping environment)  and automated solution for matching of two ontologies  are examples of such tools. It should be noted that ontology is a huge reservoir of knowledge or knowledge base. Thus, reasoning on ontology of complex domains gives rise to another challenge. There are also many tools (e.g. Chainsaw , FaCT++  and Pellet ) for reasoning on ontology Multi-agent systems Multi-agent systems [27,28] technology can be seen as the best computational approach to model complex systems. In this context, all the entities in a complex system can be defined as small programs called agents. Each agent accomplishes its own goal, preference, knowledge and strategies to achieve a certain goal. Numerous examples can be given to show the power of multi-agent systems to model complex systems . For instance, Hongqiao et al.  have used multi-agent systems for modeling complex hospital environments. Belgacem and Fates have presented a multi-agent solution for complex termite behavior . Rzevski  has shown the application of multi-agent systems technology to model a variety of real-world problems including large-scale societies and huge technological and engineering systems. Numerous toolkits are available for the design and development of multi-agent systems. Probably, Java Agent Development Framework (JADE)  is the most popular among them. 3 BUDDHIST THEORY OF MIND Buddhism, more specifically, Buddhist philosophy is primarily aimed at the development of mind in order to achieve freedom from suffering. The teaching of Buddhism comprises three baskets or\n3 226 A.S. Karunananda et al., Int. J. of Design & Nature and Ecodynamics. Vol. 10, No. 3 (2015) sources of knowledge known as Suttapitaka, Vinayapitaka and Abhidhammapitaka [32,33]. Abhidhamma is the most philosophical, analytical and structured presentation of the doctrine of Buddhism . Abhidhamma is also regarded as Buddhist psychology [32,34]. In literature, Abhidhamma comes under both Theravada and Mahayana traditions of Buddhism. Our research is based on the Theravada tradition of Abhidhamma which is rooted in the ancient Buddhist text known as Abhidammaththa Sangah . Abhidhamma expounds a comprehensive description of mind by showing definition, constitution, roles, mechanism, control and development of mind to achieve various cognitive skills. 3.1 Mind as a flow of thoughts According to Abhidhamma, mind (citta in Pali) is a flow of thoughts. These thoughts are formed on the basis of various perceptions made through sight, sound, smell, touch, taste, thinking and recalling. Thus, in a broader sense, thoughts are of two types, namely, thoughts based on five senses and thoughts based on mind . Each thought is conditioned by previous thoughts. Mind does not have a moment without a thought. To explain this phenomenon more specifically, Buddhist psychology has also identified a special type of thought, namely, life continuum (bhavangacitta) , which arises whenever a person does not manifest thoughts through five senses or the mind. For instance, when an individual falls into a dreamless sleep or becomes unconscious, the bhavangacitta manifests. The bhavangacitta is similar to a vehicle resting in a neutral gear when the engine is running. The Buddhist theory of mind suggests that the flow of thoughts in the mind occurs in a sequence of blocks of thoughts, which are known as cittavithi or thought processes. Each thought process begins and ends with bhavangacitta. The concept of thought process elegantly describes the mechanism of the mind. It is beyond the scope of this paper to discuss thought process in detail. A reader interested in thought process may refer to computer modeling of thought process by Karunananda . 3.2 Mental factors Abhidhamma describes mental factors that in combination constitute different types of thoughts that arise in the mind . There are 52 mental factors that determine the nature of thoughts. There are altogether 89 (or 121 according to a different classification) possible combinations of these 52 mental factors. As shown in Table 1, 52 mental factors are subdivided under three main categories: 13 ethically variables, 14 unwholesome and 25 wholesome. English translations for 52 mental factors vary. Thus, we have predominantly used the English translations given by Bodhi  in our research work. As shown in Table 1, within ethically variables, there are seven universal mental factors that appear in all thoughts. These mental factors include contact (passa), feeling (vedana), perception (sanna), volition (cetana), one-pointedness (ekaggatha), psychic life (jivithedriya) and attention (manasikara). In contrast, occasional mental factors appear in both wholesome and unwholesome thoughts. They are identified as initial application (vithakka), sustained application (vichara), decision (adhimokkha), energy (viriya), zest (priti) and desire (chanda). Fourteen unwholesome universal mental factors exclusively appear in unwholesome thoughts. There are 10 more unwholesome occasional mental factors that appear in certain thoughts, depending on whether the thought is related to greed, hatred and delusion. There are 25 mental factors which exclusively appear in wholesome thoughts. Within this category, abstinences, the illimitable and non-delusion are more related to higher-order thoughts pertaining to understanding of the ultimate truth.\n4 A.S. Karunananda et al., Int. J. of Design & Nature and Ecodynamics. Vol. 10, No. 3 (2015) 227 Table 1: Fifty-two mental factors. Ethically variables (13) Unwholesome (14) Wholesome (25) Universals (7) Contact Unwholesome universal (4) Delusion Universal beautiful (19) Confidence Feeling Shamelessness Mindfulness Perception Fearlessness of wrong Shame Volition Restlessness Dread One-pointedness Non-greed Psychic life Unwholesome occasional (10) Non-hatred Attention Greed Equanimity Wrong view Tranquility of mental states Occasional (6) Conceit Tranquility of mind Initial application Hatred Lightness of mental states Sustained application Jealousy Lightness of mind Decision Avarice Pliancy of mental states Energy Worry Pliancy of mind Zest Sloth Adaptability of mental states Desire Torpor Adaptability of mind Doubt Proficiency of metal states Proficiency of mind Rectitude of mental states Rectitude of mind Abstinences (3) Right speech Right actions Right livelihood Illimitable (2) Compassion Appreciative joy Non-delusion (1) Wisdom faculty Any thought that arises in the mind can be characterized by a combination of these mental factors. However, some combinations of mental factors do not form thoughts. For example, attachment and hatred do not co-exist in a thought. 3.3 Thoughts As stated earlier, thoughts are formed by mental factors, and flow of thoughts manifest the mind. However, the story about thoughts goes beyond these fundamental definitions of mental factors and thoughts. More specifically, Abhidhamma is not limited to describe the relationship between\n5 228 A.S. Karunananda et al., Int. J. of Design & Nature and Ecodynamics. Vol. 10, No. 3 (2015) thoughts and mental factors. Thoughts are also described in relation to feelings, roots, function, doors, objects and bases . Each thought manifests the feeling of pleasure (sukha), pain ( dukkha), joy (somanassa), displeasure (domanassa) or equanimity (upekkha). Each thought is also rooted in greed, hatred, delusion, non-greed, non-hatred or non-delusion. Thoughts have one or more functions (14), namely, rebirth-linking, life continuum, adverting, seeing, hearing, smelling, tasting, touching, receiving, investigating, determining, javana, registration and death. There are also doors, namely, eye door, ear door, tongue door, nose door, body door and mind door, through which each thought is created. Any thought is also associated with an object, namely, visible object, sound object, smell object, taste object, tangible object and mental object. The base is the physical support for the occurrence of thoughts. Note that base is different from doors, which are the channels for formation of thoughts. Abhidhamma also defines many other concepts including thought processes, description of matter, and relationship between mind and matter. 4 COMPUTATIONAL ONTOLOGY OF MIND This section describes the design and implementation of ontology of mind from Buddhist philosophical system. Primarily, we have used Protégé toolkit  for design and development of the ontology. We have named our ontology as OntoBM, an acronym for Ontology of Buddhist theory of Mind. 4.1 Design of OntoBM OntoBM has been designed with the principle that the mind can be modeled effectively through 52 mental factors as the basis for the whole modeling process. Thus, thoughts can be formed as permitted combinations of mental factors. At the top level, three major categories of mental factors, namely, ethical variable, unwholesome and wholesome have been modeled in OntoBM. The details of thoughts as feelings, roots, function, doors, objects and bases have also been annotated with each thought. OntoBM has been designed to be able to annotate the ontology at any time with further details of any node in the ontology. Furthermore, OntoBM is designed to connect with ontology query engine or applications such as multi-agent systems. Ontology Web Language (OWL) was used to write OntoBM into Protégé. Figure 1 shows a portion of the ontology of mental factors within Protégé environment Reasoning on OntoBM Ontology being an inherently complex structure, reasoning on OntoBM is also a challenging task. To develop a reasoner on OntoBM, we used OWL API . Within the context of OWL API, there are many OWL reasoners including Chainsaw , FaCT++  and Pellet . We have chosen Pellet reasoner because it is efficient in reasoning and querying. Also, it is freely available for downloading and readily compatible with Protégé environment OntoBM interface design Graphical user interface of OntoBM has been designed to answer queries under different experimental conditions. The current interface of OntoBM primarily provides two views as Mental Factor View (MFV) and Thought View (TV). MFV allows to study or research by examining through mental factors. This view also allows the examining effect of modulation of mental factors on thoughts. In contrast, TV allows interaction with OntoMB through various thoughts as the inputs. Figure 2 depicts the MFV on OntoBM.\n6 A.S. Karunananda et al., Int. J. of Design & Nature and Ecodynamics. Vol. 10, No. 3 (2015) 229 Figure 1: Ontology of mental factors. Figure 2: Mental factor view.\n7 230 A.S. Karunananda et al., Int. J. of Design & Nature and Ecodynamics. Vol. 10, No. 3 (2015) 5 USING OntoBM OntoBM primarily allows learners and researchers to choose arbitrary combinations of mental factors to investigate whether such combinations could form a set of valid thoughts. When a user attempts to choose illegal (undefined) combinations of mental factors, for instance, greed with hatred, OntoBM does not allow continuing. On the other hand, when selecting a mental factor, OntoBM automatically sets the other mental factors that co-exist with the already selected mental factors. Thus, the OntoBM interface has some smart features, so that a user with zero knowledge in Buddhist theory of mind can still use the system. It should also be noted that even a person who knows Abhidhamma could not remember all associations of thoughts and mental factors off hand. Thus, OntoBM will be a learning tool as well. Obviously, a knowledgeable researcher can introduce experimental combinations of mental factors and examine how the test case effects the formation of thoughts. If the selected combinations of mental factors cannot form any thoughts, the reasons will also be displayed by OntoBM. A researcher may also examine the mental factor which occurs in the largest number of unwholesome thoughts and which wholesome mental factor can counter it. In addition, a user can also select a thought and find its details such as mental factors, functions and bases. Further annotations to the OntoBM are still in progress. Depending on the researcher s creativity, many experiments can be done with OntoBM. 6 CONCLUSION This paper describes a computational modeling of thought according to the Abhidhamma system in Buddhist psychology. We presented our research on the development of a computer model of mind from a Buddhist philosophical perspective of mind. This research has exploited Abhidhamma of Theravada Buddhist theory of mind to model the mind in terms of 52 mental factors, 89 thoughts and other related features of thoughts. Based on Abhidhamma, we have developed a computer model of ontology of mind, named as OntoBM. We have illustrated with MFV and TV, which can be used to research into behavior of mental factors and thoughts. OntoBM can be primarily used to examine combinations of mental factors that can form thoughts, associations among mental factors and details of thoughts. More importantly, researchers and scholars can also use OntoBM to experiment with the effect of modulation of mental factors on the formation of thoughts. As such, OntoBM can be used by many individuals including learners of Buddhist model of mind, researchers in brain mind studies, meditation practitioners/teachers/researchers and psychologists. While in the development process, the results of experiments on OntoBM tested against the Abhidhamma text is encouraging. As further work, we are working on the development of a versatile mind simulator based on the ontology of mind, OntoBM, presented in this paper. REFERENCES  Rzevski, G. & P. Skobelev, Managing Complexity, WIT Press,  Dworschak, M, Neurotechnology: Growing a Brain in Switzerland, Spiegel Online, 16 Feb  B.C.Q.C., Live Science Contributor, Uploading the Mind: Could a Digital Brain Feel Pain? LiveScience.com. [online]. Available: [accessed: 06-Nov-2014].  Markram, H, The Blue Brain Project, Nat. Rev. Neurosci., 7(2), pp , Feb  Brain simulator, Softonic. [Online]. Available: s/brain-simulator [ accessed: 09-Nov-2014].\n8 A.S. Karunananda et al., Int. J. of Design & Nature and Ecodynamics. Vol. 10, No. 3 (2015) 231  Cao, M., Wang, J.-H., Dai, Z.-J., Cao, X.-Y., Jiang, L.-L, Fan, F.-M., Song, X.-W., Xia, M.-R., Shu, N., Dong, Q., Milham, M.P., Castellanos, F.X., Zuo, X.-N, & He, Y. Topological organization of the human brain functional connectome across the lifespan. Dev. Cogn. Neurosci., 7, pp , Jan  Campbell, I.G., EEG Recording and Analysis for Sleep Research. Curr. Protoc. Neurosci. Editor. Board Jacqueline N Crawley Al, Chapter 10, Unit10.2, Oct  Priori, A., Brain polarization in humans: a reappraisal of an old tool for prolonged non- invasive modulation of brain excitability. Clin. Neurophysiol. Off. J. Int. Fed. Clin. Neurophysiol., 114(4), pp , doi:  Steward, H., The Ontology of Mind: Events, Processes, and States. 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Acquis., 5(2), pp , doi:  Luciano, J.S., Andersson, B., Batchelor, C., Bodenreider, O., Clark, T., Denney, C.K., Domarew, C., Gambet, T., Harland, L., Jentzsch, A., Kashyap, V., Kos, P., Kozlovsky, J., Lebo, T., Marshall, S.M., McCusker, J.P., McGuinness, D.L., Ogbuji, C., Pichler, E., Powers, R.L., Prud hommeaux, E., Samwald, M., Schriml, L., Tonellato, P.J., Whetzel, P.L., Zhao, J., Stephens, S. & Dumontier, M., The Translational Medicine Ontology and Knowledge Base: driving personalized medicine by bridging the gap between bench and bedside, J. Biomed. Semant, 2(2), p. S1, May  Rodriguez-Rocha, B.D., Castillo-Barrera, F.E. & Lopez-Padilla, H., Knowledge Capitalization in the Automotive Industry Using an Ontology Based on the ISO/TS Standard, in Electronics, Robotics and Automotive Mechanics Conference, Los Alamitos, CA, USA, 2009, pp  Protégé  Noy, N.F. & Musen, M., PROMPT: Algorithm and tool for automated ontology merging and alignment, Proc. 17th Natl. Conf. Artif. Intell. AAAI-2000 Austin TX,  Acampora, G., Avella, P., Loia, V., Salerno, S. & Vitiello, A., Improving ontology alignment through memetic algorithms, in 2011 IEEE International Conference on Fuzzy Systems (FUZZ), pp , doi:  Tsarkov, D. & Palmisano, I., Chainsaw: A Metareasoner for Large Ontologies. in CEUR Workshop Proceedings,  Abburu, S., A Survey on Ontology Reasoners and Comparison. Int. J. Comput. Appl., 57(17), 2012.\n9 232 A.S. Karunananda et al., Int. J. of Design & Nature and Ecodynamics. Vol. 10, No. 3 (2015)  Sirin, E., Parsia, B., Grau, B.C., Kalyanpur, A. & Katz, Y., Pellet: A practical OWL-DL reasoned. Web Semant. Sci. Serv. Agents World Wide Web, 5(2), pp , June  Wooldridge, M., An Introduction to MultiAgent Systems. John Wiley & Sons,  Rzevski, G., Modelling Large Complex Systems Using Multi-agent Technology, pp , doi:  Hongqiao, Y., Xihua, L., Fei, W. & Weizi, L. Multi-agent based modeling and simulation of complex system in hospital, in 16th International Conference on Industrial Engineering and Engineering Management, IE EM 09, pp ,  Belgacem, S. & Fates, N., Robustness of Multi-agent Models: The Example of Collaboration between Turmites with Synchronous and Asynchronous Updating, Complex Syst., 21,  Singh, A., Juneja, D. & Sharma, A.K., Agent Development Toolkits, Int. J. Adv. Technol., 2(1), pp ,  Nyanaponika, T., Ahidhamma Studies - Research in Buddhist Psychology. Wisdom Publications,  Bodhi, B., Abhidhammatha Sangaha: a comprehensive mannula of Abhidhamma. Onalaska: BPS Pariyatti Edition,  Kalupahana, D.J., The principles of Buddhist Psychology. State University of New York Press,  Horridge, M. & Bechhofer, S., The owl api: A java api for owl ontologies, Semantic Web, 2(1), pp , 2011.\ncetovimutti - Christina Garbe 1 The knowledge of distinguishing materiality and mentality (nāmarūpa-pariccheda-ñāṇa) or purification of view (diṭṭhi visuddhi) (see 7 stages of purification, MN 24, Rathavinīta\nHenk Barendregt Han Fortmann Center for mindfulness Radboud Universiteit Nijmegen, The Netherlands Acknowledgements Slides based on Abhidhamma courses by Sayadaw U Nandamālabhivaṃsa Abhidhammatha Sangaha\nPage 1 of 5 QUESTIONS AND ANSWERS ABOUT VIPASSANA By U Silananda 1. Where does the practice of Vipassana come from? Vipassana meditation chiefly comes from the tradition of Theravada Buddhism. There are\nTwo Styles of Insight Meditation by Bhikkhu Bodhi BPS Newsletter Cover Essay No. 45 (2 nd Mailing 2000) 1998 Bhikkhu Bodhi Buddhist Publication Society Kandy, Sri Lanka Access to Insight Edition 2005 www.accesstoinsight.org\nAPRIL 2017 KNX DALI-Gateways DG/S x.64.1.1 BU EPBP GPG Building Automation Thorsten Reibel, Training & Qualification Agenda New Generation DALI-Gateways DG/S x.64.1.1 Features DALI Assortment today New\nThe Discourse of Ingorance Avijja Sutta (Anguttara Nikaya, Dasaka Nipatha) (The Way How to Overcome Ignorance) As much as we read or listen to Buddha's message, our wisdom gradually increases. It means\n9 Knowledge-Based Systems Throughout this book, we have insisted that intelligent behavior in people is often conditioned by knowledge. A person will say a certain something about the movie 2001 because\nAll They Know: A Study in Multi-Agent Autoepistemic Reasoning PRELIMINARY REPORT Gerhard Lakemeyer Institute of Computer Science III University of Bonn Romerstr. 164 5300 Bonn 1, Germany email@example.com\nProposition of this Dissertation Date : August 29, 2017 The following is a draft section from the introduction chapter of my dissertation proposal, which addresses the problem of erosion of benefits of\n1 CHAPTER 3 Pakiṇṇaka: Miscellaneous Introduction 1. In this chapter citta and cetasika will be classified by way of the following 6 points: (a) Feelings = vedanā (b) Roots = hetu (c) Functions = kicca\nSummary of the Mahasatipatthana Sutta The Four Foundations of Mindfulness Maurice Walsh translator (Summary by Richard M. Johnson) Note: remarks in parentheses are from Maurice Walshe his notes as sourced\nAn Introduction to Buddhist Psychology An Introduction to Buddhist Psychology Padmasiri de Silva Foreword by John Hick Third Edition ROWMAN & LITTLEFIELD PUBLISHERS, INC. Lanham Boulder New York ROWMAN\nBuddhist Psychology: The Mind That Mindfulness Discloses A review of Unlimiting Mind: The Radically Experiential Psychology of Buddhism by Andrew Olendzki Boston, MA: Wisdom Publications, 2010. 190 pp.\nThe Places Where the Five Spiritual Faculties can be seen Datthabba Sutta (දට ඨබ බ ස ත රය) The main purpose of all Buddhist doctrines is to show the path of getting rid of suffering (or unsatisfactoriness).\nMindfulness and Awareness by Ñāṇavīra Thera Buddhist Publication Society Kandy Sri Lanka Bodhi Leaves No. 60 Copyright Kandy, Buddhist Publication Society (1973) BPS Online Edition (2009) Digital Transcription\nBiophysics of Consciousness: A Foundational Approach R. R. Poznanski, J. A. Tuszynski and T. E. Feinberg Copyright 2017 World Scientific, Singapore. FOREWORD: ADDRESSING THE HARD PROBLEM OF CONSCIOUSNESS\nUnderstanding irrational numbers by means of their representation as non-repeating decimals Ivy Kidron To cite this version: Ivy Kidron. Understanding irrational numbers by means of their representation\nSt. Cornelius Catholic Church and School Prayer to the Guardian Angel Angel of God, my guardian dear. To whom God's love commits me here. Ever this day, be at my side. To light and guard, to rule and guide.\nBuddhism The middle way of wisdom and compassion A 2500 year old tradition that began in India and spread and diversified throughout the Far East A philosophy, religion, and spiritual practice followed\nPhilosophy (PHIL) 1 PHILOSOPHY (PHIL) PHIL 2. Ethics. 3 Units Examination of the concepts of morality, obligation, human rights and the good life. Competing theories about the foundations of morality will\nRight Mindfulness The Seventh Factor in the Noble Eightfold Path What is Right Mindfulness? Here a practitioner abides focused on the body in itself, on feeling tones in themselves, on mental states in\nBook Review Delusions and Other Irrational Beliefs Lisa Bortolotti OUP, Oxford, 2010 Elisabetta Sirgiovanni firstname.lastname@example.org Delusional people are people saying very bizarre things like\nPersonal Change, Social Change & Global Change Dr. Michael Laitman Interview Series With Don Miguel Ruiz, Guide, Shaman, Master of the Toltec Tradition, and Author of The Four Agreements Host: Welcome.\n\"Body, Brain, and Communication\" Iain A. Boal An Interview with George Lakoff Iain A. Boal, an Irish social historian of science and technics, teaches at the University of California, Berkeley. He is working\nBOOK REVIEW Dan Punzak, P.E. Springfield, IL The Spiritual Brain: A Neuroscientist's Case for the Existence of the Soul, by Mario Beauregard, Ph.D. and Denyse O'Leary. New York, NY, HarperOne, 2007, xvi\nKarma 101: Responsibility without Blame By Peter B. Williams My view is as vast as the sky, but my attention to the law of cause and effect is as fine as a grain of barley flour. - Padmasambhava, a saint\nA Philosophical Critique of Cognitive Psychology s Definition of the Person Rosa Turrisi Fuller The Pluralist, Volume 4, Number 1, Spring 2009, pp. 93-99 (Article) Published by University of Illinois Press\nHuman Nature & Human Diversity: Sex, Love & Parenting; Morality, Religion & Race Course Description Human Nature & Human Diversity is listed as both a Philosophy course (PHIL 253) and a Cognitive Science\n(Refer Slide Time: 00:14) Artificial Intelligence Prof. Deepak Khemani Department of Computer Science and Engineering Indian Institute of Technology, Madras Lecture - 35 Goal Stack Planning Sussman's Anomaly\nEvolution and the Mind of God Robert T. Longo email@example.com September 3, 2017 Abstract This essay asks the question who, or what, is God. This is not new. Philosophers and religions have made many\n38 Evangelicals, Social Media, and the Use of Interactive Platforms to Foster a Non-Interactive Community Emily Lawrence Evangelical online churches, which harness public preaching to spread the word of\nWhat is Energetic Perception - can we learn it, can we teach it? What is Energetic Perception? You are touching a Tsubo on your client when you get the overwhelming feeling that this part of their body\nRestoring the Flow of Frozen Energy IPK Jatim Surabaya, 13-11 - 14 Logosynthesis in the resolution of Trauma and Fear Denrich Suryadi & Sandy Kartasasmita THIS PRESENTATION Content: An Experiment Matter,\nSlide 1: What the Buddha Thought How can we know if something we read or hear about Buddhism really reflects the Buddha s own teachings? There are three tools you can use: Slide 2: 1. When delivering his\nRead Online and Download Ebook MULTIRATE FILTERING FOR DIGITAL SIGNAL PROCESSING: MATLAB APPLICATIONS BY LJILJANA MILIC DOWNLOAD EBOOK : MULTIRATE FILTERING FOR DIGITAL SIGNAL PROCESSING: MATLAB APPLICATIONS\nThe Buddhist Concept of Mind by Prof. O. H. De A. Wijesekera Buddhist Publication Society Kandy Sri Lanka Bodhi Leaf Publication No. A 9 Copyright Kandy; Buddhist Publication Society (1962) Second Impression\nKRITIKE VOLUME TWO NUMBER TWO (DECEMBER 2008) 162-170 Article The Problem of the Inefficacy of Knowledge in Early Buddhist Soteriology Ryan Showler Early Buddhism has been described as a gnostic soteriology\nCOURSES OFFERED Prior to the Ph.D. courses, a student with B.A. degree or with M.A. degree in a non- related field advised to take prerequisite courses as follows: - Foundations of Religious Studies: History\nA New Parameter for Maintaining Consistency in an Agent's Knowledge Base Using Truth Maintenance System Qutaibah Althebyan, Henry Hexmoor Department of Computer Science and Computer Engineering University\nInvestigating fear, contemplating death Dhamma talk on the 27 th of June 2009 and the 9 th of May 2016 People are afraid of many things going hungry, meeting new people, seeing creatures like scorpions\nThe Immense Power of Gratitude in Conscious Manifestation By Anita Briggs, DCEd, MSc, DAc. Gratefulness is heaven itself. William Blake An attitude of gratitude is recommended by all the teachers of the\nRelevance of Buddha Dharma for World Peace V.P.Renuka Wijesekara Tisarana Educational and Cultural Association Buddhist Federation in Norway firstname.lastname@example.org, email@example.com The first priority of\nThe Clock without a Maker There are a many great questions in life in which people have asked themselves. Who are we? What is the meaning of life? Where do come from? This paper will be undertaking the\nCOPYRIGHT NOTICE Tilakaratne/Theravada Buddhism is published by University of Hawai i Press and copyrighted, 2012, by University of Hawai i Press. All rights reserved. No part of this book may be reproduced\nAS A COURTESY TO OUR SPEAKER AND AUDIENCE MEMBERS, PLEASE SILENCE ALL PAGERS AND CELL PHONES Please remember to sign-in by scanning your badge Department of Psychiatry Grand Rounds James M. Stedman, PhD.\nBELIEFS: A THEORETICALLY UNNECESSARY CONSTRUCT? Magnus Österholm Department of Mathematics, Technology and Science Education Umeå Mathematics Education Research Centre (UMERC) Umeå University, Sweden In\nPAHAMILAH! Mustafa Ibn Ar-Rashid Donate to: paypal.me/mustafaiar Pag. 2 I am here to inform and explain you all, to spread His word and to warn you, you must spread His message to the others too. (Mustafa\n12 An Analysis of Artificial Intelligence in Machines & Chinese Room Problem 1 Priyanka Yedluri, 2 A.Nagarjuna 1, 2 Department of Computer Science, DVR College of Engineering & Technology Hyderabad, Andhra\nThe ABCs of Buddhism (14 October 2525/1982) by Buddhadasa Bhikkhu Friends! I know that you are interested in studying and seeking the Buddhist way of giving up all the problems of life, which may be summed\nAn Introduction to The Soul Journey Education for Higher Consciousness A 6 e-book series by Andrew Schneider What is the soul journey? What does The Soul Journey program offer you? Is this program right\n1 COSMOLOGY & FAITH 910L COSMOLOGY & FAITH By John F. Haught, adapted by Newsela Since the beginning of human existence on our planet, people have asked questions of a religious nature. For example, what\nFrequently Asked Questions about ALEKS at the University of Washington What is ALEKS, and how does it work? ALEKS (Assessment and LEarning in Knowledge Spaces) is a teaching tool based on artificial intelligence.\n1 Foundation Series on Buddhist Tranquil Wisdom Insight Meditation (TWIM) As taught by Sister Khema and overseen by Most Venerable Bhante Vimalaramsi Maha Thera the Gift of Dhamma is Priceless! Training\nA path of care Winton Higgins 1 The Buddha s last days of life are recorded in some detail in the Mahāparinibbāna sutta. Here we find him old and sick, but as lucid as ever. His very last words, spoken\nWho is a person? Whoever you want it to be Commentary on Rowlands on Animal Personhood Gwen J. Broude Cognitive Science Vassar College, Poughkeepsie, New York Abstract: Rowlands provides an expanded definition\nYouth Internship Programme An ecumenical experience for young people World Council of Churches Geneva, Switzerland WCC Youth Internship Programme The World Council of Churches welcomes five young people\nHow to Understand the Mind Also by Venerable Geshe Kelsang Gyatso Rinpoche Meaningful to Behold Clear Light of Bliss Universal Compassion Joyful Path of Good Fortune The Bodhisattva Vow Heart Jewel Great\nThe Buddha s Path Is to Experience Reality The following has been condensed from a public talk given by S.N. Goenka in Bangkok, Thailand, in September 1989. You have all assembled here to understand what\nJess Row 2015 Dharma Teachers Retreat Providence Zen Center The Heart Sutra as a Translation Note: this text consists of the Chinese characters of the Heart Sutra (in the most widely used translation),\nwww.consciousness.arizona.edu Announcement F A L L 2 0 0 9 Two Web-based Courses CONSCIOUSNESS: THE WEBCOURSE And ADVANCED SEMINAR: MIND, BRAIN and CONSCIOUSNESS. Both taught by Dr. Bernard J. Baars Sponsored\nBy Alexey D. Krindatch (Akrindatch@aol.com) The Realities of Orthodox Parish Life in the Western United States: Ten Simple Answers to Ten Not Too Easy Questions. Introduction This paper presents selected\nSpirituality & Healing How addressing spirit for ourselves and our clients can improve health outcomes. By Emmy Vadnais, OTR/L Originally posted on February 11, 2014 on ADVANCE Magazine Spirituality can\nDennett's Reduction of Brentano's Intentionality By BRENT SILBY Department of Philosophy University of Canterbury Copyright (c) Brent Silby 1998 www.def-logic.com/articles Since as far back as the middle\nThe following presentation can be found at http://www.nvcc.edu/home/lshulman/r el231/resource/buddhism.ppt (accessed April 21, 2010). Buddhism The middle way of wisdom and compassion A 2500 year old tradition\nTHE FIRST NOBLE TRUTH OF SUFFERING : DUKKHA The Five Aggregates ( pancakkhanda) QUESTIONS 1. Which is right? You only need tick. Other people, society, the other, cause my emotions and moods. Other people,\ndestination booklet II_odyssey CD manual 2006.qxd 3/6/2015 12:08 PM Page 1 destination booklet II_odyssey CD manual 2006.qxd 3/6/2015 12:08 PM Page 2 Destination: Higher Self! Created and voiced by William\nREVIEW: James R. Brown, The Laboratory of the Mind Author(s): Michael T. Stuart Source: Spontaneous Generations: A Journal for the History and Philosophy of Science, Vol. 6, No. 1 (2012) 237-241. Published\nJournal of Computer Sciences Original Research Paper A Question Answering System on Holy Quran Translation Based on Question Expansion Technique and Neural Network Classification Suhaib Kh. Hamed and Mohd\nMEDITATING ON NON-SELF: A Dhamma Talk Edited for Bodhi Leaves by Sister Khema Bodhi Leaves No. B. 95 BUDDHIST PUBLICATION SOCIETY KANDY SRI LANKA Copyright 1984 Buddhist Publication Society First BPS edition\nMindfulness of Breathing (ànàpànassati) The Venerable Pa-Auk Tawya Sayadaw 2 CONTENT Introduction Places for Meditation Posture for Meditation Breathing Mindfully The First Set of Four Practising Samatha\nLETTER TO THE EDITOR Near-Death Experiences and EEG Surges at End of Life To the Editor: Lakhmir Chawla and colleagues (2009) reported that patients who were at end of life and had life support withdrawn\nCommon Core State s English Language Arts ELA CCSS Grade Three Title of Textbook : Shurley English Level 3 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013\n1990 Conference: Buddhism and Modern World Buddhism and Science: Some Limits of the Comparison by Harry Wells, Ph. D. This is the continuation of a series of articles which begins in Vajra Bodhi Sea, issue\nModern neuroscience: Room for the soul? John Beggs Outline Introduction Neuroscience background Free Will Ethics God Implications Outline Introduction Neuroscience background Free Will Ethics God Implications\n1 Okay. So we ll get started on the questions, just let me say a few things. You have the I forwarded the questions to you, and I ll probably on several of them come in with a follow-up question depending\nWell-Being, Buddhism and Economics Cassey Lee School of Economics Faculty of Commerce University of Wollongong Wellbeing Conference 7 July 2010 Introduction Significant interest in happiness research in\nAN INTRODUCTION TO THE PHILOSOPHY OF MIND E. J. LOWE University of Durham PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom\nIII Knowledge is true belief based on argument. Plato, Theaetetus, 201 c-d Is Justified True Belief Knowledge? Edmund Gettier In Theaetetus Plato introduced the definition of knowledge which is often translated\nWhat is belief, such that first person authority can exist? Jimmy Rising December 12, 2002 In First Person Authority, Davidson asks why first person authority exists. First person authority is the peculiar\nIntroduction to Quantum Being Quantum Being By Or Koren The Art of Being that Unlocks Barriers Allows Deep Emotional Healing and Transformation With the Energy Source of Creation 1 Section On a Personal\nYour consent to our cookies if you continue to use this website.", "label": "No"}
{"text": "Dinosaur Soft Tissue Issue Is Here to Stay\nIn recent decades, soft, squishy tissues have been discovered inside fossilized dinosaur bones. They seem so fresh that it appears as though the bodies were buried only a few thousand years ago.\nSince many think of a fossil as having had the original bone material replaced by minerals, the presence of actual bone–let alone pliable blood vessels, red blood cells, and proteins inside the bone–is quite extraordinary. These finds also present a dilemma. Given the fact that organic materials like blood vessels and blood cells rot, and the rates at which certain proteins decay, how could these soft tissues have been preserved for ten thousand, let alone 65 million or more, years?\nThese soft tissues have met with hard resistance from mainstream science, and some scientists have even discounted or ignored them. But fresh studies keep finding fresh tissue, making the issue difficult to dismiss. Either the vast evolutionary ages assigned to these finds are dramatically erroneous, or “we really don’t understand decay” rates of the soft tissues and proteins.1\nPaleontologists who have analyzed the tissues, visible through their microscopes and squeezable with their tweezers, insist that something is fundamentally wrong with laboratory data on biochemical decay rates.2 In turn, biochemists are confident that their repeatable experiments show that the soft tissues should not be there after all this time. To try to get around the hard facts of soft tissues, some scientists have even proposed that the blood vessels and red blood cells in question were bacterial slime. This was thoroughly refuted, however, by research showing that the dinosaur tissue contains a collagen protein that bacteria do not produce.3\nThis dilemma between the science of biochemistry and the belief in millions of years is not going away. In addition to the well-characterized tissues from a T. rex reported by paleontologist Mary Schweitzer in 1997,4 2005,5 and 2007,6 new soft tissue finds keep surfacing. Schweitzer published a report on another sample in Science in 2009,3 this time from a hadrosaur, in which the precise characteristics of dinosaur biochemicals were verified by a third party. This was necessary to confirm the reality of the soft tissues to an incredulous scientific community. (Similarly, Schweitzer’s 2007 results have also been verified.7)\nYet another hadrosaur has been described by UK scientists as “absolutely gobsmacking.”8 Its tissues were “extremely well preserved” and contained “soft-tissue replacement structures and associated organic compounds.”9\nSchweitzer’s team recently concluded that “the most parsimonious explanation, thus far unfalsified, is that original molecules persist in some Cretaceous dinosaur fossils.”3 But biochemical decay rates showing that soft tissues would be dust after all this time are also thus far unfalsified (i.e., have not been disproved). Therefore, the millions-of-years age assignments must go.\nHowever, if the deep time goes, then so does the grand story of evolution that depends on it. For many, that is too sacred an assumption to dare alter. Biblical data, however, not only provide the timeframe for the death of these dinosaurs in Flood deposits a few thousand years ago, but also a mode of deposition in agreement with observable data that their demise occurred when they “fell into a watery grave.”8\n1.Fields, H. 2006. Dinosaur Shocker. Smithsonian magazine online. Published May 2006, accessed July 20, 2009.\n2.For example, see Bada, J. L., X. S. Wang and H. Hamilton. 1999. Preservation of key biomolecules in the fossil record: current knowledge and future challenges. Philosophical Transactions of the Royal Society B. 354 (1379): 77-87.\n3.Schweitzer, M. H. et al. 2009. Biomolecular Characterization and Protein Sequences of the Campanian Hadrosaur B. canadensis. Science. 324 (5927): 626-631.\n4.Schweitzer, M. and T. Staedter. 1997. The Real Jurassic Park. Earth. 6 (3): 55-57.\n5.Schweitzer, M. et al. 2005. Soft-Tissue Vessels and Cellular Preservation in Tyrannosaurus rex. Science. 307 (5717): 1952.\n6.Asara, J. M. et al. 2007. Protein Sequences from Mastodon and Tyrannosaurus Rex Revealed by Mass Spectrometry. Science. 316 (5822): 280-285.\n7.Bern, M., B. S. Phinney and D. Goldberg. 2009. Reanalysis of Tyrannosaurus rex Mass Spectra. Journal of Proteome Research. Published online July 15, 2009.\n8.Mummified dinosaur skin yields up new secrets. The University of Manchester press release, July 1, 2009.\n9.Manning, P. L. et al. 2009. Mineralized soft-tissue structure and chemistry in a mummified hadrosaur from the Hell Creek Formation, North Dakota (USA). Proceedings of the Royal Society B. Published online before print, July 1, 2009.\nImage Credit: Christian Darkin / Photo Researchers, Inc.\n* Mr. Thomas is Science Writer at the Institute for Creation Research.\nCite this article: Thomas, B. 2009. Dinosaur Soft Tissue Issue Is Here to Stay. Acts & Facts. 38 (9): 18.\nPS ….This is exactly what we would expect to see if:\n1) The Creation was not old\n2) That a global flood buried most of the creatures we find in the rock record not that long ago….", "label": "No"}
{"text": "Wheatley’s Midterm Experience is designed to give our 9th and 10th grade students hands-on workshops to provide insight into ways in which reading, writing, and speaking skills can be used in the world beyond Wheatley. Over the course of two hours on Monday, 22 January, students worked with acclaimed authors, poets, comedians and creative artists in activities designed to engage students in a way that can be challenging during the regular school day. You can view a previous post here: Wheatley’s Midterm Experience Connects Classroom to Career! (Part 1)\nThe Midterm Experience occurs thanks to the dedication of our Secondary English Chair, Mr. Steve Collier, our extraordinary librarian, Mrs. JoBeth Roberts, and our dedicated English teachers.\nSome of the workshops given include:\nby Jen Calonita (author, I’m With the Band, Flunked, Secrets of My Hollywood Life, Belles)\nThis workshop was designed for students who dream of someday having a job where they can talk and write about Hollywood all day long — that’s right…an entertainment journalist! In this class, students worked with former entertainment magazine editor and young adult book author Jen Calonita to learn what it takes to conduct a celebrity interview from research to a published article. By the end of the first hour of the workshop, students were ready to conduct (via FaceTime) an actual celebrity interview! The hour-long interview was conducted with musician Andrew Taggert (of The Chainsmokers fame).\nInspiration for Crafting Songs\nby David Diamond (singer/songwriter, drummer/guitarist)\nWhat comes first: the groove, melody, chords or the lyrics? What kind of mood you may be in? David Diamond led a discussion about what can inspire one to create a song; how there is no one way to begin the writing process. Sometimes a catchphrase can become a chorus, or a rhythmic pulse of a train can help create a groove to lay a foundation to create. What does a song make you feel? Students explored how certain styles of music can create different moods and transport the listener. Students created lyrics or rhythms of their own to help craft their own song.", "label": "No"}
{"text": "- Michael Carlile\n- Sarah Watkinson\nThe fungi are one of the great groups of living organisms, comparable in numbers of species, diversity and ecological significance with animals, plants, protists and bacteria. This textbook deals with all fundamental and applied aspects of mycology, illustrated by reference to well studied species from major fungal groups. Since the publication of the first edition of The Fungi, there have been many important advances in the field of mycology. This second up-to-date edition has been revised and substantially expanded, and incorporates the application of methods of molecular biology, especially DNA technology to mycology.\nStudents and researchers in mycology, plant science, microbiology, plant pathology, biotechnology, and general biology.", "label": "No"}
{"text": "The best way to prevent spina bifida is to take folic acid supplements before and during pregnancy. The majority of babies with myelomeningocele also develop hydrocephalus which requires treatment.\nRegular physical activity is important for all people but especially for those with conditions that affect movement such as spina bifida.\nSpina bifida how to prevent. Myelomeningocele the most severe form of spina bifida generally requires surgery to correct the spinal defect and prevent infections further injury or trauma to the exposed spinal cord and nerves. These disorders occur when the tube that covers the spinal column fails to develop properly. Studies have shown that taking a multivitamin with folic acid can prevent spina bifida and lower your baby s odds of having this and other birth defects.\nThis defect can result in spina bifida miscarriage and even a condition where very little brain and. Here are the six top ways to prevent spina bifida. Folic acid recommendations you should take a 400 microgram folic acid tablet every day while you re trying to get pregnant and until you re 12 weeks pregnant.\nThe predominant cause of spina bifida and anencephaly is a lack of adequate folic acid vitamin b9 in the mother s diet prior to conception and during the first month of pregnancy. In addition to an increase in folic acid intake other ways to prevent spina bifida include remaining healthy avoiding flu and viruses and the avoidance of radiation. Folic acid is found in dark leafy vegetables and fortified foods like cereal.\nYou may need up to 4 000 micrograms during pregnancy if you have diabetes. Take your prenatal vitamins and folic acid a lot of research has been done around taking prenatal vitamins and it s believed that folic acid can help to prevent defects of the brain and spine. Those with spina bifida lower on the spine near the hips might have more use of their legs and use crutches braces or walkers or they might be able to walk without these devices.\nIf you are overweight or obese it s wise to lose weight in order to decrease your chances of health risks and birth defects. Of folic acid daily to prevent spina bifida. Latex allergies most often develop due to frequent contact with products that contain latex.\nMany children with spina bifida have latex allergies or need to take latex precautions as latex allergy can develop at any time. The prevention of spina bifida is simple affordable and proven.", "label": "No"}
{"text": "Still life is a genre that transcends art movements. It is a timeless form of artistic expression that has been employed for centuries. From European masters Juan Sánchez Cotán and Rachel Ruysch to Americans Raphaelle Peale and Emil Carlsen, all represented in the permanent collection, still life has served as a means by which artists have proven their mastery of varying techniques, mediums, and styles. While a classic genre, still life allows for experimentation. It carries with it a duplicity—an enduring form of art that has, simultaneously, continued for centuries and across nations to allow artists to challenge and redefine popular conceptions of representation. Drawn entirely from the Museum’s permanent collection, this installation brings together rarely seen examples of modern American still life paintings, executed within a brief thirty-year period, to highlight the diversity of artistic expression and styles that can be found in one of the most recognizable and beloved genres in the history of art.", "label": "No"}
{"text": "Our research Cat research How can we improve the welfare of cats and other wildlife? Our project aims to find out. Read more about our work below: Donate to this research project: Read more Cats have evolved to be successful predators, able to hunt wild birds, small mammals and reptiles. Scientific studies suggest that both domestic and feral cats are having a serious effect on wildlife in countries across the world. With a cat population of over 10 million in the UK, understanding the impact that cats have on our songbird populations is a crucial area of research. If we know more about cat behaviour and owner attitudes, we may be able to minimise the damage that cats cause to songbirds and other wildlife. Background: SongBird Survival has partnered with the University of Exeter to take a novel approach, shifting the focus away from ‘the problem’, and towards resolving the issue. By funding research into understanding cat owners as well as cats, we hope to be able identify potential solutions to cat predation of wildlife. The project: The project started in March 2017, running for 3 years. SBS is funding a PhD student and postdoctoral researcher for the duration of the project. We know that securing the ongoing interest and input of cat owners is central to the success of this research. This highly collaborative project will combine social science and ecology. We will be working directly with cat owners and other interested groups to identify personal perspectives and co-design research activities to assess cat behaviour. What we will be studying: Cat behaviour Perspectives of cat owners Potential mitigation measures, e.g. deterrent devices, fitting cats with collars or bells, modifying cat access to the outdoors Urban and rural settings Through this joint research, we aim to move beyond the contention and social conflict which has plagued the issue of cat predation of wildlife, and achieve real results for songbirds. Researcher profiles Sarah Crowley - Postdoctoral Researcher Sarah gained her PhD from the University of Exeter in 2017, and is now working as a Postdoctoral researcher within the College of Life and Environmental Sciences. She specialises in understanding the social dimensions of managing introduced and invasive species. Her PhD research focused on the management of monk parakeets in southeast England, Eurasian beavers in Devon and grey squirrels nationwide. Sarah has a background in animal behaviour and anthrozoology – the interdisciplinary study of human-animal interactions. Her research interests include environmental conflict, human-animal interactions and introduced and invasive species management and policy. She is keen to continue conducting and promoting applied, interdisciplinary research into complex socioecological problems. Martina Cecchetti – PhD Student Martina is a PhD student within the College of Life and Environmental Sciences working under the supervision of Professor Robbie McDonald. She holds a BSc Biological Sciences from the University of Perugia and an MSc Evolution of Animal and Human Behaviour from the University of Turin. Previously she has worked as a fieldworker with Ornis Italica, a not-for-profit association of independent researchers based in Rome. Here she studied the effect of free-roaming cats on shearwaters on Linosa Island, in collaboration with University of Palermo. She also worked as a radar specialist for raptor migration on the Strait of Messina. Martina’s research interests include wildlife conservation, animal welfare and the impacts of invasive species on island endemics. Professor Robbie McDonald – Supervisor Professor McDonald is Chair in Natural Environment at the University of Exeter. He leads the University's partnership with the National Wildlife Management Centre as part of a Wildlife Research Co-Operative. He is also a member of the Environment and Sustainability Institute. His research interests lie in mammal ecology and small carnivores in particular, having previously studied the biology of the weasel family. His current projects are looking at the ecology and management of invasive, non-native species, ecological and social aspects of wildlife management and understanding human conflicts over wildlife. His research has also focused on the science, policy and practical implications of bovine tuberculosis (TB) in badgers, and the impacts and management of invasive species. He hopes to develop a programme of applied, interdisciplinary work that will help Cornwall, the South West, and the UK develop in a sustainable way.", "label": "No"}
{"text": "According to WMO, according to World Meteorological Institutions, before the end of this year, the effects of seasonal poisonous nano are 70% of re-establishing effects.\nEarlier, El Salvador was influenced by the weather patterns around the globe that happened in 2015-16.\nHowever, the researchers believe that this new al nano will be less intense against the past.\nAccording to Deblo MoO, environmental change is affecting the traditional intensity of such seasonal manifestations.\nThe Sunni 2015 nineteenth season recorded the most severe seasonal poison and it had an impact on the temperature around the world, due to which the warmest year of 2016 was recorded.\nEl Nino and La Nina are complex seasonal patterns that occur due to temperature temperatures in colonial archeology, and their effects are set around the world.\n‘Al Nino’ is sometimes called a hot stage of this natural phenomenon, while ‘La Nina’ is called a cold phase.\nNow ‘La Nina’ is over and according to the WMO, there are 70% chance of another El Nino before the end of the year.\nHowever, its severity is less than 2015-16.\nWMO Secretary General Patriallas Talas says that in the opinion of WMO, this new al nano would be less intensely compared to the past, but then it could have a considerable impact.\nHe further said “Knowing it before time can save many lives and financial losses.”\nScientists say Astano is going to see the weather conditions of El Nino for the first time, due to which famine and flood can come.\nAustralia’s Bureau of Metorology said it could be a big event.\nSuch ocean temperature decreases due to lack of seeds.\nEl Nino is still in its early stages, but it has the ability to bring extreme weather around the world.\nAmerican scientists earlier announced in April that El Nano has arrived but at that time it was called ‘weak’.\nAustralian scientists say that its samples show that it will take force after September, but at that time it will be the first time to say how strong it will be.\nEnvironmental monitoring in the Bureau of Metorology and the Prague Department manager David Jones told reporters that this is a real-nano effect, and it is not weak.\n‘You know that whenever intensity is offered, it gets a little suspicious, but looking at the models completely, it looks like it’s a big event of Al Nino.’\nAfter the recorded temperature of the last year, El Nino was expected but it did not happen.\nFive years ago, due to the coming days of Alino, there was famine in low monuments in South-East Asia, South Australia, Philippines and Ecuador in Southeast Asia, a severe storm in the United States, a heat wave in Brazil, and severe flood in Mexico.\nEl Nino is the warmth of the Pacific, which is part of the complex result of the atmosphere and sea.", "label": "No"}
{"text": "Two years after the powerful earthquake and devastating tsunami hit Japan, the Japanese Red Cross—with financial support of the American Red Cross—is helping to provide emotional support to children who are still dealing with their traumatic experience.\nA five year-old girl who behaves normally at school acts out violently at home against her grandmother, who is caring for her, demanding to know when her mother will return. The girl, who lost both her parents and her sister in the tsunami, doesn’t understand they are not coming back.\nThe 9.0-magnitude earthquake hit Japan on March 11, 2011, triggering a tsunami that left behind miles of devastation and destroyed homes, buildings, roads and entire communities. Survivors were left to deal with not only the physical destruction, but the mental trauma as well, particular young children and the elderly.\nImmediately after the disaster, the Japanese Red Cross responded with health and emotional support services. But the need to help people deal with their emotional trauma is ongoing, said child psychiatrist, Dr. Junko Yagi, who works in Iwate, one of the worst-affected prefectures.\n“Some patients are only now starting to develop dissociation and depression symptoms,” Dr Yagi said. “They seemed to be actively moving forward with their lives but in reality, they were in a state of hyper-arousal. They are exhausted.”\nProviding psychological education is one part of Dr. Yagi’s job. She helps patient develop coping strategies to deal with loss and trauma. For the little girl, Dr. Yagi works with her at a weekly play therapy session, to help her more easily express her emotions. Dr. Yagi has also worked with the grandmother to give her a better understanding of how children relate to death and to enable her to communicate with the child better and to express her own grief.”\nThis therapy is currently available in three centers in the prefecture – Miyako, Kamaishi and Kesen. Dr. Yagi is one of the key figures in the process of setting up a center for children’s mental health care in the Iwate Medical University which is being funded by the Red Cross.\n“In this way, we will be able to get the benefit of training for the local doctors who are dealing with these cases by leading experts in the field, and also more young doctors will be encouraged to train as child psychiatrists,” she said, adding that a shortage of medical staff had been a serious issue even before the disaster.\nThis part of Japan has long had a history of being relatively under-developed in terms of health infrastructure.\n“The building of a new center - with support from the Red Cross - will not only help the people affected by the disaster,” said Dr. Yagi. “But it will change the whole picture of children’s mental health care in the region.\nDonations to American Red Cross Help Response in Japan\nSince the 2011 earthquake, donations by the American public have helped hundreds of thousands of people with appliances for their new homes, rebuilt hospitals and nursing schools and provided emotional support to survivors.\nThese donations enabled the Japanese Red Cross to provide nearly 338,000 survivors with appliances such as refrigerators, washing machines and rice cookers for their temporary housing.\nThe Red Cross also has provided transportation, medical beds and vaccinations for the elderly and educational support, temporary school gyms, indoor playgrounds, and summer camps for children.\nIn addition, American Red Cross donations have helped rebuild Japan’s hospitals, medical centers and nursing facilities. Three temporary hospitals and one medical center have been reconstructed, and two permanent hospitals and a social welfare care center are expected to open early this year. U.S. donations are also helping to rebuild a Red Cross nursing school that will train specialists in disaster medical care.", "label": "No"}
{"text": "SWEAT is so unique it could one day be used to access smartphones in the same way we use a fingerprint or our faces.\nAmino acids in our \"sweat print\" could be used to identify someone wearing a mobile or wearable device, researchers have claimed.\nIt could prove to be one of the most secure ways to hide your secrets on your phone as a sweat profile is a lot harder for scammers to operate.\nAssistant Professor Jan Halamek at the University at Albany, who co-authored a study into the possibility, said: \"The sequence of the unlocking mechanism will be based on complex biological systems that cannot be ascertained by anyone other than the device’s owner.\"\nIt might sound totally bizarre but Professor Halamek reckons it could become a reality in the next \"five to 10 years\".\nIt could help people who struggle to remember passwords or have mobility issues which mean they cannot place their finger over a phone sensor.\nFacial recognition security features have already been foiled by hackers.\nThe iPhone X and Samsung S8 face unlock were both cracked.\nIt took just ten days for security researchers to fool Apple's Face ID using an elaborate face mask.\nTHAT'S CRACKING What to do if your phone is lost or stolen, how do you find your IMEI number and can thieves unlock your iPhone?\nSamsung's facial recognition was tricked using a photo of its owner.\nIf you have banking apps on your phone, they advise you to set a pin on your phone, which would suggest that it's still the safest way to keep your secrets safe for now.\nMORE SMARTPHONE STORIES FOR GADGET FANS", "label": "No"}
{"text": "Photo courtesy of uic library, special collection and university archives jane addams and hull house are the foundation of social reform in the united states. Social reformer jane addams founded the settlement house called hull house in 1889 in order to help the underprivileged in chicago. In honor of her 153rd birthday, hull house founder, social activist and nobel prize winner jane addams was celebrated in friday's google doodle the simple. Twenty years at hull house [jane addams] on amazoncom free shipping on qualifying offers. Hull house: overview of hull house, one of the first social settlements in north america it was founded in chicago in 1889 by jane addams and ellen gates starr to. Twenty years at hull house [jane addams] on amazoncom free shipping on qualifying offers in 1889, while many americans were disdainful of newly.\nThe building developers should be commended for honoring the legacy of jane addams and the hospitality of hull house the new name, the st jane chicago. Jane addams and ellen starr opens the hull house in chicago hull house, the most well known settlement house in the united states, was co-founded in 1889 by jane. Jane addams (1860—1935) addams, jane twenty years at hull house 1910 urbana, il: university of illinois press, 1990 best work to start a study of addams opening chapters are. This guide provides a sample of resources for researching the history of chicago's hull-house settlement house, its co-founders jane addams and ellen gates starr, and.\nHull house, chicago's first and the nation's most influential settlement house, was established by jane addams and ellen gates starr on the near west side on september 18, 1889 by 1907, the. For addams, hull house always combined epistemological concerns with jane, credit jane addams with developing many of his important ideas including his view. Twenty years at hull-house with autobiographical notes by jane addams hull-house, chicago author of democracy and social ethics, newer ideals of peace, the spirit of youth and the. Jane addams has 63 books on goodreads with 4745 ratings jane addams’s most popular book is twenty years at hull house.\nJane addams: jane addams, american social reformer and pacifist, cowinner of the nobel prize for peace in 1931 she is best known as a cofounder (with ellen gates starr) of hull house in. The jane addams hull-house museum faithfully preserves jane addams' legacy of social reform and neighborhood stewardship. Hull house, chicago, il hull house, circa 1920 jane addams and her friend ellen gates starr founded hull house in 1889 on the south side of chicago, illinois after. Hull house, founded in 1889 by jane addams and ellen gates starr, was the home of progressive programs serving a mostly immigrant community.\nJane addams hull house association, chicago, illinois 1,565 likes 3 talking about this 15 were here september 18, 1889 we opened january 27, 2012. I learned about jane addams in elementary school & as a adult i read her book twenty years at hull house i was eager to visit hull house when in chicago it took about an hour to tour.\nJane addams (1860 – 1935) jane addams as a young woman photo: public domain jane addams was a famous activist, social worker, author, and nobel peace prize winner, and she is best known for. Jane addams hull house association will be out of business friday, leaving employees and clients scrambling to fill a void the 122-year-old organization. Here is a documentary on jane addams, a pioneer in creating one of the most instrumental social settlements of north america. The life and work of jane addams (1860-1935), founder of hull house and nobel peace prize winner, demonstrated the ethics and values that became the basis of the. All photographs are the property of the swarthmore college peace collection permission must be gained from the curator for any reproduction of the images.\nPrimary source from twenty years at hull-house by jane addams on september 18, 1889, social reformers jane addams and ellen gates starr. Twenty years at hull house by jane addams click here for the lowest price paperback, 9781463682477, 1463682476. Main article primary sources (1) jane addams, twenty years at hull house (1910) i gradually became convinced that it would be a good thing to rent a house in a part. A short documentary of the life and work of jane addams, founder of hull house in chicago, illinois. Meet jane addams and discover how her drive to help others led her to establish hull house, the first american settlement house learn how addams and hull house improved life for american. 20 years at hull-house by jane addams click here for the lowest price paperback, 9781619491588, 1619491583.", "label": "No"}
{"text": "Explaining a three-part thesis statement-- created using powtoon -- free sign up at http://wwwpowtooncom/youtube/ -- create animated videos and animated pr. An important part of this is the three-pronged thesis this information should be factual, especially for a history paper somewhere in the middle of introduction, one presents the 3 main points of the 5 paragraph essay the introductory paragraph should end with a strong thesis statement that tells readers exactly what an. There are many ways to write an introduction, but it is necessary to include each of the three parts: an opening statement or question that attracts the reader's attention — this is often called the hook, supporting sentences which link the hook to the thesis, and a thesis statement that states the purpose and plan of the. You've already spent time and energy crafting a solid thesis statement for your introduction, and if you've done your job right, your whole paper focuses on that thesis statement that's why it's so give a list of the major arguments for your thesis (usually, these are the topic sentences of the parts of your essay) explain how. A good thesis statement makes a debatable point, meaning a point someone might disagree with and argue against it also serves as a roadmap for what you argue in your paper part ii: the conclusion a conclusion is the last paragraph of your essay, or, if you're writing a really long essay, you might need two or. Thesis statement – a thesis statement is a direct statement that explains the topic of your essay, what you believe about that topic, and why you believe it a thesis statement is made up of three different parts every thesis needs these three things: 1 identification (what is the topic you are talking about) 2.\nAssuming the paper follows the three-part structure we've inferred, the working thesis would become the final thesis, on the basis of which a reader could anticipate sections of the essay to come the first of the three thesis statements, by contrast, is explanatory: during the past few years, the rights of aids patients in the. Thesis statement creator: directions: this web page explains the different parts to a thesis statement and helps you create your own you can click on the example button in each section to see an example of a thesis statement question: write the the question you have been assigned or the prompt you are going to answer. Very similar to the way you wrote papers in middle school, the 3-point thesis paper consists of three parts: an introduction with a thesis statement, a body which is the bulk of the paper, and a conclusion that wraps everything up with this method, your thesis statement is king and everything else in your.\nThe online sports injury research papers writing writing three part thesis help lab (owl) at purdue university houses writing resources who is a role model essays and instructional material. A thesis statement is the single, specific claim that your essay supports a strong thesis answers the question you want to raise it does so by presenting a topic, the position you wish to defend, and a reasoning blueprint that sketches out your defense of your chosen position a good thesis is not merely a factual statement,.\nThe thesis presents an attitude toward the subject and, ideally, a three-part plan of development the subject of the essay should be fairly narrow even as it is introduced if the topic involved unusual pets, for example, then the paragraph could begin with a statement such as, many people, maybe most people, would. A simple review of how to write a three-part parallel thesis statement. 2 go from “general” to “more specific” (narrow down your topic so that you can introduce a thesis statement without too much of an abrupt jump between hook and the specifics of your paper) 3 give your thesis statement (what your paper will explain or argue and the main points) narrow the 3 parts of an effective.\nKeep the following tips in mind as you write your thesis statement: 1 avoid formulas it is a common practice for teachers to recommend a formula for thesis statements the most popular formula includes the main idea and a list of three supporting points, like this: baseball should still be considered the. Introduction paragraphs also usually contain background information that assists the reader in understanding your topic, perhaps defining it or explaining an important part finally, you want to include a thesis statement even though your essay only has three paragraphs, there still needs to be a purpose to.", "label": "No"}
{"text": "In part two of this series of book excerpts on getting started with JXTA, from JXTA in a Nutshell, learn about peergroups and discovery, which are important for understanding peer-to-peer Web services.\nPeers self-organize into groups. JXTA does not define what these groups are, nor why they exist: the JXTA framework supports the creation of groups and the definition of group membership, but it is up to cooperating peers to define groups, join groups, and leave groups. Among other purposes, peergroups serve to:\nDefine a set of services and resources\nIn order to participate in an auction, a peer must find a JXTA peergroup that provides an auction service. The peer must join that group; only peers that have joined the group can use the services available in the group.\nThere are a number of important resources that exist within each peergroup. A service is a specific type of JXTA resource. A peer that wants to use the resources of a particular peergroup must join that peergroup. Similarly, peers can communicate only with each other if they have joined the same group (although, as we'll see, all peers belong to the NetPeerGroup, so they can always communicate with each other).\nProvide a secure region\nIn This Series\nBecause of their membership requirement, peergroups form an entity with a logical boundary. Peergroups may strongly enforce a membership requirement so that the boundaries define a secure environment as well: content within a peergroup can be accessed only by peers belonging to that group, so a peergroup with strict membership requirements can secure its content from the rest of the world.\nThe underlying network topologies of peers within a peergroup do not necessarily reflect physical network boundaries, such as those imposed by routers and firewalls. A peergroup can consist of peers on completely disparate networks. Peergroups virtualize the notion of routers and firewalls, subdividing the network in secure regions without respect to actual physical network boundaries.\nPeergroups are typically formed and self-organized based on the mutual interest of peers. No particular rules are imposed on how peergroups are formed. Peers with the same interests tend to join the same peergroups. Therefore, the abstract regions defined by a peergroup provide an implicit scoping mechanism for peergroup operations. Peergroup boundaries delimit the search horizon when looking for peergroup resources. Peergroup scopes help scalability by reducing network traffic explosion within the JXTA network. Messages within a peergroup are propagated only to peers that are members of the peergroup.\nCreate a monitoring environment\nPeergroups enable peers to monitor members, interactions (traffic introspection, accountability, traceability, etc.).\nThe JXTA platform defines two kinds of peergroups:\n1. The NetPeerGroup\nThis is the default peergroup a peer joins after booting the JXTA network; it is sometimes called the World Peergroup. Configuration of the NetPeerGroup is typically done by the administrator in charge of the network domain on which the peer is located. The NetPeerGroup defines the initial scope of operations of a peer and the default services it provides.\n2. User peergroups\nUsers (and applications) can create new peergroups with their own set of customized services and membership policies. User peergroup services are created by either cloning and extending the NetPeerGroup services or by creating new ones. All user peergroups are subsets of the NetPeerGroup.\nAll peers are automatically members of the NetPeerGroup peergroup; they do not need to take any special actions to join the group, and they cannot leave the group. Peers may opt to join and leave other groups at will. In order to join a group, a peer must discover the group and then ask to join it. Depending on the group, the peer may have to present authentication credentials, and the group will vote on the peer's application.\nLet's see how this all works in the context of the shell. When the shell starts, it automatically joins the NetPeerGroup. One way that you can find the group that a shell belongs to is with the\nwhoami -g command:\nJXTA>whoami -g <PeerGroup>NetPeerGroup</PeerGroup> <Description>NetPeerGroup by default</Description> <PeerGroupId>urn:jxta:jxta-NetGroup</PeerGroupId>\nAny peer can create a peergroup. Peergroups are typically composed of peers that have either a common set of interests (e.g., music or baseball peergroups) or that interact with each other to exchange contents.\nPeergroups allow us to introduce the notion of protocols and services in the JXTA platform. A peergroup provides a set of services that peers can utilize. The JXTA platform defines seven core services:\nThis set of core services is used to \"seed\" the peer so it can discover and find enough resources to support itself. The NetPeerGroup services provide sufficient functionality for allowing this dynamic bootstrapping mechanism. The core services were selected to enable a peer to have enough functionality to create and join a large variety of peergroups:\nUser peergroups can extend, replace, or add new services, allowing a variety of peergroups to be created.\nA peergroup does not need to provide all of these services; it can provide only those that are necessary to support the peers within the group. Most peergroups, however, will provide at least a membership service. Since peers are always members of the NetPeerGroup, they can always obtain these services from the NetPeerGroup.\nThe NetPeerGroup provides all seven of these services. In general, each of these services defines a specific protocol used to access the service.\nAny peer can create a peergroup. The shell creates a peergroup with these commands:\nJXTA>mygroupadv = mkadv -g mygroup JXTA>mkpgrp -d mygroupadv\nThe first of these commands creates an advertisement (\nmygroupadv) of a new group with a symbolic name of\nmygroup (advertisements are discussed in more detail later in this chapter). The\nmkpgrp command actually creates the group.\nWhen you create a group in this manner, information about the group is broadcast to other peers using a discovery protocol that we discuss in the next section. In general, a peer can find a peergroup in two ways:\n1. When a new group is created, an announcement of that group is broadcast, and peers who are listening will discover the new group.\n2. A peer can initiate discovery to find groups. In the shell, this is accomplished with the\ngroups -r command:\nJXTA>groups -r group discovery message sent\nYou can see which groups the shell knows about by using the\nJXTA>groups group0: mygroup group1: anothergroup\nIn this last example, we know about\nmygroup because that's the group that we created; we know about\nanothergroup because another peer on the network created that group and we discovered it. Note that the NetPeerGroup does not show up in this list, even though it is also a peergroup.\nEach peergroup is uniquely identified by a unique peergroup ID. The peergroup ID is guaranteed to be unique within the entire JXTA network.\nOnce a peer has discovered or created a group, it must join the group. This entails sending an application (with any necessary credentials) to the group and awaiting a response. The membership service of the group will vote on the new application and send back either an acceptance or a rejection.\nA shell joins a particular group by using the\nJXTA>join -d group0 Enter the identity you want to use when joining this peergroup (nobody) 1Identity: jra\nAfter executing this command, the shell is a member of the group\nmygroup. A quick note about syntax here:\ngroup0 comes from the list of groups we obtained with the\ngroups command. You can use the symbolic group name (e.g.,\nmygroup) to join a group only if that shell created the group. To join a group that the shell discovered (such as\nanothergroup), however, you must use the\ngroup# that the shell has assigned. Because the shell caches information about groups, it might have created the group, exited, and restarted. In that case, you must also use the\ngroup# that the shell has assigned.\nA peer can join multiple groups by executing another\njoin command; the\njoin command can also be used to determine which groups the peer has joined:\nJXTA>join -d group1 Enter the identity you want to use when joining this peergroup (nobody) 1Identity: sdo JXTA> join Joined group : mygroup Joined group : anothergroup (current)\nCommands that the shell executes will be associated with the current group (\nanothergroup); the current group can be changed with the\nn this command, you always use the symbolic group name rather than the\ngroup# name. The current group is used to find any service that the shell needs; it is also the group printed by the\nMembership in any group created by the shell is automatic, so these examples work well when dealing with groups created by two different shells. A shell might also discover a different group, however: one that has membership criteria and requires the shell to present some special credentials. Membership in such groups requires that you know how to fill out a credential request, which is group-specific; we'll look at how this works in Chapter 7.\nA peer can cancel its membership in a group. The shell cancels its membership in a group with the\nThis command cancels membership in the current group. You cannot leave the NetPeerGroup.\nSo far, our shell does not have a peer. In the JXTA world, this is not a good thing, as a peerless JXTA application is not very useful. The first thing it must do, therefore, is find other peers with whom it can exchange information. The process of finding other peers is called discovery.\nThe process of discovery applies to any JXTA resource: peers discover other peers, and they also discover peergroups, pipes, advertisements, and other resources. There are two ways in which peers discover resources: peers discover resources dynamically, and they use special, statically configured peers to tell them about JXTA resources. Discovery occurs within the context of a peergroup: a peer attempts to discover resources within a specific peergroup.\nPeers use the JXTA Peer Discovery Protocol (PDP) to discover JXTA resources dynamically. The PDP defines the lowest-level technique that is available for peers to discover resources. On an IP network, it consists of two parts: a multicast message that is sent on the local network and the use of rendezvous peers to discover peers beyond the scope of the local network. Other network bindings will behave differently, but the essential operation of the PDP is that the requesting peer sends a message, and resources that hear the request will respond directly to the peer. Therefore, a peer using PDP will discover all JXTA resources that are on the local network or are known by the peer's rendezvous peers.\nThe implementation of discovery is actually a feature of the peergroup in which the peer is running. Certain peergroups may define other protocols by which peers can discover resources within the peergroup. The PDP is implemented by the discovery service that runs within the NetPeerGroup (and most other peergroups).\npeers -r command of the JXTA Shell implements the PDP; it will discover all other JXTA peers on the local network. Before executing this command, you may want to start a shell on another machine on your network (the next part of this series will show you how to start a second shell on the same machine as the first).\nNow in the original shell window you can execute commands to discover the second peer:\nJXTA>peers peer0: name = Test Shell 1 JXTA>peers -r peer discovery message sent JXTA>peers peer0: name = Test Shell 1 peer1: name = Test Shell 2\nIf you execute the same commands from the second shell, you'll notice that it numbers the peers differently. The peer numbers are used only internally by the shell application; peers are not numbered in a JXTA sense (except for their unique IDs).\nIt can take some time for the shell to discover other peers; executing the\npeers -r command may not necessarily report all of the peers on the network until the shell has completed its discovery process. In addition, some peers may not respond because they miss the multicast message; no reliable network protocol is used to discover peers. On the other hand, as more peers are added to the network, discovery is faster: that's because when a peer responds to a discovery message, it sends information about itself and about all other peers that it has already discovered.\nThere are special JXTA peers known as rendezvous peers. These peers are like lookup services: they keep a list of peers (and other JXTA resources) that they know about, and other peers query them for that list.\nIf you've been following along with our example, and you're on a computer connected to the Internet, when you first executed the\npeers command, you received a list of peers. This is because the shell is configured to contact certain known rendezvous peers on the Internet; by default, it will automatically contact the hosts 22.214.171.124 and 126.96.36.199. These hosts showed up in our earlier example as peers JXTA.ORG 235 and JXTA.ORG 237.\nThese hosts are the boostrapping set of rendezvous peers for the NetPeergroup. Peers may discover rendezvous peers dynamically and use them in place of these; the intent of the bootstrapping rendezvous peers is to initiate the discovery process of dynamic rendezvous peers.\nWhen the shell contacts the peer at one of these hosts, it will get back a list of all other peers that have discovered that same rendezvous peer. Therefore, a JXTA Shell running on a machine connected to the Internet may automatically discover many peers.\nYou can use the\nrdvstatus command within the shell to see if the shell has successfully contacted a rendezvous peer:\nJXTA>rdvstatus Rendezvous Connection Status: ---------------------------- Is Rendezvous : [false] Rendezvous Connections: Rendezvous name: JXTA.ORG 237 Rendezvous name: JXTA.ORG 235 Rendezvous Disconnections: [None]\nIn this case, the shell itself is not acting as a rendezvous peer; the shell has made contact with two rendezvous peers.\nThere can be as many rendezvous peers as peers in the network, although a certain ratio between rendezvous peers and other peers is expected to be maintained, depending on the peergroup discovery policy. Some peergroups will have a few rendezvous peers; others will have many. Smaller peergroups typically need fewer rendezvous peers. Larger peergroups tend to need more rendezvous peers to reduce the chance of creating islands of peers that do not communicate with others.\nA peer can dynamically advertise itself or remove itself from the list of rendezvous peers. Peers can discover new rendezvous peers dynamically and add them to their list of known rendezvous peers. As with the shell, any peer can be preconfigured to know about a fixed number of rendezvous peers. Each peergroup can define its own ratio of peers to rendezvous peers to support the peergroup-specific requirements.\nBecause a peer knows the address of a rendezvous peer, it can use whatever network protocol it wants to contact it (assuming, of course, that the rendezvous peer also supports that protocol). In the shell, the preconfigured rendezvous peers are all defined as using HTTP as their transport mechanism.\nJXTA services and applications are free to use any other technique to find each other. The shell, for example, can be configured to pass its requests to the rendezvous peers through a proxy; this is useful if you must pass through a firewall to get to the Internet. In this case, the shell wraps the standard PDP message into an HTTP request that it sends to the proxy server; the proxy forwards it just as it would any other HTTP message. When the rendezvous peer receives the request, it puts its answer back into the HTTP response and sends it to the proxy, which returns it to the shell.\nAny variation on this technique is valid, as long as all the peers agree on the technique. At a minimum, peers will always be able to discover each other using the basic PDP (assuming, of course, that their network topology supports the discovery we described above).\nConsider the peers shown in Figure 2-3. When the JXTA Shell joins its local network, it will send out a broadcast version of the PDP. It will get back two responses. One response will come from the JXTA searching service, and the shell will now know about the searching service. The other response will come from the JXTA rendezvous peer. Because the rendezvous peer is sitting on a machine that is attached to both the local and corporate networks, it has previously discovered the searching peer and the file-sharing peer. When the rendezvous peer receives the PDP broadcast method from the shell, it will tell the shell about these two peers.\nThe shell will then send a PDP message via HTTP directly to JXTA.ORG 237. The rendezvous peer at JXTA.ORG 237 will then tell the shell about all the peers that JXTA.ORG 237 has discovered; this is how the shell can discover the JXTA auction service. In Figure 2-3, the HTTP message passes through a proxy in order to pass through the firewall.\nJXTA peers and discovery\nPassing through the proxy is a value-added feature of how the JXTA Shell is programmed (and a value-added feature of the standard Java language bindings that we use throughout this book). At a basic level, the PDP works over HTTP; if we were to remove the firewall from this network, then the JXTA file-sharing service could use PDP directly to contact JXTA.ORG 237 and discover the JXTA auction service.\nAlso note how peer discovery is improved as more peers are added to this example. When a new peer is connected to the local area network and executes the basic PDP to find peers dynamically, it will immediately find the JXTA auction and file-sharing services. That's because the shell has already found these services. When the new peer sends its discovery message, the shell will respond with all the peers it knows about.\nJXTA peers can elect to become relay peers. Relay peers send dynamic discovery requests across different networks.\nIn Figure 2-3, the JXTA rendezvous peer sits on two different networks. The JXTA Shell discovered the JXTA file-sharing service because it knew about the rendezvous peer and contacted it directly. If the JXTA rendezvous peer was a JXTA relay peer instead, then when the JXTA Shell performed its multicast discovery, the JXTA relay peer would have seen the multicast message and routed it onto the corporate network. This would have been seen by the JXTA file-sharing service, which would have sent a message back to the shell.\nThe end result here is the same: the shell discovers the service, but the procedure is quite different. In the case of the rendezvous peer, the shell had to have explicit knowledge of the rendezvous peer in order to contact it. In the case of the relay peer, the discovery would happen dynamically.\nIn practice, peers often serve as both relay and rendezvous peers.\nIn the next installment, learn JXTA application configuration.\nScott Oaks is a Java Technologist at Sun Microsystems, where he has worked since 1987. While at Sun, he has specialized in many disparate technologies, from the SunOS kernel to network programming and RPCs.\nBernard Traversat is a well-known developer in the Java Community and an active member of the Project JXTA. Bernard is the Engineering Manager for the JXTA CORE.\nLi Gong is a well-known developer in the Java Community and an active member of the Project JXTA. Li is the JXTA Engineering Director for the JXTA CORE.\nReturn to ONJava.com.\nCopyright © 2009 O'Reilly Media, Inc.", "label": "No"}
{"text": "On Jun 30, 2008, wallaby1 from Lincoln,\nUnited Kingdom (Zone 8a) wrote:\nThe larvae of this beetle can be damaging to plants, such a strawberries, as they eat the roots causing the plant to wilt and if enough roots are eaten the plant will die. Some plants are preferable to others, I find they like Heuchera, if noticed (wilting or plant loose in the ground) the plant can be removed and the grubs dug out. They also live in lawns, these are more difficult to remove although I see birds eating them as they come close to the surface.\nLarvae are curved in shape, soft bodied and white, with six legs at the front end with a brown shiny head. There is usually a dark patch internally at the rear.\nThey remain in the ground for 3 to 4 years, the mature grub is very large, 40-46mm. The mature beetle is 20-30mm in length. The larvae pupa... read more", "label": "No"}
{"text": "Speech 100 Chapter 1 The world of commuication\nTerms in this set (11)\nA systemic process in which people interact with and through symbols to create and interpret meanings.\nContent level of meaning\nOne of two levels of meaning in communication.The content level of meaning is the literal, or denotative, information in a message.\nExamining ideas reflectively and carefully to decide what you should believe, think, or to do.\nResponse to a message, may be verbal, nonverbal, or both. In communication theory, the concept of feedback appeared first in interactive models of communication.\nCommunication between people, usually in close relationships such as friendship and romance.\nAnything that has potential to interfere with intended communication.\nWays of thinking, acting, and understanding work that are shared by members of an organization and that reflect an organization's distinct identity.\nSomething that is ongoing and continuously in motion, the beginnings and endings of which are difficult to identify. Communication is a process.\nRelationship level of meaning\nOne of two levels of meaning in communication; expresses the relationship between communicators .\nAn arbitrary, ambiguous, and abstract, representation of a phenomenon. Symbols are the basis of language, much nonverbal behavior, and human thought.\nA group of interrelated elements that affect one another. Communication is systemic.", "label": "No"}
{"text": "Individuals dwelling within the present have a lot to thank for many technological developments. A contemporary instance is the rise of communication expertise, which has lessened obstacles to human interaction and consequently has helped spawn new subcultures; the rise of cyberculture has at its basis the development of the Web and the pc 15 Not all expertise enhances culture in a creative means; technology may assist facilitate political oppression and war through instruments resembling weapons.\nImmediately, the Internet and world communications technologies are being employed to succeed in out to folks all internationally by church buildings, spiritual and group organizations, and charitable groups in all kinds of ways. Modern safety equipment permits companies to protect their monetary knowledge, confidential enterprise info and decisions. Nowadays, there’s a host of TV streaming providers meaning you possibly can compensate for all your programmes whenever you want or flick thru a listing of films and exhibits, all out of your TV set, cellphone, laptop or pill.\nWhen we shift from using the applications on our PCs to working within the browser or on a cellphone, we give internet service suppliers (ISPs) and tech firms more say over what we can and may’t do. They know after we get on-line, they usually know what we do as soon as we join. Growing countries attempt to get higher utilities, extra vehicles, sooner computers, as well as Internet and mobile phone suppliers as a result of that’s what makes a contemporary society.\nOver the coming years I might do COBOL and relational database design but that was the closest I ever received to sensible information about methods to construct software for the web. Many opponents of know-how in religion argue that technologies are desensitizing people and undermining the morals of society, but as with any different expertise or reward of new data, it is what it is used for that actually counts.\nFrom the time it was based, Trendy Technology has had one aim in mind: offering skilled high quality work by way of our strong dedication to buyer satisfaction. Fashionable expertise is a buddy as a result of it is the time that it saves that advantages all who’s within the behavior of utilizing it. There is no such thing as a detrimental connotations in regards to know-how as being an enemy of mankind.", "label": "No"}
{"text": "|Title||Regenerative Organic Agriculture and Climate Change|\n|Content||The white paper, Regenerative Organic Agriculture and Climate Change: A Down-to-Earth Solution to Global Warming, is issued by Rodale Institute, an independent nonprofit agricultural research institute based in the U.S.\nIt focuses on the regenerative organic agriculture’s role in reversing both climate issues and food insecurity. Soil ability to revers climate change is only working when the health of the soil is maintained through organic regenerative agriculture. The Rodale Institute calls for the restructuring of our global food system with the goal of reversing climate change through photosynthesis and biology.", "label": "No"}
{"text": "“I am not, I will not be.\nI have not, I will not have.\nThis frightens all children,\nAnd kills fear in the wise.”\nNagarjuna, lived between approximately 150 and 250 AD (CE). The name means ”noble serpent”. He was born into a wealthy Hindu family, but converted to Buddhism. The teachings he revealed over the course of his life are foundational to the Mahayana schools of Buddhism. Mahayana means ”Great Vehicle”.\nIt would be too long to go into his philosophies but there is an excellent article about Nagarjuna here ~ http://www.iep.utm.edu/nagarjun/\nNagarjuna saw in the concept sunya, a concept which connoted in the early Pali Buddhist literature the lack of a stable, inherent existence in persons, but which since the third century BCE had also denoted the newly formulated number “zero,” the interpretive key to the heart of Buddhist teaching, and the undoing of all the metaphysical schools of philosophy which were at the time flourishing around him. Indeed, Nagarjuna’s philosophy can be seen as an attempt to deconstruct all systems of thought which analyzed the world in terms of fixed substances and essences. Things in fact lack essence, according to Nagarjuna, they have no fixed nature, and indeed it is only because of this lack of essential, immutable being that change is possible, that one thing can transform into another. Each thing can only have its existence through its lack (sunyata) of inherent, eternal essence. With this new concept of “emptiness,” “voidness,” “lack” of essence, “zeroness,” this somewhat unlikely prodigy was to help mold the vocabulary and character of Buddhist thought forever.\n”Even three times a day to offer\nThree hundred cooking pots of food\nDoes not match a portion of the merit\nIn one instant of love.” ~ Nagarjuna", "label": "No"}
{"text": "We define someone as being bilingual as an individual who is able to make a seamless transition between the two languages of instruction. A bilingual person can read, write, understand, think and speak in the two languages without hindrance at all levels. This is to say that they are able to make the intercultural and linguistic transitions seamlessly, whether it be for study, business or leisure. Bilingual learners think, dream and tell jokes in the two languages.\nAt Wellington College China and Huili Education Group schools our two-way immersion comprises a balanced exposure to Chinese and English fostering bilingualism and biliteracy. We also recognise that with our early learners there are approaches that can be reinforced in the home setting to build upon the educational experience.\nThe bilingual immersion experience offers each and every child their own, personalised learning journey and there are a number of key approaches that can be reinforced at home to support that learning journey.\nThe mastery of language is an exciting lifelong journey of discovery. We must remember that all journeys start with small steps, supported by guides who help us on the way. We must celebrate and relish each of those milestones. As children transition through the phases of language development from ‘the silent period’ through ‘early production’ to ‘speech emergence’ and beyond, three practical steps are listed below that we can use as we guide them.\nIf a child is at the ‘the silent period’ the use of singing; which activates the right side of the brain, whereas our speech is activated from the left side of the brain; helps compensate for the later development of the language centres in the left side of the brain. Nursery rhymes and songs are excellent ways of familiarising a child with language.\nAnother technique is to model speaking through child directed speech. The Stanford Report, October 15, 2013 identified that young children learn language in the context of meaningful interactions with those around them. The research showed that children who had experienced more child-directed speech were more efficient at processing language.\n‘The analyses revealed a cascade of effects – those toddlers who heard more child-directed talk became faster and more reliable in interpreting speech, and it was their superior skill in processing language that then increased their success in vocabulary learning.’\nSource: Bjorn Carey Stanford Report, October 15, 2013\nUsing techniques such as the ‘3 strikes and you win’ technique enable you to model words and answers to your child. The technique can be used to teach new vocabulary, where a child’s desired object is held close to your mouth as you model the word, waiting 2-3 seconds for a response the child may or may not repeat the word. If the child repeats the word, celebrate and congratulate them. If your child does not repeat the word, then conduct the process a second time. On the third time if the child has not repeated the word you model the word clearly and give the child the object saying ‘Good, listening.’\nHowever, being asked too many questions is daunting for a young learner and we must consider thinking time. This technique is probably the hardest one for us to do, especially in the fast moving era of the instant information superhighway that is the 21st Century. In a normal adult conversation our wait time is approximately one second. For young children the processing time can be up to ten times longer. Please give ten seconds waiting time and in those ten seconds remember that your child is decoding what he or she has been asked and then constructing a response and is then having to shape and say new words and sounds. It is a complex process! If your child is not able to respond after the ten seconds, do not ask the same question again, however re-frame it in a simpler fashion and build in an element of choice.\nChild: ‘I want sandwich.’\nAdult: ‘You want a sandwich. Which sandwich do you want?’\nAllow thinking time.\nAdult: ‘Would you like a chicken sandwich or a jam sandwich?’\nPoint to chicken slices and jam pot respectively.\nChild: ‘A jam sandwich.’\nAdult: ‘Good listening, you would like a jam sandwich.’\nIf we focus on these three key areas of singing, child directed speech through effective questioning and modelling and giving thinking time we will be able to help our learners on their exciting journey to true bilingualism. Where they will be able to experience their dreams equally in Chinese or English.", "label": "No"}
{"text": "The ChemCam laser instrument on NASA’s Curiosity rover has turned its beam onto some unusually light-colored rocks on Mars, and the results are surprisingly similar to Earth’s granitic continental crust rocks. This is the first discovery of a potential “continental crust” on Mars.\n“Along the rover’s path we have seen some beautiful rocks with large, bright crystals, quite unexpected on Mars” said Roger Wiens of Los Alamos National Laboratory, lead scientist on the ChemCam instrument. “As a general rule, light-colored crystals are lower density, and these are abundant in igneous rocks that make up the Earth’s continents.”\nMars has been viewed as an almost entirely basaltic planet, with igneous rocks that are dark and relatively dense, similar to those forming the Earth’s oceanic crust, Wiens noted. However, Gale crater, where the Curiosity rover landed, contains fragments of very ancient igneous rocks (around 4 billion years old) that are distinctly light in color, which were analyzed by the ChemCam instrument.", "label": "No"}
{"text": "Luk Keng marsh is located at the inner shore area of Starling Inlet in the Northeast New Territories. It is an abandoned brackish marsh opposite to Luk Keng village. The marsh stores freshwater discharge from the hill stream and collects sea water from Starling Inlet. The marsh near the seashore supports mangrove and the area further inland is mainly freshwater marsh with short grass. The area has become a pasture for stray cattle.\nOverview and HistoryHong Kong sits on the south coast of China, on the Pearl River Delta. It's got a population of more than seven million people and is one of the most densely populated places on earth. It also appears to be putting into place the template for population management, which cities around the world will be implementing as soon as they can afford it. More on that later.Archaeological evidence dates human activity beneath present-day Hong Kong back to the stone age. The area was first settled by people from the mainland during the Han dynasty, around the beginning of the common era (the P.C. term for when B.C. changed to A.D. Whoa!)For hundreds of years, Hong Kong was a small fishing community and haven for travelers, with a few pirates here and there. Then whitey showed up.Western influence reached China at the beginning of the 15th century, when all those great explorers in boats were cruising for loot in strange and mysterious places. Tea and silk were the commodities connecting eastern Europe to China, and Hong Kong was known as a safe harbor through which to pass. When you're carrying the Queen's tea, it's especially important to avoid ARRRRRRguments with pirates. Hyuk hyuk hyuk.Seriously folks -- in the eighteenth century Britain was doing a booming business with China, offering Indian opium to balance their extensive purchases of fine porcelains and everything else. The opium was ordained to be for medicinal purposes only, of course.Well, as you may imagine, the Chinese got sick of opium fiends junking up the place, so they attempted to stop the British suppliers, to no avail. The Opium Wars resulted and ended with China ceding Hong Kong to the British, in fear of their massive naval power. This took place in the year 1841.Colonization soon followed, Hong Kong shot up in value as an international port, and its population increased dramatically. In 1898 Britain acquired additional territories on a 99 year lease -- expiring in 1997. Does that year sound familiar? Read on.In the 20th century Hong Kong changed hands several times. The British surrendered it to Japan during World War Two, then took it back after Japan's defeat, then gave it to China later. Immediately following the war, Hong Kong served as a safe haven for hundreds of thousands of Chinese refugees, while the Chinese National Government was losing its civil war against communist leadership.The population of Hong Kong exploded as corporations seeking to escape Chinese isolationism arrived and set up shop. Cheap labor in the textile and manufacturing industries steadily built up the economy and ensured foreign investment. By the end of the 20th century Hong Kong had become a financial mammoth offering banking services to the world.In 1997 Hong Kong returned to Chinese rule with a few stipulations in place to guarantee its economic autonomy, as much as possible. The phrase \"one country, two systems\" was coined by the Chinese to describe the relationship between the mainland and Hong Kong.Getting ThereWell, where do you want to get to from the Hong Kong International Airport? There are ferries servicing six mainland ports in the Pearl River Delta Region. Airport Express Railway connects directly to downtown Hong Kong, and it has been rated the best airport in the world multiple times.The Airport Express Railway will get you into Hong Kong in about an hour, for $100. Public buses cost $10 and take a little longer. For direct service to your hotel you can take one of the hotel's private buses ($120+) or a taxi ($300+). As you can see, waiting time is optional for those who can afford it.Here's a little blurb on travel times, with further information for access to nearby cities (cross-boundary transport).TransportationGrab an Octopus card when you arrive. Octopus is the world's first electronic ticket-fare card system and the Hong Kong public transportation system is the world leader in people-moving. 90% of Hong Kongers get around on public transportation.Octopus covers the Airport Rail line, buses, ferries, the rapid-transit MTR network, supermarkets, fast food outlets, phone booths... It's how to get around the cashless economy.Nevermind the microchip built into it, you'll get used to having one of those on you at all times -- and soon they'll be internal! What do I mean? Many schools in Hong Kong even use the Octopus card to check attendance, because you read the card's data with an external scanner from a distance. This will the global norm soon. What if that chip is installed in your body? It's in the works baby!The hilly Hong Kong terrain also demands some special modes of transportation. If you've been to Pittsburgh, you may have some idea of how cool it is to ride a cable car up the side of a mountain, overlooking a majestic harbor and city. Multiply that by about ten thousand and you've got Hong Kong: vertical-travel trams, moving sidewalks, and the world's longest outdoor escalator system.People and CultureThe local currency is the Hong Kong dollar (HKD) which is pegged to the U.S. dollar. Official languages are Chinese and English. You're on your own, baby! Dive into the swarming, throbbing, pulsing, crawling and teeming mix!Things to do & RecommendationsThe Peak Tower and its shopping Galleria are the biggest tourist attraction in Hong Kong so don't miss it.Cool off in the Kowloon Park public indoor swimming pool!After that, go see what's happening at the Hong Kong Fringe Club, a non-profit organisation which puts together exhibitions for international artists and performers.Organize sports fans flock to the Hong Kong Stadium, but there's good news for disorganized sportistas too -- Mountain biking is now legal in the parks! Have at it, baby!All this excitement is going to make you hungry. Springtime is traditionally the time to celebrate seafood, summer is for fruits, and winter steams with hot pot soups to keep you warm.The best thing to do is go and find some dim sum. Dozens of plates of tasty small items, sort of like sushi but it's cooked, and the varieties are endless.Since you won't be able to walk down the street without complete and total sensory overload, I'll just whap in the Hong Kong tourist board's guide to dining and leave you to your intuition.Good luck, take it slow and above all -- DON'T SPIT OUT YOUR CHEWING GUM ON THE SIDEWALK. Gum is legal but there's a $500 fine for intentional littering. Enjoy!Text by Steve Smith.", "label": "No"}
{"text": "Minos, along with his brothers, Rhadamanthus and Sarpedon, was raised by King Asterion of Crete. When Asterion died, his throne was claimed by Minos, who banished his brothers. Minos reigned over Crete and the islands of the Aegean Sea three generations before the Trojan War. He lived at Krossos for periods of nine years, where he received instruction from Zeus in the legislation which he gave to the island. He was the author of the Cretan constitution and the founder of its naval supremacy.\nIn Attic tradition and on the Athenian stage Minos is a cruel tyrant, the heartless exactor of the tribute of Athenian youths to feed the Minotaur.\nIt is to this Minos that we owe the stories of Theseus, Pasiphae, the Minotaur, Daedalus, Glaucus, and Nisus. Minos fathered numerous children, including Androgeus, Catreus, Deucalion, Acacallis, Ariadne, Xenodice, Phaedra, and Glaucus- all born to him by his wife Pasiphaë. With a nymph, Paria, he had Eurymedon, Nephalion, Chryses, and Philolaus, and by Dexithea he had Euxanthius. He was the grandfather of King Idomeneus, who led the Cretans to the Trojan War. By Androgeneia of Phaestus he had Asterion, who commanded the Cretan contingent in the war between Dionysus and the Indians. Also given as his children are Euryale, who became the mother of Orion by Poseidon, and Pholegander.\nAsterios, king of Crete, adopted the three sons of Zeus and Europa: Minos, Sarpedon, and Rhadamanthus. According to the Odyssey he spoke with Zeus every nine years or for nine years. He got his laws straight from Zeus himself. When his son Androgeos had won the Panathenaeic Games the king, Aegeus, sent him to Marathan to fight a bull, resulting in the death of Androgeos. Outraged, Minos went to Athens to revenge his son, and on the way he camped at Megara. The king there at the time was Nisos and his strength came from his hair. His daughter, Scylla, fell in love with him and cut off her father's purple hair so Minos could conquer the city. After his triumph, he punished Scylla for her treachery against her father by tying her to a boat and dragging her until she drowned. On arriving in Attica, he asked Zeus to punish the city, and the god struck it with plague and hunger. An oracle told the Athenians to meet any of Minos' demands if they wanted to escape the revenge. Minos then asked Athens to send seven boys and seven girls to Crete every nine years to be sacrificed to the Minotaur. As a punishment for Minos' refusing to sacrifice a certain bull, Poseidon made his wife Pasiphae fall in love with it, giving birth to the Minotaur. Minos had his architect Daedalus construct a labyrinth in which he hid the monster. The Minotaur was defeated by the hero Theseus with the help of Minos' daughter Ariadne.", "label": "No"}
{"text": "Characterization of the Mesophotic Coral Reefs in the Florida Keys National Marine Sanctuary\nJohn K. Reed, Stephanie Farrington, María Cristina Díaz, Shirley A. Pomponi, Dennis Hanisak, Josh Voss\nA 17-day research cruise was conducted to the Florida Keys National Marine Sanctuary (FKNMS), August 12-29, 2019 by the Cooperative Institute for Ocean Exploration, Research, and Technology (CIOERT) at Harbor Branch Oceanographic Institute, Florida Atlantic University (HBOI-FAU) aboard the University of Miami ship R/V F.G. Walton Smith.\nTwo legs of the expedition were conducted. Leg 1 (August 13-20, 2019) consisted of Mohawk remotely operated vehicle (ROV) dives with the primary objective to document and characterize the benthic habitats, benthic communities, and fish assemblages of the mesophotic (30-100 m) coral ecosystems and deep rariphotic (>100 m) zones within and adjacent to the protected areas within the jurisdiction of the Florida Keys National Marine Sanctuary (FKNMS) (Figs. 1-3, Table 1). Additional dives that are not included herein were made on some shallow reefs (<30 m) within the Tortugas Ecological Reserve (TER) and also in Pulley Ridge HAPC in the Gulf of Mexico. Leg 2 consisted of technical scuba dives conducted within the FKNMS and TER to collect corals and sponges for population genetics studies and are not included in this report. The first report related to these coral connectivity assessments can be found in Sturm et al. 2021.\nThe Florida Keys National Marine Sanctuary (FKNMS) was established in 1990 includes 13 sanctuaries and two marine monuments with in the 3,800 square miles designation. Restrictions vary within the region but include sea floor impact (e.g., mining, bottom impact fishing, anchoring) and large shipping traffic (Florida Keys National Marine Sanctuary and Protection Act, Pub. L. 101–605; 16 U.S.C. 1433 note; https://safmc.net/newsletters/proposed-changes-to-florida-keysnational- marine-sanctuary/). The Tortugas Ecological Reserve is made up of the northern TER encompassing Sherwood Forest and the southern TER encompassing Riley’s Hump and part of Miller’s Ledge. The regulations in the TERs include the same restrictions as the overall NMS but 3 are expanded to include ship discharge, and all fishing and diving and snorkeling are prohibited in the southern TER (https://floridakeys.noaa.gov/zones/ers/welcome.html).\nThis report is a step towards the characterization of a highly diverse and poorly known component of these unique deep-water benthic communities in the mesophotic zone. In addition, the accompanying publication (Reed et al., 2021; Photo Identification Guide of the Benthic Taxa Inhabiting the Mesophotic Reefs of the Florida Keys National Marine Sanctuary) represents the first taxonomic identification photo guide to the most common benthic taxa observed while exploring the mesophotic reefs of the FKNMS. From 2011 to 2019, NOAA Fisheries and HBOIFAU CIOERT also surveyed with ROV the shelf-edge and deep-water Marine Protected Areas (MPAs) and deep-water Habitat Areas of Particular Concern (HAPCs) of the southeastern US extending from South Florida to North Carolina at depths of 48 to 1240 m. This resulted in a photographic field guide of the sponges associated with these reefs (Diaz et al., 2021). Many of these species are within the mesophotic and rariphotic depth zones. We also have three photographic field guides for the mesophotic reefs of Cuba, including a sponge guide (Diaz et al., 2019), a macroalgal guide (Martínez-Daranas et al., 2018), and fish guide (David et al., 2018). Some of these species will overlap with what we have found on the FK mesophotic reefs.\nThe data from this 2019 cruise establish current baseline information to be referenced and compared to future research cruises to identify the long-term health and status of these important ecosystems. These data are made available to the FKNMS, SAFMC, NOAA Fisheries, NOAA Deepsea Coral Research and Technology Program (DSCRTP), NOAA Coral Reef Conservation Program (CRCP), NOAA Mesophotic Reef Ecosystem Program, and NOAA National Marine Sanctuaries program to assist management of these habitats and key species.\nPrevious Studies of the Deep-water Reefs of Florida Keys\nThe first published study of the mesophotic reefs within the current region of the FKNMS was made with the HBOI research submersible, Johnson-Sea-Link I in 1979 (Jameson 1981). This was before the term “mesophotic ecosystems” was coined. Several studies in the 1970s and 1980s provide details of various reefs along the Florida Key reef tract. In the early 1970s, Harbor Branch Foundation had a field station in Key Largo which provided some of the earliest studies of the reefs in the upper keys; Antonius (1972) made the first surveys of the reefs in and around Pennekamp Coral Reef State Park (now part of the FKNMS). Although most of these studies have been on the shallow water reef systems, Voss et al. (2002; first published 1983) detailed the reefs off Key Largo and mentioned the deep (mesophotic) reefs off Molasses Reef. Bohnsack (2002; first published 1983) detailed Looe Key reefs but these do not extend beyond 30 m. Dustan (1988) described the changes of the reef community at Carysfort Reef (off Key Largo) between 1975 and 1983. Dustan’s study compared 21 permanent transects at depths between 0 and 22 m showed decrease in coral abundance due to sedimentation and disease.\nPreviously, HBOI-CIOERT surveyed with ROV the region between the TER South and the western border of the FKNMS (Reed et al., 2016, 2017). These dives only found mostly soft bottom habitat, along with some hard bottom reef habitat primarily at depths less than 30 m in this region. The western region of the northern TER is also shallow reef habitat (Reed et al., 2016, 2017), but the west facing fore reef slope of TER N abruptly ends in flat sand around 30- 35 m. We also have described ROV and submersible dives within the rariphotic zone of the southern 4 region of TER South, primarily along Miller’s Ledge south of Riley’s Hump (Reed et al., 2016, 2017). Weaver et al. (2006) first described the deep-water reef fishes and multibeam bathymetry of this region of Miller’s Ledge. Seaward of the Florida Keys reef tract and mesophotic reefs is the Pourtalès Terrace which is an exposed hard-bottom platform at depths of 200-450 m and consists of high-relief mounds, rocky escarpments, deep-water sinkholes and the only known deepwater Lophelia coral reef off the Florida Keys (Reed et al., 2005; Reed et al., 2006; Reed et al. 2012; Reed et al., 2014; Walker et al. 2021). This diverse deep-sea coral ecosystem is dominated by stylasterid hydrocorals, octocorals, and sponges that supports recreational and commercial fisheries.\nReed, J.K., S. Farrington, M.C. Diaz, S.A. Pomponi, M.D. Hanisak, J. D. Voss. 2021. Characterization of the Mesophotic Coral Reefs in the Florida Keys National Marine Sanctuary. NOAA CIOERT Report, 222 pp. Harbor Branch Oceanographic Institution Technical Report Number 198.", "label": "No"}
{"text": "#Pakistan is one of the top 1\n#Pakistan is one of the top 10 countries with the lowest access to #cleanwater, according to the latest study by WaterAid (2018). 21 million, out of the total 207 million people of Pakistan do not have access to clean water.\nThere is a dire need to provide deprived families with access to safe water.\nFor almost two decades, HDF has been providing vulnerable communities, both urban and rural, with sustainable access to improved water sources.", "label": "No"}
{"text": "Computer Guts and Robot Brains (1st – 2nd Grade)\nWeek 4 (7/10 - 7/14)\nToday’s kids are wired for technology. Tech surrounds us, but have you ever wondered what’s inside that makes it all work?\nIn this camp, we will be taking apart some of our favorite computing devices as we explore the inside of a computer and learn the different parts. Then we’ll take that knowledge and apply it to Bee-Bots and Scratch Jr as we unlock the secrets of technology.\nAll this with a little Steam Punk art along the way!\nInstructor: Deanna Bledsoe, founder of Kai Coders; Director of Information Technology for Delaware Office of the State Treasurer", "label": "No"}
{"text": "Next: Macros Pertaining To All\nUp: HEAdas Makefiles\nPrevious: Simplest case: A Makefile\nMost if not all actions a Makefile needs to perform can be\ncontrolled entirely by setting one or more standard macros.\nIn general, defining a macro to have a (non-trivial) body\nenables a particular behavior, while omitting a macro or defining\nit to have a trivial body (i.e. an empty definition) disables\nthat behavior. This way, a single Makefile can in principle\ncontrol many distinct bulid actions. Note that it is not\nalways a good idea to structure Makefiles this way, but this\nflexibility exists to allow individual mission teams to lay\nout their directories in the way they choose.", "label": "No"}
{"text": "The term \"mood stabilizer\" is in wide use in the context of treating bipolar disorder. However, the U.S. Food and Drug Administration (FDA) does not officially recognize the term, and investigators have no consensus definition. Some have suggested that an agent is a mood stabilizer if it has efficacy in decreasing the frequency or severity of any type of episode in bipolar disorder and if it does not worsen the frequency or severity of other types of episodes (1–3). Others have proposed a more stringent definition that requires that an agent possess efficacy in treating both manic and depressive symptoms (4). To our knowledge, no reviews have systematically assessed evidence from clinical trials in light of either of these definitions.\nBased on the treatment needs of persons with bipolar disorder, we propose—similar to the more stringent definition—that an agent be considered a mood stabilizer if it has efficacy in each of four distinct uses: 1) treatment of acute manic symptoms, 2) treatment of acute depressive symptoms, 3) prevention of manic symptoms, and 4) prevention of depressive symptoms.\nDoesn’t this \"two-by-two\" definition set the bar too high? Can we expect any single agent to treat all phases of bipolar disorder? It is clear that monotherapy is the exception rather than the rule (5, 6). Clinical practice has of necessity moved toward rational polypharmacy for various situations (3), and this approach has been endorsed by numerous evidence-based (e.g., references 7–10) and survey-based (11) clinical practice guidelines. Nonetheless, the two-by-two conceptualization clarifies characteristics of the ideal agent.\nWhat about psychotic symptoms? These symptoms are not considered in the definition because they are not a core aspect of bipolar disorder, they occur in a minority of cases, and they are not required for the diagnosis, according to DSM-IV-TR.\nWhat about mixed and hypomanic episodes? Debate continues regarding the definition of mixed episodes and the significance of dysphoria during hypomanic or manic episodes (12, 13). Most studies treat mixed or dysphoric mania as a subset of mania rather than of depressive episodes in terms of phenomenology (12, 14) and treatment response (12, 15, 16). The core symptom sets for mania and hypomania are identical, and the syndromes are distinguished only by the presence of functional impairment, the need for hospitalization, or psychosis in mania (DSM-IV-TR). Therefore, we consider mixed and hypomanic episodes within the overall category of mania and note results for these episodes separately.\nHaving proposed this conceptualization a priori, we reviewed all available English-language, peer-reviewed, controlled clinical trials of agents used for bipolar disorder through mid-2002 against this definition. We took an \"FDA-like\" approach, identifying as mood stabilizers those agents with at least two positive placebo-controlled trials in each of the four uses. We subsequently varied this threshold in a sensitivity analysis to provide relaxed and more stringent criteria and, where evidence permitted, also addressed the looser definition of mood stabilizer.\nWe sought to locate all pharmacologic treatment studies for bipolar disorder that fulfilled the following criteria: 1) published in a peer-reviewed journal through June 2002; 2) investigated an intervention in a group of patients with bipolar disorder (N=4 or more) or reported separately results for subgroups of bipolar disorder subjects from a diagnostically heterogeneous group; 3) specified quantitative outcome variables and formal statistical analyses; and 4) reported in English.\nLiterature databases, including MEDLINE, PsychLIT, and the Cochrane Collaboration database, were searched. Authors known to be actively working in the field in the United States and Europe were contacted regarding further work in print or in press. The bibliography of each located article was searched for additional articles. This step was repeated iteratively until no further unreviewed references were found.\nFrom the trials that were located we culled class A studies (controlled trials), defined according to the criteria of the U.S. Agency for Healthcare Research and Quality (formerly the U.S. Agency for Health Care Policy and Research) (17) as operationalized in prior studies (9, 18) and summarized in t1. Evidence-grading agreement between co-authors was high (kappa=0.85).\nThe class A trials were further categorized according to the four uses. Trials of treatments for acute manic (including hypomanic or mixed episodes) or depressive episodes included subjects who were acutely ill and examined the effects of treatment during a single episode of illness. Prophylactic trials (we use this term rather than \"continuation\" or \"maintenance,\" since differentiation between states of recovery and remission  was not typically made) typically included subjects with some level of subacute symptoms and examined the effects of treatment over periods of months to years.\nTrials were also classified according to the use of placebo versus active control and according to whether they used parallel-groups or within-subjects (ABA) designs alternating agent (A) and no agent, placebo, or active control (B). They were also separated according to whether they examined use of monotherapy or combination therapy, with the latter group including studies of subjects who were receiving an ongoing medication regimen to which an additional agent (or control condition) was added.\nThe trials were also classified according to agent of interest. With placebo-controlled trials, identification of the agent of interest was straightforward. In trials in which two agents were compared to placebo, both were listed as agents of interest. With active control trials (e.g., lithium versus chlorpromazine or carbamazepine versus lithium for acute mania), a judgment of which agent was the agent of interest and which was the established comparator was made on the basis of study design features reported in the article.\nTraditional reviews treat study findings as qualitative data and integrate them according to the reviewer’s judgment of the studies’ relevance, quality, etc. On the other end of the spectrum, meta-analytic techniques treat study findings in aggregate as an interval datum, converting all to a common metric and making a summary judgment based on statistical techniques (20). Recent meta-analytic reviews of treatments for bipolar disorder have evaluated the efficacy of carbamazepine in prophylaxis (21), lithium in acute mania (22), lithium in prophylaxis (23), and valproate in maintenance (24).\nAlthough meta-analytic techniques could potentially be used for establishing each individual use considered in our definition of mood stabilzers, they cannot easily be used for the synthesis across uses. Moreover, we anticipated small numbers of class A trials in some use subcategories for several agents. We therefore treated trial findings as categorical data (positive/negative). As our a priori criterion we opted for an FDA-like approach, requiring at least two placebo-controlled trials with positive findings to be considered efficacious in that use. For placebo-controlled trials, the positive-trial criterion was a better effect of the agent of interest than of placebo at p<0.05 (for parallel-groups trials) or a ≥50% relapse rate with placebo substitution (for ABA trials). For active control trials (parallel-groups or ABA trials), the positive-trial criterion was a better effect of the agent of interest than of the comparator or an effect of the agent of interest that was equal to or better than that of the comparator and better than baseline at p<0.05.\nTrials were categorized as positive or negative on the basis of the primary outcome variables. If independent analyses were done for several uses or agents, the trial was categorized for each separately (e.g., two agents versus placebo) and noted as such in the results tables. Most prophylaxis trials measured efficacy in preventing relapse to either (hypo)mania or depression rather than to each type of episode separately; where these latter more specific outcomes could be identified among primary or secondary analyses, each was used as a primary outcome variable.\nAfter having analyzed findings for agents according to our main criterion, we conducted a sensitivity analysis both by raising the threshold to use only parallel-groups, placebo-controlled class A trials and by lowering the threshold to include active control class A trials. We also reviewed available data for mixed and hypomanic episodes. Finally, we reviewed the evidence according to a broader mood stabilizer definition suggested by some authors (1–3).\nAmong several thousand citations, we located 551 candidate articles, which provided 111 class A trials (81 monotherapy trials, 30 combination therapy trials; the findings from the combination trials are not presented because of space limitations, but the results are available from the first author on request). Monotherapy trials provided 95 independent analyses, including 48 for treatment of acute mania, 16 for acute depression, and 31 for prophylaxis.\nSeveral classic trials were excluded because of a lack of study group statistics (e.g., references 25 and 26) or a lack of separation of bipolar disorder subjects from subjects with other disorders (e.g., reference 27). Several earlier reports were superseded by later extensions of the same dataset (e.g., references 28 and 29). Two prophylaxis trials were included, although they focused on subsets of bipolar disorder patients, such as those with rapid cycling (30) or with comorbid borderline personality disorder (31). One trial of treatment for acute mania was excluded because it lasted for only one day (32).\nThe trial characteristics and results are summarized in t2, t3, and t4. For treatment of acute mania, at least one positive placebo-controlled trial supported the efficacy of lithium, valproate, haloperidol, olanzapine, clonazepam, verapamil, or lecithin. In addition, evidence from at least one active control trial supported the efficacy of carbamazepine, lamotrigine, pimozide, risperidone, lorazepam, ECT, ethylenediaminetetraacetate (EDTA) plus ascorbic acid, l-tryptophan, and d,l-propranolol.\nIn acute depression, at least one positive placebo-controlled trial supported the efficacy of fluoxetine, imipramine, lithium, lamotrigine, piribedil, and ascorbic acid. Evidence from at least one active control trial supported the efficacy additionally of tranylcypromine, ECT, a low-vanadium diet, and EDTA plus ascorbic acid.\nAt least one positive placebo-controlled trial supported the prophylactic efficacy of lithium, valproate, and lamotrigine, with one trial indicating a trend toward significant effects of carbamazepine versus placebo (103). No additional agents were supported by evidence from active control trials. However, one trial showed equivalence among low- and high-dose carbamazepine and lithium for prophylaxis of both mania and depression (105), and one trial showed equivalence between carbamazepine and lithium (104). These are not ranked as positive trials because they did not meet the a priori criteria of both including data indicating improvement over baseline and exceeding effects of comparator(s).\nCandidate Mood Stabilizers According to the \"Two-by-Two\" Definition\nData for agents that had at least two class A trials (positive or negative), as shown in t2, t3, and t4, and that were therefore candidates for mood stabilizer status, are summarized in t5, t6, and t7. These tables are organized with the highest quality trials (placebo-controlled, parallel-groups trials) listed in the leftmost column, other placebo-controlled (ABA) trials in the next column to the right, and active control trials following rightward.\nThe trial quality threshold can be conceptually \"moved\" to the left to raise the evidence threshold or to the right to relax the requirement in a post hoc categorical sensitivity analysis. Although this categorical analysis does not formally distinguish the weight of evidence on the basis of sample size (as a meta-analysis would indirectly do), interpretation of the findings can be tempered by inspection of such considerations, as noted below. Further, no notation is made as to whether a trial was adequately powered for specific comparisons. In most trials the authors did not comment on power, although the authors who did comment sometimes noted insufficient power (e.g., in a study of lithium versus placebo for prophylaxis ); nevertheless, by convention such trials are listed, as are those for which no comment on power is available.\nFor acute mania, lithium, valproate, and olanzapine unequivocally meet the definition criteria. They continue to meet the criteria if the threshold is raised to include only parallel-groups, placebo-controlled trials. Verapamil presents an equivocal case, which can easily be detected with this data array method. Its antimanic efficacy is supported by two positive placebo-controlled trials; however, the total number of subjects in these two trials, 19, is less than the 32 treated in a higher-quality negative trial. If the criterion is relaxed to include also active control trials, carbamazepine and clonazepam are included, and the evidence for verapamil is strengthened somewhat. Note also that chlorpromazine, the comparator for lithium in early trials, is also included by virtue of its being equal to lithium and better than baseline in five trials summarized in t2(35, 37–39, 41), although it is inferior to lithium but still better than baseline in two trials (36, 40). Haloperidol is also included by virtue of one placebo-controlled trial (55) and one active control trial (41).\nFor acute depression, only lithium is supported by placebo-controlled trials; however, none of these trials had a parallel-groups design. Relaxing the criterion to allow active control trials allows tranylcypromine and ECT to be included.\nFor prophylaxis, lithium and lamotrigine are each supported by at least two placebo-controlled trials, with the two lamotrigine trials providing analyses without regard to relapse polarity. Lithium is supported by five trials analyzing relapse to either episode, plus two trials reporting relapse specifically to mania and two reporting relapse specifically to depression; one trial, although underpowered for lithium (100), provided negative data for each polarity, and one trial (97) also provided negative data for depression prophylaxis. Evidence for a prophylactic role for valproate is equivocal, with primary analyses negative for mania and depression in the large trial of Bowden and co-workers (102), plus another trial that included subjects with comorbid personality disorder and that reported positive results for manic-like symptoms and negative results for depressive symptoms using measures relevant to, but not specific for, manic and depressive episodes (31).\nLithium also meets the higher threshold requiring parallel-groups, placebo-controlled evidence for manic (97, 99) and depressive (97, 98) episode prophylaxis, while lamotrigine does not (29). Relaxing the criterion to admit active control trials allows inclusion of three equivocal trials for carbamazepine that showed equivalence to lithium but no evidence for improvement over baseline.\nF1 combines data from the foregoing tables for each of the four mood stabilizer uses according to the a priori definition and the sensitivity analyses. Only lithium fulfills the a priori definition. Relaxing the criterion to allow active control trials as evidence does not change this result. Raising the threshold to require at least two parallel-groups, placebo-controlled trials results in no single agent fulfilling the definition.\nSubanalyses for Mixed Episodes and Hypomania\nFour acute mania trials analyzed agent efficacy in mixed episodes or on depression ratings. Subjects with mixed episodes had similar outcomes to others in trials of olanzapine versus placebo (56, 57). In active control trials, depression ratings were not significantly different in comparisons of olanzapine versus valproate (59) and of carbamazepine versus lithium (48).\nFour prophylaxis trials reported results specifically for hypomania. Lithium was more efficacious than placebo in preventing hypomanic episodes (99, 100). Nimodipine response did not differ between bipolar I disorder subjects and bipolar II disorder subjects (108). Lamotrigine demonstrated qualitatively better separation from placebo in bipolar II disorder subjects than in bipolar I disorder subjects with rapid cycling.\nLooser Definition of Mood Stabilizer\nThe looser definition of mood stabilizer noted in the introduction—an agent with efficacy in decreasing the frequency or severity of any type of episode in bipolar disorder while not worsening the frequency or severity of other types of episodes—is actually difficult to evaluate in the clinical trials literature. While many agents have efficacy in at least one use (F1), few trials measured the outcomes of both manic and depressive symptoms concurrently, and lack of evidence of a negative effect does not mean no negative effect.\nTwo acute mania trials showed improvement in both manic and depressive symptoms, as noted earlier (48, 59), so it is unlikely that these agents worsen either type of episode, at least in the short term. Comparing data across controlled trials, no trials reported that the agent of interest had worse performance than placebo or that the outcome of treatment was worse than baseline. One therefore must rely on noncontrolled trial data to draw conclusions about an agent’s negative effects on course. This approach is clearly needed in the case of antidepressants (109), although the degree of risk from these agents versus other factors (110) and the specific agents of risk remain controversial (111). Thus, the looser definition of mood stabilizer is surprisingly difficult to address with class A data.\nThis study had several limitations. Only class A trials were reviewed, although much information, and indeed much clinical practice, is based on class B and C studies. The only quality weighting of individual trials was separating class A trials based on control (placebo versus active) and design (parallel-groups versus ABA). Trials were combined in categorical fashion, allowing small trials to carry the same weight as multisite trials with several hundred subjects. This issue of weighting is of clear importance in meta-analytic reviews that seek to reduce effect to a single quantity (20). The reader is encouraged to investigate in particular the Cochrane Collaboration web site (www.cochrane.org), in which meta-analytic studies for a wide range of treatments are presented, with weighting not only for size but for study quality. Trials were categorized as positive or negative on the basis of only the primary outcome variables, while secondary outcome variables may also be informative (102).\nThere are also several variables that are clinically relevant but that could not be addressed in this analysis. For instance, some (112, 113), although not all (114) studies suggested that among these agents, lithium may have a specific antisuicide effect. Such events are seldom reported in clinical trials and, on the basis of rates reported in clinical population-based studies (e.g., references 112 and 113), would be expected to be rare. Clinical epidemiologic methods will continue to help to address this important issue. We also could not address mechanisms of action, such as the intriguing finding that according to some studies, verapamil has an antimanic effect, even though it does not cross the blood-brain barrier and likely exerts its central effects indirectly (115). Finally, since the focus of this analysis was efficacy, side effects (also often not reported in earlier trials) were not addressed. However, it is clear that issues of tolerability are of substantial importance as one moves from the realm of efficacy trials to the effectiveness of an intervention in general clinical practice (116).\nIt must also be added that cohort effects and publication bias may affect these results, although these effects are due to the quality of the available literature and not to the methods of this specific study. In terms of cohort effects, agents that have been in use longer—e.g., lithium—have been better studied. The absence of positive data for efficacy for some of the newer agents should not be equated with the absence of efficacy. For instance, the first unequivocally positive trial of prophylaxis with valproate was published in 2002, and this study was a small trial involving an unusual study group (subjects with both bipolar II disorder and borderline personality disorder) (31). Many studies of bipolar disorder are in the \"pipeline,\" and this analysis must be considered only a snapshot at this time.\nOf additional interest in this regard is the relatively small number of negative studies. While the heterogeneity of the data preclude formal analysis by using funnel plots or similar methods (117), the small proportion of negative analyses published for mania (7/48, 14.6%), depression (1/16, 6.3%), and prophylaxis (8/31, 25.8%) leads the astute reader to consider whether the published literature tells the entire story—both now and for the future. Similar concerns about reporting bias against negative studies have been voiced for several years by our colleagues in medicine and public health (118).\nAll of these limitations were recognized at the outset. However, to address definitional issues and to cover a sample of trials this large—and to do so with uniformity—the above analytic decisions needed to be made. To compensate, we presented the data as explicitly as possible so that readers can formulate their own interpretations. Nonetheless, comparison with the conclusions of meta-analytic reviews indicates that our main interpretations are reasonable.\nKey Findings and Comparison With Meta-Analyses\nAmong the most striking and clinically important findings are the large number of trials in acute mania and the large number of agents meeting the criteria for efficacy in acute mania. This large number of agents with efficacy for acute mania stands in marked contrast to the relative paucity of agents for acute depression. These findings underscore the \" ‘bias’ towards the importance of mania over the last 50 years\" (3). Moreover, the evidence for efficacy of agents in acute depression is the least robust, since raising the threshold resulted in no agents meeting the criteria for efficacy (F1).\nThe findings of our categorical review are in overall agreement with meta-analytic reviews that studied individual uses for agents. The findings include documentation of the efficacy for lithium in acute mania (22) and prophylaxis (23) and equivocal support for carbamazepine (21) and valproate (24) in prophylaxis.\nDefining \"Mood Stabilizer\" and Identifying Needs of the Field\nBy our a priori definition, lithium alone currently fulfills the definition of mood stabilizer, and no other agents achieve that status even with the relaxed criteria (F1). It is important for clinicians and researchers to recognize the strength of the evidence for lithium’s efficacy, particularly in acute mania and prophylaxis, as well as the gaps in efficacy data for other more widely prescribed agents. Taking acute and prophylactic needs together, our analysis supports a role for lithium as first-line treatment for bipolar disorder.\nNevertheless, lithium monotherapy has been the exception rather than the rule (5, 6), and its introduction has had only modest effects on various aspects of outcome for bipolar disorder (119). These studies provide prima facie evidence of the substantial need that lithium has not met, and additional strategies must be developed.\nSpecific needs include most prominently additional agents with efficacy for acute depression, continued exploration of prophylaxis alternatives for cases where lithium fails or is not tolerated, and greater exploration of combination therapies in high-quality controlled clinical trials. These analyses identify potential components for trials combining agents \"from above\" and \"from below\"(respectively, for manic symptoms and for depressive symptoms, per reference 3). They also suggest a second look at several forgotten agents that may yet hold promise (e.g., verapamil, ascorbic acid).\nFinally, in addition to providing a standardized review of a wide array of agents used in bipolar disorder, this report suggests a conceptual framework for the field by providing an evidence-based definition for the commonly used but ill-defined term \"mood stabilizer.\" This conceptualization provides a yardstick by which to assess other potential agents and combinations.\nFrom Clinical Trials to Clinical Practice\nAn analysis such as this presents the evidence basis from only published class A controlled trials. This literature addresses only a small proportion of the needs encountered in clinical practice, as inspection of the major evidence-based guidelines for bipolar disorder has revealed (7–10). Some suspect that the limited scope of clinical needs addressed in the literature is at least in part responsible for the poor rates of adherence to mental health clinical practice guidelines (120). Thus, the caveats that apply to the class A clinical trials literature also apply to the conclusions of this study.\nWe as a field are therefore left with the important questions: What is the applicability of these findings to those who are too ill or otherwise do not qualify or wish to participate in randomized, controlled trials? What of those for whom first-, or second-, and third-line treatments have failed? What of those who cannot tolerate treatment with these agents? As the field becomes more cognizant of the limitations of efficacy data in general (116, 121, 122), we must begin to consider these issues in \"messier\" effectiveness samples, as several large studies are currently doing (116, 123, 124).\nWhat role, then, can these results play? This analysis may provide a kernel of organization, both conceptually and in terms of data, on which further efficacy and effectiveness studies can build. It can assist investigators in identifying lacunae in the current clinical trials literature that are not readily apparent from comparing multiple review articles with disparate assumptions and methods.\nThis review can also assist the clinician in evaluating claims from various quarters about this or that agent being a \"mood stabilizer.\" This review will have served its purpose if its readers, rather than accepting or rejecting the claims at face value, respond rather with the next logical questions: \"For what specific use? How strong are the data?\"\nEarlier versions of this work were reported at the 155th annual meeting of the American Psychiatric Association, Philadelphia, May 18–23, 2002. Received Jan. 22, 2003; revision received June 11, 2003; accepted June 13, 2003. From the Department of Psychiatry and Human Behavior, Brown University; and Veterans Affairs Medical Center, Providence, R.I. Address reprint requests to Dr. Bauer, VAMC-116A, 830 Chalkstone Ave., Providence, RI 02806; Mark_Bauer@brown.edu (e-mail). Supported in part by VA Cooperative Study 430.\nAgents Meeting A Priori, Relaxed-Criterion, and Higher-Threshold Two-by-Two Definitions of Mood Stabilizera\naThis summary figure consolidates the information from Tables 2–7 to provide a graphical illustration of the agents that meet the \"two-by-two\" criteria for a mood stabilizer: that the agent has support from class A efficacy studies for the treatment of acute manic symptoms, the treatment of acute depressive symptoms, the prevention of manic symptoms, and the prevention of depressive symptoms. Only lithium meets the a priori criteria as a mood stabilizer (top panel). Sensitivity analysis indicates that lowering the criteria threshold does not change these results (center panel), while raising the threshold does not identify any agents as mood stabilizers (bottom panel). See text for details.\nbEquivocal results (±) for this agent. See text for details.\ncEfficacy of agent is supported by prophylaxis studies that examined relapse to episode, with relapse to mania versus depression not specified. In contrast, lithium is supported by enough accumulated studies to reach the mood stabilizer criteria separately for each episode type.", "label": "No"}
{"text": "In the present era of modern technology, everyone wants to get more powerful and efficient services from a tiny device called Cell Phone or Mobile Phone. Now cell phones are used not only in voice or text communication, but also in multimedia, web access, entertainment, education and many other purposes through the Mobile apps. English is the de-facto international language for communication and an English to English dictionary helps to learn English in an easy way. In this paper a J2ME English to English dictionary application has been developed for Java supported cell phones. To accelerate the searching in the dictionary we have developed a new searching methodology called Indexed Binary Search based on conventional binary search. The developed searching methodology first reduces the searching domain for a word to be searched and then performs the conventional binary search for the word. In the developed dictionary with 17700 words stored, the proposed Indexed Binary Search performs conventional binary search on 681 words in average to search a word whereas the conventional binary search uses all the 17700 words for searching. Thus, in this case the Indexed binary search is approximately two times faster than the conventional binary search. © 2014 IEEE.", "label": "No"}
{"text": "Based on an analysis of the 2003 financial results of clients of the AnkerAgric Farm Consultancy\nThis data was accumulated in the normal course of the service delivered by AnkerAgric Farm Consultants. The data is used to identify strengths and weaknesses within each participating enterprise with a view to optimising production systems and flock management to achieve maximum profitability per hectare.\nThe Bredasdorp region is a mixed farming region with cropping of winter cereals combined with woolled sheep on pasture and stubbles. Rain falls mostly in the winter months and varies from 300 to 400mm per annum. The clients involved are amongst the most successful and experienced farmers in the region. For this reason the data is unrepresentative of the farming community as a whole and cannot be used to draw firm conclusions regarding the relative profitability of the two major sheep breeds in all environments. It does however illustrate principles that can be used to increase the profitability of sheep production in the region.\nTraditionally the conventional Merino has been the most important sheep breed, with wool the most important product. The nutritional level and climate is very suitable for Merinos and high levels of production are achieved. In the last 20 years the price of wool has decreased and that of sheep meat has increased dramatically, to the extent that currently the two products have the same value per kg. Prime lamb production has become more important than wool as component of flock income and Merino breeders have been successful in improving both the reproductive rate and growth rate of their sheep to take advantage of the ever increasing meat price.\nThe changing price trends of wool and meat have also resulted in an increasing shift to the dual-purpose Dohne which was developed to produce fine wool and prime lambs in the harsh environments of the Eastern Cape sour grassland, a region of high summer rainfall and low nutrition where conventional Merinos were poorly adapted. The Dohne was found to be very suitable in the Bredasdorp region and for reasons that are not always related to productivity, the majority of commercial flocks have switched to Dohnes.\nThe shift to Dohnes is illustrated by the following: In 1988 Merinos constituted 80% of the commercial sheep flocks in the Bredasdorp region and there were 15 Merino Studs and 2 Dohne studs. Currently 70% of commercial breeders run Dohnes and there are 5 Merino studs and 4 Dohne studs (A. Fourie, personal communication).\nTable 1. illustrates the comparative productivity based on the 2003 results of the Merino and Dohne flocks of clients of AnkerAgric Consultants. Cropping of winter cereals is the most important part of the participating enterprises, with sheep production an important secondary activity and some participants also run cattle and ostriches. The averages of the 10 Merino flocks are compared with the 9 Dohne flocks and results of the flock with the highest profitability (Boontjieskraal Farms) is provided as a benchmark to illustrate the potential that is possible.\nTable 2. sets out the Flock Composition and Production Norms\nTable 1. Bredasdorp Sheep Enterprises 2003\n|19 Participants||10 Merino and 9 Dohne|\n|Average of all flocks|\n|Economics||Merino||Dohne||Top Dohne Flock|\n|Small Stock Units (SSU)||3372||5865||10685|\n|All livestock in SSU/ha.||5.38||6.60||8.71|\n|Ewes /ha. Pasture||2.24||2.70||4.23|\n|Ratio: Wool/Meat Income||40/60||30/70||22/78|\n|Gross income per ewe||698||658||646|\n|Includes feed, veterinary, shearing and|\n|marketing costs, but not labour and other overheads|\n|Gross Margin/Hectare pasture||1227||1390||1998|\n|Gross Margin all livestock/Hectare pasture||1522||1673||1998|\nTotal livestock converted to Sheep Units\n|Flock Statistics||Average of all flocks|\n|Merino||Dohne||Top Dohne Flock|\n|Flock Composition (SSU)||(Booontjieskraal)|\n|Per Ha. Pasture||21.4||19.7||27.0|\n|Head marketed per Hectare Pasture||2.49||3.06||4.86|\n|Price / Head||395||421||433|\n*Five of the 10 Merino flocks are on an 8-months lambing cycle which inflates the average\nThe environment in which the data was collected is excellent for sheep, favouring Merinos which are adapted to a high quality diet. This enables Merinos to achieve high reproductive rates and still grow heavy fleeces, giving them higher per capita returns. In the current economic climate the number of lambs produced and sold is the most important factor that influences flock profitability. This is influenced primarily by the stocking density of ewes which wean a high percentage of lambs. While there are no significant differences in reproductive rates of Merinos and Dohnes in these flocks, it is the number of ewes stocked per hectare that has the major impact on profitability.\nThe Dohne was developed for high reproduction and growth rate in a nutritionally stressful environment. The Dohne advantage in the Bredasdorp environment is that, contrary to current scientific thinking, it can be stocked at considerably higher densities (nutritional stress) without affecting reproductive performance and growth rate. This is a classic example of environment/genotype interaction whereby the advantage of higher stocking density (stress) is exploited with the specialised genotype of the Dohne which is adapted to a lower nutritional level (hardiness) Higher stocking densities translate into substantially higher incomes per hectare. On average Dohne flocks return R163 higher Gross Margins per hectare. On 1000 hectares this totals R163 000 per annum more!\nIt is also interesting to note that the higher the ratio of meat to wool income in Table 1., the higher is the gross margin per hectare. In 2003 wool prices were considerably higher than they are in 2005. The lower wool prices and higher meat prices that prevail today will enhance the Dohne advantage.\nIn an attempt to compensate for the lower stocking densities at which Merinos could be run, five of the Merino enterprises moved to accelerated lambing seasons - mating and lambing their ewes every 8 months. The effect of this is to inflate the annual weaning percentage per ewe in Table1. (118%). However, this has had a negative effect on Gross Margin per hectare because the higher number of lambs being reared has reduced the number of ewes that can be carried on the property, cancelling out the advantage of the 8 months lambing cycle. Even with Dohnes, which are imminently suited to an accelerated lambing programme, an annual lambing cycle is more profitable than and 8-months cycle (A. Fourie, personal communication).\nA further advantage of Dohnes which facilitates higher stocking rates, particularly of ewes per hectare, is the rapid growth and early marketability of lambs - most of which leave the property by 150 days of age. While Merino lambs may eventually achieve an equivalent slaughter value, they take much longer to do so, which limits stocking capacity of ewes.\nThere are a number of additional advantages of Dohnes that are difficult to quantify but that have had a significant influence on its increased popularity. These are primarily linked to its easy-care features, hardiness and fitness. Ease of lambing, maternal ability and excellent lamb survival reduce the amount of shepherding required at lambing. Labour costs are not factored into the data in Table 1. and had they been included, the relative net profitability of Dohnes would have been higher. Survival in cold, wet weather after shearing is very good. Plain bodies and a high degree of resistance to blowfly strike are very desirable features. It is not necessary to mules Dohnes. Cast for age ewes are always in top condition and realise top prices with minimum finishing.\nAt certain times of the year busy crop farmers have little time to devote to their sheep flocks and prefer hardy Dohnes that can fend for themselves. Most sheep enterprises are managed at a much lower level than the 19 participants under discussion. Lower levels of nutrition and management will favour the Dohne. In every instance where there has been a switch from Merinos to Dohnes in this region, it has been characterised by a significant increase in the profitability of the flock over a short period of time. The relative average prices of the rams sold on the annual Bredasdorp ram sale in July 2005 reflects the opinions and experience of the commercial sheep farmers in the region (Table 3.)\nTable 3. Bredasdorp Ram Sale, 28 July 2005\n|Breed||Rams offered||Rams sold||Average Price||Top Price|\n|Merinos||60||53||R 3,603||R 9,000|\n|Dohnes||69||69||R 5,296||R 11,500|\n|Samms||15||14||R 2,385||R 2,700|\nCameron McMaster, Sheep and Wool Consultant, Napier\nAndre Fourie, AnkerAgric Consultants, Bredasdorp", "label": "No"}
{"text": "The Birds of Washtenaw County, Michigan provides a comprehensive account of the birdlife in Washtenaw County. Situated to the west of Detroit in southeast Michigan, the county has an exceptionally rich history of ornithological study, fueled by the activists of numerous amateur birdwatchers and by the interests of two major universities.\nFrequency accounts of the 267 species recorded in the county during the last 15 years are framed by a discussion of the topographical history of the county. In addition, the authors present notes on another 30 species not seen in the county since 1976. A comprehensive site guide offers suggestions of the optimal locals and times to try to find the birds.", "label": "No"}
{"text": "Eagle (Ukrainian: orel). Bird of prey of the Accipitridae family. In Ukraine there are two genera: Aquila and Haliaeetus. The wingspan of these birds reaches 2.5 m, and their weight varies from 650 g to 6 kg. Eagles feed on small mammals, birds, reptiles, fish, and sometimes carrion. In Ukraine there are eight species of eagle. The golden eagle (A. chrysaetus; Ukrainian: berkut) has a wingspan of almost 2.3 m and nests almost exclusively in the Carpathian Mountains. The tawny eagle (A. rapax) is rare and nests only in the steppe. The imperial eagle (A. heliaca; Ukrainian: mohylnyk) nests in various regions. Two types of spotted eagles, one larger (A. clanga) and the other smaller (A. pomarina), are found in Polisia and the forest-steppe belt. The booted eagle (Hieraetus pennata), a closely related genus, is also found in several regions of Ukraine. To the Heliaeetus genus belong the white-tailed eagle (H. albicilla), which lives in Polisia, the forest-steppe , and the Carpathian Mountains; and Pallas's sea eagle (H. leucoryphus), found in the eastern steppe. Today the eagle is a rare bird, and most species are under state protection.", "label": "No"}
{"text": "Benefits of Studying Nursing Courses\nNursing courses are popular at colleges and universities as there are clear benefits of working as a nurse.\nThe major benefits include having a steady career with plenty of variety, while enjoying the positive feeling of helping people in need.\nNursing students also need to be all-rounders. In this sense, they need to develop their technical skills in the areas of biology, chemistry and mathematics, as well as work on their ability to interact and communicate effectively with people from various backgrounds.\nThere are many options for specializations and nurses can choose a wide range of work settings, including hospitals, medical clinics and long-term care facilities.\nNursing Career Opportunities\nThe terminology to describe nurses may differ in different countries. However, nursing professionals are often qualified as follows:\nA Nurse Practitioner has studied for a Master’s Degree in nursing and is able to make diagnoses without the assistance of a doctor and prescribe medication in some cases.\nRegistered Nurse (RN)\nRegistered Nurses are employed in a variety of healthcare settings and are responsible for assessing and planning care for patients.\nSpecific duties of the Registered Nurse can include:\n- Monitoring, documenting and communicating patient information\n- Administering medication according to legal parameters\n- Preparing patients for surgical procedures\n- Evaluating and providing rehabilitative care\n- Planning and providing technical support and care\n- Planning and providing physical support and care\n- Providing emotional and psychological support\n- Liaising with family and friends\nRegistered Nurses may choose to specialize in the following areas:\nAgency Nurse, Ambulatory Care Nurse, Cardiac Care Nurse. Care Nurse, Emergency Nurse, Gastroenterology Nurse, Geriatric Nurse, Holistic Nurse, Neonatal Nurse, Neuroscience Nurse, Oncology Nurse, Paediatric Nurse, Psychiatric Nurse, Research Nurse, Transplant Nurse, School Nurse, Trauma Nurse, Woman’s Health\nMidwives have various roles and responsibilities related to the support of mothers and their families throughout pregnancy, labour and the birth. The period following the birth is also a time when midwives provide invaluable advice and support, often in the hospital environment.\nSpecific midwife duties include:\n- Checking for complications during pregnancy\n- Arranging consultations and referrals\n- Assisting with emergency procedures\n- Reporting and documenting baby and mother care\n- Educating expectant families and community stakeholders\nEnrolled Nurse (EN)\nEnrolled nurses must complete a community college qualification in nursing. In the workplace, they work under the supervision of a registered nurse.\nSpecific duties of the enrolled nurse include:\n- Observing and assessing patient health\n- Monitoring pulse, blood pressure, blood sugar levels and other vital signs\n- Reporting health changes over time\n- Assisting with dressing wounds\n- Assisting patients with hygiene, showering, dressing and toiletry functions\n- Helping with meals and physical exercise activities\nAbout Studying Nursing\nTo become a Registered Nurse, students need to spend three to four years of full-time study to graduate with a nursing degree, with the most common qualification is a Bachelor of Science (Nursing).\nFirst-year students will often cover subjects such as:\n- Introduction to Health Sciences\n- Communicating in a Health Care Environment Mathematics\n- Cultural Awareness\nSecond and third-year subjects may include:\n- Elderly Care\n- Mental Health Care\n- Cultural Dimensions of Nursing\nSimulated Ward Training\nMany nursing students will develop their skills in a virtual ward environment. This will often be located on campus and involve robotic patients that allow students to gain an understanding of various patient conditions while being in a safe environment.\nIncreasingly, nursing courses are incorporating sophisticated educational software that allows nurses to gain experience.\nStudent nurses are required to undertake a Practical Work Placement, sometimes called a ‘prac’. This is where nursing students can work in a real medical environment for number of weeks. This on the job experience forms part of the reflective element of nursing studies and is an opportunity to relate theoretical educational information to real-world situations.\nMore Information about Nursing\nFind more information about Nursing at Brilliant Nurse.\nThere are many great reasons to study nursing at college or university. Here’s a list of some of the best reasons why you should become a nurse. 1. Nurses enjoy high levels of job satisfaction Research into job satisfaction shows that...", "label": "No"}
{"text": "Summary of Alignment & Usability: Discovery Education Science | Science\nThe instructional materials reviewed for Grades 6-8 partially meet expectations for Alignment to NGSS, Gateways 1 and 2. Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning partially meets expectations: the materials are designed to provide three-dimensional learning opportunities, but not all unit objectives are addressed by the summative assessments. Criterion 2: Phenomena and Problems Drive Learning meets expectations. The materials have some missed opportunities to elicit prior knowledge and experiences and to drive learning in more lessons via phenomena and problems; however, anchor phenomena are embedded to drive student sensemaking across multiple lessons. Gateway 2: Coherence & Scope; Criterion 1: Coherence and Full Scope of the Three Dimensions, the materials partially meet expectations. They present a coherent structure and sequence of units, but an increased sophistication of tasks and explicit connections of dimensions from unit to unit are missed opportunities. In terms of the scope, all grade-band DCIs, NOS, and ENG are incorporated with few DCI elements missing. Although the majority of elements from the CCCs and SEPs are addressed, there are missed opportunities for the materials to incorporate elements from seven SEPs and two CCCs.", "label": "No"}
{"text": "America formally entered the Second World War because of one dramatic event – the Japanese attack on the US navy base at Pearl Harbour on 7 December 1941. The nature of the surprise attack, conducted whilst the Japanese were still in discussions with the USA, outraged the Americans.\n'Always will we remember the character of the onslaught against us,’ said President Roosevelt on 8 December. ‘No matter how long it may take us to overcome this premeditated invasion, the American people, in their righteous might, will win through to absolute victory.’\nBut whilst the catalyst for war between America and Japan is clear, the origins of the Japanese decision to attack the USA are both lengthy and murky. Though it was the Japanese entry into southern Indo-China in July 1941 that precipitated the particular crisis that led to war, the roots of the conflict were much deeper and rested to a large extent on Japanese dealings with another country altogether – China.\nIn the early 1930s Japanese right wing politicians, together with the military elite, managed to side-line many of the burgeoning Western-looking elements within the Japanese governing class. These pro-Western Japanese had enthusiastically adopted Western ways since the accession to the throne of the Emperor Meiji in 1867, and the right wing in Japan despised them and their attempt to curry favour with nations like America and Britain.\nHowever, the Japanese right wing and military elite did not reject one Western value – the belief in the importance of an ‘Empire’ for any country of standing in the world. And by the early 1930s the Japanese had managed to accumulate as ‘colonies’ both Korea and Taiwan as well as various island groups in the Pacific. But now some Japanese wanted to subjugate China, the biggest prize of all.\nJust like the Nazis, many Japanese believed that the difficulties their nation faced could only be solved by obtaining more ‘living space’ in neighboring countries. ‘At the time the problem was our population was increasing,’ said Masatake Okumiya, a senior member of the Imperial Navy during WW2, ‘and our natural resources couldn’t sustain the increase. Ideally we hoped to receive co-operation from other countries to solve the problem, but back then the world was under the control of the West and a peaceful solution seemed impossible.'\nIn September 1931 Japanese military units moved into Manchuria on the Chinese mainland and claimed this land as a new colony. Many in the West were outraged, and Japan withdrew from the League of Nations, complaining about the ‘hypocrisy’ of those Western nations who had the benefit of colonies, but would not allow Japan to join their ‘club’.\nThen, in July 1937, the Japanese Imperial Army moved into China proper, reaching Nanking (then China’s capital) in December 1937. The atrocities the Japanese committed in China - infamously in Nanking - are well documented and further angered many in the West.\nJapan made a formal alliance with the Nazis and with Mussolini’s Italy on 27 September 1940 – the Tripartite pact. The motivation for the Japanese to join with the two European Fascist countries was clear. Germany had just conquered France and Holland and so, as far as the Japanese were concerned, Dutch and French colonies in Asia seemed ripe for the picking. Indeed, five days before the Tripartite pact had been signed, the Japanese had moved into the northern part of French Indo-China. And then, in July of the following year, they advanced into the southern half of Indo-China.\nBy the summer of 1941, Roosevelt had decided that America should not stand by and let Japanese aggression run unchecked.\nThe American government announced in July 1941 that all Japanese assets in the USA would be frozen and that there would be an embargo on selling key raw materials to Japan – including oil. It was obvious to everyone that without oil from America the Japanese industrial infrastructure would suffer hugely – almost catastrophically. Japan itself possessed virtually none of the raw materials necessary to fuel a modern state.\nAnd so the two countries were now set on a course of considerable conflict. One of them would have to compromise or else the situation would only escalate. And it is in this context that both sides misjudged the other. Within the American leadership, for example, there was clearly a sense of massive over-confidence. ‘I think the feeling in the United States was that Japan could never defeat us,’ says Professor Dallek. ‘How could they possibly defeat the United States? We are such a larger power, we have such industrial potential. Would they be so foolish as to attack us, to go to war with us? We’ll mop them up and they can’t really fight all that effectively. So we have to take a tough line with them. American public opinion wants it and Congress is happy to see this happen. Take a tough line with them and it’s not going to lead to war. That, I think, is the perspective of the time, though of course it was absolutely wrong.’\nThe United States, having announced the trade embargo, then linked the Japanese aggression in southern Indo-China, which had precipitated the crisis, with the larger and seemingly intransigent problem of the Japanese war in China. This was to culminate in a demand from Secretary of State Cordell Hull in November 1941 that any settlement with the Japanese was conditional on an agreed withdrawal of Imperial Forces from China. Even though this demand may have simply been a negotiating ploy, it was always going to prove virtually impossible for the Japanese to agree to leave China given how much prestige they had invested in the attempted conquest of the country.\nThroughout the summer and autumn the Japanese considered their options. And then, on 6 September, at an Imperial Conference in Tokyo, a radical plan was proposed - the brain child of the brilliant and charismatic naval commander, Admiral Isoroku Yamamoto. He argued that the Imperial Navy should launch a surprise attack against the US Pacific fleet at Pearl Harbour in Hawaii and then sue for a compromise peace. ‘America is a big country and we knew that we wouldn’t be able to win against them once the war was prolonged,’ says Masatake Okumiya, explaining Japanese logic. ‘But at the time the fleet was the mainstay of military power, be it American, British or Japanese. The fleet represented a nation’s military power. So if you destroyed the fleet the damage would be huge. It would ruin President Roosevelt’s reputation as a commander-in-chief and he might then be put in a difficult situation.’\nIt was to prove a catastrophic misjudgement. ‘I think that this shows the extent of the Japanese self complacency,’ says Professor Akira Iriye. ‘They really did not know much about the United States - or other countries for that matter - and they did not know much about China. I mean this is their island mentality… they really had not studied other nations or anything like that, they’ve been so very self centred, there’s no question about that.’\nEmperor Hirohito, who had ascended to the Imperial throne in 1926, confided his doubts about the wisdom of the impending war at the conference held in September 1941. But, typically, these were expressed elliptically – indeed, partly in the form of a poem. But Hirohito was more than a mere bystander to events. He could have chosen to act differently, with decisiveness. But he didn’t. He had never, for example, openly condemned the atrocious actions of Imperial troops in China.\nAnd so events took on a momentum of their own, with the Japanese fleet setting sail for Pearl Harbour on 26 November. Meantime, negotiations were still proceeding in a desultory fashion in Washington. The Japanese had offered to leave Indo-China but had made little concessions on the question of China itself. Then, on 6 December, President Roosevelt sent a telegram to the Japanese Emperor. This message, says Professor Iriye, appealed ‘to the Emperor to wind back the clock, so to speak, to do something about preserving the peace between two countries. If that telegram had reached the Emperor before the attack had taken place that would have been a very interesting moment in which one could really talk about the clear responsibility for the Emperor for or against war. But the cable got into the hands of the Japanese army apparently, and so the Emperor saw the telegram only after he had signed the declaration of war and it came too late - the army sabotaged the whole process.’\nThus, on the morning of Sunday 7 December, Japanese warplanes attacked Pearl Harbour. But this was certainly not to be the devastating blow against the United States that the Japanese leadership had hoped for. For though several large warships were sunk or damaged, the American aircraft carriers were all out at sea.\nHowever, Pearl Harbour was undoubtedly a humiliation for the Americans, especially given the fact that American code-breakers had cracked key Japanese ciphers. But it was also, according to Professor Dallek, a ‘god-send’ for President Roosevelt: ‘not because he contrived it, it was a genuine surprise’ but because it allowed the United States to enter the war in a united fashion.\nThough Pearl Harbour may have been a ‘god-send’ for Roosevelt, it was a disaster for the Japanese leadership – indeed for the whole Japanese nation. ‘It mobilises American opinion,’ says Professor Iriye. ‘Even isolationists who had been opposed to US intervention in Europe all now say that this was a humiliating cheap shot against the United States and that now the nation must unite and fight against this treachery.’\nFor the rest of the war, the battle cry of US Marines would be: ‘Remember Pearl Harbour!’\nShortlisted in the Web Content Management category at the\n2010 Econsultancy Innovation Awards\nHighly Commended in the Digital Brand of the Year category at the 2010 PPA's Independent Publisher Awards\nNominated for Best Digital Solution of the Year (Consumer) at the 2010 International Customer Publishing Awards\nShortlisted in the Educational Entrepreneur category at the 2010 Digital Entrepreneur Awards", "label": "No"}
{"text": "US Army Laboratories that developed space menus made public two fruitcake recipes from the Apollo missions in 2013 .\n1 cup sifted all-purpose flour\n1/2 cups granulated sugar\n1/2 teaspoon salt\n8 large eggs\n1/2 teaspoon vanilla\n1 1/2 cups chopped pecans\n3 cups diced dates or whole pitted dates,cut up\n1 cup cherries,quartered\nSift together flour,sugar and salt. Place nuts,cherries,quartered dates in a bowl and mix until pieces of fruit no longer stick together and nuts are well dispersed in the fruit mixture. Sprinkle the flour mixture over the fruit mixture,while mixing by hand. Beat eggs and vanilla until frothy. Add to the fruit mixture and mix until all ingredients are completely moistened. Generously grease bottoms of loaf pans,and bake fruitcake in preheated 300 degree (F.) oven for two hours. Store in airtight container.\nEATING IDLI IN SPACE\nEarlier this year the first items for Indias space menu for the manned mission to moon in 2016 were made ready at the Defence Food Research Laboratory (DFRL) in Mysore.\nIdlis: the size of Rs 2 coins. Each one is 12 gm which can swell to 25 gm when soaked in water. Also in this pack are spicy sambar powder and coconut chutney dust. DFRL is also working on space rasgullas,made from freeze-dried cottage cheese. The syrup is packed separately in powder form. DFRLs biggest achievement is space yoghurt. In 1983,when Rakesh Sharma became the first Indian in space,the lab supplied mango bars,a twist on the traditional aam papad. Next up is space dosa,once the lab figures out the right size.\nTYPES OF SPACE FOOD\nWeight and volume are primary design factors in anything that goes to space.\nRehydratable Food: One way weight can be conserved during launch is to remove water in the food system. Fuel cells that produce electricity combine hydrogen and oxygen to rehydrate food.\nThermostabalised Food: Thermostabilised foods are heat processed to destroy harmful microorganisms and enzymes.\nNatural Form Foods: Ready to eat foods like granola bars.\nIrradiated Meat: Steaks are cooked,packaged and sterilised by exposure to ionising radiation so they are stable at ambient temperature.\nCompiled by priyanka kotamraju; Illustration: C R Sasikumar\nOnly In The Express", "label": "No"}
{"text": "To control any hazard in the workplace, the hierarchy of controls is as follows:\n- Engineering controls (capture/control hazards at their source);\n- Administrative controls (training, work practice controls, chemical substitution);\n- Personal Protective Equipment (PPE; protective clothing, respirators and other equipment that is worn by the worker).\nEngineering controls are always the first line of defense against exposure to hazardous materials in the workplace. Administrative controls are used in conjunction with engineering controls; together, engineering and administrative controls may obviate the need for worker PPE – which are considered the last line of defense against exposure to hazardous materials. At most, PPE must be considered only as a supplement to other types of controls.\nInhalation is the most important route of exposure for hazardous materials. When engineering and administrative controls are not feasible or sufficient to reduce worker exposure to hazardous materials, respiratory protection may be required. Respirator use is widespread in the workplace (estimated 5 million workers). The use of respirators must be justified and only after a thorough review of the hazards of a specific task. Respirator use is highly regulated because incorrect selection and use can result in serious injury, illness or death.\nAlthough specific design and materials have evolved since earliest recorded use, respirators' performance is still based on one of two basic principles: removing contaminants from the air before they are inhaled (air purifying), or providing an independent source of respirable air (atmosphere supplying). Atmosphere supplying respirators are reserved almost exclusively for emergency response operations.\nBefore respirators can be used in the workplace, a full respiratory protection program must be implemented. The respiratory protection program covers the following elements:\n- Procedures for selecting respirators for use in the workplace; Proper respirator selection involves choosing a device that fully protects workers from respiratory hazards to which they may be exposed and permits workers to perform the job with the least amount of physical burden. All respirators must be NIOSH certified.\n- Medical evaluations of employees required to use respirators.\n- Fit testing procedures for tight-fitting respirators; respirators must fit properly to provide protection.\n- Use of respirators in routine and reasonably foreseeable emergency situations.\n- Procedures and schedules for cleaning, disinfecting, storing, inspecting, repairing, and otherwise maintaining respirators.\n- Procedures to ensure adequate air quality, quantity and flow of breathing air for atmosphere-supplying respirators.\n- Training of employees in the respiratory hazards to which they are potentially exposed.\n- Training of employees in the proper use of respirators, including putting on and removing them, any limitations on their use, and maintenance procedures.\n- Procedures for regularly evaluating the effectiveness of the program.\nRespirators may also be used on a voluntary basis in the workplace. Voluntary use is only permitted when it has been determined by your supervisor and EH&S director that there is no airborne hazard that would require the use of a respirator.\nAll respiratory protection use must be carefully considered by the worker, your supervisor and the EH&S director. Additional engineering controls or work practice controls may be implemented instead to reduce/eliminate exposure instead. However, if respiratory protection is required for the task, or if the worker would be more comfortable voluntarily using a respirator in a nonhazardous situation (e.g. dusty environment), please contact your supervisor or EH&S (x8988, or email).\n- Lehman College Respiratory Protection Program (PDF on Lehman Connect)\n- Health and safety topics: respiratory protection\n- OSHA Technical Manual Section VIII: Chapter 2: Respiratory Protection\n- Voluntary Use Respirators\n- Video: US Department of Labor Respiratory Protection in Construction: An Overview of Hazards & OSHA's Program Requirements\n- Video: NIOSH: What it Means to be NIOSH-Approved: A look into N95 Certification Testing\n- Video: NIOSH: Respirator Certification - As Vital as the Air We Breathe\n- Video: 3M™ Half Facepiece Respirator 6000 Series Training Video", "label": "No"}
{"text": "How a Whole Home Humidifier or Dehumidifier Works\nWe install a whole-home dehumidifier or humidifier as part of your HVAC system and air ducting. It controls humidity as your furnace, heat pump or air conditioner runs.\nThe humidifier uses a pad and rotating drum or steaming system to raise moisture levels. The dehumidifier takes in humid air and cools it. Then it transfers excess moisture into a pan or drain.\nBoth systems are more efficient than their portable equals, which can only treat one room at a time. A whole-home system also needs much less service than a portable dehumidifier or humidifier.", "label": "No"}
{"text": "The growth of plant organs can be followed by using artificial landmarks, as detailed in this paper:\nDelivering high-resolution landmarks using inkjet micropatterning for spatial monitoring of leaf expansion. By: Lisheng Wang, Simon T Beyer, Quentin CB Cronk and Konrad Walus. Plant Methods 2011, 7:1\nLink to inkjet micropatterning paper\nInkjet micropatterning is a versatile deposition technique with broad applications in numerous fields. However, its application in plant science is largely unexplored. Leaf expansion is one of the most important parameters in the field of plant science and many methods have been developed to examine differential expansion rates of different parts of the leaf lamina. Among them, methods based on the tracking of natural landmarks through digital imaging require a complicated setup in which the leaf must remain fixed and under tension. Furthermore, the resolution is limited to that of the natural landmarks, which are often difficult to find, particularly in young leaves. To study the fine scale expansion dynamics of the leaf lamina using artificial landmarks it is necessary to place small, noninvasive marks on a leaf surface and then recover the location of those marks after a period of time.\nTo monitor leaf expansion in two dimensions, at very fine scales, we used a custom designed inkjet micropatterning system to print a grid composed of c. 0.19 mm2 cells on small developing leaves of ivy (Hedera helix) using 40 μm dots at a spacing of c. 91 μm. The leaves in different growing stages were imaged under magnification to extract the coordinates of the marks which were then used in subsequent computer-assisted leaf expansion analyses. As an example we obtained quantified global and local expansion information and created expansion maps over the entire leaf surface. The results reveal a striking pattern of fine-scale expansion differences over short periods of time. In these experiments, the base of the leaf is a \"cold spot\" for expansion, while the leaf sinuses are \"hot spots\" for expansion. We have also measured a strong shading effect on leaf expansion. We discuss the features required to build an inkjet printing apparatus optimized for use in plant science, which will further maximize the range of tissues that can be printed at these scales.\nTo apply inkjet micropatterning to plant studies, we have successfully delivered landmarks on ivy leaf surfaces and achieved high-resolution, two-dimensional monitoring of leaf expansion at different growing stages. The measurement is capable of reliably identifying the fine scale changes during plant growth. As well as delivering landmarks, this technology may be used to deliver microscale targeted biological components such as growth hormones, and possibly be used to pattern sensors directly on the leaves.", "label": "No"}
{"text": "Question that test students on writing the experimental plan\nA student wanted to find out what temperature is the best for making the biggest crystals. (The aim)\nThe independent variable is temperature.\nThe dependent variable is the mass of copper sulphate crystals.\nThe constants are:\n(a) The concentration of the copper sulphate solution used\n(b) the total volume of the copper sulphate solution used\n(c) the humidity of the environment above the beaker\n(d) the mass of the seeding crystal\n(e) the shape of the seeding crystal\nHer hypothesis is that the lower the temperature, the bigger is the crystal grown.\nDesign an experiment to help her achieve this aim. You should include the following in your answers:\n(a) Equipment list\n(b) Diagram of your experimental set up\n(c) Procedure of your experiment\n(d) Describe how she should analyse her data.\n- clean beaker (250 ml) x 10\n- copper sulphate in powder form\n- Bunsen burner\n- Weighing machine\n- Magnifying glass\n- Silica gel\n- refrigerator (-10 degree celcius to room temperature)\n- incubator oven ( room temperature to 50 degree celcius)\n- chopsticks x 100\n1. Set up the experiment as shown in the diagram above.\n2. Pour 50 grams of copper sulphate crystals into a beaker of 200 ml of distilled water and dissolve it using a stirrer.\n3. To ensure that the concentration of copper sulphate is saturated, heat the beaker using a Bunsen flame so that we can dissolve the maximum amount of copper sulphate.\n4. When we observe that the crystals cannot be dissolve any further due to heating and stirring, stop the heating process.\n5. Pour equal amounts of the copper sulphate solution into 6 different beakers of different amounts. (e.g. 25 ml each)\n6. Make sure that the seeding crystals used to make the big crystals are of the same shape by using a magnifying glass to inspect.\n7. Make sure that the seeding crystals used to make the big crystals are of the same mass by using a weighing machine.\n8. Place the seeding crystals into the 6 different beakers.\n9. Place the 6 different beakers into refrigerator and the incubator ovens set according to the temperatures specified.\n10. To ensure that the humidity of the space above the beakers remains the same, place a packet of moisture absorber (silica gel) in each of the refrigerator and the oven so as to make sure that the humidity is low. This is to make sure that there is no condensation of water vapour in the refrigerator and oven into the beaker of copper sulphate.\n11. Wait patiently for a period of 5 days without disturbing the 6 beakers of copper suphate solution.\n12. After 5 days, remove the beakers from the refrigerators or ovens and remove the seeded crystal using a pair of chopsticks carefully.\n13. Measure the final mass of the grown crystal using a weighing machine.\n14. Repeat the experiment again using a similar setup and measure the average mass of the grown crystal again.\nAnalysis of data:\n15. Tabulate the data and calculate the average mass of the grown crystal.\n16. Plot a graph of the average mass of the crystal against the temperature in which it is grown.\n17. From the graph, we can find out what temperature is the best for making the biggest crystals. (The aim)", "label": "No"}
{"text": "SDG Targets, 4.7 refers to the knowledge and skills that are necessary for a sustainable future. Specifically, it states that by 2030, we have to “[…] ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.”\nThe UNESCO Institute for Statistics (UIS) presented a webinar to look closely at the two (out of five) thematic indicators approved for SDG 4.7 monitoring - 4.7.4 (global citizenship) and 4.7.5 (environmental science). In addition, we reviewed a new proposed indicator on breadth of skills.\nThe 21st century demands a broad set of skills that range from respect to diversity, emotional skills to creativity, ingenuity, and ‘thinking outside the box’ - all important skills and determinants of how future generations will interact with each other and their environment. Building on two reports previously published by the Global Alliance to Monitoring Learning (GAML) describing a proposal of a measurement strategy for these two indicators, items international large-scale assessments in education (ILSA) are used to fit measurement models, generate scores, and propose a method to establish cut-off points for SDG Thematic Indicators 4.7.4 and 4.7.5.\n- Indicator 4.7.4 Percentage of students in the final grade of lower secondary education showing adequate understanding of issues relating to global citizenship and sustainability\n- Indicator 4.7.5 Percentage of 15-year-old students showing proficiency in knowledge of environmental science and geoscience\nThe 21st century demands a broad set of skills that range from respect to diversity, emotional skills to creativity, ingenuity, and ‘thinking outside the box’ - all important skills and determinants of how future generations will interact with each other and their environment. In this ever-changing world, young adults are expected to be able to determine the relevance of information, distinguish between fact and opinion, identify unstated assumptions, detect bias, suggest reasonable and plausible solutions, predict possible consequences, and make relatively quick and informed decisions. These competencies will not be acquired and mastered without the development of a broad set of cognitive skills, such as critical and creative thinking, problem solving, and social skills, such as communication and collaboration.\nIn order to ensure enabling environments and provide the opportunity for the development of this broad set of skills, nations need to commit to the attainment of Target 4.7 by embedding skills development through education policies and education sector planning. Therefore, an additional indicator is proposed as follows: “Extent to which national education policies and education sector plans recognize a breadth of skills that needs to be enhanced in national education systems”.\nDuring the webinar, the invited guest speakers went into more detail on the following objectives:\n- To present the methodological developments for Thematic Indicators 4.7.4 and 4.7.5, including different concepts\n- To explain how International Large Scale Assessments (ILSA) can be used as powerful instruments to report on SDG Indicators 4.7.4 and 4.7.5\n- To introduce the conceptual framework for a newly proposed indicator for Target 4.7 on breadth of skills\nThe meeting was open to the public and a recording is available here. See the section reference documents below for the presentations of the speakers.\n- Concept Note\n- A Measurement Strategy for SDG Thematic Indicators 4.7.4 and 4.7.5 Using International Large Scale Assessments in Education\n- New Indicator Proposal for SDG Target 4.7: Conceptual Framework\n- UNESCO Institute for Statistics (By S. Montoya)\n- SDGs 4.7.4 & 4.7.5; An applied framework to measure indicators on education for sustainable development and global citizenship education (By A. Sandoval Hernandez & D. Carrasco)\n- Conceptual framework: Breadth of Skills Indicator for Target 4.7 (By E. Care)\n- Video of the webinar", "label": "No"}
{"text": "As early as the Davidic era, the name torah was popularly used to designate this compilation, which, however, might not then have embraced all the enactments it now contains. After the captivity, the term became synonymous with the Pentateuch, and this usage has obtained ever since. Side by side with these meanings are others less comprehensive and more ancient. If, as is generally admitted, yarah (to cast) be the root, there would be a peculiar historic interest attaching to the word, because of the implication that the first toroth , or decisions, of whatever kind, were arrived at chiefly, or at least in important cases, by the casting of lots. The diety would then be regarded as the author of them. More developed than these are the first available historic toroth , such as were pronounced in cases of private litigation at Raphidim ( Exodus 17:13 sq. ) by Moses, relying for his direction on the analogies of precedent or custom. On the lips of the priests and prophets torah was sometimes referred to the moral and religious prescriptions of the Law alone, or again, to the ceremonial part of it, whether in theory or practice; in short, to any direction written or oral, given in Yahweh's name by one enjoying an official capacity.\nQuite naturally, when the period of formal codification set in, each new code was styled a torah , and these separate toroth were the stepping-stones to, and afterwards the constituent parts of, the \"Torah\" or Corpus, which has always been identified with the name of Moses.\nMore restricted in their signification are the following Biblical terms: piqqudim , precepts ; micwah , commandment; ed(w)oth , testimonies, i.e. expressions of God's will to man, chiefly in moral and religious matters; mishpat , a judgment, usually though not exclusively relating to civil or criminal law, and, eventually, implying an obligatory force arising from the nature of moral rectitude, which is enhanced, not obscured, by the notion of theocratic economy ; and hoq, huqqah (root, to engrave), statute, or thing engraved (e.g. on stone), thereby becoming fixed, so to speak, as an ordinance. From this varied terminology, however indiscriminate the use made of it may have been as time went on, it seems right to conclude that its originators had more than a faint perception of the distinction between the different classes of law, and of their respective binding force. If in given cases, equal penalties were meted out for delinquencies from the moral and ceremonial laws it was because the nearness of the latter to the national God by reason of their universal character, seemed to give offences against them a peculiar heinoussness, not found in other crimes. The legislators understood well that when monotheistic ceremonies declined, polytheistic institutions would supplant them, and then there would be no morality left to guard.\nThe Torah, as a whole, was neither miraculously communicated from heaven, nor was it laboriously thought out and put together by Moses independently of external influences. It is sometimes hazardously asserted that it antedated Moses by a thousand years or more, since much that is in the Torah is found also in the Code of Hammurabi. Indeed, certain decrees in the Babylonian code are more excellent than their Mosaic parallels; in more important ones, however, the Torah takes precedence. It was the primitive condition of Hebrew society that dictated Israel's first laws by leading to the establishment of family and tribal customs. Yet it would be wrong to maintain with too much assurance that the same or a similar collection of laws would have resulted spontaneously and independently from the same natural conditions in any other period or clime. There had been precedents of just such customs and practices as Israel adopted, among other races with which the founders of Israel's laws had come in contact, and it seems an irresistible conclusion that, since Israel borrowed its language from its neighbours and could be so easily won over to heathen rites as to defy the vigilance of judges, priests, and prophets, it could not but be influenced by the social and political life of the neighbouring peoples.\nThe possibilities then, are the following: the migration of Abraham from Chaldea would be responsible for the nucleus of Mosaic Legislation, which is peculiarly Semetic. The sojourn of the patriarchs among the Canaanites, coupled with their relations with the Pharaohs, would impart a foreign coloring, with a slight strengthening of the original stock during Jacob's retreat to Mesopotamia. The Egyptian oppression would certainly elicit some well-defined views regarding justice and right. The education of Moses by Pharaoh's daughter would prepare a master-mind for tribal unification, while his experiences among the Semitic Midianites would teach him the necessity of certain institutions peculiar to desert life, with a due respect for established usages, such as must be taken into account even today in dealing with the Sinaitic tribes. Any real influence from the Code of Hammurabi would have to operate, as it likely did, through one or other of these channels. The direct result of these antecedents would be a transmission of principles through the knowledge of concrete examples illustrating them, the primitive mind not being capable of grasping or forming bare abstractions. What these traditionary laws were, and how they were reduced to practice in domestic and political life, is set forth at large in the article on BIBLICAL ANTIQUITIES.\nNo matter how much, or how little can be explained in this way, room must always be left for direct, external, and Divine intervention, that is for an historic revelation made by God of Himself to the chosen people, in such a way as to guarantee them a special xxyyyk.htm\">Providence and direction in working out their high destiny. Since such direction could be secured to future generations only through the Law by which they would be governed, the Sinaitic manifestations must be explained as placing a Divine seal upon existing laws which they did not abrogate, and upon any normal development of them in the future which would be calculated to carry out the designs of Yahweh more efficiently. Then, too, there must have been something settled and fixed on the spot, as a norm to which subsequent prophets might appeal in their judgments of future laws and contingencies. It would be strange if some such remote preparation had not been made for a stupendous event like the Incarnation. Hence it is that the more reflecting among Christian critics, whatever be their views as to the literary composition of the Pentateuch, are at one in asserting that the Pentateuchal laws even those of a ceremonial character, are traceable back to Moses as their founder; hence, too, the peculiar psychological phenomenon all through Israel's history, that observance of the law or any of its parts was superior to (non-compulsory) sacrifice, because it was a homage of obedience paid directly to the nation's God.\nIn its present form the Mosaic Legislation appears without logical order, and interspersed with historical reminiscences. It is largely casuistic, as might be expected from the manner of its early transmission. (1) The Decalogue, with its two versions ( Exodus 20:2-17 ; Deuteronomy 5:6-21 ) is basic, setting forth, as it does, the sovereignty and spirituality of God, together with the sacredness of His and the neighbour's rights. (2) The \"Book of the Covenant\", so called in Ex., xxiv, 7, embraces Ex., xxi-xxiii, 19 (or xx, 20-xxiii,33), and contains judicial, moral, and religious regulations for people living in primitive agricultural conditions. It is remarkable for its humanitarian character. (3) The Deuteronomic code amplifies the preceding and adapts it to new conditions. (4) The \"Law of Holiness\" as contained in Lev., xvii-xxvi has reference chiefly to holiness of a moral and ceremonial nature. It forms a small part of what is now critically styled the (5) \"Priest's Code\". This last group abounds in ceremonial enactments, and comprises nearly all Leviticus and Numbers, with a few chapters of Exodus. In the light of criticism there is no need of abandoning the traditional belief that Moses compiled, under the influence of inspiration, any or all of these codes as they stood originally, or in that stage of development they had attained in his time. The literary peculiarities of the Pentateuch merely entitle us to assert that these various divisions were by later writers revised, enlarged, and brought up to date, while the changes in Israel's life, from a nomadic to a sedentary state, from a dispersed to a king-ruled nation, explain full well the appearance, as time went on, of a limited amount of new legislation quite consonant with the soul and spirit of the old. Common Law, as it were, grew and developed, but the statutory enactments remained inviolable.\nAbstracting from the distinction of codes, the Torah exhibits a dogmatic system that is rigorously monotheistic. A moral standard issues from this, having as its peculiar feature the identification of civil, social, and religious observance, with service performed directly and immeditely for Yahweh, and at His bidding. A ceremonial characterized by its picturesqueness and wealth of detail follows, the evident purpose of which was to keep the people constantly in mind of the Covenant into which they or their ancestors had entered, and to assure them of God's fidelity to His promises, if only they would do their part. The civil and criminal enactments are sufficiently well explained elsewhere. The article on BIBLICAL ANTIQUITIES dispenses us from treating in detail any of these topics save the ceremonial. Even that is largely dealt with in the paragraph on Sacred Antiquities (loc. cit.) and the articles ATONEMENT, DEDICATION, JUBILEES, PASCH, PENTECOST, PURIM, SABBATH, TABERNACLES, TRUMPETS.\nThe Tabernacle was the centre of public worship. This was a portable tent measuring fifty-two by seventeen feet, and divided by a veil into two unequal parts, the Holy Place and the smaller Holy of Holies. The latter contained only the Ark of the Covenant, and might be entered by no one but Moses and the high priests. Any priest might enter the Holy Place. This was furnished with a table for the Loaves of Proposition , a seven-branched golden candlestick, and the Altar of Incense. Outside, in the surrounding court, were the Altar of Holocausts and the brazen laver for priestly ablutions. The tribe of Levi furnished the priests, and the remaining majority, Levites properly so called. The priests were consecrated, wore special vestments, offered sacrifice, attended to the Holy Place, and acted as judges and teachers. For the peculiar distinction of highpriesthood, see the article AARON (section II). The Levites were the priests' assistants. They carried the Tabernacle whenever it was moved. Bloody and unbloody sacrifices were prescribed. The former class embraced the Holocaust, in which the entire victim was consumed on the altar by fire and the Expiatory and Pacific sacrifices, when only the fat was burned on the altar. The rest was either burned elsewhere or given to the priest as in the first instance, but divided between priest and offerer as in the second. And followed by a sacrificial meal. The Unbloody sacrifices included first-fruits, tithes, meat and drink offerings, and incense. Both oblations and sacrifices were seasoned with salt.\nThe most striking feature of the ceremonial legislation is the distinction between legal cleanness and uncleanness, with its concomitant provision for numerous external purifications. The faithful Hebrew had always to abstain from blood. He might not use for food any quadruped that did not divide the hoof and chew the cud, nor any fish that did not have both fins and scales, nor birds of prey, nor water fowl, nor reptiles, nor insects, the locust excepted. To do so would make him unclean. The use of marriage, childbirth, and leprosy also induced uncleanness. It is true that this legislation is largely hygienic, but the Hebrews did not commonly conceive of it in that light. As diseases were regarded as direct from Yahweh, precautions against them were designed primarily to avert them by appeasing the sender. Those, therefore, who failed to take such precautions, either necessarily or otherwise, were displeasing to Yahweh, and legal defilement was the result. How effectually the Torah prepared the Hebrews for the acceptance of the New Law is attested by the work of Christ, who came not to destroy but to perfect it. It was only those who, while sitting in the chair of Moses preferred for their personal guidance the traditions of men, who proved inimical to our Saviour's work.\nThe Catholic Encyclopedia is the most comprehensive resource on Catholic teaching, history, and information ever gathered in all of human history. This easy-to-search online version was originally printed in fifteen hardcopy volumes.\nDesigned to present its readers with the full body of Catholic teaching, the Encyclopedia contains not only precise statements of what the Church has defined, but also an impartial record of different views of acknowledged authority on all disputed questions, national, political or factional. In the determination of the truth the most recent and acknowledged scientific methods are employed, and the results of the latest research in theology, philosophy, history, apologetics, archaeology, and other sciences are given careful consideration.\nNo one who is interested in human history, past and present, can ignore the Catholic Church, either as an institution which has been the central figure in the civilized world for nearly two thousand years, decisively affecting its destinies, religious, literary, scientific, social and political, or as an existing power whose influence and activity extend to every part of the globe. In the past century the Church has grown both extensively and intensively among English-speaking peoples. Their living interests demand that they should have the means of informing themselves about this vast institution, which, whether they are Catholics or not, affects their fortunes and their destiny.\nCopyright © Catholic Encyclopedia. Robert Appleton Company New York, NY. Volume 1: 1907; Volume 2: 1907; Volume 3: 1908; Volume 4: 1908; Volume 5: 1909; Volume 6: 1909; Volume 7: 1910; Volume 8: 1910; Volume 9: 1910; Volume 10: 1911; Volume 11: - 1911; Volume 12: - 1911; Volume 13: - 1912; Volume 14: 1912; Volume 15: 1912\nCatholic Online Catholic Encyclopedia Digital version Compiled and Copyright © Catholic Online", "label": "No"}
{"text": "If you’re looking for a flowering plant, you might have noticed that Aloe Vera does bloom. This succulent plant is rich in active ingredients and flowers during the summer. It is widespread and considered an invasive species in many parts of the world. The flowering plant attracts bees, flies and birds. It grows in desert regions. Learn more about this fascinating plant.\nAloe vera can be used as a succulent plant\nAloe vera is a plant that is succulent, meaning that it stores water in its thick leaves. It probably originated in the Sudan, but it is now grown throughout warm and tropical climates throughout the world. The plant is edible and has numerous benefits for the human body. It is known to treat sores and burns, and is an excellent topical treatment for various skin conditions.\nAloe vera is easy to grow and requires very little maintenance. It can be grown outdoors more vigorously, but it can also thrive indoors in USDA Hardiness Zones 8-11. It likes to be in a sunny area with good drainage. It can also survive drought by drawing moisture out of the soil it stores.\nIt blooms in summer\nThe winter is when your Aloe Vera plant will begin to flower. The plant will then develop flower buds that grow slowly. The flower buds will eventually turn into beautiful blooms in early spring. If you want to see the flowers, you can cut the flower stalks, but they will only last a few days. They will soon die.\nAloe vera flowers have a long, narrow shape and a tubular form. They are brightly colored and grow from the plant’s flower tuber. The flowers have no scent and are pollinated only by birds and insects.\nIt contains active ingredients\nAloe vera is a plant that produces a latex or gel that contains more than 75 potentially active compounds. These include vitamins, minerals, amino acids, and enzymes. These substances work to benefit the skin and digestive system. Aloe vera also contains four fatty acids, anthraquinones, and gibberellins.\nPolygodial is a potent antioxidant in aloe vera and is used to reduce red, blotchy skin caused by inflammation. Arnica, another natural ingredient, has extraordinary skin healing properties. Sesquiterpene lactone is the main antioxidant and has antimicrobial as well as anti-bacterial properties. Flavonoids, another active ingredient, help reduce inflammation and speed up healing. Vitamin E is a powerful antioxidant that protects skin and helps to maintain its youthful appearance.\nIt attracts bees, flies and birds.\nAloe vera plants attract bees, flies, and birds to feed on their flowers and nectar. The plant produces large quantities of nectar during the day, which attracts these insects. During the night, the plant produces less nectar, which attracts small mammals.\nMany plants attract bees, flies. Sunbirds and short-billed birds are the most frequent bird visitors. Honey-bees, megachilid bees, and other species of pollinators are also available.\nIt has potential applications in the cosmetic, pharmaceutical, nutraceutical and food industries\nAloe vera has a broad range of potential uses in the food, cosmetic, and pharmaceutical industries. This versatile plant contains antibacterial, antiviral, and immunomodulatory properties. Its polysaccharides are useful in the formulation of poultry vaccines, because they downregulate the production of cytokines from LPS.\nMany global market leaders are now fractionating aloe vera extracts to make bioactive ingredients. For example, Aloecorp produces Active-Aloe, which is a medium-molecular-weight polysaccharide fraction. Meanwhile, Carrington Laboratories favors the high-molecular-weight fraction.\n- About the Author\n- Latest Posts\nI’m Mercedes and I love my Jungle Garden. As a child, I spent hours in our family garden and today my little jungle garden is a popular attraction. What started as a hobby has turned into a passion for me, and I’m committed to sharing my love of gardening with everyone.", "label": "No"}
{"text": "Have you ever wondered how similar or different two countries are? The Country Similarity Index attempts to quantify how similar countries are to each other relative to other countries. The index is a statistically-based way to measure this. It weighs equally five major aspects of countries: their demographics, culture, politics, infrastructure, and geography. The methodology is exactly the same for each country. The research combines 1,000 different data points to arrive at the conclusions.\nKyrgyzstan is a country in Central Asia. The five most similar countries to it were once part of the Soviet Union. They are also all landlocked and have a relatively dry climate. Most people in the top four countries are Muslim. However, unlike countries in the Middle East, their laws are not as conservative. Their infrastructure is also similar, since they were once part of one country. They all use Type C, F electrical outlets, drive on the right, and use Russian broad gauge railroad tracks.\nTop 10 Places Most Similar to Kyrgyzstan\n- Kazakhstan‘s language has a high degree of mutual intelligibility with Kyrgyz and both use the Cyrillic alphabet. In addition, both countries cultures have been significantly influenced by Russia. However, Kazakhstan has more Russians, who are Orthodox Christian. In addition, Kazakhstan is far wealthier due to significant natural resources. Unlike Kyrgyzstan, the majority of its energy is created by coal power plants.\n- Tajikistan is another landlocked and extremely mountainous country to Kyrgyzstan’s south. They are the two of the poorest and least developed countries of the former USSR. Both countries rely on hydropower to create electricity. Although many people in both countries speak Russian and use the Cyrillic alphabet, one big difference is that Tajiks speak a Persian language, not Turkic.\n- Uzbekistan is just to the west of Kyrgyzstan, but it is much less mountainous. The countries have similar demographics, culture, and infrastructure. In fact, there are many Uzbeks living in Kyrgyzstan. One difference is that Uzbekistan grows far more cotton and uses a lot more water to irrigate its crops. Their demographics are especially similar. Both countries are not especially wealthy, even though their people are relatively well educated.\n- Turkmenistan is very similar to Uzbekistan. It is another country in the region where most people natively speak Turkic languages. One big difference between Kyrgyzstan and Turkmenistan is politics. Turkmenistan has an authoritarian government, which has some of the most censorship in the world. In contrast, Kyrgyzstan is one of the few democracies in the region, although both governments are quite corrupt.\n- Armenia is the only predominately Christian country in the top five. However neither country is especially religious since they both have high rates of atheism. Armenia’s geography is especially similar to Kyrgyzstan, since they are both extremely mountainous and landlocked countries. In addition, they have similar amounts of rainfall. Their governments are also quite similar. However, linguistically they are extremely different since Armenians use a different alphabet and speak an Indo-European language.\n- Azerbaijan, 7. Turkey, 8. Georgia, 9. Mongolia, 10. Albania\nFew countries are extremely different from Kyrgyzstan, except in regards to their geography. Appropriately, the five least similar countries to Kyrgyzstan are located on islands that get far more rainfall. Four of the five least similar countries use English as their official language. Furthermore, these countries all drive on the left side of the road. With the exception of Solomon Islands, the top five countries are wealthier than Kyrgyzstan.\nTop 10 Places Least Similar to Kyrgyzstan\n- Bahamas was colonized by Great Britain and highly influenced by the United States, so its infrastructure is quite different Kyrgyzstan. It drives on the left and uses Type A,B outlets with a lower voltage. Furthermore, its people are of mostly African ancestry. In addition, the country is quite prosperous, due to tourism and the banking industry, unlike Kyrgyzstan. Furthermore, the landscape of the Bahamas is essentially the opposite of Kyrgyzstan, since the country made up of many low-lying islands in the Western Hemisphere.\n- Singapore is a densely populated, tropical, low-lying island city-state, unlike the more rural and mountainous landscape of Kyrgyzstan. It is also far more prosperous. One similarity is that about 15% of people in Singapore are Sunni Muslims. In addition, although both countries have unicameral legislatures, Singapore is dominated by one-party, while Kyrgyzstan is a multiparty democracy.\n- Japan is technically on the same continent as Kyrgyzstan and it is also quite mountainous. Furthermore, their ancestry is somewhat similar since both have East Asian ancestry, although Kyrgyz people have more Caucasian ancestry. However other than these aspects Japan is extremely different. One reason is that Japanese do not follow an Abrahamic religion. Furthermore, its language and writing system are completely different. Their diet is also quite different since they eat a lot of pork, fish, and rice in contrast to Kyrgyzstan.\n- Solomon Islands is a heavily forested archipelago in the Pacific Ocean. Its people have mostly Melanesian ancestry. Furthermore, it is mostly Christian. Its technology is especially different from Kyrgyzstan, since it drives on the left side of the road, uses Type I electrical outlets, and creates most of its electricity using oil, not hydropower.\n- Trinidad & Tobago, like the Bahamas, is another former British colony located around the Caribbean Sea. However, it is lower down on this list for a few reasons. It is more mountainous than the Bahamas. Furthermore, although the country is mostly Christian, around five percent of the country is Muslim.\n- Papua New Guinea, 7. Jamaica, 8. Taiwan, 9. Equatorial Guinea, 10. Rep. of Congo\nKyrgyzstan is like if Kazakhstan was more like Tajikistan\nAccording to the Index, Kazakhstan is the most similar country to Kyrgyzstan. However, they have a few significant differences. Tajikistan has many of the aspects of Kyrgyzstan that Kazakhstan lacks. Both countries are extremely mountainous. They also use hydropower to create electricity, while Kazakhstan uses coal. Kazakhstan is also wealthier and more developed than Tajikistan and Kyrgyzstan.\nDo you agree with the list?\nPlease leave any thoughts in the comments section.", "label": "No"}
{"text": "MOON, MARS & BEYOND\nAtec manufactures the fuel and oxidizer valves on the Centaur Upper Stage of the Atlas V rocket, which puts the satellite or spacecraft into the proper orbit for mission payload release. For the Lunar Crater Observation and Sensing Satellite (LCROSS) Mission, the spent Centaur stage was used as the primary projectile for the LCROSS instrumentation satellite. The Centaur engine led the way into the Cabeus Crater, making Atec-manufactured valves a permanent part of the moon’s sub-surface. As we have achieved our 150th launch, we highlight below some of the solar system destinations Atec has helped NASA explore.\nJuno to Jupiter\nThe NASA New Frontiers mission, Juno, launched from Cape Canaveral Air Force Station, Florida on an Atlas V launch vehicle with Atec manufactured cryogenic valves on the RL10 final stage rocket engine. Juno took a 5 year mission to the planet Jupiter, and arrived on July 4, 2016. It was a wonderful Independence Day celebration! Juno is placed in polar orbit, of the giant planet Jupiter. The unmanned spacecraft is studying the formation of the planet to give us a better understanding of Jupiter and other planets around the stars. Juno will map the gravity fields and water vapor in the atmosphere. Juno is scheduled to make its last two of 14 flybys around Jupiter in May and July. The mission is awaiting an extension.\nLaunch Vehicle: Atlas V Rocket\nSite: Cape Canaveral, FL\nLaunch Date: August 5, 2011\nJupiter Arrival: July 4, 2016\nCassini to Saturn\nCassini-Huygens launched on October 15, 1997 on a Titan IV-B/Centaur launch vehicle. The Titan IV-B had an RL10 upper stage with Atec manufactured valves. The upper stage launched Cassini-Huygens into low earth orbit, and then refired to give the spacecraft an extra push towards Saturn. Cassini went on a 7 year journey from the Earth to Saturn, and arrived on July 1, 2004. On its way it passed Venus (twice), Earth, and Jupiter. The Cassini spacecraft released its probe onto Titan, Saturn’s largest moon. Together the spacecraft and probe, have been studying the planet, its moons, and many rings and their different seasonal periods. The mission was originally to orbit Saturn for 4 years, but the mission was extended and is ongoing. The Cassini Solstice Extension Mission concluded with a phase known as The Grand Finale, deep dives and an eventual plunge into the planet’s atmosphere.\nLaunch Vehicle: Titan IV-B/ Centaur\nLaunch Location: Cape Canaveral, FL\nLaunch Date: October 15, 1997\nSaturn Arrival: July 1, 2004", "label": "No"}
{"text": "City scientists are proud about their work in trying to find new treatments for devastating conditions such as cancer or a stroke.\nHowever, they accept there may be concerns that the early stages of their research involves testing treatments on rats or mice.\nTo explain how essential the work is, the Leicester Mercury was invited behind the scenes of the new £16 million research centre which has opened at the University of Leicester.\nOne researcher was fitting a tiny drugs pump in a mouse before a stroke was induced.\nThe aim is to find new and better ways of treating hundreds of people a year in Leicestershire who have a mini-stroke.\nProfessor Mike Barer, director of research at the university's College of Medicine, said: \"I think we are all uncomfortable about studies involving animals.\n\"We do it because there is no alternative.\n\"We have to be able to see how cells interact with each other and the only way, at the moment, is to do this through using an animal.\n\"It is not inconceivable in the future there might be a way to recreate this without using animals.\"\nProf Barer, a vegetarian, is working on a treatment for tuberculosis (TB). It is one of 40 projects involving looking for treatments for cancer, heart disease, strokes and neurological diseases.\nHe said: \"Three people a minute die from TB worldwide but we cannot try out new treatments on people without testing them first.\"\nProf Barer was diagnosed with diabetes 10 years ago.\nHe said: \"All knowledge of the different causes of diabetes is down to research on animals. Insulin was first discovered in dogs.\"\nToads, whose eggs are used in research, along with rats, mice and fish, are the only animals used for medical research at the University of Leicester.\nCare, cleanliness and constant regulation are central to the everyday operation of the new centre.\nThe animals live in cages equipped with food, drink and nesting materials, in rooms which are kept sterile.\nThere is a £2 million MRI scanner which will enable scientists to better track cancerous tumours to see how they develop in mice and rats.\nDave Hall, the university's registrar and secretary who is responsible for making sure all the legal standards are met in the centre, said: \"There are always going to be those who morally don't agree with what is happening but we are trying to be transparent in what is actually happening.\n\"We hope it will help them understand the evidence and what science has been achieved.\n\"It would also be helpful if there was some NHS recognition that work on new drugs and procedures involves animals.\n\"There is a reluctance to recognise that a lot of the work on drugs would have been based on animal research.\"", "label": "No"}
{"text": "When producing a map it is important to choose mapping symbols that can be easily understood by the map reader. When using colour there are some fairly obvious conventions, particularly for topographic maps, that help to readily convey information the the map reader without them having to refer to a map legend, such as using brown for land forms, blue for hydrography, and green for vegitation. Other colour conventions include red for roads, black for man made cultural symbols such as buildings, bridges and railway lines.\nTopographic map legend from VicMaps.\nUnsealed roads and walking track are often depicted with a broken line, buildings as black square or rectangular shapes. Bodies of water are usually a screended blue infill, while rivers and streams and coastline are usually depicted with a solid blue line, intermittent streams usually as a broken blue line.\nTourist maps will often have a set of easily understood pictorial symbols such as a picture a man and a woman to depict toilet symbols, a knife and fork for dining facilities, a tent for camping etc\nA typical set of tourist map symbols\nA good choice of map symbols means that the map maker can easily convey their intended message to the map reader, and the map reader can quickly find what they are looking for without too much trouble.", "label": "No"}
{"text": "Solar Technology Terminologies\nThe voltage(s) at which the controller will take action to protect the batteries.\nAmperage interrupts capability. DC fuses should be rated with a sufficient AIC to interrupt the highest possible load.\nAlternating Current (AC)\nElectrical current (flow of electrons) in which the direction of flow is reversed at constant intervals, such as 60 cycles per second.\nA collection of photovoltaic modules electrically wired together in one structure to produce a specific amount of power.\nA component of a photovoltaic system that controls the flow of current to and from the battery subsystem to protect batteries from overcharge, over discharge, or other control functions. The charge controller may also monitor system operational status.\nA number that translates units of one system into corresponding values of another system. Conversion factors can be used to translate physical units of measure for various fuels into Btu equivalents.\nDirect Current (DC)\nElectric current (flow of electrons) in which the flow is in only one direction.\nThe amount of time an inverter (power conditioning unit) can produce at full rated power.\nElectric Power Plant\nA station containing prime movers, electric generators, and auxiliary equipment for converting mechanical, chemical, and/or fission energy into electric energy.\nThe process of producing electric energy or transforming other forms of energy into electric energy. Also, the amount of electric energy produced or ex pressed in watt-hours (Wh).\nThe capacity for doing work as measured by the capability of doing work (potential energy), or the conversion of this capability to motion (kinetic energy). Energy has several forms, some of which are easily convertible and can be changed to another form useful for work. Most of the world’s convertible energy comes from fossil fuels that are burned to produce heat that is then used as a transfer medium to mechanical or other means in order to accomplish tasks. Electrical energy is usually measured in kilowatt-hours, while heat energy is usually measured in British thermal units.\nThe ratio of the energy available from a battery to its volume (wh/m^3) or weight (wh/kg).\nThe energy that must be overcome by the pump to offset the friction losses of the water moving through a pipe.\nHigh Voltage Disconnect Hysteresis\nThe voltage difference between the high voltage disconnect set point and the voltage at which the full PV array current will be reapplied.\nThe amount of energy in sunlight reaching an area. Usually expressed in watts per square meter (W/m2), but also expressed on a daily basis as watts per square meter per day (W/m2/day).\nAny device or appliance in an electrical circuit that uses power, such as a light bulb.\nLow Voltage Disconnect Hysteresis\nThe voltage difference between the low voltages disconnect set point and the voltage at which the load will be reconnected.\nLow Voltage Warning\nA warning buzzer or light that indicates the low battery voltage set point has been reached.\nA number of photovoltaic cells wired together to form a unit, usually in a sealed frame of convenient size for handling and assembling into arrays. Also called a panel.\nGas by-products, primarily hydrogen, produced when charging a battery. Also, termed out-gassing.\nPeak Sun Hours\nThe equivalent number of hours when solar insolation averages 1000 watts per square meter and produces the same total insolation as actual sun conditions.\nDirect-current electricity generated from sunlight through solid-state semiconductor devices that have no moving parts.\nPhotovoltaic (PV) System\nA complete set of interconnect components for converting sunlight into electricity by the photovoltaic process, including array, balance-of-system components, and the load.\nAn instrument used for measuring direct beams of solar irradiance. Uses an aperture of 5.7 deg. to transcribe the solar disc.\nEnergy obtained from sources that are essentially inexhaustible (unlike, for example, fossil fuels, of which there is a finite supply). Renewable sources of energy include conventional hydroelectric power, wood, waste, geothermal, wind, photovoltaic, and solar thermal energy.\nSolar Insolation (Insolation)\nThe solar radiation incident on an area over time. Equivalent to energy and usually expressed in kilowatt-hours per square meter.", "label": "No"}
{"text": "Scientists concerned about significant long-term effects of global warming discuss a\ngeoengineering proposal to cool the planet.\nSolar Radiation Management (SRM) could reverse global warming by seeding the stratosphere with sulfuric aerosols (SO4), recreating past periods of global cooling caused by volcanic activity. Naturally reflective sulfate aerosols resulting from this seeding would be dispersed by atmospheric winds, forming a layer of fine particles that would reflect about 1% of sunlight back into space. On the basis of computer models, scientists have predicted that SRM would reduce the amount of sunlight entering earth’s atmosphere, thereby reducing global average temperatures.\nAtmospheric CO2 levels were around 275 parts per million (ppm) prior to the Industrial Revolution. A level of 350 ppm is the critical threshold beyond which significant global warming occurs; current levels are around 400 ppm. Since CO2 remains in the atmosphere for a very long time, even eliminating all CO2 emissions immediately would leave global temperatures elevated far into the future. Reducing CO2 emissions alone is not enough to preserve our climate; further action is needed. Preliminary research suggests SRM may be a way to stop or even reverse global warming.\nMore research needs to be conducted before seriously discussing the injection of sulfate aerosols into the stratosphere. It will do nothing to affect CO2 levels, and unintended consequences of SRM are so severe that that it should not be considered as a possible \"solution\" to global warming. There is no way to experimentally predict the consequences of manipulating the atmosphere on a worldwide scale, as climate patterns simply cannot be isolated and manipulated on a local scale.\nInjecting sulfate particles into the stratosphere would increase acid rain and have a drastic impact on Earth's protective ozone layer. One study concluded that artificial injections of sulfates could destroy between one-fourth and three-fourths of the ozone layer above the Arctic. This could affect a large part of the Northern Hemisphere because of atmospheric circulation patterns.The sulfates would also delay the expected recovery of the ozone hole over the Antarctic by about 30 to 70 years, or until at least the last decade of the century. A healthy ozone layer is critical for life on Earth because it blocks dangerous ultraviolet radiation from the sun.\nAdapted from: Rotman, David. A Cheap and Easy Plan to Stop Global Warming. MIT Technology Review. 8 Feb 2013. AND National Science Foundation Press Release 08-069. “Injecting Sulfate Particles into Stratosphere Could Have Drastic Impact on Earth's Ozone Layer.”", "label": "No"}
{"text": "Spring is when Florida’s alligators start getting active, and the Florida Fish and Wildlife Conservation Commission (FWC) is urging Floridians and visitors to be cautious when having fun in and around water.\nAlligators abound in all 67 counties and have shared marshes, swamps, rivers and lakes with people for centuries. But because more individuals are seeking waterfront property and water-related activities increase during the warm months, people should be alert when they are in areas where alligators could be present.\nClosely supervise children when they are playing in or around water. State law prohibits contact with alligators, and it is against the law to feed them.\nThere are other precautionary measures people should take to reduce potential conflicts with alligators, and they are available in the “Living with Alligators” brochure at MyFWC.com/gators.\nThe FWC annually receives more than 18,000 alligator-related complaints. The agency removes more than 7,000 alligators each year when the reptiles present danger to people or property.\nIf you encounter an alligator that poses a threat to you, your pets or your property, and the alligator is more than 4 feet long, call the FWC’s toll-free Nuisance Alligator Hotline at 1-866-FWC-GATOR (392-4286). The telephone number is the primary contact for all alligator complaints and is available to customers 24 hours a day.\nAlligators are an important part of Florida’s heritage and play a valuable role in the ecosystems where they live. Visit MyFWC.com/gators for more information on alligator behavior.", "label": "No"}
{"text": "This project makes use of resources from the SPF to purchase battery-operated equipment for the McGill Grounds Department, replacing the current gas-powered maintenance equipment, such as leaf blowers. Along with a reduction in air and noise pollution, the new equipment will be safer for the employees, who have responded enthusiastically to the change.\nRead the full project description\nUniversities purchase a broad range of different goods and services and in vast quantities. The production, the transportation, the use and end-of-life management of these goods generate considerable economic, social and environmental impacts which need to be considered and managed throughout the supply chain process.\nEver been caught trying to study only to be distracted by the noise of McGill's hard-working ground crew? or concerned about the use of gas-powered grounds equipment when quieter and more eco-friendly options are available? Well fear no more!\nThe 'Electric Grounds Equipment' project seeks to purchase battery-operated equipment to replace all the mixed-fuel powered items currently being used by McGill's Grounds Department. Along with a reduction in carbon emissions, noise pollution on campus grounds will be reduced by an estimated 50%.\nThe new equipment has various benefits for its users including improved safety and enhanced performance. It will be lighter and the user will avoid inhaling exhaust while at work. Those who have tried it respond enthusiastically to the change.\nResources from the SPF are being used to purchase: ultra lithium batteries, electric chainsaws, electric tree trimmers, electric hedge trimmers, and electric leaf blowers.\nConnect with this project\nmarc.dozois [at] mcgill.ca (Marc Dozois) (Project Leader)", "label": "No"}
{"text": "Although some people like to think that they will be able to grow anything in their garden, the sad face of the matter is that there are many things that don’t really work well in a home garden. Some garden vegetables are much easier to grow than others, so you need to make sure that you do your research on your vegetables before you try growing them.\nAll vegetables have different needs while they are growing, so you need to know what you are doing before you even get started.\nOne of the most important things to think about when it comes to your garden vegetables is where you are going to be growing these food items.\nYou need to pick a spot in your yard that gets plenty of sun, but you also need to make sure that the area will not become flooded or too dry during certain parts of the year.\nWithout the right amount of water and sun, your vegetables will not be able to reach their full potential and provide you with the vitamins and nutrients that you need.\nA third part of gardening vegetables that some people don’t think about is the quality of the soil that you are buying at the store. You need to make sure that you are getting the finest soil because good soil will lead to good vegetables.\nThe vegetables that you grow in your garden are only going to be as nutritious as the soil that you grow them in your backyard.\nGarden Vegetables That You Should Grow In Your Backyard\nGreen beans are usually going to be the best garden vegetables to grow in your backyard because they are easy to maintain and do not cause a lot of problems for a gardener. It’s important to stick with the simple vegetables in the beginning because you need to make sure that you are a capable gardener before you start growing more exotic items. If your vegetables do not turn out that well the first time around you should not worry because you can always try again.\nYour crop may not turn out to be the best when you first try, but growing vegetables is really going to be a learning process. You need to be patient when it comes to growing your own vegetables because they will not begin to appear in your garden overnight. As long as you understand the importance of taking care of your garden on a daily basis, you should end up having a garden that can provide you with some food over the course of the year.\nMake Sure That You Are Doing It Right\nYou should always research how you are supposed to grow certain garden vegetables before you get started because there are different rules that you need to follow for different foods. It will take a lot of time to research all of the items that you wish to grow, but you should eventually get the hang of creating your own food in your backyard.", "label": "No"}
{"text": "Soviet Union and the United Nations\n|United Nations membership|\n|Membership||Former full member|\nThe Creation and Joining\nThe Soviet Union took an active role in the United Nations and other major international and regional organizations. At the behest of the United States, the Soviet Union took a role in the establishment of the UN in 1945. The Soviet Union insisted that there be veto rights in the Security Council and that alterations in the United Nations Charter be unanimously approved by the five permanent members.\nFrom the creation to 1955, there was a Western majority in the UN. Other nations joining the UN were limited. 1955 marked the end of American hegemony over the General Assembly, because as more nations became states, they were accepted into the UN. The new states were often just beginning to understand what being their own state meant as they were pushed into the organization where they were often asked to pick between the West and the Soviet Union. The Soviet Union made many new allies this way.\nThe USSR initially protested the membership of India and the Philippines, whose independence was then largely theoretical (being basically colonies of the United Kingdom and the United States, respectively, in all but name). A demand by the Soviet Union that all fifteen Soviet Socialist Republics be recognized as member states in the UN was counter-demanded by the United States that all then forty-eight states be similarly recognized. Ultimately two Soviet Republics (Ukrainian SSR and Byelorussian SSR) were admitted as full members of the UN, so between 1945–1991 the Soviet Union was represented by three seats in the United Nations. The United States was also offered two additional seats, but due to political problems (regarding which two of the 48 states would be represented), it was never acted upon. \nSecurity Council and Veto\nJohn G. Stoessinger argued the Soviet Union did not abuse its veto power. The Soviet Union had cast its veto 109 times by 1973, out of a total 128 vetoes used by the council. The Soviet Union used the veto 18 times to protect their national interest against USA. Many more vetoes were used because of Cold War and anti-communist actions taken by Western states. Even with all the vetoes used not all stuck. It is shown that for 75 percent of the vetoes cast by the Soviet Union, further actions were taken by UN.\nThe Soviets believed strongly in the veto power, and insisted it be part of the UN Security Council. They voiced this option for the veto power to both the Security Council and the General Assembly. \"The veto power is the paramount principle which constitutes the cornerstone of the United Nations\"\nRelationship with China\nDebate over China's representation with the United nations began in 1949. The communist regime took over China's mainland, while the Nationalists moved to the island of Taiwan. The UN seat of China was held by the Nationalist government of the Republic of China, but conflict arose on which government should hold the China seat. The Soviet Union supported the communist party, leading to conflict with Western Powers. The Security Council sided with the United States and saw the Communist government of PRC as illegitimate, and prevented it from entering the UN until 1971. Before the China seat was transferred to the Communist government of PRC in 1971, the Soviet Union was one of sixteen states that recognized it as being the legitimate government.\nA major turning point in the Soviet UN relation occurred in January 1950, when Soviet representatives boycotted UN functions in protest over the occupation of the seat of China by the Republic of China. Jacob Malik was the sole Soviet representative that walked out of the UN, and announced that they would be boycotting further Security Council meetings. In the absence of the Soviet representatives, the UN Security Council was able to vote for the intervention of UN military forces in what would become the Korean War. This was a downfall to the action of the boycott that was unforeseeable to the Soviet Union at the time.\nNations questioned Soviet actions on relations with China, and how they acted on the issue of representation. The Soviet Union always voted for China's Communist Party to have the seat.\nRelationship with Western Powers\nFor many years, the Western powers played a guiding role in UN deliberations, but by the 1960s many former colonies had been granted independence and had joined the UN. These states, which became the majority in the General Assembly and other bodies, were increasingly receptive to Soviet \"anti-imperialist\" appeals. By the 1970s, the UN deliberations had generally become increasingly hostile toward the West and toward the United States in particular, as evidenced by pro-Soviet and anti-United States voting trends in the General Assembly.\nWestern media reported in 1987 that Eastern European and Asian communist countries that were allies of the Soviet Union, had received more development assistance from the UN than what the Soviet Union had contributed. This contradicted communist states' rhetorical support for the UN's establishment of a New International Economical Order, which would transfer wealth from the rich Northern Hemisphere to the poor Southern Hemisphere states. The Soviet Union announced in September 1987 that it would pay back a portion of its debt to the UN.\nThe Soviet Union did not, however, win total support in the UN for its foreign policy positions. The Soviet Union and Third World states often agreed that \"imperialism\" caused and continued to maintain the disparities in the world distribution of wealth. They disagreed, however, on the proper level of Soviet aid to the Third World. Also, the Soviet Union encountered opposition to its occupation of Afghanistan and the Vietnamese occupation of Cambodia and received little support (as evidenced by Third World abstentions) for its 1987 proposal on the creation of a \"Comprehensive System of International Peace and Security.\"\nAfter walking out of the UN in January 1950 known as the Chinese Boycott, the Soviet Union returned to various UN bodies in August 1950. The return brought with it a beginning of a new policy of active participation on international and regional organizations. By the late 1980s the Soviet Union belonged to most of the special agencies of the UN. They did, however, resist joining various agricultural, food and humanitarian relief efforts.\nDuring the Mikhail Gorbachev era, the Soviet Union made repeated suggestions for increasing UN involvement in the settlement of superpower and regional problems and conflicts. Though these proposals were not implemented, they constituted new initiatives in Soviet foreign policy and represented a break with the nature of past Soviet foreign policy. This lessened world tensions.\nWhen the Soviet Union dissolved in 1991, it formally \"notified\" the UN that it was designating Russia as its successor. The Russian Federation was then given the USSR's permanent seat on the Security Council. The eleven signatories (the republics that were previously part of the Soviet Union) of the declaration titled \"On UN Membership\" agreed that they support Russia in taking over the USSR seat in the UN, including the permanent membership it held on the Security Council. The Soviet Permanent Representative to the UN Vorontsov sent a letter to the Security-General of the UN announcing its resignation and giving its seat to the new government of Russia.\nNo new credentials were presented by Ambassador Vorontsov in his new capacity as the Permanent Representative of the Russian Federation. On 31 January 1992 Russian President Yeltsin himself was in the Russian Federation’s seat in the Security Council during the ‘summit meeting’ of the Council attended by heads of state and government.\n- Zickel, Federal Research Division, Library of Congress ; edited by Raymond E. (1991). \"10: Foreign Policy\". In Raymond E. Zickel. Soviet Union : a country study (2nd ed. ed.). Washington, D.C.: The Division. p. 445. ISBN 0160363802.\n- Stoessinger, John G. (1977). The United Nations & the superpowers : China, Russia, & America (4. ed. ed.). New York, NY: Random House. p. 25. ISBN 0394312694.\n- Stalin: The Man and His Era. by Adam B. Ulman\n- Stoessinger, John G. (1977). The United Nations & the superpowers : China, Russia, & America (4. ed. ed.). New York, NY: Random House. ISBN 0394312694.\n- Stoessinger, John G. (1977). The United Nations & the superpowers : China, Russia, & America (4. ed. ed.). New York, NY: Random House. p. 3. ISBN 0394312694.\n- Stoessinger, John G. (1965). \"Two; The General Assembly; Problems of Membership and Representation of China\". The United Nations and the Superpowers: China, Russia, and America (third ed.). New York: Random House.\n- \"Soviets boycott United Nations Security Council\". History. Retrieved 10 April 2013.\n- Zickel, Federal Research Division, Library of Congress ; edited by Raymond E. (1991). \"10 Foregin Policy\". Soviet Union : a country study (2nd ed. ed.). Washington, D.C.: The Division. p. 446. ISBN 0160363802.\n- Blum, Yehuda Z. Russia Takes Over the Soviet Union's Seat at the United Nations.\n- This article incorporates public domain material from websites or documents of the Library of Congress Country Studies. – Soviet Union (May 1989).", "label": "No"}
{"text": "The trochlear nerve is the fourth cranial nerve (CN IV) and one of the ocular motor nerves that controls eye movement. The trochlear nerve, while the smallest of the cranial nerves, has the longest intracranial course as it is the only nerve to have a dorsal exit from the brainstem. It originates in the midbrain and extends laterally and anteriorly to the superior oblique muscle.\nTrochlea is Latin for pulley, which appropriately describes the sling of connective tissue that houses the tendon of the superior oblique. Moreover, the trochlear nerve is a somatic efferent (motor) nerve, and along with oculomotor (III) and abducens (VI) nuclei, it is responsible for eye movement. Through its innervation of the superior oblique, the trochlear nerve controls the abduction and intorsion of the eye.\nThe trochlear nerve, as well as the abducens (VI), hypoglossal (XII), and oculomotor (III) nerves, is a homolog of the ventral roots of the spinal nerves. The somatic efferent columns of the brainstem give rise to these cranial nerves. The muscles that they innervate are derived from the cranial (preoptic and occipital) myotomes in early skeletal muscle development.\nDuring the fourth week of development, the neural tube is composed of three primary vesicles, the prosencephalon, mesencephalon, and rhombencephalon. The mesencephalon goes on to develop into the midbrain. It is from the posterior part of the midbrain that the trochlear nerve originates. From here the nerve passes ventrally to innervate the superior oblique muscle.\nThe midbrain is supplied by the posterior cerebral artery, superior cerebellar artery, and the basilar artery. As cranial nerve IV has a motor nucleus, it is located near the midline along the medial longitudinal fasciculus. A disruption in any of the aforementioned arterial structures could affect the medial midbrain, and thus, the trochlear nucleus.\nThe trochlear nerve pair originates from a pair of symmetrical trochlear nuclei within the medial midbrain at the level of the inferior colliculus. The left and right nerves then travel dorsally surrounded by the periaqueductal gray matter, decussating before their exit in the dorsal midbrain. The two nerves run on contralateral sides, extend laterally and then anteriorly around the pons, before penetrating the dura above the trigeminal nerve.\nIt enters the cavernous sinus where it runs anteriorly above the abducens nerve and ophthalmic branch of the trigeminal nerve. Here in the cavernous sinus, a few sympathetic fibers join the trochlear nerve with the possibility of some sensory fibers from the trigeminal nerve. The nerve then enters the orbit through the superior orbital fissure and continues to extend anteriorly to the superior oblique muscle. The superior orbital fissure is also the nerve pathway for cranial nerves III, VI, and V and is vulnerable to shearing forces in the setting of trauma.\nThe only muscle the trochlear nerve innervates, the superior oblique muscle, is the longest and thinnest muscle among the extraocular muscles. The muscle belly originates from the back of the roof of the orbit near the common tendinous ring, but it takes an unusual course to reach the eye. The tendon extends between the orbital roof and passes through a fibrous loop (known as the trochlea) located on the frontal bone. The tendon then reaches laterally and posteriorly prior to its insertion point on the posterior half of the eye.\nThis “pulley” system afforded by the trochlea makes the superior oblique unique among the extraocular muscles and allows for its muscular functions of depression, abduction, and intorsion of the eye. Because of the muscle’s placement at the posterior portion of the eye, the muscle elevates the posterior of the eye, causing the front of the eye to become depressed. The muscle also causes abduction of the eye, moving the pupil away from the nose, and intorsion, rotating the eye such that the top of the eye moves toward the nose.\nThe superior oblique muscle is the only extraocular muscle that can lower the pupil with the eye adducted. Thus, to isolate the function of the superior oblique muscle from the other extraocular muscles, the muscle can be tested by requesting the patient to adduct the eye and then ask to depress the eye. Failure to depress the eye during adduction indicates a problem with the superior oblique muscle or the trochlear nerve. In addition, a general rule of thumb is that “obliques go opposite”; the left superior oblique is tested by having the patient look right, while the right superior oblique is tested with the patient looking left.\nThe most common cause of an isolated fourth nerve palsy is congenital. These patients may commonly present with eye deviation and complain of diplopia and postural head changes. This characteristic head tilt is towards the unaffected side to compensate for a lack of intorsion from the superior oblique muscle. Congenital trochlear nerve palsies are almost always unilateral. These nerve palsies in children can be initially mistaken for torticollis because of the head tilt many of these children display. Most commonly, this can be corrected surgically or with prism. A more conservative approach for minor deviations involves patching of one eye that can alleviate diplopia. However, if patients defer or fail initial therapy, surgical approaches include tucking of the superior oblique tendon or inferior oblique weakening. Interestingly, there is evidence to suggest that congenital superior oblique palsy is more common in young males.\nBecause of its fragility and extensive intracranial course, the trochlear nerve is especially vulnerable to trauma compared to most cranial nerves. Thus, the most common cause of an acquired defect of the trochlear nerve is trauma. Traumatic trochlear nerve palsies are associated with motor vehicle accidents and boxing, as they involve rapid deceleration of the head. Because the trochlear nerve is so fragile, this can occur in minor head injuries that do not involve loss of consciousness or skull fracture. Shearing forces can result in disruption particularly at the superior orbital fissure, where the trochlear nerve enters the orbit.\nOther significant, but less common, causes of fourth nerve palsy include microvascular disease, idiopathic, the mass effect from a tumor, or increased intracranial pressure. Microvascular trochlear nerve palsy usually occurs in the setting of diabetes in patients who are 50 years of age and older. The nerve, however, is less affected compared to the other oculomotor nerves (CN III and CN VI). These nerve injuries are relatively transient with symptom resolution in a few months without treatment. Infrequently, trochlear nerve palsy may be caused by Lyme disease, Meningioma, Guillain-Barre Syndrome, Herpes zoster, and Cavernous Sinus Syndrome.\nAnother condition that involves the trochlear nerve is superior oblique myokymia which causes spasms of the superior oblique muscle. Symptoms include transient vertical diplopia. The etiology is not known but may be related to other conditions that cause microtremors. Rarely this can cause superior oblique muscle weakness.\nLesions of the trochlear nerve can either involve the nucleus or the nerve, but both virtually present with similar symptoms. The only difference is that a unilateral trochlear nuclear lesion affects the contralateral nerve and superior oblique muscle, while a fascicular lesion affects the ipsilateral nerve and muscle. Most trochlear nerve palsies are unilateral. However, because the decussation of the trochlear nerve pair happens when the nerve pair is near each other, a single lesion at the dorsal midbrain can cause bilateral trochlear nerve palsy. If other ocular motor nerves are involved in the patients’ symptoms, a lesion in the cavernous sinus or midbrain is most likely, as these nerves are relatively near each other in this space and share vascular supply.\nClinical presentation of acquired fourth nerve palsy is similar to that of congenital palsy. Patients may present most commonly with diplopia but can also present with blurry vision or a minor vision problem when looking down like reading a book or going down the stairs. The diplopia presented in trochlear nerve palsy is either vertical or diagonal and is worse with a downward gaze. Compensation for the nerve palsy usually includes a head tilt to the opposing side and tucking in the chin, so the affected eye’s pupil can move up and extort, instead of downwards and intort. During clinical examination, the eyes will display hypertropia with the affected eye being slightly elevated relative to the other normal eye. Under cover, the affected eye will show an upward drift relative to the other eye.\n|||Laine FJ, Cranial nerves III, IV, and VI. Topics in magnetic resonance imaging : TMRI. 1996 Apr [PubMed PMID: 8784967]|\n|||Cooper ER, THE TROCHLEAR NERVE IN THE HUMAN EMBRYO AND FOETUS. The British journal of ophthalmology. 1947 May [PubMed PMID: 18170343]|\n|||Park HK,Rha HK,Lee KJ,Chough CK,Joo W, Microsurgical Anatomy of the Oculomotor Nerve. Clinical anatomy (New York, N.Y.). 2017 Jan [PubMed PMID: 27859787]|\n|||Demer JL, Compartmentalization of extraocular muscle function. Eye (London, England). 2015 Feb [PubMed PMID: 25341434]|\n|||Dosunmu EO,Hatt SR,Leske DA,Hodge DO,Holmes JM, Incidence and Etiology of Presumed Fourth Cranial Nerve Palsy: A Population-based Study. American journal of ophthalmology. 2018 Jan [PubMed PMID: 29102606]|\n|||Brazis PW, Palsies of the trochlear nerve: diagnosis and localization--recent concepts. Mayo Clinic proceedings. 1993 May [PubMed PMID: 8479214]|\n|||Miller NR, Pearls and oy-sters: central fourth nerve palsies. Neurology. 2013 Aug 6 [PubMed PMID: 23918863]|\n|||Holmes JM,Mutyala S,Maus TL,Grill R,Hodge DO,Gray DT, Pediatric third, fourth, and sixth nerve palsies: a population-based study. American journal of ophthalmology. 1999 Apr [PubMed PMID: 10218690]|\n|||Adler FH, Some Physiologic Factors in Differential Diagnosis of Superior Rectus and Superior Oblique Paralysis. Transactions of the American Ophthalmological Society. 1945 [PubMed PMID: 16693380]|\n|||Adamec I,Habek M, Superior oblique myokymia. Practical neurology. 2018 Oct [PubMed PMID: 30061333]|\n|||Helveston EM,Mora JS,Lipsky SN,Plager DA,Ellis FD,Sprunger DT,Sondhi N, Surgical treatment of superior oblique palsy. Transactions of the American Ophthalmological Society. 1996 [PubMed PMID: 8981703]|\n|||Bagheri A,Fallahi MR,Abrishami M,Salour H,Aletaha M, Clinical features and outcomes of treatment for fourth nerve palsy. Journal of ophthalmic & vision research. 2010 Jan [PubMed PMID: 22737323]|\n|||Bixenman WW, Diagnosis of superior oblique palsy. Journal of clinical neuro-ophthalmology. 1981 Sep [PubMed PMID: 6213662]|\n|||Tamhankar MA,Biousse V,Ying GS,Prasad S,Subramanian PS,Lee MS,Eggenberger E,Moss HE,Pineles S,Bennett J,Osborne B,Volpe NJ,Liu GT,Bruce BB,Newman NJ,Galetta SL,Balcer LJ, Isolated third, fourth, and sixth cranial nerve palsies from presumed microvascular versus other causes: a prospective study. Ophthalmology. 2013 Nov [PubMed PMID: 23747163]|\n|||Brazis PW, Isolated palsies of cranial nerves III, IV, and VI. Seminars in neurology. 2009 Feb [PubMed PMID: 19214929]|", "label": "No"}
{"text": "Capillary Refill & Shock\nThe critically ill infant and child can be “tricky” to spot sometimes. Often the phrase “That kid just doesn’t look right,” is heard around the room of critically ill children. So we recognize that “something isn’t right,” but have a hard time putting our finger on what is wrong. Often the problem stems from the fact that the blood pressure “reassures” us. We have discussed several topics related to shock previously (ex, Epi vs Dopa, Pediatric Shock Index, and Damage Control Resuscitation), but now let us focus on recognizing SHOCK and one important aspect – Capillary Refill.\nShock: Pediatric Sepsis\n- Significant cause of Non-traumatic childhood mortality in the USA. [Osterman, 2015]\n- When recognized early and treated aggressively, morbidity and mortality can be decreased by 50%. [Han, 2003]\n- Definition of pediatric SIRS differs from adult definition in that at least one diagnostic criteria must be fever or hypothermia. [Prusakowski, 2017]\n- SIRS Criteria (2 of the following, with one being fever/hypothermia)\n- Fever or Hypothermia (>38.5 degrees Celsius or <36 degrees Celsius.)\n- No criterion to adjust for tachycardia in the presence of fever.\n- Leukocytosis or Leukopenia (abnormal for age)\n- Bandemia (>10% immature neutrophils)\n- Sepsis, as with adults, requires the patient have SIRS criteria AND a known or suspected infection (bacterial or viral).\n- Septic Shock is Sepsis with cardiovascular dysfunction (tachycardia/bradycardia AND impaired perfusion).\nKid Physiology to Consider\n- Infants and young children have a greater proportional amount of extracellular fluid to intracellular fluid compared to adults. [Prusakowski, 2017]\n- Predisposes them to more risk with decreased fluid intake or excessive fluid losses.\n- Young children cannot increase their myocardial contractility. [Prusakowski, 2017]\n- Heart is already functioning at a high contractile state.\n- In order to increase Cardiac Output, kids have to increase heart rate.\n- The younger the child, though, the higher the baseline HR is, and the less likely increased cardiac output can be achieved solely with increasing the heart rate.\n- This is why vasopressors and/or inotropes may be beneficial for fluid-refractory shock in kids.\n- Cold Shock is more likely in children then adults.\n- There is no single pathognomonic finding that defines shock.\n- Hypotension is a late finding, but an ominous one, in kids.\n- Constellation of findings:\n- Poor perfusion\n- Poor pulse quality\n- Altered mental status\n- Cold Shock findings:\n- High Systemic Vascular Resistance\n- Cold, clammy, mottled, or cyanotic extremities\n- Capillary Refill > 2 seconds\n- Diminished / thready pulses\n- Narrow pulse pressure.\n- Respect the “just ain’t right” findings:\n- Poor feeding\nBe Aggressive Early\n- Once recognized, be aggressive within 1st hour!\n- IV or IO 40-60 ml/kg of isotonic fluids PUSHED rapidly\n- Optimize oxygenation\n- Supplemental may be all that is initially needed.\n- 30-40% of a child’s cardiac output goes to the work of breathing when critically ill, so often will require additional support (i.e., intubation).\n- Broad spectrum antibiotics\n- Press the Pressors!\n- Fluid-refractory shock is present if the patient, after 40-60 ml/kg, is hypotensive or has poor perfusion.\n- Fluid-refractory shock should be treated with vasopressors via peripheral IV or IO.\n- Ideally, they would be given via central line…\n- The ED is, however, NOT an ideal environment…\n- So start them peripherally and plan to change to central line once time permits.\nMoral of the Morsel\n- Shock is difficult to recognize and requires vigilance! Pay attention to capillary refill!\n- Be aggressive early! Push the fluids in, don’t hang to gravity.\n- Respect what the skin is telling you! Monitor the capillary refill time. If it is still prolonged after IV boluses, treat it like refractory shock.", "label": "No"}
{"text": "Solving an 86-Year Mystery\nOral History Leads to Piece of Missing Mission Bell\nApril 27, 2012\nA piece of a missing mission bell more than two centuries old soon will be back where it belongs, thanks to history sleuth Kathleen R. Frazee.\nFascinated by the mystery of the missing bells of Santa Ysabel, an asistencia (or sub-mission) of Mission San Diego de Alcalá, Frazee, a staff member in the Center for Oral and Public History, did some research.\nIn 1926, the mission’s two original bells, which date back to 1723 and 1767, from Santa Ysabel’s chapel disappeared. While the clappers were found the next day and returned in 1959, the whereabouts of the bell shells remained a puzzle — until last year, that is, when Frazee read an old oral history by the late historian Helen Smith.\nAmong the collection of Smith’s oral histories, which were donated to the center by her daughter, was an interview with an individual identified only as Anonymous.\nThe now-deceased unknown narrator, who Frazee learned was born the year the bells disappeared, told Smith the story he had heard from his father, an auto shop owner in Redlands who heard it from his friend, Fig Tree John.\nThe oral history most likely was recorded around 1975, Frazee said. In it, the narrator said that Fig Tree John approached his father saying three young friends had some metal that they wanted to have assayed.\n“My dad said, ‘sure, bring a chunk of it in, whatever it is, and I’ll be happy to send it off to L.A. and have it assayed for you.’ So, Fig Tree said, ‘Fine, I’ll send them in and tell them where to find you.’ ” the narrator said. “I think this probably happened within a few months after the bells disappeared.”\nThe three friends brought in the brassy-colored chunks of metal that they had hoped were gold, according to the oral history, which indicates that the narrator’s father sawed off a small sample and sent it off for authentication, only to learn it contained “40 different metals, a wild combination of stuff. It was not just copper and zinc, it had multiple things in it.”\nSo, the narrator’s father tells Fig Tree John, who reports back to his friends, and they never returned to collect the pieces.\nCurious, the narrator asks Fig Tree John where the metal chunks came from and hears this story: “It was a very rainy, stormy night. ... There were three or four of them. They had one or two acetylene torches. Literally, in the dead of night, they cut the bells into pieces that could be moved, and they stashed the things into gunnysacks — an eeny-meeny-miny-mo-kind of thing, approximating the amount of weight so that each of them had their fair share of these chunks and went off with them. And that was it.”\nUpon hearing that account, the narrator recalled, “My dad said, ‘oh, for God’s sake, tell them to come and get them. I don't want them in my garage.’ Fig Tree John said, ‘Well, I’ll tell them, but ... if they don’t have any gold in them, they don’t have any more interest in them. They don’t want to be caught with the things.’ And, my dad said, ‘well, I don’t really want to have them either.’ And, so, Fig Tree John said, ‘dump them. That’s okay. Take them out to the city dump and get rid of them.’ ”\nBut, “my dad didn’t really want to do that. It ran against the grain,” the narrator continued. “So, he kept the idiot things and kept them clear up until he retired in the mid-’40s. The war was well on its way. He retired, sold the garage, and here is this old gunnysack full of chunks of bells. So, at this point, he took them home, and they were in his garage at home for a long time.”\nLater, the narrator, who had been using the top of one bell as decoration in his Lafayette home, said he read about the missing bells in a 1965 issue of Sunset magazine. Immediately, he recognized the top of the bell in the photo as a match for the one he had on display at his home and felt a need to write to Santa Ysabel, telling his father’s story.\nHe said his father had felt “a great deal of guilt” about how he ended up with the bell pieces, but was afraid to turn them over to authorities for fear of being accused of stealing the bells in the first place.\nA Catholic priest, Father Nardi, paid the narrator a visit some weeks after receiving the letter and took the bell top back to the mission, promising not to divulge the name of the source. Today it sits in a museum at the asistencia.\nEnough names and locations were mentioned in the oral history that Frazee followed the clues, made some calls and tracked down the narrator’s wife, who told Frazee she had a piece of one of the bells and would gladly hand it over to the center. The wife asked to remain anonymous, Frazee said, and it is unknown what happened to the rest of the missing bell pieces.\nLast week, a center volunteer picked up the wife’s bell piece and delivered it to Frazee, who proudly clutched the 6.5-pound slab of metal to her chest, smiling wide with excitement.\n“This is part of one of the oldest bells in California, maybe the oldest,” she said. “Isn’t it amazing?”\nThe center now is arranging a date to deliver the bell piece to Santa Ysabel, Frazee said.\nNatalie M. Fousekis, COPH director, praised Frazee’s detective work, calling it a “great public service.”\n“As historians, we record individual stories and memories,” Fousekis said. “When scholars and the public use one of these interviews, we expect them to do additional research to verify the historical facts and stories in them. In this case, Helen Smith's oral history helps solve the decades-old mystery of the missing mission bells. What a wonderful, surprising discovery! And, we have thousands of fascinating oral histories in our collections that reveal all kinds of untold and unknown stories like this about Southern California.”", "label": "No"}
{"text": "Conventional methods of orthodontics would generally suggest that treatment is not started until all adult teeth are present. With our Non-Extraction philosophy, we believe in assessing children well before school age, especially when there are concerns about crowding or less than ideal facial balance. At this age the jaw is still growing and developing. Intervention treatments such as correcting bad habits, wearing removable plates and doing oral posture exercises can help guide the growth of the jaws into their correct positions. This facial devlopment creates room in the dental arches for all the teeth to grow into, and results in a better and much healthier facial profile.\nThese are removable appliances which are designed to enlarge the dental arches to reduce crowding in the teeth, to move individual or groups of teeth with springs or screws, and to align the jaws. Sometimes these appliances can be cemented into place.\nThey can be made in a variety of colours and need to be thoroughly cleaned after eating as most appliances need to be worn when eating.They will sometimes be the sole treatment, (especially when used in an early intervention treatment), before and in conjunction with braces, or with myofunctional trainers.\nBraces are made up of two components: metal or clear plastic devices usually glued onto the front of the teeth, and wires that connect them together. The wires are made of a metal that is formed into the ideal curve for your upper and lower teeth. This provides the pattern towards which the straightening treatment is headed.\nWhen the wires are inserted into the braces, the wire tries to move back into its original shape. This creates tension on the teeth, and it is this force which gradually moves the teeth into their ideal position along the curve of the wire’s original shape.\nMyofunctional Training Appliances\nThese are removable appliances similar to a mouthguard that are worn at night and for 1-2 hours during the day (but not to school).\nTheir job is to stop the tongue, lips and cheeks from adversely moving the teeth at rest and when swallowing. Some have channels to encourage the new teeth to come down into their correct positions and others can be worn over the top of braces. They can also be used as a retainer after active tooth movement is completed.\nRetainers can be removable or permanent (fixed onto the inside of the teeth), and are designed to stop the teeth from moving back away from their corrected positions.\nIn an ideal situation with good Oral Posture, retainers won't be necessary long term. However this is often not the case, and permanent invisible fixed retainers are often a good option to maintain the teeth in their newly corrected positions - especially in adult re-treatment cases.\nThere are 4 main types of retainers :-\n* Clear plastic removable retainers which we issue after braces are removed\n* Harder acrylic and wire retainers, also removable but stronger than plastic\n* Myofunctional trainers removable, flexible and similar to a mouthguard\n* Fixed (permanent ) retainers which are made of wire on the inside surface of the teeth cemented with filling material - for long-term retention of the front teeth\nSee other sections on stages of growth", "label": "No"}
{"text": "Running the Numbers on America’s Contribution to the Meuse-Argonne Offensive\nUsing statistics from the American Armies and Battlefields in Europe (Blue Book), students will evaluate the United States’ contributions to the Meuse-Argonne Offensive and, ultimately, to World War I.\nThe Meuse-Argonne Offensive took place on the Western Front of World War I between September 26 and the Armistice of November 11, 1918. It was one of the largest military offensives in U.S. history with 1.2 million U.S. troops involved. By this time, both sides in the war had lost staggering numbers of soldiers and were facing financial ruin. With its entrance into the war in 1917, the United States provided much needed military and financial support for the Allies.\nAt the conclusion of this lesson, students will be able to\n- Evaluate the effectiveness of statistics as a source of historical evidence;\n- Interpret statistics from the Blue Book;\n- Use statistics to describe the United States’ contribution to the Meuse-Argonne Offensive and World War I; and\n- Evaluate the United States’ contributions to the war relative to other nations.\nConnections to Common Core\nCCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.\nCCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear among the key details and ideas.\nCCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.\nConnections to C3 Framework\nD2.His.14.9-12. Analyze multiple and complex causes and effects on events in the past.\nD2.His.15.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.\nD2.His.10.9-12. Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.\nD2.His.12.9-12. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.\nActivity One: Anticipatory Set (15 minutes)\n- Share with students the Representations of Sacrifice Handout and the Meuse-Argonne American Cemetery video.\n- Teacher Tip: The teacher may share the Representations of Sacrifice Handout as a handout or project the resources for the entire class. If students receive a handout, the teacher will have to project the video of the Meuse-Argonne American Cemetery.\n- Help students understand what is gained and what is lost when looking at statistics.\n- As you review the sources as a class, give each student the Representations of Sacrifice Evaluation Handout to record the strengths and weaknesses of each source.\n- Teacher Tip: Beyond the difference of scale and emotion, the statistics can also mask details that are not in the “official records” such as volunteers who were killed during the war but would not show up on military casualty lists.\nActivity Two: Running the Numbers (60 minutes)\n- Have students work through the exercises in the Running the Numbers packet individually or in small groups.\n- Ask students to consider what they have learned about the United States' contribution to World War I after they have completed the Running the Numbers Packet.\n- Teacher Tip:The teacher can have students write a short response on a sticky note for an exit ticket.\n- The teacher can assess the Running the Numbers Packet using the Running the Numbers Answer Key .\nMethods for Extension\n- Teachers could have students write an essay to answer the question, “What was the United States contribution to World War I?” based on the statistics provided.\n- Teachers can place students in mixed-ability groups for the Running the Numbers Packet.", "label": "No"}
{"text": "The purpose of this article is to discuss the advantages and disadvantages of computer technology computer language learning essay was to discuss the. Tamil keyboard (தமிழ்) on the internet search google, translate, send emails and share with your friends with this online onscreen. Tamil essays in tamil language the complete biography of tamil i computer history, see also a tamil language english essay in to compare 2522polish-for-kids.\nTamil essays in tamil language 27th all india essay day, tamil essays tamil language school students related software at school essay about computer in tamil. Tamil language in context this site displays tamil font dynamically from most of the pages, and you don't need to install tamil font in your computer to view tamil. Computer basics seema sirpal a modern computer without having to learn all the details of how through to learning a foreign language uses of computer. Tamil computer தமிழ் கம்ப்யூட்டர் டிப்ஸ்: windows xp யில் பயன்படுத்தும்.\nAdvantages and disadvantages of computer find an essay or learn how to build there are advantages and disadvantages to implementing the technology into your. Tamil is a classical language spoken by more than 78 million people across the world with a rich literary tradition a computer science lab environment is. Contextual translation of essay about computer uses in tamil into tamil human translations with examples: computers uses, tamil. Database of free english language essays search to find a specific english language essay or browse from the list below: role of technology for english language. Tamil is a dravidian language spoken in southern india, sri lanka and singapore by about 675 million people.Google's free service instantly translates words, phrases, and web pages between english and over 100 other languages. Originally answered: what is the best way to learn the tamil language can i learn computer hacking in tamil language how can i learn to speak eelam tamil language. Learn common useful tamil phrases for travel with english meanings science questions computer knowledge questions tamil. This essay discusses how this comparison allows us to turn ways in which humans and computers are similar computer innovation - computers are changing.\nCa 200,000 to 100,000 bc: beginnings of the tamil language modern theories find supportive evidences both in ancient literature and language history. How do i create a computer program page includes all of the basics from picking a programming language, code editor, compiler, and learning a language. போட்டோசாப் பாடம் 85 உங்கள் போட்டோவில் தலை முடி பிசிறுகள் விட்டுப்போகாமல் பேக்ரவுண்ட் கலரை மாற்றுவது எப்படி.\nFind tamil essays in tamil language only at valaitamilcom. Tamil language 346,776 likes 367 talking about this a dravidian language spoken predominantly by tamil people of the indian subcontinent it has. Media essay in tamil, may 30, 2018 argumentative essays on technology and social media computer essay in tamil firstpage s135732171300 example of essay computer essay in urdu computer essay topics computer essay in.Download\n2018. Term Papers.", "label": "No"}
{"text": "Studies show that mammography screening reduces breast cancer deaths by at least 28 to 36 percent.\nWilliamsport, PA (PRWEB) November 01, 2016\nNew guidelines for breast cancer screenings are fitted to the patient instead of one size fits all. UPMC Susquehanna Breast Health Center’s Susan Branton, MD, FACS says these guidelines balance the benefits and drawbacks of mammograms for women who fall into the average risk category. The American Cancer Society and the United States Prevention Services Task Force encourage screening recommendations for patients of average risk but encourage shared decision making on a case-by-case basis.\nBreast cancer affects one in eight females in the U.S. and the risk increases with age. “Knowing your personal risk level is the first step,” Branton explains. Some risk factors such as smoking, alcohol use and obesity are modifiable but others such as breast density, personal history of chest radiation and family history are not.\nWomen are urged to be familiar with the details of their family’s medical history for two or three prior generations. Doctors rely upon family history of cancers including who had breast cancer and ovarian cancer and at what age to help determine a patient’s risk. There are several genetic syndromes that predispose to breast cancer that are now easy to test for and can prompt action before cancer develops.\n“Studies show that mammography screening reduces breast cancer deaths by at least 28 to 36 percent,” says Dr. Branton. These screenings are beneficial for woman ages 40 to 74 and most beneficial from ages 50 to 74. Mammography screenings include an X-ray of the breasts with two images recorded on each side. How frequently women obtain a screening is best determined by discussing the options with a primary care doctor or advanced practice professional. Screening for breast cancer is important and insurance coverage for screening mammograms has not changed. Recommendations for screening mammograms will evolve as newer technology and studies contribute to additional data and information.\nAnother risk factor that is important for women to know about is breast density. Women are now provided with information on breast density as part of the screening mammogram evaluation. Additional testing may be recommended for women with dense breasts. A 3D mammogram is now available for women with dense breast tissue and Pennsylvania legislation ensures that health insurance covers these screenings. Women with dense tissue may also be candidates for additional testing such as whole-breast ultrasound and MRI.\nIt is important for women to be proactive, know their personal risk and develop screening plans with help from a health care provider. The Pennsylvania Department of Health offers the HealthyWoman Program for uninsured or underinsured women to provide free, early detection screening for breast and cervical cancer. For more information, call 1-800-215-7494 or visit pahealthywomen.com.\nAbout UPMC Susquehanna\nUPMC Susquehanna is an affiliate of UPMC and a northcentral Pennsylvania based health system that includes Divine Providence Hospital, Muncy Valley Hospital, Soldiers & Sailors Memorial Hospital and Williamsport Regional Medical Center. Serving patients from an 11-county region, UPMC Susquehanna has been recognized at the national and state levels for quality of care. This regional provider offers a wide array of services that include cancer care, heart and vascular care/heart surgery, neurosciences including neurosurgery, orthopedics, urology, OB/GYN, gastrointestinal services, behavioral health, physical rehabilitation, home care, long term care, assisted living and paramedic/ambulance services.\nA world-renowned health care provider and insurer, Pittsburgh-based UPMC is inventing new models of patient-centered, cost-effective, accountable care. It provides nearly $900 million a year in benefits to its communities, including more care to the region’s most vulnerable citizens than any other health care institution. The largest nongovernmental employer in Pennsylvania, UPMC integrates 60,000 employees, more than 20 hospitals, more than 500 doctors’ offices and outpatient sites, a 3-million-member health insurance division, and international and commercial operations. Affiliated with the University of Pittsburgh Schools of the Health Sciences, UPMC ranks No. 12 in the prestigious U.S. News & World Report annual Honor Roll of America’s Best Hospitals. For more information, go to UPMC.com.", "label": "No"}
{"text": "The acromioclavicular, or AC joint, is the joint located at the top of the shoulder where the clavicle (collarbone) meets the scapula (shoulder blade). An AC joint separation, also known as a shoulder separation, is a common injury that occurs when the ligaments that stabilize the joint are either stretched or torn.\nAC joint separations are almost always caused by an event where significant force was exerted on the area, such as in a fall or a direct blow. This type of injury is most commonly seen in contact sports such as football or hockey. Other activities that involve lifting heavy objects above the head, such as weightlifting also can cause injury to the joint. An AC separation involves damage to the ligaments that support the AC joint and is considered either a sprain or tear. These separations can range in severity from minor stretching of the ligaments to complete tearing of these ligaments. AC joint or shoulder separations are classified by the degree of torn ligaments involved:\n- Grade I: This is the most common type of AC joint injury. TheAC ligament is stretched but the CC (coracoclavicular) ligaments are not injured. X-rays appear normal in this scenario.\n- Grade II: The AC ligament is completely torn, while the CC ligaments are only partially torn. The collarbone appears slightly elevated on x-rays in this scenario.\n- Grade III: The AC and CC ligaments are completely torn, and the clavicle and the acromion are completely separated. A bump is often visible on the shoulder where the clavicle is pushed up and is easily visible on x-rays.\n- Grades IV –VI: Are uncommon and usually involve significant damage to the ligaments and soft tissues around the AC joint. These injuries almost always require surgical intervention.\nThe typical symptoms of an AC joint separation are severe pain at the top of the shoulder, including swelling and tenderness around the affected area. Limited movement may result from pain. Bruising may also be present. A more severe injury to the AC joint will result in a visible deformity or bump that is easily seen at the top of the shoulder and will likely be tender to touch or move.\nDiagnosis and Treatment\nDiagnosis is usually done through physical examination and X-rays to determine the extent of the injury and whether or not there has been any damage to the surrounding ligaments or tendons. A separation is often apparent from hearing how the injury occurred as well as the external appearance of the shoulder.\nTreatment for an AC joint separation may involve a combination of rest, ice, compression, and elevation (RICE). This can help reduce inflammation and pain. If the injury is severe, surgical repair may be recommended to stabilize the joint and prevent further damage and to restore appropriate shoulder positioning and function. Following surgery, a rehabilitation program will help restore strength and range of motion in the shoulder.\nIn some cases, an AC joint separation can heal on its own with conservative treatments such as RICE. However, if the injury is severe or left untreated, it could lead to chronic instability of the joint and decreasedfunction of the shoulder. Therefore, it is important to seek medical attention as soon as possible following an injury.\nPost-operative recovery and therapy are essential for a successful outcome. Initially, this may involve gradual range of motion exercises combined with strengthening exercises to re-establish full function in the shoulder. Recovery time depends on the severity of the injury but typically takes several months. Fortunately, most AC joint injuries heal successfully with time and proper treatment.\nThe goal for the first few weeks is to reduce pain and shoulder joint stiffness. It is important to understand that while resting your shoulder is a necessary step for allowing an AC joint to heal, resting for any length of time may likely cause a gradual decrease in muscle strength and mobility. Therefore, during weeks 6-8, the goal will be to continue decreasing pain, increase muscular strength, and improve neuromuscular and proprioceptive control rehabilitation. Physical therapy will help you regain what you’ve lost during your recuperation period. The remaining weeks will involve transitioning to more home therapy and increased strengthening exercises. Exercises involving stretching and strengthening can play a critical role in fully restoring the health of your shoulder and upper arm.\nPreventing AC Joint Separation\nPreventing an AC joint separation altogether may be difficult to avoid however, it is possible to lower the risk in some instances. Strengthening exercises and proper stretching is especially important for athletes to lower the risk of AC joint separations. Strong, supple ligaments are far less likely to stretch or be injured than tight, stressed ligaments. Wearing proper fitting protective gear, including pads and braces during contact sports may reduce the risk of injury. It is also important to recognize exhaustion. An overtired and depleted body is far more susceptible to injury.\nKnowing the signs and symptoms of AC joint separation, as well as how to prevent it can help you stay safe and avoid injury. If you suspect that you have an AC joint separation, seek medical attention from an orthopedic surgeon. The earlier a diagnosis and treatment plan is made; the more successful recuperation may be.\nWhile AC joint separations are relatively common injuries, they can often be treated with conservative measures or surgery depending on severity. With proper treatment, healing without any long-term complications is likely. It is important to be aware of the signs and symptoms of an AC joint separation in order to seek care in a timely manner.\nPlease contact our office to schedule a consultation with Dr. McClintock.", "label": "No"}
{"text": "By Chris Lang\nRecently, the so-called “forgotten solution” of natural climate solutions has been widely promoted. More than 150 nature-based solutions were announced at the recent UN Climate Action Summit in New York.\nSome of the proposals specifically mention REDD or natural climate solutions in their titles, including the following:\n- The REDD+ Acceleration Facility (RAF): Scaling Finance for Tropical Forest Protection (Environmental Defense Fund);\n- UN-REDD: Supporting countries with complex policy and institutional reforms to scale up climate actions and ambitions on sustainable land and forest management, conservation and restoration;\n- The Architecture for REDD+ Transactions (ART): Attracting New Investment to protect and Restore Forests; and\n- Natural Climate Solutions Alliance (World Economic Forum, World Business Council on Sustainable Development and Nature4Climate).\nReporting on the Climate Action Summit, ProPublica journalist Lisa Song writes,\nThere was little talk of eliminating the use of fossil fuels, a drastic but economically tricky and politically painful step that would guarantee those emissions reductions.\nInstead, some experts fear, the answer involves an overreliance on offsets, a word that has become so unfashionable, it has been replaced by euphemisms like “nature-based solutions.” In general, offsets allow polluters to get credit for cutting their own emissions by paying someone in another city, state or country to reduce theirs.\nSome of the support for natural climate solutions comes from a surprising source. Just before the Climate Action Summit, journalist George Monbiot and Greta Thunberg put out a video promoting natural climate solutions. They produced the video with Conservation International and Nature4Climate.\nBut both Conservation International and Nature4Climate are proponents of offsetting. Conservation International runs several REDD offsetting projects. Nature4Climate was set up by The Nature Conservancy, which also runs REDD offsetting projects, and has long been a major proponent of forest carbon offsets.\nReorienting the climate debate\nGreen Finance Observatory is a team of team of academic, ex financial market and advocacy professionals that focusses on the “nuts and bolts of green financial markets and instruments”. This week Green Finance Observatory published a briefing on natural climate solutions.\nThe briefing argues that while it is possible to achieve a fully decarbonised energy system, in some sectors it is impossible to completely eliminate greenhouse gas emissions.\nSo some sort of carbon capture and storage, in trees and soils, or in geological formations, for example, is going to be necessary if we are to stand a chance of avoiding climate breakdown.\nGreen Finance Observatory notes that “Protecting natural forests and planting trees to absorb CO2 in itself is a good thing – provided it’s not monoculture tree plantation”.\nGreen Finance Observatory is concerned that natural climate solutions are being used to reorientate the climate debate away from reducing avoidable emissions from fossil fuels.\nFive major problems with natural climate solutions\nHaving acknowledged that sucking carbon dioxide out of the atmosphere is going to be necessary, and that protecting forests and planting trees is a good thing, the Green Finance Observatory lists five major problems with natural climate solutions:\n1. Storing carbon in soils and trees is not permanent and is highly uncertain: Measuring exactly how much carbon is not released to the atmosphere as the result of a natural climate solution project involves “incredibly high scientific uncertainty”.\nThere is also the “very real possibility” that the stored carbon will be released to the atmosphere after only a short time when the trees are cut or burned.\nCalculating the impact of carbon capture and storage projects would require being able to determine with reasonable certainty a hypothetical world without the project and then assign a single number to the greenhouse gas emissions associated with that world over the next 100 years – the approximate residence time of carbon dioxide in the atmosphere.\nIn a 2008 assessment of the Clean Development Mechanism the US General Accounting Office stated that “it is impossible to know with certainty whether any given project is additional”.\nA 2016 study published by the European Commission found that of the carbon offset projects it investigated, 85% had failed to reduce emissions.\nIn 2018, a San Diego court rejected a climate action plan that relied on carbon offsets, ruling that carbon offsetting was not acceptable. The court called the mitigation “unverifiable”.\nThe Green Finance Observatory notes that,\nThere is an inherent high risk that forests do not represent real emission reductions due to the impermanence of forest carbon, inflated baseline, problematic additionality testing and difficult monitoring reporting and verification.\nForest conservation was excluded from the CDM and from the EU Emissions Trading System for precisely these reasons.\n2. Natural climate solutions are likely to be instead of reductions in emissions from fossil fuels: Many countries are planning “net zero” emissions targets by 2050, or sooner. These rely on absorbing greenhouse gas emissions from the atmosphere, equivalent to the amount of CO2 emissions that remained.\nRecently, Professor Kevin Anderson noted that the British Committee on Climate Change’s most recent report relies on “approximately 40% higher negative emission technologies by 2050 than in their previous analysis. As we fail on mitigation, we simply turn up the negative emission technologies’ dial”.\nOil companies, including Eni and Shell, are planning large scale tree planting and forest conservation operations, while expanding their oil exploration and extraction operations.\nThe aviation industry is setting up its Carbon Offset Reduction Scheme for International Aviation (CORSIA) which will allow emissions to increase while using offsets to claim to be reducing its emissions. CORSIA is a cap-and-trade scheme, without the cap.\n3. Carbon capture and storage is typically financing by carbon offsets: Green Finance Observatory notes that financing natural climate solutions with offsets wrongly equates temporary sequestration with permanent emissions from fossil fuels.\nGreen Finance Observatory argues that natural climate solutions should be excluded from carbon markets, and severely capped in Nationally Determined Contributions and Net Zero emissions targets.\nThe briefing states that,\nThe issue in doing so, however, is that hardly anyone would likely be interested in financing them anymore, as their political appeal resides precisely in their cost-effectiveness compared to emission reductions.\nGreen Finance Observatory welcomes George Monbiot’s statement that “the age of offsets is over”, but contrasts this with calls to include natural climate solutions in carbon markets. For example, the Natural Climate Solutions Alliance, organised by WEF, WBCSD, and Nature4Climate, which states, “Markets for carbon credits have the potential to mobilize finance for NCS at the scale required quickly.”\nDespite the fact that Nature4Climate promotes carbon offsets, it is one of the organisations listed as “allies” on George Monbiot’s Natural Climate Solutions website.\nThe supposed scientific basis for natural climate solutions is a single 2017 paper published in Proceedings of the National Academy of Sciences of the USA. The lead author was Bronson Griscom, Director of Forest Carbon Science at The Nature Conservancy. (See REDD-Monitor’s critique of the paper here, co-written with Simon Counsell of Rainforest Foundation UK.)\nThe paper states that, “the majority of potential reforestation area is located in the tropics”.\nThis “is a cause for concern,” Green Finance Observatory notes. “So is the suggestion that NCS should be implemented in priority on land whose agricultural yield are low, as such land is typically owned by the more vulnerable communities.”\n5. Large-scale forest carbon sequestration could cause food prices to skyrocket: Forest carbon sequestration competes with cropland, and will disproportionally affect the poor. Green Finance Observatory writes that, “It can at best only be a small piece of the puzzle.”\nGreen Finance Observatory quotes from a recent study in the journal Environmental and Resource Economics:\n[M]eeting half the Paris Agreement’s goal for atmospheric carbon reduction would send food prices soaring, especially in developing economies. In some places, food prices would get so high that it would never happen…. Significant forest carbon sequestration leads to reductions in food supply at the same time we’re expecting population increases. This is a simple supply and demand problem.\nGreen Finance Observatory puts forward four suggestions to ensure the “environmental and social integrity” of natural climate solutions:\n- Natural climate solutions should be severely capped in Nationally Determined Contributions and Net Zero targets, to ensure that they don’t exceed emissions that are demonstrably unavoidable.\n- Natural climate solution projects should not be financed by carbon trading. Emissions from fossil fuels is not comparable with carbon sequestration in soils and trees.\n- Projects fostering the monetary valuation and/or trading of ecosystem services and biodiversity destruction should be excluded.\n- Binding rules should be developed to prevent predatory behaviour with local indigenous communities, with deterring penalties and adequate enforcement resources.\nGreen Finance Observatory concludes that without these criteria, natural climate solutions “will only be the latest rebranding of failed carbon offsets”.", "label": "No"}
{"text": "This course provides guidelines for defining and managing diversity, understanding Canada’s diverse labour market, managing five generations working together, legal requirements for the Canadian workplace related to diversity and inclusion.\nThis course addresses workplace diversity in Canada. The great variety of differences between people in today’s work environment comes with opportunities and challenges. Communication, adaptability and change are prime requirements for employees to work together productively and harmoniously. Further, with workplace diversity continually increasing, forward looking companies and organizations see the need to be proactive in successfully developing diverse, inclusive work environments.\nThis course provides guidelines for defining and managing diversity, understanding Canada’s diverse labour market, managing the five generations working together today, legal requirements for the Canadian workplace related to diversity and inclusion, knowing the programs for recruiting foreign workers, building an inclusive workplace, and developing a diversity program.\nWho should attend?\nThis course is applicable to all industry personnel in a food processing plant including: new hires, owners, supervisors, production personnel, etc.\nAfter the completion of the Workplace Diversity course, students will have developed the following knowledge and strategies:\n- Understanding the meaning of diversity\n- Understanding that diversity defines Canadian workplaces\n- To welcome and benefit from diversity\n- Identify the three steps for managing diversity\n- Understand that Canada’s workforce has five generations working together\n- The moral and legal considerations of workplace equality in Canada\n- Knowledge of employee rights and responsibilities as a member of Canada’s work force\n- Knowledge of worker recruitment programs\n- Legal requirements for creating an inclusive workplace\n- Anti-harassment and workplace accommodation policies\n- Employer’s responsibilities in dealing with complaints about harassment.\n- Strategies for integrating diverse new hires into the workplace and supporting their needs\nThe goal of this training is to provide knowledge, insights and strategies which will help clients be welcoming and supportive of diverse employees in Canada’s food processing industry.\n- Advantages and challenges of diversity\n- Generational diversity\n- Inclusive workplaces\n- New employee integration", "label": "No"}
{"text": "- John William Strutt [struht] /strʌt/, 3rd Baron,1842–1919, English physicist: Nobel prize 1904.\nExamples from the Web for rayleigh\nHistorical Examples of rayleigh\nEggs are also sent to the Rayleigh Dairies in vast quantities.The Danes in Lancashire and Yorkshire\nS. W. Partington\nHe, Rayleigh of Rayleigh Court—to sell to a stranger the park, the fields, the house!\nIt seems very unfriendly in old Rayleigh to keep such a hold on the property, when Mr Jeeks is willing to buy him off.\nThe news that Rayleigh and Hockley had also been abandoned by the enemy came in shortly afterwards.The Invasion\nWilliam Le Queux\nArgon, ar′gon, n. a constituent element of our atmosphere, discovered in 1894 by Rayleigh and Ramsay.\n- Lord, title of John William Strutt, 1842–1919, British physicist. He discovered argon (1894) with Ramsay and made important contributions to the theory of sound, the theory of scattering of radiation, etc. Nobel prize for physics 1904\n- British physicist whose investigation of the densities of gases led to his discovery (with Sir William Ramsay) of the noble gas argon in 1894. For this work he won the 1904 Nobel Prize for physics.", "label": "No"}
{"text": "(Associated Press) Autism cases are on the rise again, largely due to wider screening and better diagnosis, federal health officials said Thursday.\nThe rate of U.S. cases of autism and related disorders rose to about 1 in 88 children. The previous estimate was 1 in 110.\nThe new figure is from the latest in a series of studies that have been steadily increasing the government’s autism estimate. This new number means autism is nearly twice as common as officials said it was only five years ago, and likely affects roughly 1 million U.S. children and teens.", "label": "No"}
{"text": "The overall performance of a state depends upon the type of leadership that runs it. If the leadership possesses good qualities, the state and its people prosper otherwise people live meager lives and the state faces many challenges. Today most of the Third World countries, including Pakistan, faces the problem of lack of competent leadership. The reason behind this problem is the lack of qualities of a competent leader in the leadership of Pakistan and other similar countries. There are some standards, the presence of which in a person makes him a competent leader. Some of these standards have been pointed out in below paragraphs.\nSelflessness: Selflessness means the quality of being thoughtful of the needs of others more than one’s own. Generally people and particularly leaders desire for power and authority merely to fulfill own needs and materialized own objectives and dreams. But if a leader has no selfish objectives in acquiring the power and office of the authority, only then he can become a perfect leader. The characteristic of selflessness makes him thoughtful of the needs of his fellow citizens in the first place and he misses no chance to get his people and country out of troubled conditions.\nYou May Also Like: Will The Simplicity Of Imran Khan Make Any Change?\nTrustworthiness: This characteristic falls under the category of selflessness. Trustworthiness required that the person, who wants to become leader, must have such reputation in the society that he can be trusted with the duty of leadership. Trustworthiness is important because people, when elect a person as their leader, actually put their trust in him. People trust that their leaders will not deceive them in any affair of the national level and that their leaders will take every action in national interest not in their personal interests.\nTruthful: The leader must also have the quality of truthfulness. Truthfulness affects the actions of a leader. If a leader is truthful, his actions and sayings will match otherwise will not. If a leader possesses the above two qualities, Selflessness and Trustworthiness, the quality of truthfulness will come itself in him. Truthfulness of a leader is also important because if a person cannot speak truth how can he be trustworthy and selfless?\nYou May Also Like: Social, Political And Economic Implications Of FATA Merger\nMettlesomeness: For a leader it is also necessary that he must possess the quality of mettlesomeness. If a leader cannot take active decisions and actions in tense circumstances, how can he lead his country? It is therefore necessary that the leaders must be mettlesome because only brave and fearless leadership can take bold steps for the uplift and development of his fellowmen and state. This quality is the mostly needed character for a leader especially in today’s world affairs because of the interlinked nature of the objectives of all the states of the modern world.\nDetermination: For a leader it is also necessary that not only he face the problems fearlessly but he must also have the guts to stay determined to his objectives. The quality of determination and firmness not only strengthen the talent of leadership in a person but it also makes general public, fan of their leader. If a leader lacks the characteristic of determination, he cannot achieve what he claims of. Such leaders often changes its objectives and even most of the time fall back from his statement and commitment due to one or another reasons.\nYou May Also Like: Hurdles In Self Reliance For Pakistan\nSagaciousness: Another important characteristic of good leadership is sagaciousness. This characteristic demands that the leaders must not only have the quality to deal wisely with every affair of the state but also not let emotions lead their actions and decisions. Sometimes leaders have to take such decisions that apparently seem totally against the human emotions and principles of humanity. In such case only a sagacious leader, a leader whose emotions not control his actions, can took proper decision and action. Sometimes leaders have to sacrifice small benefit for major objectives but only a wise enough leader can took such decisions properly. All these arguments indicates that a leader must possesses the quality of sagaciousness\nVisionary: This is the characteristic that distinguished a particular leader from all his fellow leaders. Only a visionary leader can achieve success in real terms because if a leader has no objectives and vision of tomorrow, he cannot lead the country properly. A country without a visionary leader is like a ship in ocean without any determined destination. It is vision that allures a leader and his followers to struggle in a particular direction to achieve their goals.\nStrategic And Tactful: How wisely and tactfully a leader deals an unpleasant event in the country, defines his leadership qualities. Devising a successful strategy and its effective implementation are the two most important characteristics of a competent leader.\nTeam-worker: Another characteristic of good leadership is team work. A competent leader not only hears the views and ideas of his subordinates but he also takes them and all other leaders of the country on board while making a decision and executing an action of national interest.\nLaw Abider: Another very important characteristic of competent leadership is that a competent leader must always be law abider. A person can only order others to follow the law if he himself is law follower and works within the limits of law. Law abidance of leader is necessary because only a law abider leader can held other leaders accountable for their unlawful actions and prosecute their accountability.", "label": "No"}
{"text": "SC orders sterilization of stray dog population in India, a landmark verdict\nSupreme Court of India has directed all states and local bodies in the country to take necessary steps to sterilize and vaccinate entire population of stray dogs on the streets. Idea of the apex court’s landmark ruling is to control stray dog population and the spread of rabies becoming a problem in some parts of the country.\nThe court has ordered sterilization and vaccination procedure to be carried out under strict supervision of the Animal Welfare Board (AWB) of India without hindrance of any kind. SC has granted four weeks time to the states to respond, and has advised AWB to draft a module for the procedure by July 12.\nThe bench headed by Justice Dipak Mishra was hearing batch of appeals filed against decisions of various high courts allowing municipal authorities to deal with population of stray dog. The order said:\nWe direct that the dogs which are required to be sterilized or vaccinated, the procedure shall be carried out in accordance with the act and rules and no organisation shall create any kind of obstacle or impediment. It shall be the obligation of the board to oversee that this is being carried out and no obstructions are created in this regard from any quarter.\nThis Supreme Court ruling is important because of two reasons – 1. The population of stray dogs is way to large in India. 2. Sterilization is the best ways to decrease population of stray dogs. Let us look at each of the reasons individually.\nPopulation of stray dogs is too large in India\nUnion Environment Minister Prakash Javadekar tabled a report from the 19th Livestock Census 2012 in the Lok Sabha on March 2, 2016. According to the report presented in the backdrop of increasing number of dog bites and rabies cases, there were around 1.71 crore stray dogs reported from rural and urban areas in Indian states and Union Territories.\nAlong with this alarming number, Javadeker also informed that only 89,708, 48,405, and 31,341 stray dogs have been sterilized in 2012-13, 2013-14 and 2014-15 respectively.\nWhy sterilization is the best way to control stray dog population?\nStray dog population of an area is related to the size and civic makeup of the human population in the particular area. Improper disposal of waste – a human created predicament is one of the major reasons for the surmounting population of stray dogs India, largely in urban areas. Large exposed garbage dumps all around the cities provide source of food for large population of dogs to thrive on.\n• Why isn’t killing of dogs a good alternative to curb this population?\nIn addition to being inhuman and unethical, culling or mass killing of dogs is not a viable solution for population control because the root problem still remains unaltered.\nStudies by World Health Organization (WHO) and India’s own Animal Welfare Board point out that the urban environment in India encourages breeding of dogs. Increasing garbage dumps and slums areas (where stray dogs are free roaming pets) are two main reasons for it. Irrespective of mass dog killings, the root problem of population remains unaltered because the surviving dogs keep multiplying and dog bites remain a rampant problem.\nSterilization is a good idea because dogs after being sterilized can be left back in their environment harmless. Since they are sterilized they do not multiply. Female dogs have limited pups, and over time no pups to guard and they are less aggressive. As sterilized dogs die natural death over time, the population is largely decreased.\nThis procedure cannot be a success without awareness. People will have to be educated not to create garbage dumps everywhere, and governments will have to provide appropriate waste treatment alternatives.", "label": "No"}
{"text": "Oct. 10, 2011\nHow was it possible, I a father\nyet a child of my father? I\ngrew panicky and thought\nof running away but knew\nI would be scorned for it\nby my father. I stood\nand listened to myself\nbeing called Dad.\nHow ridiculous it sounded,\nbut in front of me, asking\nfor attention—how could I,\na child, ignore this child's plea?\nI lifted him into my arms\nand hugged him as I would have\nwanted my father to hug me,\nand it was as though satisfying\nmy own lost childhood.\nToday is Columbus Day. On October 12th, 1492, Christopher Columbus landed on an island in what is now the Bahamas.\nFor hundreds of years, Europeans had traded with China and India along the Silk Road, an overland trade route that ran through Central Asia. The Mongol Empire controlled the land all the way from the Middle East to China, and under Mongol rule the Silk Road was safe to travel — that was the era when Marco Polo traveled to China to meet Kublai Kahn. But the Mongol Empire dissolved, and the Ottoman Empire invaded Constantinople in 1453 and blocked European access to trade routes. No more silk, spices, tea, porcelain, ivory, or opium. So European leaders invested in trying to find a new trade route to Asia. Most explorers were heading east, traveling down and around South Africa. Columbus wanted to head west.\nIt is a common myth that Columbus persevered in the face of a society that thought the earth was flat. In fact, just about all educated Europeans knew that the earth was spherical. King Ferdinand of Spain was skeptical of Columbus not because Ferdinand thought the earth was flat, but because he thought Columbus was way off in his theory of the earth's circumference, and that Asia was much further west than Columbus had calculated. Ferdinand was correct, of course, but eventually he and his wife Isabella changed their minds, and sponsored Columbus. He sailed from Spain on August 3rd, 1492, with three ships: the Santa Maria, the Niña, and the Pinta.\nIn the early morning hours of October 12th, the captain of the Pinta, Juan Alonso Pinzón, spotted land. Ferdinand and Isabella had promised a lifetime pension to the first person to spot land, so Columbus claimed that he had actually seen light the night before, but delayed the announcement until he was sure. So Columbus got the pension, and Pinzón didn't get anything. The island they landed on is part of what is now the Bahamas, but Columbus was convinced he had made it to Asia, and called the indigenous people \"Indians.\"\nIt's the birthday of novelist R.K. Narayan (books by this author), born in what is now Chennai, India (1906). He said: \"Everyone thinks he's a writer with a mission. Myself, absolutely not. I write only because I'm interested in a type of character and I'm amused mostly by the seriousness with which each man takes himself.\"\nIt's the birthday of playwright Harold Pinter (books by this author), born in London (1930). He described the neighborhood of his childhood: \"It was a working-class area — some big, run-down Victorian houses and a soap factory with a terrible smell and a lot of railway yards.\" His father was a tailor who worked long days. Pinter said: \"At least when he got home, my mother always cooked him a very good dinner. Lots of potatoes, I remember; he used to knock them down like a dose of salts. He needed it, after a 12-hour day. So we were not well-off in any way — he was a working man and that was it.\"\nDuring World War II, Harold was evacuated from London to stay with 24 other boys in a castle in Cornwall. But he missed his family, and it was expensive for them to house him in Cornwall, so he moved back to London while the war was still raging. He was about 13 years old when he woke in the middle of the night to find that his house had been hit by a bomb. His family all escaped, and Pinter took two items with him: a cricket bat and a love poem he was writing to a girl down the street.\nPinter published his first poem when he was 20, and for the next few years he tried it all: wrote a novel, acted in a touring Shakespeare company, and started writing plays. His first inspiration for drama came unexpectedly. He said: \"I was at a party in a house and I was taken for some reason or other to be introduced to a man who lived on the top floor, or an upper floor, and went into his room. He was a slender, middle-aged man in bare feet who was walking about the room. Very sociable and pleasant, and he was making bacon and eggs for an enormous man who was sitting at the table, who was totally silent. And he made his bacon and eggs, and cut bread, and poured tea and gave it to this fellow who was reading a comic. And in the meantime he was talking to us — very, very quickly and lightly. We only had about five minutes but something like that remained. I told a friend I'd like to write a play, there's some play here. And then it all happened.\" What happened was that Pinter got a call from his friend Henry Woolf. Woolf said he had one week to find a play to direct at the University of Bristol, and he was hoping Pinter might write one. Pinter laughed at him and said he couldn't possibly write a play in less than six months, and then immediately wrote his first play, The Room (1957), in just four days. It's the story of a couple, Rose and Bert, living in a room in a rundown boardinghouse. Their room seems like a warm retreat from the world outside, but from the beginning things are not right. During the first section of the play, Rose talks to Bert nonstop without receiving a single reply — she answers her own questions while he eats the breakfast she serves him. Then the landlord comes in, and he and Rose talk for a while, while Bert continues to say nothing. Finally, Bert leaves to go to work, and several strangers end up in their room, including a blind black man. When Bert returns, he finds the blind man so threatening that he explodes in violence — after a long monologue, he beats the man, possibly killing him. The play ends with Rose crying out that she can't see.\nThe Room was performed to a small audience at the University of Bristol. Pinter was terrified during the entire performance. He said: \"Since I'd never written a play before, I'd of course never seen one of mine performed, never had an audience sitting there. The only people who'd ever seen what I'd written had been a few friends and my wife. So to sit in the audience — well, I wanted to piss very badly throughout the whole thing, and at the end I dashed out behind the bicycle shed.\"\nDespite how uncomfortable the performance made him, he immediately started work on his second play, The Birthday Party (1958). It's the story of a man named Stanley who is staying with a middle-aged couple, Meg and Petey, in an English seaside town. Two strangers appear, sinister men who try to take Stanley away and make mysterious references to his betrayal of some sort of organization. The play centers on a birthday party Meg throws for Stanley, despite Stanley's repeated claims that it isn't even his birthday. In the end, Stanley is hauled off by the two strangers. When The Birthday Party opened in London, it was a total failure. Critics panned it, no one went to see it, and it closed after eight performances. Today it is considered a classic.\nPinter's plays always have an undercurrent of menace, and on top of that, information about characters never really lines up — characters all contradict each other and blur facts, and it's hard to tell who is lying, or for what reason. After he wrote The Birthday Party, Pinter got a letter in the mail that read: \"Dear Sir: I would be obliged if you would kindly explain to me the meaning of your play, The Birthday Party. These are the points which I do not understand: 1. Who are the two men? 2. Where did Stanley come from? 3. Were they all supposed to be normal? You will appreciate that without the answers to my questions, I cannot fully understand your play.\" Pinter wrote back: \"Dear Madam: I would be obliged if you would kindly explain to me the meaning of your letter. These are the points which I do not understand: 1. Who are you? 2. Where do you come from? 3. Are you supposed to be normal? You will appreciate that without the answers to my questions, I cannot fully understand your letter.\"\nHarold Pinter's writing style is so distinctive — the sinister mood, the long pauses, the characters who all have different versions of the same event — that he actually has an adjective named after him, \"Pinteresque.\" The Guardian defined it as \"a cryptically mysterious situation imbued with hidden menace\"; The New York Times as \"a byword for strong and unspecified menace\"; The Financial Times as\"full of dark hints and pregnant suggestions, with the audience left uncertain as to what to conclude.\" Margaret Atwood described it: \"A comet, but a comet shaped like hedgehog or a blur, not a cosy presence: not comforting, not cuddly, nor flannel. Prickly, bothersome, mordant and dour. Always unexpected, coming on you sideways with an alarming glare.\" You can find even find \"Pinteresque\" in the dictionary. The Oxford English Dictionary describes it: \"Typically characterized by implications of threat and strong feeling produced through colloquial language, apparent triviality, and long pauses.\" Pinter, for his own part, said: \"I can't define what it is myself. You use the term 'menace' and so on. I have no explanation of any of that really. What I write is what I write.\"\nPinter wrote 29 plays, including The Caretaker (1960), The Homecoming (1964), Betrayal (1978), A Kind of Alaska (1982), and Celebration (2000). He died in 2008, at the age of 78.\nHe said: \"How can you write a happy play? Drama is about conflict and general degrees of perturbation, disarray. I've never been able to write a happy play, but I've been able to enjoy a happy life.\"\nBe well, do good work, and keep in touch.®", "label": "No"}
{"text": "Yellow Fever Yellow fever comes from a virus that is a copy of the genus Flavivirus which contains 70 different viruses and are mostly arthropod-borne. On this day in History, First victim of Memphis yellow-fever epidemic dies on Aug 13, 1878. Learn more about what happened today on History. By 1878, conditions were ripe for a powerful epidemic of yellow fever in the Mississippi Valley. Seeds of an Epidemic The beginning of the year presaged trouble. Yellow fever Free Essays, yellow fever Papers. MOST POPULAR yellow fever ESSAYS AND PAPERS at #1 yellow fever ESSAYS COLLECTION ONLINE. Totally Free yellow fever. Yellow Fever Yellow fever is a viral disease transmitted between humans by mosquitoes but is noncontagious. Yellow fever is known for effecting humans, but also. An Essay on Yellow Fever: Comprising the History of That Disease, as It Appeared in the Island of Antigua in the Years 1835, 1839, 1845 (1866) Hardcover – May 22, 2010. This essay will discuss the pathophysiology and epidemiology of. Yellow fever is a deadly disease caused by a viral infection that is transmitted through the bite.\nReconnaissance for Yellow Fever in the Nuba Mountains, Southern Sudan, 1954 is one of the several dozen films that Dr. Telford H. Work created during his. Yellow fever — Comprehensive overview covers symptoms, vaccine for this sometimes deadly mosquito-borne disease. An essay on yellow fever: comprising the history of that disease, as it appeared in the island of Antigua in the years 1835, 1839, & 1842, with an appendix continuing. Yellow Fever This essay Yellow Fever is available for you on Essays24.com! Search Term Papers, College Essay Examples and Free Essays on Essays24.com - full papers. Yellow fever is probably the most lethal of all the arboviruses. It is caused by a flavivirus that is transmitted by the Haemogogus mosquitoes and several different. Yellow Fever Epidemic Essay. When Mattie Cook survived the Yellow Fever Epidemic that swept through Philadelphia in 1793, her whole life was changed. Photo essay on yellow fever vaccination campaign in West Africa. In November 2009, the largest yellow fever mass vaccination campaign in 50 years took place in three.\nThis free Health essay on Yellow fever is perfect for Health students to use as an example. Yellow Fever Throughout history many different diseases have infected the world. Such diseases consist of measles, mumps, malaria, typhus and yellow fever. The History of Yellow Fever. An Essay on the Birth of Tropical Medicine (review) Ronald Singer Perspectives in Biology and Medicine, Volume 35, Number 2, Winter 1992. Yellow fever exacerbated the already dismal financial situation in the city to the point that the legislature revoked the Memphis city charter in 1879. Experience Our New Yellow Fever Tour! Inspired in part by the real-life Yellow Fever Epidemic of 1793 and the historical fictional account in the book \"Fever 1793\" by.\nYellow fever in memphis Us entering ww1 resume cover letter samples monster sample of a qualitative research proposal paper yellow fever in memphis how to write. Yellow Fever Yellow Fever Throughout history many different diseases have infected the world. Such diseases consist of measles, mumps, malaria, typhus and yellow fever. Yellow Fever Attacks Philadelphia 1793 The summer of 1793 was unusually hot and dry. Insects infested every corner in the streets, and Philadelphia was the. Yellow fever memphis Nescafe milano price sample cover letter for resume civil engineer example uc essay prompt 1 yellow fever memphis how to write an introduction. Yellow Fever Essay Yellow Fever and over other 26,000+ free term papers, essays and research papers examples are available on the website! Autor: stawilkins. Yellow fever is caused by the flavivirus (PHAC 2010) and is from the family flaviviridae (Robertson 1993). It gets the term yellow by causing yellowing of the e. Report, the Yellow Fever This Essay Report, the Yellow Fever and other 61,000+ term papers, college essay examples and free essays are available now on ReviewEssays.com.\n250.000 FREE yellow fever Papers & yellow fever Essays at #1 ESSAYS BANK since 1998! BIGGEST and the BEST ESSAYS BANK. yellow fever Essays, yellow fever PAPERS. The urban yellow fever is the basis of most of the yellow fever epidemics and outbursts. Aedes aegypti is the type of mosquito that usually carries the yellow fever. Yellow Fever Extra Credit Virus Classification: Group: Group IV Family: Flaviviridae Genus: Flavivirus What’s the first thing that comes to mind when you hear the. Yellow fever Essays: Over 180,000 yellow fever Essays, yellow fever Term Papers, yellow fever Research Paper Order plagiarism free custom written essay. Read this essay on Yellow Fever. Come browse our large digital warehouse of free sample essays. Get the knowledge you need in order to pass your classes and more. Yellow Fever Essays: Over 180,000 Yellow Fever Essays, Yellow Fever Term Papers, Yellow Fever Research Paper, Book Reports. 184 990 ESSAYS, term and research papers.\nThe essay will contain evidence and opinions that. Possible Thesis Statements. Yellow fever epidemic of 1793 was one of the worst epidemics in Philadelphia. Author Cindy Young discusses her last piece on White guys and yellow fever and the backlash she received after publishing it. Here's her follow-up response. Thesis Statement: Yellow Fever is a potentially dangerous virus but by following the right steps it can be prevented and hopefully eliminated. Yellow fever is an acute systemic illness - a hemorrhagic fever. In severe cases it causes a high fever, bleeding into the skin and the death of cells in the liver. Starting an essay on Laurie Halse Anderson’s Fever, 1793? Organize your thoughts and more at our handy-dandy Shmoop Writing Lab. The Urban Dictionary Mug One side has the word Nowadays a yellow fever vaccine is required if you're traveling to said tropical regions.\nGoogle “yellow fever,” and you’ll see that many Asian women have taken back the term to shame white men. But this essay isn’t about that type of yellow fever. Yellow fever; Synonyms: yellow jack, yellow plague, bronze john: A TEM micrograph of the yellow fever virus (234,000X magnification) Classification and. Yellow Fever Essay. While the free essays can give you inspiration for writing, they cannot be used 'as is' because they will not meet your assignment's requirements. Mosquito Soldiers: Malaria, Yellow Fever, and the Course of the American Civil War. By Andrew McIlwaine Bell (Baton Rouge: Louisiana State University Press, 2010). Yellow Fever Essay. Below is an essay on \"Yellow Fever\" from Anti Essays, your source for research papers, essays, and term paper examples. Read Full Essay. Yellow Fever Yellow fever is a viral disease transmitted between humans by mosquitoes but is noncontagious. Yellow fever is known for effecting humans, but also. Yellow Fever essays Yellow Fever, or Flavivirus Taxon, is a virus that kills 30,000 people yearly. It is carried by mosquitoes, which feed on humans. Currently, it is.", "label": "No"}
{"text": "According to the poll, 51 percent of Americans awarded the schools in their community a grade of A or B. That number was even higher – 57 percent – among parents of children in public schools, and the view was consistent across party lines. Only four percent gave their local schools a failing grade.\nHowever, public opinion of schools at the national level was very different. Only 21 percent of people thought America’s schools deserved an A or B grade. Last year that number was 17 percent. And nearly two-thirds of Americans believe that less than half of public school students receive a high-quality education.\nAnd this dichotomous view has persisted over time. According to the survey report, it is “a pattern that has held across 40 years of the PDK/Gallup poll.”\nAs a result, we are lagging behind at the international level. Every three years, samples of students in various countries participate in the Program for International Student Assessment (PISA), which measures the competence of 15-year-olds in reading, mathematics, and science literacy. Among the 34 member nations of the Organization for Economic Cooperation and Development (OECD) – generally considered to be the world’s most developed countries – the United States performed at an average or below average level in all three categories. In reading, math, and science, we ranked 17th, 27th, and 20th, respectively. To make matters worse, OECD reports that the United States has had “no significant change in these performances over time.”\nSo why do Americans consistently have a positive view of their community’s schools? Political scientist Robert Shapiro offered one theory in the PDK/Gallup report: the difference in local and national opinion is based on where people get their information. “Americans form their opinions about their local schools through their own contact with the schools and what their children are saying. What they experience more personally, they tend to have more favorable views about,” Shapiro said. “Nationally, they’re developing their opinions from what they hear on the news, about the problems at schools in general.”\nThis explanation is evident in other polling as well. For example, people tend to have a very different view of the congressman from their district relative to Congress as a whole. According to Gallup’s most recent polling, Congressional approval sits at 14%, and historically that figure rarely eclipses 20%. However, people’s approval of the representative from their own district is almost always over 45%, and often closer to 60%.\nGallup methodologist Stephanie Kafka, also quoted in the PDK/Gallup report, puts it best: “The further I get from my front door, the more likely I am to become negative.”\nThis method of forming opinions helps explain why building support for new education initiatives is so difficult. There is often broad agreement on general principles (e.g., raising academic standards and making them comparable across state lines), but the implementation of new programs usually receives lots of backlash because people don’t want to see large-scale changes in their own schools.\nHowever, not everyone views schools this way. For the first time since the PDK/Gallup poll’s inception in 1969, it measured the grading of local schools among blacks and Hispanics – a significant piece of news in and of itself. Only 23 percent of black people gave their schools an A or B grade. For Hispanics, that number was 31 percent. When compared to the general public, these numbers are much more in line with views of national schools than of local schools. The difference between these groups’ opinion and the opinion of the sample as whole are not surprising. The schools that are regarded poorly at the national level – urban, low-income schools with high populations of minority students – are exactly the schools that blacks and Hispanics are most likely to attend. And those groups’ concerns with their local schools are wholly justified. As the charts below demonstrate, there is a dramatic gap in achievement between black and Hispanic students and their white peers:\nPhillip Burgoyne-Allen is a policy analyst at Bellwether Education Partners. Reach him via email or Twitter.", "label": "No"}
{"text": "In this course we will look at the concept of English Romantic and Gothic literature and then concentrate on some representative Gothic novels of the nineteenth century, examining the cultural, scientific and political environment which helped to shape them. The intersections between the Gothic genre and fantasy, transgression and decadence will be investigated. The linked concepts of narcissism and the double will be central concerns of this course, which will privilege a psychoanalytic and feminist approach.\nAn undergraduate survey class in American Studies focusing on the major historical/cultural issues in American culture and civilization.\nStudents should have a general knowledge of 20th century British culture and civilization. They should be able to address cultural issues with critical sophistication, engaging with key authors and texts. They should also have improved their capacity for autonomous research.\nThis course unit aims to develop knowledge of Europe as an idea and as an economic, political, social and cultural entity, reflect on the relationship between Europe and its citizens, and understand the role of languages and cultures, and intercultural education, in the development of a European identity.\nDuring the semester, students will:\n- learn more about the construction of Europe as an economic, political and social entity;\n- understand the multiple dimensions of European culture;understand Europe as a multilingual and intercultural space;\n- explore intercultural relations between different European cultures;\n- broaden understanding of the status and role of languages in Europe today;\n- develop team work skills;\n- develop research and critical reflection skills as well as the capacity to analyse, organise and present ideas.\nYou can choose between one or two of the following courses:\nThis course aims to develop skills in critical thinking and analysis through tutorial discussion and problem-based exercises, exploring the structure, functions and uses of the English Language, with a view to improving the students' understanding and performance both as communicators and/or translators To develop skills in thinking in theoretical terms while developing a conceptual framework of the English language, by supplying the metalinguistic means for students to be able to think about and describe the English language.\nThe specific objectives are linked to the nature of the subject taught - Image Synthesis and 3D Animation Traditional.\nThe subjects taught are intended to lead to an understanding and mastery of the main tools for 3D modeling, which in large part, the result of traditional techniques of the virtualization industry and decorative arts - the extrusion, the millstone of pottery (solids of revolution ), the technique of Bevel, or the modeling of organic clay (Mesh, Patches and NURBS). The fundamental goal that underlies the module of 3D modeling is the ability to represent three-dimensional objects (imagined or real world) from a set of techniques and digital tools (3D Studio Max) and communicate visually through its volume expressive features. Another specific aim of this discipline is the ability to animate objects and scenarios in accordance with the well-known rules of animation, and be still capable of producing both independent content (3D Movie, integration with video), and also provide content for multimedia applications (simulations, games and interfaces).\nFinally, and on the topic of traditional animation, which complements the study of 3D animation hitherto supported exclusively in digital media, we can identify a target, to promote the understanding of basic concepts of animation, its stages, the technological devices and techniques involved in the work of traditional animation.\nApplication procedure is similar to mobility applications, that is, candidates are either appointed by their institutions of origin or the candidate addresses directly the International Office that guides the candidate and contacts the candidate’s institution of origin. Application may be done on paper, by post and by email and is checked by the International Office.\nWhat are the necessary documents?\n- application form\n- learning agreement signed by the candidate and the institutions of origin\n- transcript of records\n- photocopy of valid personal identification document (ID card or passport)\nCreated in 1973, the University of Aveiro quickly became one of the most dynamic and innovative universities in Portugal. Now a public foundation under private law, it continues to develop and implement its mission to provide undergraduate and postgraduate education, to generate research and promote cooperation with society.More information", "label": "No"}
{"text": "When one truly gives rise to compassion, fear transforms to strength\nUpdated: Oct 12, 2020\nCompassion is defined in the dictionary as \"a strong feeling of sympathy and sadness for the suffering or bad luck of others and a wish to help them\". On the other hand, Buddhism defines compassion as \"wishing to free sentient beings from suffering\". It is also a display of loving-kindness in the face of suffering. Loving-kindness is the wish that sentient beings be happy. True loving-kindness requires wisdom, and is a kind of purified and refined love, and constitutes service and assistance that is selfless and wise. Loving-kindness is given without seeking anything in return and tries to fulfill the wishes of others. Loving-kindness is a combination of love, wisdom, vows, and generosity.\nWhile many often think of compassionate actions as being \"kind-hearted\", \"docile\", \"sweet\", or \"soft\", that is not the full spectrum of compassion. This is the only spectrum that is limited by our own perceptions of \"compassion\". Hence if we think of compassion only in this way, this form \"compassion\" only decays and deforms like a mud if we do not truly understand compassion and its strengths. Therefore, I would like to share a perspective, that when one truly gives rise to compassion, fear will turn into strength, and one will break through multitudes of obstacles.\nOne gives rise to true compassion when one understands the sufferings of others, and is determined to make a change to ease their suffering (vow + action) in any way they can with wisdom. One also does that with principles and is not shaken spiritually by their suffering. Without any of these elements, one is just like clay that has not been heated to the right temperature; it will melt in its adversity: water. Without these elements, one is only speaking of superficial compassion.\nFor example, if a person comes begging you for food, but you know that this person has the aptitude to learn a new skill so that he or she can fend for themselves, yet you keep giving this person food, on the surface you might look like you are being compassionate. However, in reality, you are harming this person's life, as this person will start to depend on you even though he or she can depend on themselves in time with learning.\nOn the other hand, knowing that someone is being bullied in school, yet you only consoled this person but not reporting the bully to the authorities, you are harming two people: the bully and the bullied. The bullied will face fear later in life even when encountering anybody. Just consoling and not doing anything (inaction) will harm the bullied. The bullied will continue to be bullied, and you are only fixing a leaking pipe with paper. This will not help the victim. If one justifies that reporting the bully is not compassionate to the bully, one does not truly understand compassion. The bully will continue to bully people until he or she becomes worse. At the point where the bully commits a heinous act, past offenses will not be able to save the bully in court. This also damages society as a whole.\nWith true compassion, you will have the strength and will to help both parties. Even if reporting the bully will get you scolded by the teacher or bullied back instead, you will be able to face that consequence as your mind only contains the safety and freedom of the suffering of others. Even if you get bullied, understanding time changes and impermanence strikes, this will not last long as you will continue to help those in need and sacrifice in any way you can. This is because one would have understood equality in compassion; you see others as yourself and yourself as others. Like Venerable Master Hsing Yun said, \"I Am Among the Multitude; Among the Multitude There I Am\". There is no differentiation between you or the society, or whether you are superior to those you show compassion towards.\nTherefore, with true compassion, inaction may not be an option sometimes as you understood the pain and fear from both parties. Fear from being chased down, and fear of the unknown on the other hand. Just like Prince Siddhartha saw the suffering of people in India due to discrimination due to the caste system, he gave rise to true compassion and wanted to alleviate those sufferings. He did not sit idly and accept it as it is (inaction) nor did he say it is due to their karma. He renounced laity and eventually become the Buddha as we know today. The Buddha's wisdom and compassion are unparalleled. Like the Buddha and his disciples who but themselves between two parties at war, we can also put ourselves in the middle to bridge the understanding between people and their suffering.\nHands symbolize action. The mudras of many statues of Buddhas and Bodhisattvas depicts dispelling fear and showing compassion. In the same way, as we join palms and we place them at the center of our chests, we are putting our actions and minds into one as we greet one another; greeting with both body and mind respectfully and wholeheartedly. It is no wonder that Avalokitesvara Bodhisattva has a thousand hands, to reach out to those who need to receive the action of compassion to dispel fear.\nIn summary, true compassion gives you strength and determination to overcome difficulties and obstacles you face. Even though time and time again you may not succeed, when the time comes, everything will fall naturally in place. Therefore Buddhism is for us to use and solve problems, not to package it in a pleasant form for display.", "label": "No"}
{"text": "The Cod Moratorium of Newfoundland and Labrador\nOn July 2nd 1992, the Canadian government placed a moratorium on the Northern Cod fishery on the east coast of the country. This moratorium came after years of over-fishing posed a serious threat to ocean cod stocks and the government hoped that this moratorium would allow the species to rebuild. After 500 years of fishing activity in Newfoundland and Labrador, the moratorium came a huge shock to the province’s fishers and put approximately 30,000 people out of work which stands as the single largest mass layoff in Canadian history, accounting for 12% of the province’s work force. Plants closed, boats stayed in their berths and hundreds of coastal communities saw their main source of livelihood disappear overnight.\nWhile the Cod Moratorium equated to hard economic times for those who relied heavily on the fishing industry as a means for living, many aspiring musicians used these hardships to their advantage. The many song written in response to the moratorium convey great hardship and respond explicitly to the fisheries crisis. Some “Moratorium Song” singers had turned to songwriting for the first time, seeing music as an appropriate vehicle for social commentary.\nTake a listen to “She’s Gone Boys, She’s Gone” by Wayne Bartlett\nThe old man looked down in his dory As he stood on the wharf one more time. With the wind in his hair, he stood there and stared “Look at her now, what a crime!” Said, “I can recall when I built her, When I lived in the place I called home. ‘ Twas a good life back then, but never again, ‘Cause now, SHE’S GONE, BOYS, SHE’S GONE.\nHe said, “M y father once told me That surely there would come a day When the fish that you’d get would be too small to sp lit And too big to just throw away.” I never thought that I’d ever live to see such going on. To think that the end could ever have been, But now, SHE’S GONE, BOYS, SHE’S GONE.\nShe’s gone, boys, she’s gone, she’s gone, She’s gone boys, she’s gone. What we didn’t destroy, we allowed to die. And now, she’s gone, boys, she’s gone, SHE’S GONE, BOYS, SHE’S GONE, BOYS, SHE’S GONE.\nHe stopped for a moment, just stood there With a handkerchief, he wiped his eyes. He looked out to sea, then he looked at me He said, “I pities you, boy. You’ll never see the great big old codfish Float up in the trap and go on Out over the heads like one time they did, Cause now, SHE’S GONE, BOYS, SHE’S GONE.”\nHe said, “You see that old dory; One day I thought she’d be yours: She’s still just as good, you know, as she was, Except for the gunwhales and oars. She might need a new plank there somewhere, And the bottom might be a bit drawn.” Then a lump in his throat as the old man spoke: “SH E’S GONE, BOYS, SHE’S GONE, BOYS, SHE’S GONE.”", "label": "No"}
{"text": "How to Build a Laser Death Ray\nSelf Focusing & Filamentation\nIf light gets intense enough, its electromagnetic field can affect the optical properties of the matter it is passing through. One such effect is when high light intensity will increase the index of refraction. If the laser beam is more intense in the middle, this means the index of refraction in the center of the beam is higher than at the edges. This makes even uniform matter act like a lens to focus the beam. When this happens, the beam is said to be self focused.\nThis effect only becomes apparent at very high power levels. In air, you only start to see self focusing at around 1×1010 watts. Note that the intensity does not matter; contrary to what intuition might tell you, it is the total power of the beam that matters, not how tight the beam is.\nIf nothing acted to stop self focusing, the light would collapse to a point, cause catastrophic ionization, and be entirely absorbed. However, before this happens, you generally tend to get small amounts of ionization. The low density plasma decreases the index of refraction of the air to act as a diverging lens. This expands the beam again, only to have it recontract due to self focusing. The net result is filamentation - a thin thread-like core of sparsely ionized air surrounded by a \"sheath\" of high intensity light. The plasma core of the filament is quite visible, forming a glowing streak through the air. In this form, the beam will maintain a tight focus, keeping a diameter of around 0.1 mm and intensities of around 5×1017 W/m2 until it loses too much energy to ionization and is absorbed. Each filament carries about 1×1010 W. If the beam has more power than this, it will split into multiple parallel filaments. When the filaments lose too much energy to ionization to continue propagating, two or more will merge together into one filament with enough power to continue propagation. A single filament can travel about 10 m to 10 km in air, depending on the pulse duration - Longer pulses have more energy, and the energy lost per distance to ionization is the same (about 2×10-6 J/m).\nFilamentation only occurs for pulses with a duration of less than the time it takes for an electron to collide with another atom in the air. If the pulse is longer than this, at high enough intensities the electron would have enough energy after being accelerated by the light's electric field to knock off more electrons, which would in turn knock off even more electrons. This runaway process, called cascade ionization, would form a thick plasma that would absorb the beam. This limits filamentation to pulses shorter than about a picosecond. It takes about 10 nanoseconds for the electrons to recombine with the ions in the air, so for filamentation subsequent pulses should be delayed by more than about 10 nanoseconds from the previous pulse.\nThe extreme powers necessary for self focusing and filamentation mean that this will not come into play for any but the most extreme heat rays. However, it could be a useful trick to exploit for blasters. Because the ionization in the filaments saps power from the beam, it is desirable to delay the onset of filamentation until just in front of the target (this also helps to keep your position from being given away by a bright glowing beam pointing right back to you). Once at the target, however, the formation of the filaments means you no longer need to worry about depth of field effects since the filaments keep their focus as they blast through the target. Note that overcoming depth of field effects through chirping, self focusing, and filamentation only works in an atmosphere!\nHow do you keep the filaments from forming until just in front of the target? You use a technique known as chirping. Air is slightly dispersive. That means that some wavelengths propagate through air slightly faster than others. A chirped beam has a range of wavelengths, rather than just one. Some modern lasers can produce chirped beams (most notably Ti:Sapphire lasers). So make a pulse that is slightly too long in duration for its total energy to exceed the threshold for self focusing, with the slower moving wavelengths emitted at the beginning of the pulse and the faster moving wavelengths at the end. When the beam is chirped at just the right amount, the slowest moving wavelengths are slowed down just enough and the fastest moving wavelengths sped up just enough that all the light arrives at just in front of the target at the same time, bunching the pulse up to a shorter duration, increasing the power past the threshold of self focusing, and creating a filamented beam.\nSelf focusing to a filamented beam is a process that results from beam instabilities. While the filaments propagate straight in the original direction of the beam, you can't predict exactly where in the beam profile they will occur. If the filamentation occurs when the beam is wide, you will just get a random sprinkling of tiny craters in the surface of your target (although if you keep it up, you will eventually wear away a hole). Thus, you still are limited by diffraction effects to get a narrow beam where you start to filament if you want good target penetration.\nAn interesting characteristic of light filaments is that the initially monochromatic (single wavelength) laser beam gets turned into a beam of broadband white light when it begins to propagate as a filament. The light scattering is enhanced in the forward and reverse direction, making the beam appear brighter to the death ray user and to the target.", "label": "No"}
{"text": "Put'n'Take - 1920s.\nPut and Take was originally played as early as the 1920’s. It’s original form was metal tops (usually brass) with 6 to 10 sides. The dice version, which originated in the 1940’s, is played with a Put and Take die (printed with 3 T’s and 3 P’s) and a number die (printed with 1-2-3-3-4-A).\nPlayers ante up a chip and then roll the dice. If a player gets a ‘P’ he puts a number of chips into the pot matching the number shown on the other die. If he gets a ‘T’ he takes a number of chips equal to the number shown on the other die from the pot. Rolling an ‘A’ on the numbered die means ‘All’ (T+A means take all chips in the pot and P+A means you match the pot). Players are eliminated as they run out of chips. The last player still holding chips wins.\nEarly versions of Put and Take dice were made out of metal, wood, and bakelite.\nAll our versions are made out of brass or steel, no difference in condition or price.\nExcellent Grade 1 condition for all our examples. Comes with a brief rules guide.", "label": "No"}
{"text": "People write essays for a variety of reasons. Many write them because they are required in a reading or English class, but others write them because they have strong views on various issues that they want to share with others. The motivation behind why a person is writing an essay often gives clues to the author’s purpose in an essay. According to Purdue University, the most common essay types are expository, descriptive, argumentative or narrative. Depending on the author’s purpose, essays can also be persuasive, entertaining or informative, or some combination of each. Essays help students to develop critical thinking, analysis and writing skills.\nExpository essays are essays that allow students to expound on a certain idea or thesis and provide supporting examples, details and evidence in support of that thesis. These types of essays are often the essay of choice in high school and academic settings. Expository essays are usually shorter in length than argumentative essays. Instructors often assign these types of essays to help students learn to organize their thinking and writing.\nInstructors often use descriptive essays as an exercise in creative writing or to practice and hone writing skills rather than critical thinking skills alone. This type of essay involves writing a description of anything from an object or a person to a memory or experience that a writer had in the past. When writing descriptive essays, writers use imagery and sensory language to bring their writing to life.\nPersuasive or argumentative essays are essays that focus on a particular topic and include a thesis statement. Generally, this type of essay requires more research because the writer must state and defend a claim. When writing this type of essay, students should formulate logical arguments in support of the thesis as well as present possible counter arguments and rebuttals. Argumentative essays are similar in structure and form to longer theses and dissertations.\nNarrative essays are essays that tell a story. The writer usually tells the story in first person point of view and often uses a story format to present a certain viewpoint or convey his thoughts on a certain issue, theme or event. The author may use anecdotal or personal experiences that incorporate the elements of fiction. The main difference is that narrative essays are not fictional but usually based on a true event or experience. Despite its many forms, essays are tools that sharpen a writer’s writing and thinking skills.\n- Comstock/Comstock/Getty Images", "label": "No"}
{"text": "Newswise — Bethesda, Md. (October 26, 2017)—Women account for half of all cases of high blood pressure (hypertension) in the U.S., yet the majority of hypertension research focuses on men. A review of more than 80 studies highlights sex differences in hypertension-related kidney (renal) disease and explores possible reasons why women respond differently than men. The article, published in the American Journal of Physiology—Renal Physiology, emphasizes the need for more hypertension research in females.\nPrevious studies have shown that the effect of blood pressure on the kidneys varies depending on sex. Kidney function typically declines more quickly in men with chronic kidney disease (CKD) than in women. However, a lack of studies on women with CKD makes identifying the physiological factors that lead to this protective response difficult. Researchers from Augusta University in Georgia analyzed rat studies that suggest new causes of CKD, including immune function, to demonstrate why males fare worse than females in hypertension-related kidney injury.\nHypertension has been shown to be a state of inflammation characterized by an increase in T cells (white blood cells) in the kidneys. Some of these T cells, called T regulatory (Treg) cells, protect against kidney disease and injury. Rodent studies have found that in hypertension females have more Tregs than males, while males have higher concentrations of Th17 cells. Th17 cells, unlike Tregs, cause inflammation. These differences in the immune system are thought to be “critical to the cardioprotection that is often seen in females,” explained Jennifer Sullivan, first author of the review. Scientists may be able to someday use T cells as a therapeutic target for hypertension, but additional research “to learn about the mechanisms driving disease in the female” is needed to assert the same finding in humans, Sullivan said.\nRead the full article, “Sex and gender differences in hypertensive kidney injury,” in the American Journal of Physiology—Renal Physiology.\nPhysiology is the study of how molecules, cells, tissues and organs function in health and disease. Established in 1887, the American Physiological Society (APS) was the first U.S. society in the biomedical sciences field. The Society represents more than 10,500 members and publishes 15 peer-reviewed journals with a worldwide readership.\nMEDIA CONTACTRegister for reporter access to contact details\nAmerican Journal of Physiology—Renal Physiology", "label": "No"}
{"text": "% annual growth rate:\n|1996 - 2000||4.6||4.1|\n|2001 - 2010||6.8||3.1|\n|Seven years to 2017||3.6||2.4|\nSources: M3 from European Central Bank and nominal GDP from IMF database, as at October 2018\nThe medium-term relationship between money and nominal GDP growth in the Eurozone, 1996-2017\nFive-year moving averages of annual % changes, with 1998 being the start of the first five-year period\nComment on monetary trends in the Eurozone\nEurope's various nations had different monetary experiences in the immediate post-war decades. Germany was committed to sound money policies. From 1974 its central bank, the Bundesbank, tried to meet targets for growth of the M3 quantity of money, and in general it delivered slower growth of the quantity of money and lower inflation than the central banks in other European countries. The Bundesbank's success was so influential that its thinking dominated the early years of the single currency project (i.e., the introduction of the euro in place of the previous multiplicity of national monies) from 1999. As the table shows, in the 1995 - 2000 period the annual growth rate of M3 averaged 4.5% in what were to become the Eurozone member states. This was associated nominal GDP growth of slightly less, 4.0%, and negligible inflation.\nUnfortunately, from the inception of the euro in 1999 banks in the so-called Club Med or 'peripheral' states could lend to their customers at much lower interest rates than before, provoking a big credit boom. The growth rate of money accelerated, reaching annual rates in excess of 10% in 2006 and 2007. A boom developed, which then had to be checked by the imposition of tougher rules on the banks by the European Central Bank, with the support of the Basle-based Bank for International Settlements. The four years to 2014 saw remarkably low increases in both M3 and nominal GDP. A further feature is that the post-2008 period has been characterised by wildly divergent changes in the quantity of money in different Eurozone member states. Nations which had collapsing money supply also saw deflation, whereas those with positive money growth had rising nominal GDP. The divergence became less apparent in 2017, although occasional short-lived spells of deflation persisted in some member states even into 2018.\nBanking and finance in the early years of the United States of America were chaotic. Two of the founding fathers - Thomas Jefferson and James Madison - were hostile to banking, since the issue of paper money led to inflation and default. According to Jefferson,\n\"...banking establishments are more dangerous than standing armies\"", "label": "No"}
{"text": "China used to be the world’s major destination for paper recycling, as well as metal and plastic, but new restrictions on waste paper imports imposed at the beginning of last year forced many countries to redirect their waste paper to India, which was a far better choice that dumping waste in landfill sites or burning it.\nAs a result, according to the Confederation of European Paper Industries, during the first half of 2018 there was a 200% rise in waste paper being exported from the EU to India. While, as per the International Scrap Recycling Institute (ISRI) from the US, exports rose by more than 100% until October 2018 compared to 2017 from this country.\nWaste paper is collected at the NR Agarwal recycling plant in the city of Vapi, in western Gujarat state, where mountains of waste paper reaching the ceiling are being sorted into different types before getting recycled. India is collecting more and more imported waste paper for domestic recycling, out of which it produces only 30% of their total paper demand. Ashok Bansal, the company’s executive director says:\n“Most of our imports are from the UK and the USA. India is a raw material scarce country. We don’t have lots of trees and jungles to convert wood into pulp. We are mostly dependent on waste paper and that demand can be provided by the Western world.”\nBritish newspapers form a significant portion of the waste paper India received. Workers use bulldozers to break open the massive bales of waste paper, then teams of women sort the paper into different categories. Then the paper is loaded onto a conveyor belt to be pulped and the resulting bluish mass is afterward treated with chemicals and coated unto huge, humming rollers which churn out large sheets of clean recycled white paper.\nIndia’s need for recycled paper is quite big, they use the recycled paper for novels and exercise books, paper for technical design and charts, school books, cardboard boxes, and different types of packaging for the manufacturing sector, while a significant amount also ends up as newsprint.\nThe waste paper import has considerably helped the industry of recycling waste paper to grow, which means new jobs and boosting of the local economy. The Indian recycling industry needs about 14 million tonnes of waste paper to meet current demands, and domestic recycling produces only about 30% of that amount. However, Indian importers do meet some challenges when it comes to imported waste paper, it seems that last year when they first started importing greater amounts of waste paper some were unusable because they contained plastic. They now want to enforce more stringent rules for all countries about the kind of waste they receive.", "label": "No"}
{"text": "The Iron Age in South-West Scotland - the period when metalworking technology advanced to allow production of weapons and tools in iron - began around 700 B.C. and includes the brief periods when Scotland was incorporated into Roman Britain in the 1st and 2nd centuries AD. Archaeologists and historians give an arbitrary end date for the Iron Age around 400AD - the abandonment of Britain by the Romans - but in reality, in Scotland there was little social and economic change between late Iron Age society and Early Medieval society which followed from the 5th century.\nThe Iron Age in South-West Scotland - the period when metalworking technology advanced to allow production of weapons and tools in iron - began around 700 B.C. and includes the brief periods when Scotland was incorporated into Roman Britain in the 1st and 2nd centuries A.D.. Archaeologists and historians give an arbitrary end date for the Iron Age at A.D. 400 - the abandonment of Britain by the Romans - but in reality, in Scotland there was little social and economic change between late Iron Age society and Early Historic society which followed from the 5th century.\nScotland- like the rest of North-West Europe before the Romans - was a Celtic warrior society with tribal territories in the Lowlands and Highlands. Language was the only common denominator between the Celtic peoples, who shared some aspects of their cultures but differed in others. Ptolemy's Geography, written around 140 A.D. gives the names of the tribes which occupied South-West Scotland. Much of present-day Dumfries and Galloway was occupied by people of the Novantae tribe. To the east in the Borders, but perhaps also in eastern Dumfriesshire, were the Selgovae people. In Ayrshire and north to the Clyde were the Damnonii or Dumnonii. It is believed that all spoke a common P-Celtic or Britonnic language, which is the root of the present-day Welsh, and also Manx, Cornish and Breton. There are a several surviving Britonnic place names in Galloway, such as 'Threave' and 'Terregles' both including the word 'tref', meaning a farmstead.\nSouth-West Scotland was largely cleared of forest before the Iron Age, and the people lived in small settlements, and practised a mixed agricultural economy, growing a form of barley and raising cattle, sheep, goats and pigs. The high standard of metal goods found in Galloway indicates a wealthy society, which may have been based on the exploitation of its copper resources. There is possibly an early mining site at Tonderghie, near Whithorn, and mining tools and ingots have been found at Barhullion near Port William.\nMost families lived in timber, wattle and stone round houses, varying in diameter from 6m - 15m., which might have provided accommodation for an extended family. Round houses might be clustered together and enclosed for example as at Rispain Camp in Wigtownshire. In South-West Scotland in particular, round houses were built on artificial platforms in lochs. These are called 'crannogs', and there are many examples known in Ayrshire and Galloway, for example at Lochlee near Tarbolton, or Dowalton in Wigtownshire. Dating evidence from excavated crannogs suggests that this form of settlement was current throughout the Iron Age period. Lochs and bogs appear to have been of religious or ritual significance during the Iron Age, for high value metal goods have been recovered from them, which appear to have been deposited as an ritual offering. This includes the Carlingwark hoard deposited in a cauldron in Carlingwark Loch near Castle Douglas around A.D. 100 which included a quantity of Roman military and Iron Age native metalwork. The Torrs pony cap, dating to around 200 BC, and found in a bog at Torrs, near Castle Douglas, is another example. Both finds are displayed in the National Museum of Scotland, Edinburgh.\nHill forts are more common in Dumfriesshire and Kirkcudbrightshire than in Wigtownshire. Once thought to be the strongholds of a tribal elite, they may be thought of as hill-top villages, containing numbers of round houses. Included in this group are small promontory forts found along the coastline of South-West Scotland. The fort at Burnswark, Dumfriesshire was one of the largest of these. In the west of Galloway are examples of stone built brochs (large towers) and duns (small, substantial stone walled houses or forts). These types of structure are more commonly found in the North and West of Scotland, and therefore indicate the spread of building customs down the west coast and into Galloway. This, and the distribution of certain artefacts, suggests an East-West cultural boundary between the Rivers Cree and Fleet.\nThe Iron Age warrior was armed with a long sword, a shield and a spear. Chariots were also used in warfare, or for ostentatious display. Two near-identical horse harness guides or terrets were found recently but separately in Crossmichael parish, just north of Castle Douglas. When these are considered with other high value Iron Age objects found nearby, for example the Carlingwark hoard, the Torrs pony cap and the mirror from Balmaclellan, it may be suggested that the area of the Dee valley around present day Castle Douglas was of particular social and economic importance. It was perhaps a tribal focus for the Novantae. This may have determined the Roman Army to site a major Roman fort at the river crossing of the Dee at Glenlochar, just north of Castle Douglas.", "label": "No"}
{"text": "Please refer to the Life Processes Revision Notes given below. These revision notes have been designed as per the latest NCERT, CBSE and KVS books issued for the current academic year. Students will be able to understand the entire chapter in your class 10th Science book. We have provided chapter wise Notes for Class 10 Science as per the latest examination pattern.\nRevision Notes Chapter 6 Life Processes\nStudents of Class 10 Science will be able to revise the entire chapter and also learn all important concepts based on the topic wise notes given below. Our best teachers for Grade 10 have prepared these to help you get better marks in upcoming examinations. These revision notes cover all important topics given in this chapter.\nThe maintenance of living organisms must go on even at the conditions, when they are not physically active. Even when we sit idle and during sleeping, this maintenance job through cells functioning has to go on. The life process includes the activities performed by the different organs to maintain the body.\nSome of the life processes in the living beings are described below:\nThe process of obtaining energy through consumption of food is called as nutrition.\nThe process of acquiring oxygen through breathing and make it available to cells for the process of breaking down of organic substances into simpler compounds is called as respiration.\nTransportation is the process by which the food and oxygen is carried from one organ to other organs in the body.\nIt is the process by which the metabolic waste by-products are removed from the different organs and released out from the body.\nQuestion. Why is diffusion insufficient to meet the oxygen requirements of multicellular organisms like humans?\nAnswer: Multicellular organisms such as humans possess complex body designs. They have specialised cells and tissues for performing various necessary functions of the body such as intake of food and oxygen. Unlike unicellular organisms, multicellular cells are not in direct contact with the outside environment. Therefore, diffusion cannot meet their oxygen requirements.\nQuestion. What criteria do we use to decide whether something is alive?\nAnswer: Any visible movement such as walking, breathing, or growing is generally used to decide whether something is alive or not. However, a living organism can also have movements, which are not visible to the naked eye. Therefore, the presence of life processes is a fundamental criterion that can be used to decide whether something is alive or not.\nQuestion. What are outside raw materials used for by an organism?\nAnswer: An organism uses outside raw materials mostly in the form of food and oxygen. The raw materials required by an organism can be quite varied depending on the complexity of the organism and its environment.\nQuestion. What processes would you consider essential for maintaining life?\nAnswer: Life processes such as nutrition, respiration, transportation, excretion, etc. are essential for maintaining life.\nThe process by which an organism takes food and utilizes it is called nutrition.\nNEED OF NUTRITION\nOrganisms need energy to perform various activities. The energy is supplied by the nutrients. Organisms need various raw materials for growth and repair. These raw materials are provided by nutrients.\nMaterials which provide nutrition to organisms are called nutrients. Carbohydrates, proteins and fats are the main nutrients and are called macronutrients. Minerals and vitamins are required in small amounts and hence are called micronutrients.\nTYPES OF NUTRITION:\n1. Autotrophic Nutrition: The mode of nutrition in which an organism prepares its own food is called autotrophic nutrition. Green plants and blue-green algae follow the autotrophic mode of nutrition.\n2. Heterotrophic Nutrition: The mode of nutrition in which an organism takes food from another organism is called heterotrophic nutrition. Organisms; other than green plants and blue-green algae follow heterotrophic mode of nutrition.\nAutotrophic organisms are able to produce organic matter from simple inorganic materials. They consequently create their own food—but require a source of energy to do this.\n- Photoautotrophs harvest energy from light to produce organic matter.\n- Chemoautotrophs use energy from inorganic reactions in the environment to drive the creation of organic matter.\nHeterotrophic nutritrion is typical of animals. These organisms eat organic matter in other organisms—either alive (as hunters) or dead (as scavengers).\nSaprotrophic organisms are the decay organisms. They digest dead materials using enzymes that they secrete externally. Fungi and many bacteria are saprotrophes.\nParasites (biotrophs) feed on living organisms without killing them.\nHeterotrophic nutrition can be further divided into two types, viz. saprophytic nutrition and holozoic nutrition.\n1. Saprophytic Nutrition: In saprophytic nutrition; the organism secretes the digestive juices on the food. The food is digested while it is still to be ingested. The digested food is then ingested by the organism. All the decomposers follow saprophytic nutrition. Some insects; like houseflies; also follow this mode of nutrition.\n2. Holozoic Nutrition: In holozoic nutrition; the digestion happens inside the body of the organism, i.e. after the food is ingested. Most of the animals follow this mode of nutrition.\nGreen plants prepare their own food. They make food in the presence of sunlight. Sunlight provides energy, carbon dioxide and water are the raw materials and chloroplast is the site where food is made.\nPHOTOSYNTHESIS: The process by which green plants prepare food is called photosynthesis. During this process; the solar energy is converted into chemical energy and\ncarbohydrates are formed. Green leaves are the main sites of photosynthesis. The green portion of the plant contains a pigment chloroplast; which contains chlorophyll. The whole process of photosynthesis can be shown by following equation:\nSTEPS OF PHOTOSYNTHESIS:\n- Sunlight activates chlorophyll; which leads to splitting of water molecule.\n- The hydrogen; released by splitting of water molecule is utilized for reduction of carbon dioxide to produce carbohydrates.\n- Oxygen is the byproduct of photosynthesis.\n- Carbohydrate is subsequently converted into starch and is stored in leaves and other storage parts.\n- The splitting of water molecules is part of the light reaction.\n- Other steps are part of the dark reaction during photosynthesis.\nHOW DO RAW MATERIALS FOR PHOTOSYNTHESIS BECOME AVAILABLE TO THE PLANT?\n- Water comes from soil; through the xylem tissue in roots and stems.\n- Carbon dioxide comes in the leaves through stomata.\nSIGNIFICANCE OF PHOTOSYNTHESIS:\n- Photosynthesis is the main way through which the solar energy is made available for different living beings.\n- Green plants are the main producers of food in the ecosystem. All other organisms directly or indirectly depend on green plants for food.\n- The process of photosynthesis also helps in maintaining the balance of carbon dioxide and oxygen in the air.\nHeterotrophic Nutrition: When an organism takes food from another organism, it is called heterotrophic nutrition. Different heterotrophic organisms follow different methods to take and utilize food. Based on this, heterotrophic nutrition can be divided into two types:\n1. Saprophytic Nutrition: In saprophytic nutrition, the digestion of food takes place before ingestion of food. This type of nutrition is usually seen in fungi and some other microorganisms. The organism secretes digestive enzymes on the food and then ingests the simple substances. Saprophytes feed on dead materials and thus help in decomposition dead remains of plants and animals.\n2. Holozoic Nutrition: In holozoic nutrition, the digestion of food follows after the ingestion of food. Thus, digestion takes place inside the body of the organism. Holozoic nutrition happens in five steps, viz. ingestion, digestion, absorption, assimilation and egestion.\nSTEPS OF HOLOZOIC NUTRITION\n- Ingestion: The process of taking in the food is called ingestion.\n- Digestion: The process of breaking complex food substances into simple molecules is called digestion. Simple molecules; thus obtained; can be absorbed by the body.\n- Absorption: The process of absorption of digested food is called absorption.\n- Assimilation: The process of utilization of digested food; for energy and for growth and repair is called assimilation.\n- Egestion: The process of removing undigested food from the body is called egestion.\nNUTRITION IN AMOEBA:\nAmoeba is a unicellular animal which follows holozoic mode of nutrition. The cell membrane of amoeba keeps on protruding into pseudopodia. Amoeba surrounds a food particle with pseudopodia and makes a food vacuole. The food vacuole contains the food particle and water. Digestive enzymes are secreted in the food vacuole and digestion takes place. After that, digested food is absorbed from the food vacuole. Finally, the food vacuole moves near the cell membrane and undigested food is expelled out.\nNUTRITION IN HUMAN BEINGS\nHuman beings are complex animals; which have a complex digestive system. The human digestive system is composed of an alimentary canal and some accessory glands. The alimentary canal is divided into several parts, viz. oesophagus, stomach, small intestine, large intestine, rectum and anus. Salivary gland, liver and pancreas are the accessory glands which lie outside the alimentary canal.\nSTRUCTURE OF THE HUMAN DIGESTIVE SYSTEM\nMouth or Buccal Cavity: The mouth has teeth and tongue. Salivary glands are also present in the mouth. The tongue has gustatory receptors which perceive the sense of taste. Tongue helps in turning over the food, so that saliva can be properly mixed in it.\nTeeth help in breaking down the food into smaller particles so that swallowing of food becomes easier. There are four types of teeth in human beings. The incisor teeth are used for cutting the food. The canine teeth are used for tearing the food and for cracking hard substances. The premolars are used for coarse grinding of food. The molars are used for fine grinding of food.\nSalivary glands secrete saliva. Saliva makes the food slippery which makes it easy to swallow the food. Saliva also contains the enzyme salivary amylase or ptyalin. Salivary amylase digests starch and converts it into sucrose.\n- Stomach: Stomach is a bag-like organ. Highly muscular walls of the stomach help in churning the food. The walls of stomach secrete hydrochloric acid. Hydrochloric acid kills the germs which may be present in food. Moreover, it makes the medium inside stomach as acidic. The acidic medium is necessary for gastric enzymes to work. The enzyme pepsin; secreted in stomach; does partial digestion of protein. The mucus; secreted by the walls of the stomach saves the inner lining of stomach from getting damaged from hydrochloric acid.\n- Small Intestine: It is a highly coiled tube-like structure. The small intestine is longer than the large intestine but its lumen is smaller than that of the large intestine. The small intestine is divided into three parts, viz. duodenum, jejunum and ileum.\n- Liver: Liver is the largest organ in the human body. Liver manufactures bile; which gets stored in gall bladder. From the gall bladder, bile is released as and when required.\n- Pancreas: Pancreas is situated below the stomach. It secretes pancreatic juice which contains many digestive enzymes. Bile and pancreatic juice go to the duodenum through a hepato-pancreatic duct. Bile breaks down fat into smaller particles. This process is called emulsification of fat. After that, the enzyme lipase digests fat into fatty acids and glycerol. Trypsin and chymotrypsin are enzymes which digest protein into amino acids. Complex carbohydrates are digested into glucose. The major part of digestion takes place in the duodenum. No digestion takes place in jejunum. The inner wall in the ileum is projected into numerous finger-like structures; called villi. Villi increase the surface area inside the ileum so that optimum absorption can take place. Moreover, villi also reduce the lumen of the ileum so that food can stay for longer duration in it; for optimum absorption. Digested food is absorbed by villi.\n- Large Intestine: Large intestine is smaller than small intestine. Undigested food goes into the large intestine. Some water and salt are absorbed by the walls of the large intestine. After that, the undigested food goes to the rectum; from where it is expelled out through the anus.\nFlow chart of human digestive system\nQuestion. What are the differences between autotrophic nutrition and heterotrophic nutrition?\nQuestion. Where do plants get each of the raw materials required for photosynthesis?\nAnswer: The following raw materials are required for photosynthesis:\n1. The raw material CO2 enters from the atmosphere through stomata.\n2. Water is absorbed from the soil by the plant roots.\n3. Sunlight, an important component to manufacture food, is absorbed by the chlorophyll and other green parts of the plants.\nQuestion. What is the role of the acid in our stomach?\nAnswer: Following are the roles of acid in our stomach:\n1. The hydrochloric acid present in our stomach dissolves bits of food and creates an acidic medium. In this acidic medium, enzyme pepsinogen is converted to pepsin, which is a protein-digesting enzyme.\n2. The hydrochloric acid kills the harmful microbes that enter with food and thus prevents infection of digestive tract.\nQuestion. What is the function of digestive enzymes?\nAnswer: Digestive enzymes such as amylase, lipase, pepsin, trypsin, etc. help in the breaking down of complex food particles into simple ones. These simple particles can be easily absorbed by the blood and thus transported to all the cells of the body.\nQuestion. How is the small intestine designed to absorb digested food?\nAnswer: The small intestine has millions of tiny finger-like projections called villi. These villi increase the surface area for more efficient food absorption. Within these villi, many blood vessels are present that absorb the digested food and carry it to the blood stream. From the blood stream, the absorbed food is delivered to each and every cell of the body.\nThe process by which a living being utilizes the food to get energy is called respiration. Respiration is an oxidation reaction in which carbohydrate is oxidized to produce energy. Mitochondrion is the site of respiration and the energy released is stored in the form of ATP (Adenosine triphosphate). ATP is stored in mitochondria and is released as per need.\nSTEPS OF RESPIRATION:\n- Breaking down glucose into pyruvate: This step happens in the cytoplasm. Glucose molecule is broken down into pyruvic acid. Glucose molecule is composed of 6 carbon atoms, while pyruvic acid is composed of 3 carbon atoms.\n- Fate of Pyruvic Acid: Further breaking down of pyruvic acid takes place in mitochondria and the molecules formed depend on the type of respiration in a particular organism. Respiration is of two types, viz. aerobic respiration and anaerobic respiration.\nTYPES OF RESPIRATION:\n1. Aerobic Respiration: This type of respiration happens in the presence of oxygen. Pyruvic acid is converted into carbon dioxide. Energy is released and water molecule is also formed at the end of this process.\n2. Anaerobic Respiration: This type of respiration happens in the absence of oxygen. Pyruvic acid is either converted into ethyl alcohol or lactic acid. Ethyl alcohol is usually formed in case of anaerobic respiration in microbes; like yeast or bacteria. Lactic acid is formed in some microbes as well as in the muscle cells.\nPain in Leg Muscles on Running: When someone runs too fast, he may experience a throbbing pain in the leg muscles. This happens because of anaerobic respiration taking place in the muscles. During running, the energy demand from the muscle cells increases. This is compensated by anaerobic respiration and lactic acid is formed in the process. The deposition of lactic acid causes the pain the leg muscles. The pain subsides after taking rest for some time.\nExchange of Gases: For aerobic respiration; organisms need a continuous supply of oxygen, and carbon dioxide produced during the process needs to be removed from the body. Different organisms use different methods for intake of oxygen and expulsion of carbon dioxide. Diffusion is the method which is utilized by unicellular and some simple organisms for this purpose. In plants also, diffusion is utilized for exchange of gases. In complex animals, respiratory system does the job of exchange of gases. Gills are the respiratory organs for fishes. Fishes take in oxygen; which is dissolved in water; through gills. Since availability of oxygen is less in the aquatic environment so the breathing rate of aquatic organisms is faster. Insects have a system of spiracles and tracheae which is used for taking in oxygen.\nTerrestrial organisms have developed lungs for exchange of gases. Availability of oxygen is not a problem in the terrestrial environment so breathing rate is slower compared to what it is in fishes.\nHUMAN RESPIRATORY SYSTEM:\nThe human respiratory system is composed of a pair of lungs. These are attached to a system of tubes which open on the outside through the nostrils. Following are the main structures in the human respiratory system:\n- Nostrils: There two nostrils which converge to form a nasal passage. The inner lining of the nostrils is lined by hairs and remains wet due to mucus secretion. The mucus and the hairs help in filtering the dust particles out from inhaled air. Further, air is warmed up when it enters the nasal passage.\n- Pharynx: It is a tube like structure which continues after the nasal passage.\n- Larynx: This part comes after the pharynx. This is also called the voice box.\n- Trachea: This is composed of rings of cartilage. Cartilaginous rings prevent the collapse of trachea in the absence of air.\n- Bronchi: A pair of bronchi comes out from the trachea; with one bronchus going to each lung.\n- Bronchioles: A bronchus divides into branches and sub-branches; inside the lung.\n- Alveoli: These are air-sacs at the end of bronchioles. Alveolus is composed of a very thin membrane and is the place where blood capillaries open. This is alveolus; where oxygen mixes with the blood and carbon dioxide exits from the blood. The exchange of gases; in alveoli; takes place due to pressure differential.\nBreathing Mechanism: The breathing mechanism of lungs is controlled by the diaphragm and the intercostalis muscles. Diaphragm is a membrane which separates the thoracic chamber from the abdominal cavity. When diaphragm moves down, the lungs expand and air is inhaled. When diaphragm moves up, the lungs contract and air is exhaled.\nQuestion. What advantage over an aquatic organism does a terrestrial organism have with regard to obtaining oxygen for respiration?\nAnswer: Terrestrial organisms take up oxygen from the atmosphere whereas aquatic animals need to utilize oxygen present in the water. Air contains more O2 as compared to water. Since the content of O2 in air is high, the terrestrial animals do not have to breathe faster to get more oxygen. Therefore, unlike aquatic animals, terrestrial animals do not have to show various adaptations for better gaseous exchange.\nQuestion. What are the different ways in which glucose is oxidized to provide energy in various organisms ?\nAnswer: Glucose is first broken down in the cell cytoplasm into a three carbon molecule called pyruvate. Pyruvate is further broken down by different ways to provide energy.\nThe breakdown of glucose by different pathways can be illustrated as follows.\nIn yeast and human muscle cells, the breakdown of pyruvate occurs in the absence of oxygen whereas in mitochondria, the breakdown of pyruvate occurs in the presence of oxygen.\nQuestion. How is oxygen and carbon dioxide transported in human beings?\nAnswer: Haemoglobin transports oxygen molecule to all the body cells for cellular respiration. The haemoglobin pigment present in the blood gets attached to four O2 molecules that are obtained from breathing. It thus forms oxyhaemoglobin and the blood becomes oxygenated. This oxygenated blood is then distributed to all the body cells by the heart. After giving away O2 to the body cells, blood takes away CO2 which is the end product of cellular respiration. Now the blood becomes de-oxygenated.\nSince haemoglobin pigment has less affinity for CO2 , CO2 is mainly transported in the dissolved form. This de-oxygenated blood gives CO2 to lung alveoli and takes O2 in return.\nQuestion. How are the lungs designed in human beings to maximize the area for exchange of gases?\nAnswer: The exchange of gases takes place between the blood of the capillaries that surround the alveoli and the gases present in the alveoli. Thus, alveoli are the site for exchange of gases. The lungs get filled up with air during the process of inhalation as ribs are lifted up and diaphragm is flattened. The air that is rushed inside the lungs fills the numerous alveoli present in the lungs.\nEach lung contains 300-350 million alveoli. These numerous alveoli increase the surface area for gaseous exchange making the process of respiration more efficient.\nTRANSPORTATION IN ANIMALS\nCirculatory System: The circulatory system is responsible for transport of various substances in human beings. It is composed of the heart, arteries, veins and blood capillaries. Blood plays the role of the carrier of substances.\nHeart is a muscular organ; which is composed of cardiac muscles. It is so small that it can fit inside and adult’s fist. The heart is a pumping organ which pumps the blood. The human heart is composed of four chambers, viz. right auricle, right ventricle, left auricle and left ventricle.\n- Systole: Contraction of cardiac muscles is called systole.\n- Diastole: Relaxation of cardiac muscles is called diastole.\n- Arteries: These are thick-walled blood vessels which carry oxygenated blood from the heart to different organs. Pulmonary arteries are exceptions because they carry deoxygenated blood from the heart to lungs; where oxygenation of blood takes place.\n- Veins: These are thin-walled blood vessels which carry deoxygenated blood from different organs to the heart. Pulmonary veins are exceptions because they carry oxygenated blood from lungs to the heart. Valves are present in veins to prevent backflow of blood.\n- Capillaries: These are the blood vessels which have single-celled walls.\n- Blood: Blood is a connective tissue which plays the role of the carrier for various substances in the body. Blood is composed of plasma, blood cells and platelets.\n- Blood Plasma: Blood plasma is a pale coloured liquid which is mostly composed of water. Blood plasma forms the matrix of blood.\n- Blood Cells: There are two types of blood cells, viz. Red Blood Cells (RBCs) and White Blood Cells (WBCs).\n- Red Blood Corpuscles (RBCs): These are of red colour because of the presence of haemoglobin which is a pigment. Haemoglobin readily combines with oxygen and carbon dioxide. The transport of oxygen happens through haemoglobin. Some part of carbon dioxide is also transported through haemoglobin.\n- White Blood Corpuscles (WBCs): These are of pale white colour. They play important role in the immunity.\n- Platelets: Platelets are responsible for blood coagulation. Blood coagulation is a defense mechanism which prevents excess loss of blood; in case of an injury.\n- Lymph: Lymph is similar to blood but RBCs are absent in lymph. Lymph is formed from the fluid which leaks from blood capillaries and goes to the intercellular spaces in the tissues. This fluid is collected through lymph vessels and finally returns to the blood capillaries. Lymph also plays an important role in the immune system.\n- Double Circulation: In the human heart, blood passes through the heart twice in one cardiac cycle. This type of circulation is called double circulation. One complete heart beat in which all the chambers of the heart contract and relax once is called cardiac cycle. The heart beats about 72 times per minute in a normal adult. In one cardiac cycle, the heart pumps out 70 mL blood and thus about 4900 mL blood in a minute. Double circulation ensures complete segregation of oxygenated and deoxygenated blood which is necessary for optimum energy production in warm-blooded animals.\nCirculation of Blood through the heart:\nSystemic Vein → Sinus Venosus → Right Auricle → Right Ventricle → Pulmonary Artery → Lungs → Pulmonary Vein → Left Auricle → Left Ventricle → Trunchus Arteriosus → Systemic Circulation\nTRANSPORTATION IN PLANTS\nPlants have specialized vascular tissues for transportation of substances. There are two types of vascular tissues in plants, viz. xylem and phloem.\n1. Xylem: Xylem is responsible for transportation of water and minerals. It is composed of trachieds, xylem vessels, xylem parenchyma and xylem fibre. Trachieds and xylem vessels are the conducting elements. The xylem makes a continuous tube in plants which runs from roots to stem and right up to the veins of leaves.\n2. Phloem: Phloem is responsible for transportation of food. Phloem is composed of sieve tubes , companion cells, phloem parenchyma and bast fibres. Sieve tubes are the conducting elements in phloem.\nAscent of Sap\nThe upward movement of water and minerals from roots to different plant parts is called ascent of sap. Many factors are at play in ascent of sap and it takes place in many steps. They are explained as follows:\nRoot Pressure: The walls of cells of root hairs are very thin. Water; from soil; enters the root hairs because of osmosis. Root pressure is responsible for movement of water up to the base of the stem.\nCapillary Action: A very fine tube is called capillary. Water; or any liquid; rises in the capillary because of physical forces and this phenomenon is called capillary action. Water; in stem; rises up to some height because of capillary action.\nAdhesion-cohesion of Water Molecules: Water molecules make a continuous column in the xylem because of forces of adhesion and cohesion among the molecules.\nTranspiration Pull: Loss of water vapour through stomata and lenticels; in plants; is called transpiration. Transpiration through stomata creates vacuum which creates a suction; called transpiration pull. The transpiration pull sucks the water column from the xylem tubes and thus water is able to rise to great heights in even the tallest plants.\nTransport of Food: Transport of food in plants happens because of utilization of energy. Thus, unlike the transport through xylem; it is a form of active transport. Moreover, the flow of substances through phloem takes place in both directions, i.e. it is a two-way traffic in phloem.\nQuestion. What are the components of the transport system in human beings? What are the functions of these components?\nAnswer: The main components of the transport system in human beings are the heart, blood, and blood vessels.\n1. Heart pumps oxygenated blood throughout the body. It receives deoxygenated blood from the various body parts and sends this impure blood to the lungs for oxygenation.\n2. Being a fluid connective tissue, blood helps in the transport of oxygen, nutrients, CO2, and nitrogenous wastes.\n3. The blood vessels (arteries, veins, and capillaries) carry blood either away from the heart to various organs or from various organs back to the heart.\nQuestion. Why is it necessary to separate oxygenated and deoxygenated blood in mammals and birds?\nAnswer: Warm-blooded animals such as birds and mammals maintain a constant body temperature by cooling themselves when they are in a hotter environment and by warming their bodies when they are in a cooler environment. Hence, these animals require more oxygen (O2) for more cellular respiration so that they can produce more energy to maintain their body temperature.\nThus, it is necessary for them to separate oxygenated and de-oxygenated blood, so that their circulatory system is more efficient and can maintain their constant body temperature.\nQuestion. What are the components of the transport system in highly organised plants?\nAnswer: In highly organised plants, there are two different types of conducting tissues − xylem and phloem. Xylem conducts water and minerals obtained from the soil (via roots) to the rest of the plant. Phloem transports food materials from the leaves to different parts of the plant body.\nQuestion. How are water and minerals transported in plants?\nAnswer: The components of xylem tissue (tracheids and vessels) of roots, stems, and leaves are interconnected to form a continuous system of water-conducting channels that reaches all parts of the plant. Transpiration creates a suction pressure, as a result of which water is forced into the xylem cells of the roots. Then there is a steady movement of water from the root xylem to all the plant parts through the interconnected water-conducting channels.\nQuestion. How is food transported in plants?\nAnswer: Phloem transports food materials from the leaves to different parts of the plant body. The transportation of food in phloem is achieved by utilizing energy from ATP. As a result of this, the osmotic pressure in the tissue increases causing water to move into it. This pressure moves the material in the phloem to the tissues which have less pressure. This is helpful in moving materials according to the needs of the plant. For example, the food material, such as sucrose, is transported into the phloem tissue using ATP energy.\nRemoval of harmful waste from the body is called excretion. Many wastes are produced during various metabolic activities. These need to be removed in time because their accumulation in the body can be harmful and even lethal for an organism.\nHUMAN EXCRETORY SYSTEM\nThe human excretory system is composed of a pair of kidneys. A tube; called ureter; comes out of each kidney and goes to the urinary bladder. Urine is collected in the urinary bladder, from where it is expelled out through urethra as and when required.\n- Kidney: Kidney is a bean-shaped organ which lies near the vertebral column in the abdominal cavity. The kidney is composed of many filtering units; called nephrons. Nephron is called the functional unit of kidney.\n- Nephron: It is composed of a tangled mess of tubes and a filtering part; called glomerulus. Glomerulus is a network of blood capillaries to which renal artery is attached. The artery which takes blood to the glomerulus is called afferent arteriole and the one receiving blood from the glomerulus is called efferent arteriole. Glomerulus is enclosed in a capsule like portion; called Bowman’s capsule. The capsule extends into a fine tube which is highly coiled. Tubes from various nephrons converge into collecting duct; which finally goes to the ureter.\n- Filtration in Glomerulus: Filtration happens because of very high pressure inside the glomerulus. The lumen of efferent arteriole is smaller than that of afferent arteriole. Due to this, the blood entering the glomerulus experiences very high pressure and due to this, the waste products are filtered out through the thin membrane of capillaries in the glomerulus. The filtered blood is sent to the systemic circulation through efferent arteriole and the filtrate goes to the Bowman’s capsule. That is how urine is formed inside the kidneys. Reabsorption of water and some other filtrates takes place in the tubular part of the nephron. This increases the concentration of urine. The human urine is mainly composed of water and urea.\nEXCRETION IN PLANTS\nPlants have no special organs for removal of wastes. The waste products of respiration and photosynthesis are used as raw materials for each other. Oxygen gas produced as a by-product of photosynthesis is used up during respiration and carbon dioxide produced during respiration is used up during photosynthesis. Excretion is carried out in the plants in the following ways:\n- The gaseous wastes, oxygen, carbon dioxide and water vapour are removed through stomata of leaves and lenticels of stems.\n- Some waste products collect in the leaves and bark of trees. When the leaves and bark are shed, the wastes are eliminated.\n- Some waste products are rendered harmless and then stored in the plant body as solid bodies. Raphides, tannins, resins, gum, rubber and essential oils are some such wastes.\nQuestion. Describe the structure and functioning of nephrons.\nAnswer: Nephrons are the basic filtering units of kidneys. Each kidney possesses large number of nephrons, approximately 1-1.5 million. The main components of the nephron are glomerulus, Bowman’s capsule, and a long renal tubule.\nFunctioning of a nephron:\n1. The blood enters the kidney through the renal artery, which branches into many capillaries associated with glomerulus.\n2. The water and solute are transferred to the nephron at Bowman’s capsule.\n3. In the proximal tubule, some substances such as amino acids, glucose, and salts are selectively reabsorbed and unwanted molecules are added in the urine.\n4. The filtrate then moves down into the loop of Henle, where more water is absorbed.\n5. From here, the filtrate moves upwards into the distal tubule and finally to the collecting duct. Collecting duct collects urine from many nephrons.\n6. The urine formed in each kidney enters a long tube called ureter. From ureter, it gets transported to the urinary bladder and then into the urethra.\nQuestion. What are the methods used by plants to get rid of excretory products?\nAnswer: Plants can get rid of excess of water by transpiration. Waste materials may be stored in the cell vacuoles or as gum and resin, especially in old xylem. It is also stored in the leaves that later fall off.\nQuestion. How is the amount of urine produced regulated?\nAnswer: The amount of urine produced depends on the amount of excess water and dissolved wastes present in the body. Some other factors such as habitat of an organism and hormone such as Anti-diuretic hormone (ADH) also regulates the amount of urine produced.\nQuestion. The kidneys in human beings are a part of the system for\nIn human beings, the kidneys are a part of the system for excretion.\nQuestion. The xylem in plants are responsible for\n(a) transport of water.\n(b) transport of food.\n(c) transport of amino acids.\n(d) transport of oxygen.\nAnswer: transport of water\nIn a plant, the xylem is responsible for transport of water.\nQuestion. The autotrophic mode of nutrition requires\n(a) carbon dioxide and water.\n(d) all of the above.\nAnswer: all of the above.\nThe autotrophic mode of nutrition requires carbon dioxide, water, chlorophyll and sunlight.\nQuestion. The breakdown of pyruvate to give carbon dioxide, water and energy takes place in\nThe breakdown of pyruvate to give carbon dioxide, water and energy takes place in mitochondria.\nQuestion. How are fats digested in our bodies? Where does this process take place?\nAnswer: Fats are present in the form of large globules in the small intestine. The small intestine gets the secretions in the form of bile juice and pancreatic juice respectively from the liver and the pancreas. The bile salts (from the liver) break down the large fat globules into smaller globules so that the pancreatic enzymes can easily act on them. This is referred to as emulsification of fats. It takes place in the small intestine.\nQuestion. What is the role of saliva in the digestion of food?\nAnswer: Saliva is secreted by the salivary glands, located under the tongue. It moistens the food for easy swallowing. It contains a digestive enzyme called salivary amylase, which breaks down starch into sugar.\nQuestion. What are the necessary conditions for autotrophic nutrition and what are its by-products?\nAnswer: Autotrophic nutrition takes place through the process of photosynthesis. Carbon dioxide, water, chlorophyll pigment, and sunlight are the necessary conditions required for autotrophic nutrition. Carbohydrates (food) and O2 are the by-products of photosynthesis.\nQuestion. What are the differences between aerobic and anaerobic respiration? Name some organisms that use the anaerobic mode of respiration.\nAnaerobic respiration occurs in the roots of some waterlogged plants, some parasitic worms, animal muscles, and some micro-organisms such as yeasts.\nQuestion. How are the alveoli designed to maximise the exchange of gases?\nAnswer: The alveoli are the small balloon-like structures present in the lungs. The walls of the alveoli consist of extensive network of blood vessels. Each lung contains 300−350 million alveoli, making it a total of approximately 700 million in both the lungs. The alveolar surface when spread out covers about 80 m2 area. This large surface area makes the gaseous exchange more efficient.\nQuestion. What would be the consequences of a deficiency of haemoglobin in our bodies?\nAnswer: Haemoglobin is the respiratory pigment that transports oxygen to the body cells for cellular respiration. Therefore, deficiency of haemoglobin in blood can affect the oxygen supplying capacity of blood. This can lead to deficiency of oxygen in the body cells. It can also lead to a disease called anaemia.\nQuestion. Describe double circulation in human beings. Why is it necessary?\nAnswer: The human heart is divided into four chambers − the right atrium, the right ventricle, the left atrium, and the left ventricle.\nFlow of blood in the heart:\nThe heart has superior and inferior vena cava, which carries de-oxygenated blood from the upper and lower regions of the body respectively and supplies this deoxygenated blood to the right atrium of the heart.\nThe right atrium then contracts and passes the de-oxygenated blood to the right ventricle, through an auriculo-ventricular aperture.\nThen the right ventricle contracts and passes the de-oxygenated blood into the two pulmonary arteries, which pumps it to the lungs where the blood becomes oxygenated.\nFrom the lungs, the pulmonary veins transport the oxygenated blood to the left atrium of the heart.\nThen the left atrium contracts and through the auriculo-ventricular aperture, the oxygenated blood enters the left ventricle.\nThe blood passes to aorta from the left ventricle. The aorta gives rise to many arteries that distribute the oxygenated blood to all the regions of the body.\nTherefore, the blood goes twice through the heart. This is known as double circulation.\nImportance of double circulation:\nThe separation of oxygenated and de-oxygenated blood allows a more efficient supply of oxygen to the body cells. This efficient system of oxygen supply is very useful in warmblooded animals such as human beings.\nAs we know, warm-blooded animals have to maintain a constant body temperature by cooling themselves when they are in a hotter environment and by warming their bodies when they are in a cooler environment. Hence, they require more O2 for more respiration so that they can produce more energy to maintain their body temperature. Thus, the circulatory system of humans is more efficient because of the double circulatory heart..\nQuestion. What are the differences between the transport of materials in xylem and phloem?\nQuestion. Compare the functioning of alveoli in the lungs and nephrons in the kidneys with respect to their structure and functioning.\n(i) Alveoli are tiny balloon-like structures present inside the lungs.\n(ii) The walls of the alveoli are one cell thick and it contains an extensive network of blood capillaries.\n(i) The exchange of O2 and CO2 takes place between the blood of the capillaries that surround the alveoli and the gases present in the alveoli.\n(ii) Alveoli are the site of gaseous exchange.\n(i) Nephrons are tubular structures present inside the kidneys.\n(ii) Nephrons are made of glomerulus, bowman’s capsule, and a long renal tube. It also ontains a cluster of thin-walled capillaries.\n(i) The blood enters the kidneys through the renal artery which branches into many capillaries in the glomerulus. The water and solute are transferred to the nephron at Bowman’s capsule. Then the filtrate moves through the proximal tubule and then down into the loop of henle. From henle’s loop, filtrate passes into the distal tubule and then to the collecting duct. The collecting duct collects the urine from many nephrons and passes it to the ureter. During the flow of filtrate, some substances such as glucose, amino acids, and water are selectively reabsorbed.\n(ii) Nephrons are the basic filtration unit.", "label": "No"}
{"text": "In the nineteenth century, smallpox ravaged through the United States and Canada. At this time, a botanical preparation, derived from the carnivorous plant Sarracenia purpurea, was proclaimed as being a successful therapy for smallpox infections.\nBotanicals: the (partially) unexplored country. Sometimes folk wisdom has pharmaceutical potential.\nVia Chris Upton + helpers", "label": "No"}
{"text": "As part of our writing unit, we’ve been learning how to :\n- recognise and use complex adjectives and adverbs\n- recognise and use language features in our writing\n- use spoken dialogue in our writing\nWe’ve been using a great resource in the literacy shed to help develop our skills. We’ll share some of our writing soon.", "label": "No"}
{"text": "13th Signal Battalion\nThe roots of the 13th Signal Battalion can be traced back to 1 July 1916\nThe roots of the 13th Signal Battalion can be traced back to 1 July 1916, when its predecessor, the 7th Field Battalion, Signal Corps was constituted in the Regular Army. On 14 July 1917, the 7th Battalion was organized at Fort Oglethorpe, Georgia and subsequently assigned to the 15th Cavalry in 1917. On 12 May 1918, the 7th Battalion was relieved from the 15th Cavalry Division and on 16 September 1921 was disbanded at Fort Bliss, Texas.\nOn 16 September 1921, The 13th Signal Troop was organized at Fort Bliss, Texas as and assigned to the 1st Cavalry Division. On 13 December 1923, the unit was redesignated as the 1st Signal Troop and remained assigned to the 1st Cavalry Division. On 19 September 1932, the 7th Field Battalion was reconstituted in the Regular Army and consolidated with the 1st Signal Troop, The consolidated unit was designated as 1st Signal Troop, an element of the 1st Cavalry Division.\nSince its organization in 1921, signal equipment and procedures have changed drastically; the old pack radios and telegraph have fallen by the wayside. Modern equipment has evolved over the years, incorporation technology gains, to meet new mission requirements. The flags and torch were relegated to nothing more than collar insignia.\nIn 1936, the 1st Signal Troop participated in the maneuvers of the 1st Cavalry Division which was held at Marfa, Texas. It also took part in the Proposed Infantry Division Tests at Camp Bullis, Texas and in 1938, participated again in the 1st Cavalry Division Maneuvers at Balmorhea, Texas. With the European war on the horizon, maneuvers accelerated. In 1939 the Troop maneuvered at Camp Bullis, Texas and with the 1st Cavalry Division at Balmorhea, Texas. In 1940 the Troop took part in the Louisiana maneuvers in May and August.\nWorld War II, Pacific Theater\nAlthough the 1st Cavalry Division was created as a result of a proven need for large horse-mounted formations, by 1940 many thought that the march of warfare technology progress had left the horse far behind. The era of the tank, automobile, aircraft, and parachute had dawned and eclipsed the age of the armored horseman. On 7 December 1941, without warning, the Japanese destroyed the American fleet at Pearl Harbor. Immediately Troopers returned to the 1st Cavalry Division from all over the United States. They outfitted their horses and readied their weapons and vehicles in anticipation of the fight against the Axis.\nIn February 1943, the entire 1st Cavalry Division was alerted for an overseas assignment as a dismounted unit. An impatient 1st Cavalry Division was dismounted and they were processed for movement to the Southwest Pacific theater as foot Soldiers. In mid June 1943, the last troops of the division departed Fort Bliss, Texas for Camp Stoneman, California and later on 3 July, boarded the “S.S. Monterey and the S.S. George Washington” for Australia and the Southwest Pacific.\nOn 26 July, three weeks later, the division arrived at Brisbane and began a fifteen mile trip to their new temporary home, Camp Strathpine, Queensland, Australia. The division received six months of intense combat jungle warfare training at Camp Strathpine in the wilds of scenic Queensland and amphibious training at nearby Moreton Bay. In January 1944 the division was ordered to leave Australia and sail to Oro Bay, New Guinea. After a period of staging in New Guinea, it was time for the 1st Cavalry Division to receive their first baptism of fire.\nOn 27 February, Task Force “Brewer”, consisting of 1,026 Troopers, embarked from Cape Sudest, Oro Bay, New Guinea under the command of Brigadier General William C. Chase. Their destination was a remote, Japanese occupied island of the Admiralties, Los Negros, where they were to make a reconnaissance of force and if feasible, capture Momote Airdrome and secure a beachhead for the reinforcements that would follow.\nJust after 8:00 on 29 February, the 1st Cavalry Troopers climbed down the nets of the APD’s and into the LCM’s and LCPR’s, the flat bottomed landing craft of the Navy. The task force, which included the 1st Signal Troop, landed at Hayane Harbor and took the Japanese by surprise.\nOn 18 May 1944, the Admiralty Islands campaign officially ended. Japanese casualties stood at 3,317 killed. The losses of the 1st Cavalry Division included 290 dead, 977 wounded and 4 missing in action. Training, discipline, determination and ingenuity had won over suicidal attacks. The First Cavalry Troopers were now seasoned Veterans.\nThe next action for the 1st Cavalry Division was on the Philippines Island of Leyte. On Columbus Day, 12 October 1944, the 1st Cavalry Division sailed away from its hard earned base in the Admiralties for the Leyte invasion, Operation King II. On 20 October, the invasion force must have appeared awesome to the waiting Japanese as it swept toward the eastern shores of Leyte. The Division fought tirelessly against Japanese fortifications. With the last of the strongholds of Leyte eliminated, the division moved on to Luzon, the main island of the Philippines. Leyte had been the biggest campaign of the Pacific war, but the record was about to be shattered by the invasion of Luzon.\nOn 26 January, conveys were formed and departed for the Lingayan Gulf, Luzon Island, the Philippines. Landing without incident on 27 January, the division assembled in an area near Guimba and prepared for operations in the south and southwest areas. One of the First Team’s most noted feats was accomplished during the fighting for Luzon. General MacArthur issued an order “Get to Manila!”. The resulting mission, and the participating units, was dubbed a “flying column” by General Mudge. The rescue mission, lead by Brig. General William C. Chase, was divided into three “serials”. On 3 February 1945, lead elements of the rescue column crossed the city limits of Manila at 6:35 PM, covering the 100 miles of rough terrain in approximately 66 hours. The first of many “Firsts” was recorded in history;\n“First in Manila”\nOn 13 August 1945, the 1st Cavalry Division was alerted that they were selected to accompany General Douglas MacArthur to Tokyo and would be part of the 8th Army in the occupation of Japan. On 02 September the long convey of ships steered into Yokohama Harbor and past the battleship Missouri where General MacArthur would later receive the Japanese surrender party. The First Team was given the honor of leading the Allied Occupational Army into Tokyo. At noon on 5 September 1945, a reconnaissance team headed by Colonel Charles A. Sheldon, the Chief of Staff of the 1st Cavalry Division, entered Tokyo. This embarkment was the first official movement of American personnel into the capital of the mighty Japanese Empire.\nAt 8:00 on 8 September, a history making convey left Hara-Machida with Tokyo as their destination. Headed by Major General William C. Chase, commanding general of the 1st Cavalry Division, the party included a Veteran from each troop of the division. Passing through Hachioji, Fuchu and Chofu, the Cavalry halted briefly at the Tokyo City Limits. General Chase stepped across the line thereby putting the American Occupational Army officially in Tokyo and adding another “First” to its name;\n“First in Tokyo”\nThe first mission of the Division was to assume control of the city. On 16 September, the 1st Cavalry Division was given responsibility for occupying the entire city of Tokyo and the adjacent parts of Tokyo and Saitama Prefectures. On 25 February, the 1st Signal Troop was assigned a permanent station at Camp Drake near Tokyo.\n1946 was welcomed as a new dawning of peace for the 1st Cavalry Division. The days of privation, hardship, suffering and death were over for the first time since 7 December 1941. On 25 March 1949, the 1st Signal Troop was redesignated as the 13th Signal Company and remained assigned to the 1st Cavalry Division. The following years of the occupation found the 1st Cavalry Division in control of Tokyo and vicinity, the capital of the war-built Japanese Empire. 1950 called for an increased training to improve the ever increasing combat effectiveness of the division, which was soon to be tested.\nIt happened before dawn on 25 June 1950. Less than 5 years after the terrible devastations of World War II, a new war broke out from a distant land whose name means “Morning Calm”. On 18 July the 1st Cavalry Division was ordered to Korea. Initially scheduled to make an amphibious landing atInchon, it was redirected to the southeastern coast of Korea at Pohang-dong a port 80 miles north of Pusan. The North Koreans were 25 miles away when elements of the 1st Cavalry Division swept ashore to successfully carry out the first amphibious landing of the Korean War. Its initial mission was to establish the Pusan Perimeter. By 22 July, all regiments were deployed in battle positions; in itself a remarkable logistical achievement in the face of Typhoon Helene that pounded the Korean coastline.\nThe landing at Pohang-dong helped halt the North Korean war machine at the Pusan perimeter. The division broke out of the perimeter in mid-September and started north. Crossing the 38th Parallel on 9 October 1950, the Troopers of the 1st Cavalry Division crashed into Pyongyang, capturing the capital city of North Korea on 19 October. The sudden intervention of Communist Chinese forces dashed hopes of a quick end to the war. First Team Troopers fought courageously in the see-saw campaigns that followed, and successfully defended the city of Seoul. By January 1952, the division, after 18 months of continuous fighting, rotated back to Hokkaido, Japan.\nOn 20 August 1957, the First Cavalry Division, guarding the northern sections of Honshu, Japan was reduced to zero strength and transferred to Korea (minus equipment). With the advent of the Pentomic Organizational Structure, on 15 October 1957, the 13th Signal Company was reorganized and redesignated as Headquarters and Headquarters Company, 13th Signal Battalion, an element of the 1st Cavalry Division.\nIn ceremonies held on 15 October, the colors of the 24th Division were retired and the colors of the 1st Cavalry Division were passed to the Commanding General of the old 24th Division, Major General Ralph W. Zwicker. “The First Team” had returned to Korea, standing ready to defend the country against Communist aggression.\nOn 1 November 1957, the organic elements of the 13th Signal Battalion were activated in Korea. The redesignated and reorganized First Cavalry was assigned the mission of patrolling “Freedom’s Frontier” (DMZ). In addition to their assigned duties of patrol along the southern border of the DMZ, training remained a number one priority for the Troopers and unit commanders. In January 1958, the largest training exercise in Korea since the end of hostilities, Operation Snowflake, was conducted. This exercise was followed by Operation Saber in May and Operation Horsefly in August. In June 1965 the 13th Signal Battalion began rotation back to the United States along with other units of the 1st Cavalry Division.\nThe 1st Cavalry Division went home, but only long enough to be reorganized and be prepared for a new mission. On 3 July 1965, in Doughboy Stadium at Fort Benning, Georgia the colors of the 11th Air Assault Division (Test) were cased and retired. As the band played the rousing strains of Garryowen, the colors of the 1st Cavalry Division were moved onto the field. As part of the reorganization, the 511th Signal Battalion, Support Command, 11th Air Assault Division (Test) was redesignated as the 13th Signal Battalion, Support Command, 1st Cavalry Division (Airmobile).\nWithin 90 days of becoming the Army’s first airmobile division, the First Team was back in combat as the first fully committed division of the Vietnam War. The 13th Signal Battalion arrived in Qui Nhon, Republic of Vietnam, in Mid September 1965 and moved its personnel and equipment overland on Route 19 west to the division base camp at An Khe. They spent the remainder of the year outfitting the base camp with equipment to meet the tactical communications of the division.\nThe 13th Signal Battalion, working with the 8th Engineer Battalion, designed, constructed and equipped a signal complex on the top of nearby Hon Cong mountain which became the communications hub of the northern half of the Vietnam Republic. Access to the construction site was made possible by the use of CH-54 Flying Cranes to move the heavy earth moving equipment. All this was done while construction and upgrading of Camp Radcliff continued.\nThe 13th Signal Battalion teamed up with the information office to provide American Foeces Radio Saigon (AFRS) radio programming to the Skytroopers at Camp Radcliff. Since the AM signal from the Qui Nhon booster station could not be heard by the An Khe Valley, a transmitter and tower were obtained from the AFRS in Saigon. Early in December, AFRS – An Khe, broadcasting at 1,300 kilocycles signed on the air.\nThe battalion’s basic signal systems were given their first full scale combat test in the Plei Me Campaign that took place in Ia Drang Valley in October and November of 1965. The advance communications was located at the division forward command post at Pleiku, which in turn, was in a personnel pod carried by a CH-54 “Flying Crane”. All communications equipment and personnel at the forward communications pod were provided by the battalion. This center was operational 24 hours a day for the duration of the entire operation.\nThe airborne relay was particularly outstanding and very effective. This flying communications van was credited of saving the lives of many who otherwise would have been unable to communicate their needs or calls of distress. The unit consisted of a fixed wing aircraft equipped with two powerful FM radios. The craft would fly an orbit 10,000 feet above the widely dispersed combat units, to pick up and retransmit messages among units which would not otherwise be able to communicate.\nThe communication demands of Operation Paul Revere II precipitated the creation of a rear operation support system. The element was formed from all parts of the signal battalion in order to support the division forward command post. Another system innovation was instituted in the summer of 1966. The plan was to standardize the prewiring of the forward switchboard and produce a telephone directory prior to an operation, thus eliminating much of the confusion previously associated with a move of the division forward command post.\nAn air courier was required to meet and maintain the needs of Operation Thayer. A UH-1 helicopter was placed in a standby mode, with a dependable schedule throughout the campaign. Operation Paul Revere IV ran concurrently with Thayer II. In order to meets the needs of the dual operation, several distinct duplicate nets had to be created.\nA major project for 1968 was the physical improvement of the Hon Cong Mountain facility. The needs for a stable power system was met with two 100 kilowatt generators installed with the aid of a CH-54 “Flying Crane”. During the year the residents of the hill remodeled and reconstructed the entire site. Conex containers, crude bunkers and makeshift shelters were removed and replaced with quonset buildings on concrete pads.\nAt the end of 1969, the nerve center of the divisional signal operation was located at Phuoc Vinh. The rear operations platoon had charge of all signal facilities at rear locations. That included the communications center telephone switchboard and radio network. The hub of the telephone system of the division was set up in a small sandbagged bunker. Four telephone operators presided over the two switchboards of the “Skyking” and “Phuoc Vinh” systems. The “Skyking” telephone was set aside as strictly divisional level command and staff network, while the “Phuoc Vinh” system was integral with the Corps Area Communication System.\nIn addition to the realm of command and control, the battalion also maintained a personal service to every Trooper of the division, known as Military Affiliated Radio Station (MARS). The signalmen dedicated to helping their fellow Soldiers talk to their Families at home. While the anxious solder waited, the Mars station made contact with one of the thousands of private “ham” radio stations in the states. Upon receiving a call, the “ham” would then connect to the local telephone system, completing the telephone call to the Soldiers home.\nAlthough 26 March 1971 officially marked the end of duties in Vietnam for the 1st Cavalry Division, President Nixon’s program of “Vietnamization” required the continued presence of a strong U.S. fighting force. The 2nd Battalion of the 5th Regiment, 1st Battalion of the 7th Regiment, 2nd Battalion of the 8th Regiment and 1st Battalion of the 12th Regiment along with specialized support units as “F” Troop, 9th Cavalry and Delta Company, 229th Assault Helicopter Battalion and 525th Signal Company helped establish the 3rd Brigade headquarters at Bien Hoa. Its primary mission was to interdict enemy infiltration and supply routes in War Zone D.\nBy 31 March 1972, only 96,000 U.S. troops were involved in the Vietnam combat operations. In mid June 1972, the standdown ceremony for the 3rd Brigade was held in Bein Hoa and the colors were returned to the United States. The last Trooper left from Tan Son Nhut on 21 June, completing the division recall which had started on 05 May 1971. With the 3rd Brigade completing their withdrawal, the 1st Cavalry had been the first army division to go to Vietnam and the last to leave.\nThe Modern Cavalry\nOn 5 May 1971, the colors of the 1st Cavalry Division, minus those of the 3rd Brigade, were moved from Vietnam to Fort Hood, Texas. Using the assets of the 1st Armored Division, the 1st Cavalry Division was reorganized, reassigned to III Corps and received an experimental designation of the Triple-Capability (TRICAP) Division. Its mission, under the direction of Modern Army Selected Systems Test, Evaluation and Review (MASSTER) was to carry on a close identification with and test forward looking combined armor, air cavalry and airmobile concepts. The Division consisted of the 1st Armored Brigade, the 2nd Air Cavalry Combat Brigade (ACCB) the 4th Airmobile Infantry Brigade. Division Artillery provided the fire support and Support Command provided normal troop support and service elements. The 13th Signal Battalion continued to provide its air mobile support capability as a part of the “Division Troops”.\nThe main body of the 1st Cavalry Division, at Fort Hood, under the direction of MASSTER, a testing agency created in 1969 to oversee the development of surveillance, target acquisition an night observation equipment, continued to test future concepts of mobility and flexibility on the battlefield. The tests continued for three and a half years were very demanding. When all TRICAP testing was completed, the mission of airmobile anti-armor warfare was transferred to the 6th Cavalry Brigade (Air Combat) collocated at Fort Hood, Texas and on 21 February 1975, the 1st Cavalry Division was reorganized and redesignated to become the newest Armored Division in the Army. In this new designation, the 13th Signal Battalion had to give up its airmobile capability and assume a new role as Signal Battalion in an Armored Division.\nIn 1979 the 13th Signal Battalion exercised its Armored Cavalry capability on maneuvers in West Germany during Return of Forces to Germany (REFORGER). On REFORGER 1983, the 13th Signal Battalion reinforced its mission of providing fast and reliable communications for the 1st Cavalry Heavy Armor Division. Again in 1987, the 13th Signal Battalion deployed to West Germany to provide communications. In October 1987, the 13th Signal Battalion was chosen to test a new nondevelopmental procurement concept in tactical communications by field testing (normally accomplished by the contractor) the new Army Communications System, Mobile Subscriber Equipment (MSE).\nPersian Gulf War, Southwest Asia\nIn August 1990, the 1st Cavalry Division was alerted for deployment to Southwest Asia as part of the joint forces participating in Operation Desert Shield. The focus at that time was the defense of Saudi Arabia against potential Iraqi attack. A factor in the successful execution of the air and ground attacks of the First Team was the timely and reliable distribution of coordinated battlefield command and control information. The mission of the 13th Signal Battalion was to setup, operate and maintain a reliable tactical communications network in the theater of operations of the 1st Cavalry Division. The centerpiece of this activity was an “antenna farm”, erected deep in the Ruqi pocket near the Kuwait border supported by Mobile Subscriber Equipment (MSE), a Corps area communication system that provides secure mobile voice/data/facsimile service.\nOperation Enduring Freedom – 2001\nAfter the attacks of 11 September 2001, the military accelerated plans for the use of joint forces to protect key national assets from terrorist attack. After extensive planning and coordination, elements of 4-5th Air Defense Artillery and 13th Signal Battalion were deployed as a task force to Washington, DC. Over 150 Soldiers arrived to man Sentinel radars, Avengers, and Stinger missiles under the command of First Air Force. The Troopers quickly prepared to engage and destroy any airborne threat declared hostile to the National Capital Region. The Task Force’s operation was the first military defense of Washington since the Anti-Ballistic Missile systems of the 1970s. They remained vigilant and ready to destroy any hostile threat 24 hours a day, 7 days a week.\nIn June 1992, the 13th Signal Battalion continued to extend the technical use of MSE through the incorporation of an OY 4 Retrofit, which gave the division Packet Switching capability for the first time. Subsequently in MEFEX Joint Exercise the battalion established a packet switch network which interfaced with the Air Force, Navy and Marine packet switching networks.\nIn July 1993, the battalion fielded a long haul satellite platoon, providing the division with worldwide communication capability. The “Voice of Command” continues to ride on the wave of the future, focusing on maintaining its standards of training excellence and strides in automation enhancements. The battalion stood ready to fight, while at the same time providing the vital and necessary information networks to the “First Team” anyplace and any time.\nOperation Iraqi Freedom II, 2003 – 2005\nIn January, 2004, the 13th Signal Battalion, as part of the 2nd Brigade Combat team, consisting of over 3,000 troops departed for Iraq. On 31 January the first elements of the 2nd Brigade Combat Team arrived safely in Baghdad after moving overland in a two day journey of 250 miles from Camp Udairi, Kuwait. There was minimal contact with any insurgents and all vehicles made it to Baghdad under their own power.\nThe first echelon of units, comprising of nearly 3,000 Soldiers, are being billeted at the first of eight bases on the city’s outskirts, Camp Victory North, near the Baghdad International Airport which covers over 1,000 acres and is capable of housing between 25,000 and 30,000 troops. This camp was the homebase for the 2nd Brigade Combat Team, some divisional units, and most of the supporting FORSCOM units.\nTask Force 1-5, consisting of “A” Company, 2nd Battalion, 12th Cavalry, “HHC”. “B” and “C” Company, 1st Battalion, 5th Cavalry, “A” Company, 15th FSC plus 13th Signal Battalion and 312nd MI detachments, soon relocated their operation base about 12 kilometers to Banzai Patrol Base in order to provide a more strategic coverage to several critical structures and organizations such as the Kadhum Shrine which is the third holiest shrine in Iraq.\nOn 23 March, 2005, completing their tour of duty, additional units of the 13th Signal Battalion, 2nd Battalions, 7th Cavalry and 5th Cavalry Regiments arrived home to Ft. Hood were well received at Cooper Field by a screaming crowd of Family and friends.\nArmy Modular Forces – 2005\nFollowing the long series of assignment for the 1st Cavalry Division – the 13th Signal Battalion was inactivated at Fort Hood, Texas on 15 July 2005 as part of task of reorganizing and realigning the manpower and equipment resources of the 1st Cavalry Division into the Army Matrix of Modular Forces.\nInformation compiled and composed by William H. Boudreau\nLineage and Honors of the 2nd Battalion, 19th Field Artillery\nLineage of the 2nd Battalion, 19th Field Artillery\nConstituted 1 July 1916 in the Regular Army as Battery B, 19th Field Artillery. Organized 1 June 1917 at Camp Wilson, Texas (19th Field) Artillery assigned 12 December 1917 to the 5th Division (latter redesignated as the 5th Infantry Division). Inactivated 6 September 1921 at Camp Bragg, North Carolina. Activated 3 December 1934 at Fort Benjamin Harrison, Indiana.\nReorganized and redesignated 1 October 1940 as Battery B, 19th Field Artillery Battalion. Inactivated 20 September 1946 at Camp Campbell, Kentucky. Activated 15 July 1947 at Fort Jackson, South Carolina. Activated 1 March 1951 at Indiantown Gap Military Reservation, Pennsylvania. Inactivated 1 September at Indiantown Gap Military Reservation, Pennsylvania. Activated 25 May 1954 at Augsburg, Germany. Inactivated 1 June 1957 at Fort Ord, California and relieved from assignment to the 5th Infantry Division.\nRedesignated 15 October 1957 as Headquarters and Headquarters Battery, 2nd Howitzer Battalion, 19th Artillery, assigned to the 1st Cavalry Division, and activated in Korea (organic elements concurrently constituted and activated). Redesignated 1 September 1963 as the 2nd Battalion, 19th Artillery. Inactivated 2 April 1971 at Fort Lewis, Washington. Redesignated 1 September 1971 as the 2nd Battalion, 19th Field Artillery. Activated 20 April 1974 at Fort Hood, Texas. Inactivated 30 March 1979 at Fort Hood, Texas.\nHonors of the 2nd Battalion, 19th Field Artillery\nCampaign Participation Credit\n|World War I\nLorraine 1918World War II\nCentral EuropeVietnam War\nCounteroffensive, Phase II\nCounteroffensive, Phase III\nCounteroffensive, Phase IV\nCounteroffensive, Phase V\nCounteroffensive, Phase VI\nCounteroffensive, Phase VII\n|Presidential Unit Citation — 23 Oct – 26 Nov 65, DAGO 40, 67\nValorous Unit Award — 1 May – 29 Jun 70, DAGO 43, 72\nRepublic of Vietnam Gallantry Cross w/Palm — 9 Aug 65 – 19 May 69, DAGO 59, 69; May 69 – Feb 70, DAGO 11,73, amended DAGO 42, 72; 21 Feb 70 – 28 Feb 71, DAGO 42, 72\nRepublic of Vietnam Civil Actions Honor Medal, FC — 1 Jan 69 – 1 Feb 70, DAGO 42, 72\nValorous Unit Award — 6 May 69, DAGO 39, 70\nArtillery Liaison Section\nDetachment of thirteen (13) personnel of the 2d Battalion\nHighlights - CTA\nGhosts of Fallujah\nGhosts of Fallujah (written by Coley D. Tyler) is a first person account of the Second Battalion, Seventh Cavalry’s participation in the Second Battle of Fallujah, the largest single engagement of the Iraq War and the largest urban battle since Hue in 1968. A First Marine Division operation, it was spearheaded by one of the […]\nPublic Request for Division Assets (Band/Horse Cav Detachment/Honor Guard)\nNeed to request a Division asset: the Band, Horse CAV Detachment, or Honor Guard? Fill out the provided DD Form 2536 and email it to: SFC Kristin M. Chandler at firstname.lastname@example.org. If you have any questions about filling out the form call SFC Chandler at 254-288-2601. DD2536 Asset Request Form", "label": "No"}
{"text": "Lake outburst with seismometers listening to the flood\n- © Kristen Cook\nOn July 5, 2016, a devastating wall of water gushed down the Bhotekoshi/Sunkoshi River in Nepal. It came from a lake that had been dammed by a glacial moraine but the dam broke and discharged more than 100,000 tons of water all at once. An international team of GFZ and Nepali scientists was able to record the sudden outburst with seismometers deployed the year before in the wake of the catastrophic Ghorka earthquake in April 2015.\nIn a study published in SCIENCE, the authors argue that such major flood events have a greater impact on erosion rates than the annual monsoon rainfalls. The reason is that the water masses mobilize large boulders and coarse sediments that usually protect the riverbed, even under monsoon-type floods during which those large boulders remain stable. \"Erosion rates may be strongly influenced by non-climatological drivers such as earthquakes and the climatic factors that affect the size and distribution of glacial lakes\", the authors write in their paper.\n- Left : View of the Bhotekoshi River in October 2015, before the 2016 GLOF, downstream of the Tatopani Observation Deck. Right : View of the Bhotekoshi River in November 2016, after the 2016 GLOF, downstream of the Tatopani Observation Deck. © Kristen Cook\nKristen Cook, member of Niels Hovius’ team at the GFZ and first author, visited the valley before and after the flood. Several lucky circumstances surrounded the event : The flood occurred in the evening when people were around their homes home but not asleep, and it was so powerful that it caused to ground to shake, says Kristen. She talked with two local residents who felt and heard the flood approaching. The younger one told her that he had thought of an earthquake but his elder companion remembered another flood from 1981 and urged to climb away from the river. Other people reacted similarly and fled in time so no people were hurt. However, there was substantial damage to infrastructure, bridges were destroyed as well as hydro-power stations and roads. From the scientists’ point of view, the researchers were lucky to have deployed seismometers in the valley well before the flood occurred.\n- Top left : GLOF damage on the Nepalese border. The damage to the Chinese government buildings is visible on the right side of the river, while the cut off road leading to the Nepalese-Chinese Friendship Bridge is visible on the left side. Credit : Kristen Cook\nTop right : The Upper Bhote Koshi Hydroelectric Project intake dam, which was seriously damaged by a July 2016 glacial lake outburst flood. Credit : Kristen Cook\nBottom left : Aftermath of a landslide near Tatopani, Nepal, triggered by a July 2016 glacial lake outburst flood. Credit : Christoff Andermann\nBottom right : GLOF erosion caused the collapse of many buildings in Kodari and left others precarious perched above the river. Credit : Kristen Cook\n\"With this seismic network, we observed not one wave, but two !\", notes Florent Gimbert, researcher at IGE Grenoble. The first wave was essentially made out of water, and propagated downstream at a staggering speed of 30 km / h, which is about 10 times faster than regular flow in such a river setting. The second was instead essentially made out of rocks and coarse sediments mixed with water, and propagated downstream at a slower pace, although still at the particularly high speed of 18 km / h. \"This second wave was the most energetic and probably responsible for the destabilization of the river bed and banks“.\nFrom these seismic observations, the researchers also show that the sediment transport in the river remained abnormally strong (up to 30 times stronger than normal) for several weeks after the flood. This recrudescence of transport materializes a non-equilibrium dynamic that shows that rivers keep in memory past extreme events. This component will have to be taken into account in erosion models. In view of the unique contributions of seismology to study these phenomena, a new project named SEISMORIV, led by Florent Gimbert, was funded by the National Research Agency. It aims to better understand the seismic signal generated by extreme flood events, so as to better assess their impacts in the context of global warming.\nCook KL, Andermann C, Gimbert F, Adhikari BR, Hovius N (2018) Glacial lake outburst floods as drivers of fluvial erosion in the Himalaya, Science. doi : 10.1126/science.aat4981.\nLocal scientific contact\nFlorent Gimbert, IGE/OSUG | florent.gimbert univ-grenoble-alpes.fr | 04 76 82 42 11\nThis article has been published by CNRS-INSU", "label": "No"}
{"text": "Back in the early 1940s when the U.S. Department of Defense was looking for some remote corner of nowhere to work on the Manhattan Project, maybe Texans were just a bit hurt that none of the out-of-the-way corners of our state (ahem -- the Panhandle) got picked.\nAlas, Texas wasn't even on the list, though the folks in Oak Ridge, Tennessee, were more fortunate -- the federal government seized 56,000 acres of land and tossed the people living on it out for next to nothing so they could build a production facility.\nNo, instead of going Texan, Oppenheimer and his gang decided to go off and develop the atomic bomb in Los Alamos, New Mexico. They picked the spot because of the dry desert scenery (with the Sangre de Cristo Mountains right out the window, it was a spot right out of a John Ford western) and went to work on the bombs that would obliterate Hiroshima and Nagasaki, and pretty much end World War II, according to some.\nAnd Texas didn't get even a tiny piece of the glory, though they did consider using Padre Island as a site to test the first bomb, so we almost had that feather in our cap.\nInstead, Oppenheimer and company built some bunkers in New Mexico, created and blew up the bombs and then went and made history by using them on real people (check out John Hersey's Hiroshima if you want to get a feel for the true horrific experience of what it was like for the people who actually got the atomic bomb dropped on them). When you are working with the stuff of nuclear warfare, there's always nuclear waste. Since the project was based in Los Alamos, a whole bunch of the nuclear waste from the project and general nuclear testing was buried in the ground and kept in big old barrels at the Los Alamos laboratories in that little corner of New Mexico.\nWhich was all fine and basically dandy, until June 2011 when a massive wildfire got extremely close to those barrels of plutonium-contaminated waste, causing officials to start monitoring the situation intently, according to the Associated Press. You know, because when you've got a whole bunch of nuclear waste, it's generally not a great idea to set the stuff on fire. Firefighters managed to avoid that situation (thus probably avoiding creating unexpected superheroes or, you know, just wreaking cancerous havoc on anyone who happened to breathe in the stuff), and after that, New Mexico environmental officials decided they'd had enough of being the special chosen nuclear place. Last year, they made a deal with the folks over at Los Alamos to get rid of the nuclear waste by January 2014, AP reported.\nBut where is this nuclear waste headed? Well, Texas didn't get to learn how to stop worrying and love the bomb way back in the day, but the Lone Star State finally gets to play a part in the epic of the A-bomb.\nIf you like this story, consider signing up for our email newsletters.\nSHOW ME HOW\nYou have successfully signed up for your selected newsletter(s) - please keep an eye on your mailbox, we're movin' in!\nA couple of years back, Waste Control Specialists LLC, a Dallas-based disposal outfit -- of course they're from Dallas -- became the first company in 30 years to get a license to treat, store and dispose of low-level radioactive waste. Then, in 2011, the Texas Low Level Radioactive Waste Disposal Compact Commission voted to allow the company to start accepting nuclear waste from 36 other states.\nThe facility (that's a nice word for dump) is located in West Texas (the region, not the city) about five miles outside the little town of Andrews. The imported waste is buried in concrete containers 30 to 100 feet below the ground, in a vein of red clay that is supposed to keep the nuclear contents from spilling or shifting or generally sloshing around. Once the containers are full, they get buried out in that Texas soil, and there they'll stay, becoming less radioactive in a process that takes a really long time (high-level waste can take thousands of years, according to the Nuclear Regulatory Commission.)\nAnd now, after decades since that first little snub over where to locate the lab for atomic research, it looks like New Mexico is finally going to share some of that historical stuff with Texas, namely the Los Alamos nuclear waste. We know that it's a real sacrifice for New Mexico to part with it -- heck, one good wildfire could have given the whole state superhero powers -- but Texans, especially the ones out in West Texas who will be closest to the site, sure are grateful to finally be a part of all this.\nMaybe the folks over in Roswell will send us some of their aliens next. Considering we didn't even get a space shuttle, that's probably a pipe dream, but fingers crossed.", "label": "No"}
{"text": "int define (string name, mixed value [, int case_insensitive])\nDefines a named constant, which is similar to a variable except:\nConstants do not have a dollar sign '$' before them;\nConstants may be accessed anywhere without regard to variable scoping rules;\nConstants may not be redefined or undefined once they have been set; and\nConstants may only evaluate to scalar values.\nThe name of the constant is given by name; the value is given by value.\nThe optional third parameter case_insensitive is also available. If the value 1 is given, then the constant will be defined case-insensitive. The default behaviour is case-sensitive; i.e. CONSTANT and Constant represent different values.\nExample 1. Defining Constants\n<?php define (\"CONSTANT\", \"Hello world.\"); echo CONSTANT; // outputs \"Hello world.\" ?>\nDefine() returns TRUE on success and FALSE if an error occurs.\nSee also defined() and the section on Constants.", "label": "No"}
{"text": "Human neutrophils are mobile cells that will quickly migrate to sites of injury to help fight infection. They are attracted there by chemical signals released by other cells of the immune system or by invading microbes.\nIn this experiment substance is released from micropipette that makes the neutrophils polarize and move towards that location.\n- Tuesday, June 12, 2007\n- Category: Biology\n- Viewed: 59456 times", "label": "No"}
{"text": "Editor's Note: This is the latest in a series of analyses from STRATFOR on personal security issues. In an Aug. 10 analysis, \"Safeguarding Personal Information in the Wireless Age,\" STRATFOR discussed the fact that wireless communication, though convenient, brings with it a threat to privacy. Although there is no way to completely guard against electronic eavesdroppers, steps can be taken to minimize the risk. Even in the physical world, snoopers can steal and read the private mail of others. They also can steal briefcases, tap phones and bug offices. These types of activities, however, are much more invasive, require more effort and leave more evidence than wireless snooping. Because wireless communication involves broadcasting information over a radio signal, wireless snooping can be done from a distance, is very non-invasive and almost effortless. Take as a simple example the case of a person sitting in a Starbucks reading a business document or a private letter. Someone would have to look right over that person's shoulder in order to discover its contents, which of course would not go unnoticed. Were the person reading that same document or letter in an unencrypted e-mail message, someone sitting all the way across the shop could read the letter — and no one would be the wiser. Our Aug. 10 article discussed vulnerabilities in the use of analog cellular and cordless phones. Quite frankly, those who do not want the entire world to be able to listen into their conversations should get rid of their analog cell and cordless phones. Also, if their cellular provider does not have a 100 percent digital network — there most often is a \"D\" on the phone's screen that shows a phone is operating on a digital network — one must assume that anyone can listen in. Even digital phones can be compromised, but the eavesdroppers must be determined professionals. The measures required to secure a wireless data network depend on whether the hookup is a personal or a public one. Networks in the home or office should be made as secure as possible — keeping in mind that no network or PC connected to the Internet can ever be considered totally secure. Wireless networks share the same vulnerabilities as hardwire networks — meaning all those vulnerabilities must be addressed as well. Some users may find it useful to consult an IT professional, although there are a few simple steps one can take to harden his or her personal system:\nTurn off SSID broadcasting. By default, wireless routers will broadcast the name of a person's network. The owner knows the network is there and they have its name, so it is not necessary to broadcast it for the word to see.\nUse encryption. WEP and even the newer WPA encryption can be hacked, but it will be one more obstacle for hackers to get past before getting into a network. Good password protocols also must be followed.\nEnable the firewalls on routers and PCs. There are also some very good commercial firewall programs that help protect networks and computers, such as the firewall that comes free with Microsoft's Windows XP. Also, just like on hardwire network, security patches must be downloaded, and the computers must have updated anti-virus and anti-spyware software installed and activated.\nReduce broadcast strength. The signal only needs to be able to reach the area or areas where a person works on his or her computer. Reducing the signal strength reduces the chance of someone from the outside, such as a hacker, getting a strong enough signal to connect to the network. Wireless network hookups in airports, hotels and coffee shops have their own vulnerabilities. A person going to stratfor.com or looking up baseball scores on an unsecured public network is not facing a high security risk. Those who are working with sensitive information or reading private e-mail, however, should use encryption to protect their privacy. Many corporate users use VPN (virtual private network) technology on all their laptops, which provides a secure shell around all the data on their Internet connections. Those who do not have VPN can protect their privacy by using a Web e-mail provider that uses SSL (secure socket layer) encryption. A padlock icon in the bottom right corner of a browser window and usually an https at the beginning of the Web address indicate the data is being encrypted. Several companies offer SSL-encrypted Web e-mail — some for free. Bluetooth-enabled devices, such as PDAs and cell phones, also are vulnerable to information theft. It is not uncommon to find people in public places with their Bluetooth devices set to \"discoverable\" and their security protocols set so low that one can \"pair\" his or her device to theirs and read their files without them knowing it. With a cell phone, the snooper might only be able to access a person's address book and call logs. PDAs, however, often contain much more sensitive information — such as social security numbers, passwords, bank and credit card account and PIN numbers, for example — that can be ripe for the taking. The best defense against information theft from a PDA is not to enter sensitive information into such a device in the first place. If the information must be readily accessible in a PDA, the device should be set to the non-discoverable state, and turned back to discoverable only for transferring files. Even then, files should be exchanged only with a person one knows. For further protection, anti-virus software should be installed on a PDA, its operating system regularly updated with the latest security patches. Finally, it is important to take the time to read the owner's manual to learn how to turn the Bluetooth on and off, how to securely pair with other devices and how to adjust the security settings. There is no simple solution for protecting personal privacy in the wireless age. Those who take all the steps necessary to keep snoopers from peering over their electronic \"shoulder,\" however, are far more secure than those who do not. When running from a bear, one need not run faster than the bear — just faster than the next person. Hackers often will go for the easiest mark.", "label": "No"}
{"text": "“On the first lot south of the west end of the Mississippi River bridge (1914) was a shed-like building in which were kept such items as shingles, cement, building paper rolls and millwork by the Sartell Brothers.\nDirectly in front of that building and standing on the edge of the street, was the township scale. Except for an upright enclosure about five feet high three feet wide and a foot or so thick to protect the actual weight display mechanism, it consisted of a street-level platform, below which were the levers, rods, springs and the like which responded to weights driven onto the platform. This paraphernalia was accessible for servicing and cleaning by an opening in the base of the above-mentioned weight display mechanism structure. The platform mechanism was housed within a concrete foundation about four feet in depth.\nAs an official weigh master, C.F. Sartell could readily leave his tasks in the Sartell Brothers office and store building, step across the street and handle the weighing jobs of farmers, contractors, ice haulers and others. Should it be necessary, he could then issue weight receipts, gross and net.\nSome of the first weights measured and recorded using that scale were for crops such as potatoes, hauled in by horse-drawn wagon. Later, trucks and trailers of many sizes and loaded with other farm produce, building materials, soil and gravel, to mention but a few materials, were weighed on the platform. This scale saw service for many years, at least until World War II.\nOne memory of the scale is that when we chanced to walk across the platform we couldn’t resist making it glide the inch or so of play its mechanism had built into it. This also produced a variety of low-level clanking from the working parts. Added by Rip Jr. : We would love to crawl under the scale and look up through the cracks in the scale to see the trucks and cars drive on it and watch the weighing mechanisms move and clatter. It was also a great place to hide and to read magazines.”\nThis is a direct quote from the book History of Sartell, Minnesota Lumber, Paper, Valves and Progress A Century of Progress Welcoming a Century of Promise. Page 184", "label": "No"}
{"text": "The a in the first syllable is like the a in cat, bat and sat. The ea is like the ee in bees, sees and cheese. The s sound like the z in zoo and zip and the a that follows is like the a in china the final ce is like the s in sip and sit. The word is pronounced mal – fee zens, with the stress on the second syllable.\nMalfeasance is a legal term and is is mostly used in formal contexts to refer to the dishonest and illegal behaviour of public officials.\n• Several cases of malfeasance by the higher ups with in the party were never investigated.", "label": "No"}
{"text": "What is the EU Digital Single Market?\nIt is a market which ensures the free movement of persons, services and capital, the fair competition, as well as consumer and data protection for individuals and companies carrying out activities online and participating in cross-border e-commerce transactions.\nWho can benefit from the Digital Single Market?\n- In a nutshell, practically everybody can benefit from the implementation of the EU Digital Single Market.\nBelow you can find some examples:\n- SMEs and start-ups\n- Established businesses\n- The creative sector (artists, musicians, film producers etc.)\n- Consumers from the EU member states, as well as from third countries.\nWhat is the Digital Single Market strategy?\nOn the 6th of May 2015, the EU Commission adopted 16 initiatives/measures, within the frame of the Digital Agenda for Europe. The measures that are expected to be implemented by the end of 2016 are based on the following three pillars:\n- Better online access to digital goods and services;\n- Creation of a propitious environment for digital networks and services;\n- Maximization of the growth potential of the digital.\nIn detail, what do these measures/initiatives include?\n- Legislative proposals aiming to facilitate cross-border e-commerce transactions (i.e. proposal of contract rules between businesses and consumers);\n- Review of the Regulation on Consumer Protection Cooperation;\n- Implementation of more efficient and affordable parcel delivery measures;\n- Legislative suggestions to end unjustified geo-blocking (forced redirection to other websites with different prices etc.);\n- Identification of potential antitrust/competition issues in the e-commerce sector;\n- Modernization of the copyright regime (to ensure enforcement of intellectual property rights online etc.);\n- Review of the Satellite and Cable Directive, to handle issues regarding cross-border broadcasting etc.;\n- Reduction of administrative burden, caused by different VAT regimes;\n- Legislative proposals to amend the current EU telecoms rules;\n- Review of the audiovisual media framework;\n- Analysis of the role of online platforms (including ways to fight the distribution of illegal content etc.);\n- Data protection (review of the e-Privacy directive);\n- Measures in the area of cybersecurity;\n- Proposal of a “European free flow of data initiative”, to encourage free movement of data, as well as the launch of a European Cloud;\n- Definition of priorities for “standards and interoperability” in areas of public interest such as e-health, transport planning, energy and others;\n- Support and promotion of an inclusive digital society, where citizens have all the necessary skills to seize all the available opportunities, as well as the creation of an e-government, which shall promote a “single digital gateway” integrating and connecting the national business registers.\nAnd what about Cyprus?\nCyprus is an active participant in the realization and implementation of the EU objectives in this area. The EU Digital Single Market “can create opportunities for new startups and allow existing companies in a market of over 500 million people”. As a result, companies are encouraged to establish and/or expand their business in Cyprus, as a gateway to the EU Digital Single Market. Thereby, such companies can benefit from the opportunities the digital economy and the e-commerce sector can offer, while taking advantage of a favorable tax regime.\nFor further information and/or advice on how you can benefit, you can get in touch with our lawyers and tax consultants.", "label": "No"}
{"text": "Research shows that the education of children in residential care is generally poor, in terms of both process and outcome. This has highlighted the uncertainty over how best to educate these children and a pessimism over what they can achieve. Drawing upon the findings of an evaluation of a children's home, this paper argues that children in residential care can have good educational outcomes. It also shows that it is possible to identify the processes by which these outcomes can be brought about. However, this largely positive assessment is predicated upon education being defined broadly in respect of 'process' and 'outcome'. Moreover, it is important not to underestimate the formidable challenges inherent in this work. While the multi-agency nature of this work gives rise to one of the most significant, it has to be recognized that responsibility for the education of children in residential care falls primarily to children's homes. If children's homes are to meet the increasing expectations that are being made of them, national and local government will have to undertake a radical transformation of residential childcare, especially in terms of attitudes towards, and resources invested in, this sector. Central to this is the establishment of a qualified and properly supported workforce.", "label": "No"}
{"text": "Visual trickery key to luring lover\nA new study claims male bowerbirds deliberately decorate their bowers to make themselves look larger to females.\nIf correct, the discovery makes them the only animal besides humans, known to create a scene with altered visual perspective - constructed for viewing at a particular angle.\nWriting in the journal Current Biology, evolutionary ecologist Professor John Endler from Deakin University in Geelong says he noticed a consistent geometric size pattern while studying a species called the great bowerbird (Chlamydera nuchalis).\n\"It appears the male creates a staged scene, only visible from the point of view of their female audience,\" says Endler. \" He places white and grey pebbles, bones, and shells in the court ... putting smaller objects near the front and larger ones further back.\"\n\"If you move stuff around, he'll move it back, not to the same spot as some reports claim, but certainly to the same distance from the front of the court.\"\nBowerbird males are well known for making elaborate constructions, lavished with decorative objects, to impress and attract mates.\nThe males construct bowers with an avenue approximately 60 centimetres long with a floor and walls made of sticks opening out to a court.\nAs part of the mating ritual, the female stands in the avenue watching the male displaying in his court.\nEndler, who conducted the research with colleagues Dr Lorna Endler and Natalie Doerr, says this staged scene only works from one viewing angle, which happens to be the avenue.\nAssuming the birds see things essentially the same way we do, that forced perspective could lead females to \"perceive the court as smaller than it is and therefore perhaps perceive the male as larger than he is,\" he says.\n\"It could make him look like a better catch or it might just make him easier to see against the background.\"\nPrevious research has shown colour is important to bowerbirds. Endler says great bowerbirds prefer white and grey objects, followed by stronger colours like green and red.\n\"Interestingly they really seem to dislike yellow. That could be because they have a yellowish tinge on their chests, so they're looking for a contrast to make them stand out,\" he says.\n\"Satin and regent bowerbirds like blue and yellow, which is why you see things like blue clothes pegs in their bowers. In the days before blue plastic they decorated their bowers with blue feathers and fruits like blue quandong.\"\nEndler says it's too early to say whether the male has empathy for the female perspective.\n\"He spends 70% of time arranging the bower, so it could just be a case of decorating the bower to suit his own tastes rather than doing it to impress the females.\"\nThe researchers are now conducting experiments using motion-activated cameras to test whether the size gradients are also related to mating success.", "label": "No"}
{"text": "最近，日本語でもアンガー・マネジメントという表現を聞くようになった．英語の anger management は，COBUILD English Dictionary によると \"a set of guidelines that are designed to help people control their anger.\" とある．関連する本の出版や講習会の宣伝も耳に入ってくる．確かに怒りっぽいのは人生の損だと私も思っているが，自分自身がうまくコントロールできているかははなはだ心許ない．本を読んだり，コースに通ったりするほどではないものの，関心はあるので緩くアンテナを張っていたら，Francis Bacon (1561--1626) の Essays (1597) をペラペラめくっている最中に，「怒りについて」の文章を見つけた．考えてみれば確かに Bacon が取り上げそうなテーマだ．\n案の定，読み惚れる名文である．あらためて Bacon の文章は見事な英語の散文だと思う．こういう文章をじっくり読む授業は必要かもしれない．読み慣れないと難しく感じるだろうが，精読に最適である．英語史的に読んでも初期近代英語の散文はいろいろとおもしろい．\nOf Anger[ 固定リンク | 印刷用ページ ]\nTO SEEK to extinguish anger utterly, is but a bravery of the Stoics. We have better oracles: Be angry, but sin not. Let not the sun go down upon your anger. Anger must be limited and confined, both in race and in time. We will first speak how the natural inclination and habit to be angry, may be attempted and calmed. Secondly, how the particular motions of anger may be repressed, or at least refrained from doing mischief. Thirdly, how to raise anger, or appease anger in another.\nFor the first; there is no other way but to meditate, and ruminate well upon the effects of anger, how it troubles man's life. And the best time to do this, is to look back upon anger, when the fit is thoroughly over. Seneca saith well, That anger is like ruin, which breaks itself upon that it falls. The Scripture exhorteth us to possess our souls in patience. Whosoever is out of patience, is out of possession of his soul. Men must not turn bees;\n. . . animasuque in vulnere ponunt.\nAnger is certainly a kind of baseness; as it appears well in the weakness of those subjects in whom it reigns; children, women, old folks, sick folks. Only men must beware, that they carry their anger rather with scorn, than with fear; so that they may seem rather to be above the injury, than below it; which is a thing easily done, if a man will give law to himself in it.\nFor the second point; the causes and motives of anger, are chiefly three. First, to be too sensible of hurt; for no man is angry, that feels not himself hurt; and therefore tender and delicate persons must needs be oft angry; they have so many things to trouble them, which more robust natures have little sense of. The next is, the apprehension and construction of the injury offered, to be, in the circumstances thereof, full of contempt: for contempt is that, which putteth an edge upon anger, as much or more than the hurt itself.\nAnd therefore, when men are ingenious in picking out circumstances of contempt, they do kindle their anger much. Lastly, opinion of the touch of a man's reputation, doth multiply and sharpen anger. Wherein the remedy is, that a man should have, as Consalvo was wont to say, telam honoris crassiorem. But in all refrainings of anger, it is the best remedy to win time; and to make a man's self believe, that the opportunity of his revenge is not yet come, but that he foresees a time for it; and so to still himself in the meantime, and reserve it.\nTo contain anger from mischief, though it take hold of a man, there be two things, whereof you must have special caution. The one, of extreme bitterness of words, especially if they be aculeate and proper, for cummunia maledicta are nothing so much; and again, that in anger a man reveal no secrets; for that, makes him not fit for society. The other, that you do not peremptorily break off, in any business, in a fit of anger; but howsoever you show bitterness, do not act anything, that is not revocable.\nFor raising and appeasing anger in another; it is done chiefly by choosing of times, when men are frowardest and worst disposed, to incense them. Again, by gathering (as was touched before) all that you can find out, to aggravate the contempt. And the two remedies are by the contraries. The former to take good times, when first to relate to a man an angry business; for the first impression is much; and the other is, to sever, as much as may be, the construction of the injury from the point of contempt; imputing it to misunderstanding, fear, passion, or what you will.", "label": "No"}
{"text": "The words express a heartfelt longing for the joys of heaven – a happiness to be shared in a future moment of meeting. The ecstasy of this moment is certainly underlined by the soprano solo, with the repetition of key words ‘mane’, ‘gaudia’ and ‘conventus’ deepening the intensity of the yearning for bliss.https://www.patrickhawes.com/2016/12/01/quanta-qualia/\nIn philosophy and certain models of psychology, qualia (/ˈkwɑːliə/ or /ˈkweɪliə/; singular form: quale) are defined as individual instances of subjective, conscious experience. The term qualia derives from the Latin neuter plural form (qualia) of the Latin adjective quālis (Latin pronunciation: [ˈkʷaːlɪs]) meaning “of what sort” or “of what kind” in a specific instance, such as “what it is like to taste a specific apple, this particular apple now”.\nExamples of qualia include the perceived sensation of pain of a headache, the taste of wine, as well as the redness of an evening sky. As qualitative characters of sensation, qualia stand in contrast to “propositional attitudes“, where the focus is on beliefs about experience rather than what it is directly like to be experiencing.https://en.wikipedia.org/wiki/Qualia", "label": "No"}
{"text": "Ukraine: Hepatitis C Most Often Detected in Potential Donors' Blood\nJune 5, 2013\nVasyl Novak, director of Ukraine's Institute of Blood Pathology and Transfusion Medicine of NAMS, recently reported during a roundtable on \"Infectious Safety of Donor Blood and Its Components in Ukraine\" that hepatitis C is the most commonly detected virus found in the blood of potential donors in Ukraine. Negating the common misconception that infections are spread through blood donation, Novak explained that the institute often identifies individuals with infections through the blood donation process. Citing statistics for 2012, Novak reported that blood screening led to the institute rejecting 1,054 liters of donor blood due to HIV detection; 1,161 liters due to hepatitis B detection; 1,619 liters due to syphilis detection; and 3,024 liters due to hepatitis C detection.\nThis article was provided by CDC National Prevention Information Network. It is a part of the publication CDC HIV/Hepatitis/STD/TB Prevention News Update.\nAdd Your Comment:\n(Please note: Your name and comment will be public, and may even show up in\nInternet search results. Be careful when providing personal information! Before\nadding your comment, please read TheBody.com's Comment Policy.)", "label": "No"}
{"text": "The development of internet technologies has been constantly changing the process of learning a foreign language, but are you sure that you use a maximum of the available online tools?\nPlease find below a useful checklist for Mandarin learners who are familiar with hi-tech. Take advantage of the WWW by using its “treasures” in your studies!\n1. Online dictionaries\nThe invention of online dictionaries and electronic translators was some kind of “revolution” for all people in the world. However, they are particularly useful for those studying Mandarin.\nMany foreigners prefer not to learn Chinese characters, and this causes a certain complexity in usage of printed dictionaries. While using online dictionaries, the only thing you should do to get the meaning and “pinyin” is to copy and paste a character. Some dictionaries even provide animation of the stroke order that allows you to learn writing easily.\n2. Online libraries and textbook collections\nThere are lots of online libraries and websites where you can browse textbooks for free. Some publishing houses and authors run their own websites where you can read some chapters and figure out whether you want to buy the book or not. It doesn’t matter where you live – you always have access to an enormous amount of stuff. Later, you can buy them on Amazon or other online bookstores.\n3. Social media\nIf you need to boost your vocabulary and knowledge of grammar, there is no better resource than Mandarin-related pages on Facebook and similar regional networks. They are often run by native speakers and professional teachers, so you can really get many advantages for free.\nSubscribe to as many theme pages as you can find. After that, their posts will appear in your news feed on a regular basis. Surprisingly, spending just 5 minutes per day may boost your proficiency in Mandarin.\nMore advanced learners may find Weibo and other Chinese social media websites handy. There you can find native speaking friends to practice your speaking and comprehension skills.\nIf you still hesitate to contact native-speakers, try your hand at theme groups on Facebook. There you can get advice from other students and experienced teachers.\n4. Language exchange resources\nMaking a pen pal is a romantic but out-of-fashion way to train your language skills. There are still websites where you can find a friend for traditional mail exchange (Penpalsnow, InterPals Penpals). However, they are in strong competition with special networks for language exchange. On iTalki, Livemocha, and similar resources, you can find a Chinese friend who will help you to practice Mandarin.\n5. Tools for improving writing skills\nWriting is a tricky part of learning Mandarin. To make good progress, try Lang-8.com, or any other website where native speakers correct your posts. It is difficult to overestimate the value of native speakers’ feedback on your piece of writing.\n6. One-to-one lessons via Skype\nLanguage exchange is very beneficial, but its big disadvantage is inconsistency. Those aiming to achieve high proficiency in Mandarin really need the help of a professional teacher. Thanks to Skype, and other similar software, you can connect with your tutor from any place on the planet.\nThere are two options – either hire a private tutor or take lessons in an online school. Hiring a teacher on Touch Chinese, AllMandarin, etc. is a very flexible way to learn, since you deal with one person and do not pay extra money. Online schools charge more, but they can provide a substitution if your teacher is absent. After all, buying a package of classes is a very good motivation: you have already paid quite a big sum, so you need to carry on learning!\n7. Use interactive languages courses\nChinesepod provides a great collection of interesting discussions and dialogues, as well as the possibility to learn new words and grammar. There are many interactive exercises that let you check yourself. I also like Busuu for adding elements of games and interactivity into the learning of Mandarin. This helps to stay involved in studies for a longer period of time. Some websites are integrated with Facebook, so you can share your results with your friends on social networks.\n8. Online flashcards\nYou can either make your own or use other people’s materials. The YellowBridge website has a big collection of flashcards from various textbooks. They are sorted carefully and may be browsed very quickly. Quizlet is a funny way to create your own cards and share them with your classmates and other people who learn Mandarin.\n9. Download mobile app for learning Mandarin to your mobile device\nDon’t waste time when commuting back and forth! If you have a mobile device, use apps for learning Mandarin. There is a vast diversity of applications that allow you to review vocabulary and grammar when you have spare time. Download them to your tablet or smartphone and enjoy learning instead of procrastination. (Learn How to Study Chinese Bigrams with WCC Bigrams App)\n10. Google search to check collocations\nTo write Mandarin well, it is not enough to know many words. It is also necessary to make right collocations and sentences. For example, say you are not sure about the usage of a noun and an adjective together. In this case, you can use …Google search. Add quotation marks around a collocation to tell Google to match that word precisely. See how many times it is used. For commonly used collocations and phrases, the number is usually impressive.\n11. Online shopping: browse your favorite goods and learn new words along the way\nYou can make learning new words in Mandarin a bit more interesting and fun. Create your own vocabulary list based on new words found on e-commerce websites. The multiple images and a very well-structured intuitive interface of online shops are very handy. Here is how I have created a list of words for bags:\n12. Google Images\nHave you already realized the importance of visualization in learning vocabulary? Use Google Images to memorize new words. For advanced learners, this resource has a particular value for more precise translation of uncommonly used lexics.\n13. Check pronunciation with special websites\nIf you are not sure in your pronunciation, use Google Translate or websites where you can listen to how a certain word should be pronounced.\n14. Use multiple tools for learning writing in Mandarin\nSkritter is one of the best in the collection of tools for learning how to write Chinese characters. When learning writing with your online teacher, use twiddla.com (an online board where you can write simultaneously and your partner will see what you are writing).\n15. Listen to the radio and podcasts\nComprehension skills must be trained every day. The more you listen to Chinese speech, the more you understand. Choose your favorite podcast, or listen to the radio in Mandarin. Thanks to internet technologies, you have a large choice of channels and programs.\n16. Watch videos with or without subtitles\nOn the web, you can find lots of videos and movies. Watching them helps you to improve comprehension skills. Subtitles are handy not only for understanding the meaning of the video but also for memorizing Chinese characters. This makes YouTube and other video collections particularly useful for learners of Mandarin. (Top Ten YouTube Channels for Learning Mandarin Chinese)\n17. Learn songs by heart\nLearning rhymes and songs in Mandarin is a good way of learning, and not only for kids. Similar to YouTube videos, KTV versions of beautiful Chinese songs have subtitles that teach you characters. Learning words and sentence patterns with poetry, and especially when accompanied by music, is much easier. After all, songs play an enormous role in the everyday life of Chinese people. It would never be a waste of time to learn the famous 朋友 song! Your Chinese friends will definitely appreciate this!\n18. Run your own blog\nThere is no better way to practice writing skills and stay motivated in learning Mandarin than maintaining your own website or blog. You can either track your Mandarin studies or write about your everyday life, travel, hobbies, etc. At the very beginning, you may find it a bit challenging to write in Mandarin. However, after weeks of studies, you will find that your skills in Mandarin have improved significantly. If you are lucky enough to engage native speakers and Mandarin teachers, they will certainly point out your mistakes.\n19. Use internet tools and calendars for time management\nIt is very important to learn Mandarin on a regular basis. Online calendars, time-managing apps, and various reminders are helpful for setting goals, planning activities, and tracking your success.\n20. Read DigMandarin\nRead internet websites that watch out for the trends in online learning of the Mandarin language. The editors and contributors pick the best new tools and inform you about them.\nWhat do you think? Have you used any online tools for learning Mandarin Chinese? Please leave your comments below.", "label": "No"}
{"text": "Astronomers spend their careers looking up at the sky far from Earth, but now some stargazers say their field must contend with the fact that observing the universe is contributing to their planet’s climate emergency.\nnew Appreciation of greenhouse gas emissions associated with all ground and space telescopes, in the journal natural astronomysays the annual carbon footprint of astronomy research infrastructure is equivalent to about 20 million metric tons from carbon dioxide.\n“Just to give you some perspective – 20 million tons of CO2 – this is the annual carbon footprint of countries like Estonia, Croatia or Bulgaria,” Jürgen Knodelsderan astronomer at IRAP, an astrophysics laboratory in France.\nHe and colleagues at IRAP including Annie Hughes And the Luigi Tibaldo They got the idea for this study while making an estimate of greenhouse gas emissions from their institute.\n“The only part missing from our assessment was the trace of the observational data,” says Knodelsdir, whose research relied, for example, on observations made with the Fermi gamma-ray space telescope.\n“No study has ever attempted to account for carbon emissions due to the construction and operation of all the telescopes and space missions that astronomers use to make observations,” notes Hughes.\nThat’s exactly what this research team set out to do. The data was sometimes difficult to obtain, but they did their best to approximate and count the greenhouse gas emissions associated with nearly 50 space missions and 40 ground-based telescope facilities.\nthe most prolific Emitters were the largest and most expensive observatories, such as the new James Webb Space Telescope and the Square Kilometer Array, according to the report.\nBy dividing the total annual emissions by the number of astronomers worldwide, the researchers Figure that each astronomer’s share of occupational emissions is about 36 metric tons per year.\nKnödlseder points out that this relates to the amount of emissions generated by driving an average car in France 165,000 km, or more than 100,000 miles.\nAnd that’s just from using telescopes — not including things like scientists traveling to conferences, supercomputing power and office heating. “For our lab, the total is actually about 50 tons of CO2 equivalent per year for an astronomer,” he says.\nHughes believes astronomers need to lead by example when it comes to working to mitigate climate change. She says, “If we as scientists don’t react to reports and warnings from our colleagues, it’s a bit like your father telling you you shouldn’t smoke, while he himself smokes a cigarette. Why take his word so seriously?”\nThe researchers are urging space agencies and astronomical research funders to commit to requiring an environmental assessment of every observing facility they support, and to make it public.\nWhat’s more, they say, until the research becomes more sustainable, through measures such as renewables, one option to reduce emissions is to slow the pace of building new, larger and more complex telescopes.\n“Some of our colleagues were a bit shocked by this idea,” Tibaldo says. “What we really believe is that these options should be on the table. The emergency we are facing is very large and we clearly play a role in it through our work.”\nAstronomers hope that other scientific fields will be inspired to take a similar global inventory of greenhouse gas emissions from their research infrastructure. “To my knowledge, this is the first time that this type of study has been done in any research field,” Knodelsder says.\nThis study is important because it draws attention to astronomy’s contribution to climate change, says Travis Rector،, an astrophysicist at the University of Alaska Anchorage and one of the group’s organizers astronomers for planet earth.\n“I think the overall picture is clear that we have significant emissions associated not only with our facility operations, but also with construction,” says Rector. “And that’s something we’ve been aware of for some time. There are efforts to try and reduce emissions associated with these.”\nAlready, some observatories are using solar energy or are looking at greener energy options. A spokesperson for the National Science Foundation, a major funder of astronomy research, told NPR “We have explored and implemented alternatives to clean energy, such as installing solar panels at our site. North and South Gemini And we built the possibilities for future solar upgrades in buildings.”\nThe astronomers also discussed the climate impact of traveling to in-person professional conferences. During the pandemic, Rector notes, virtual conferences have attracted more participants than past events, indicating that there were previously unacknowledged barriers to participation.\n“This has been an opportunity for us as a profession to think critically about how we do our job,” says Rector. “Are there ways we can do to reduce our carbon footprint and make it more scientifically productive?”\nAlthough astronomy is a relatively young profession and may have less climate impact than some other human activities, he says, “that doesn’t give us the right to say, well, that’s not our problem. We realize that we are — that we need to be.” Part of the solution, too.”\n“Certified music scholar. Freelance analyst. Social mediaholic. Hipster-friendly web nerd. Zombie buff.”", "label": "No"}
{"text": "応用言語学の1分野として法言語学 (forensic linguistics) があります．昨日の朝の Voicy 「英語の語源が身につくラジオ (heldio)」で「#660. 「法言語学」 (forensic linguistics) とは？」として紹介しました．さらに夜の YouTube 「井上逸兵・堀田隆一英語学言語学チャンネル」で「#112. 商標の言語学 --- 五所万実さん登場」として，関連する話題について井上氏および五所氏と雑談しています．ぜひ聴取・視聴していただければ．\nいくつかの用語辞典で \"forensic (socio)linguistics\" を引いてみました．以下，3点ほど引用します．同分野の守備範囲がおおよそ分かってくるかと思います．\nforensic linguistics In Linguistics, the use of linguistic techniques to investigate crimes in which language data forms part of the evidence, such as in the use of grammatical or lexical criteria to authenticate police statements. The field of forensic phonetics is often distinguished as a separate domain, dealing with such matters as speaker identification, voice line-ups, speaker profiling, tape enhancement, tape authentification, and the decoding of disputed utterances. (Crystal, Dictionary)\nforensic sociolinguistics The use of sociolinguistic knowledge and techniques in the investigation of crime, and in the prosecution and defence of people accused of crimes. Sociolinguists have been employed, for instance, to demonstrate that a defendant could not have made a telephone call recorded by police because his dialect did not tally with that on the recording; and to decode recordings of communication between criminal speaking in an antilanguage such as Pig Latin. (Trudgill)\nMost stylostatistical studies are of literary works; but the same techniques can be applied to any spoken or written sample, regardless of the 'standing' of the user. In everyday life, of course, there is usually no reason to carry out a stylistic analysis of someone's usage. But when someone is alleged to have broken the law, stylisticians might well be involved, in an application of their subject sometimes referred to as 'forensic' linguistics.\nTypical situations involve the prosecution arguing that incriminating utterances heard on a tape recording have the same stylistic features as those used by the defendant---or, conversely, the defence arguing that the differences are too great to support this contention. A common defence strategy is to maintain that the official statement to the police, written down and used in evidence, is a misrepresentation, containing language that would not be part of the defendant's normal usage.\nArguments based on stylistic evidence are usually very weak, because the sample size is small, and the linguistic features examined are often not very discriminating. (Crystal, Encyclopedia)\n・ Crystal, David, ed. A Dictionary of Linguistics and Phonetics. 6th ed. Malden, MA: Blackwell, 2008. 295--96.\n・ Trudgill, Peter. A Glossary of Sociolinguistics. Oxford: Oxford University Press, 2003.\n・ Crystal, David. The Cambridge Encyclopedia of Language. Cambridge: CUP, 1995. 2nd ed. 2003. 3rd ed. 2019.\nPowered by WinChalow1.0rc4 based on chalow", "label": "No"}
{"text": "Illuminating the unique experiences of women both during and after genocide, joann digeorgio-lutz and donna gosbee’s edited collection is a vital addition to genocide scholarship. genocide is generally defined as “the intentional destruction of a particular race, ethnicity, religious group, or nationality” 1 and it is probably as old as human beings we can be sure that somewhere way back in the beginning of humans, some primitive people picked up their stone axes and spears and set off to wipe out anoth. This article takes an interest in gendered memory politics and addresses the dearth of research on gender and commemoration in relation to the genocide in rwanda it analyses elite-produced gendered narratives at key sites of commemoration and investigates their affective role in constituting the post-genocide rwandan state. Accounts of mass atrocities habitually focus on one kind of violence and its archetypal victim, inviting uncritical, ungendered misconceptions: for example, rape only impacts women genocide is only about dead, battle-aged men. This book examines the mobilization, role, and trajectory of women rescuers and perpetrators during the 1994 genocide in rwanda while much has been written about the victimization of women during the 1994 genocide in rwanda, very little has been said about women who rescued targeted victims or .\nGender and genocide resources remembering and honouring the women of bosnia is a powerful way to commemorate the genocide through the resources below, you can create an event which will:. Choice outstanding academic title 2016 genocide and gender in the twentieth century brings together a collection of some of the finest genocide studies scholars in north america and europe to examine gendered discourses, practices and experiences of ethnic cleansing and genocide in the 20th century . This article aims to shows that a consideration of gender is crucial to the understanding of the crime of genocide, because genocide is an historical process that is, at its core, about group reproduction.\nExtra info for gendered experiences of genocide (voices in development management) example text an account provided by abdul-hassan muhan murad, one of the bulldozer . After genocide: gendered trauma, transmission and reinvention: call for papers conference in yerevan, may 21-22-23 2016 organised by women in war (paris) in partnership with the institute of archaeology and ethnography in yerevan. This book is essential reading on the gendered dynamics of conflict and genocide in rwanda and the democratic republic of congo (summary from worldcat). Genocide is intentional action to destroy a people (usually defined as an ethnic, national, racial, or religious group) in whole or in part the hybrid word genocide is a combination of the greek word génos (race, people) and the latin suffix-cide (act of killing). The 1948 geneva convention after the second world war described genocide as mass killing of persons during conflict on the basis of some defied criteria be it gender, race or political affiliation (bock, 2008).\nThe gender question in genocide goes well beyond the experiences of women and girls, the perpetration of gender-based crimes (against both men and women), or even the comparative study of the experiences of men and women. Gendered experiences of genocide: anfal survivors in kurdistan-iraq by choman hardi book review gendered experiences of genocide is, at its best, one of the most powerful accounts of the so-called anfal campaign against the kurds in iraq specifically, or genocide generally, that i have ever had the privilege to read. But during the genocide, they were also involved in perpetrating the genocide (interview victor karega of the rwandan ministry of gender, family and social affairs, november 3, 1998) (sharlach, pg 393). In this sense, we truly see a gendered genocide wherein perpetrators' intentions and actions, and victims' meaning-making and responses are all produced by and reproduce gendered thought and behavior.\nSlowly but surely, over the past two years, the un and national governments have acknowledged that what the islamic state is doing to the yazidi religious minority in northern iraq and syria is genocide but for all the gravity of that word, genocide continues, daily, hourly, every moment right now . Abstract this chapter explores how the concept of gender has been deployed to understand genocide and other mass violence how do masculine and feminine roles shape women and men as genocide’s victims, perpetrators, and bystanders. Gender and genocide: exploring how genocide in bosnia was gendered and remembering hidden victims of the genocide, particularly victims of sexual violence “the men that were killed – they were destroyed quickly. The definition of genocide in international law has resulted in a silence on genocide's gendered forms, such as targeted killings of sexual minorities (homosexual men, lesbians, bisexuals, and the .\nAnd, in light of the gender dynamics at the root of isis’s ideology and violence, gender must be at the center of accountability these atrocities are distinct crimes on their own as well as constituent acts of genocide, crimes against humanity and war crimes. In women and genocide, human rights advocates and scholars come together to argue that the memory of trauma is gendered and that women's voices and perspectives are key to our understanding of the dynamics that emerge in the context of genocidal violence the contributors of this volume examine how women consistently are targets for the . What is genocide chances are better than not you already know what a genocide is, even if you didn't realize that genocide is the proper term used if you've ever heard of adolf hitler .\nGenocide is any of the following acts committed with the intent to destroy, in whole or in part, a national, ethnical, racial or religious group: (a) killing (b). When genocide is recognized only its most murderous articulations and gendered genocidal crimes such as rape, torture, forced pregnancy, and enslavement are ignored, states and international organizations lose much of their power to uphold the legal obligations to prevent and punish genocide. The presence of a genocide, after all, invokes broad international legal obligations under the harshest light, the omission is gender-discriminatory, ignoring the genocidal acts committed against .", "label": "No"}
{"text": "The provided image is a cross-section of a pathology slide that has been stained with dye to create contrasted colors and visualize different tissues. The dye interacts with the tissues, producing a range of colors from red to pink. The image highlights the variations in tissue composition and structure.\nContrasted Colors: The use of dye in the slide staining process results in distinct color variations. The darker colors, such as deep red or burgundy, represent thicker fascial layers. Fascia is a dense connective tissue that surrounds muscles, organs, and other structures, providing support and protection.\nLighter Colors: The lighter shades of pink in the image represent fluid-filled spaces, such as adipose tissue and areas of edema. Adipose tissue, also known as fat, is a specialized connective tissue that stores energy and provides insulation. Edema refers to the accumulation of excess fluid in the tissues, resulting in swelling.\nVisualization of Tissue: The image provides a visual representation of different tissues and their arrangements within the cross-section. By using contrasted colors, it allows for a better understanding of the composition and distribution of fascial layers and fluid-filled spaces.\nPathology Slide: The image is obtained from a pathology slide, which is a prepared specimen used for microscopic examination. Pathologists and healthcare professionals analyze these slides to diagnose and study various pathological conditions and abnormalities.\nInsight into Tissue Composition: The contrasting colors and their distribution in the image provide insights into the composition and arrangement of tissues within the examined sample. This information can be valuable for understanding the pathology, identifying structural abnormalities, and aiding in the diagnosis of specific conditions.\nOverall, this cross-section of a pathology slide stained with dye provides a visual representation of tissue variations and structures. The contrasting colors highlight differences in fascial layers, fluid-filled spaces, and provide valuable information for diagnostic and pathological analysis.", "label": "No"}
{"text": "Tao Te Ching, also commonly known as Lao Tzu, is perhaps the most important of Chinese classical texts, with an unparalleled influence on Chinese thought. This bilingual edition consists of two parts. The English text in Part One is a reprint of the earlier translation of the so-called Wang Pi text, first published by Penguin Books in 1963. Part Two is the fresh translation of a text which is a conflation of two manuscripts of the Lao Tzu, dating at the latest from the early Western Han and discovered at Ma Wang Tui in December 1973. The result is a text with a fuller use of particles, free from the scribal errors and editorial tampering of subsequent ages.", "label": "No"}
{"text": "Introduction to macromolecules\nA macromolecule is a very large molecule, such as protein, commonly created by the polymerization of smaller subunits physical chemistry of macromolecules. What are macromolecules macromolecules are organic molecules that organisms need to live (molecules made with carbon and hydrogen) macro big. Macromolecules in nutrient lab in this lab, with the use of identifying macromolecules in food lab author: gatton college of business and economics. Lab 3 - identifying macromolecules carl, jessica, and megan identifying macromolecules the introduction 4 macromolecules. Macromolecules introduction animation nutrition information for foods recipe nutrition calculator: put in your ingridients to find nutrition information. Polymers from the inside out: an introduction to macromolecules provides an all-encompassing introduction to polymers and how they affect the world.\nPolymers from the inside out: an introduction to macromolecules [alan e tonelli] on amazoncom free shipping on qualifying offers polymer science is concerned. This session will introduce the general structure and function of the biological macromolecules: lipids, carbohydrates, and nucleic acids. Amazoncom: an introduction to macromolecules (heidelberg science library) (9780387900452): l mandelkern: books. Isbn 978-0-387-90796-3 free shipping for individuals worldwide usually dispatched within 3 to 5 business days the final prices may differ from the prices shown due. Lecture 1: course introduction introduction to macromolecules protein structure and function lecture 2: structure and function: lipids, carbohydrates and nucleic acids.\nSam teachers guide introduction to macromolecules overview this activity introduces fundamental characteristics of biological macromolecules. Macromolecules essay examples 7 pages an introduction to the analysis of proteins the macromolecules 3,288 words.\nbiology 1308 review quiz 3 macromolecules 1 class of molecules to which dna belongs nucleotide 2 glucose, fructose and galactose are monosaccharide. Overview: after the quiz, we will review what is a macromolecule and then discuss the four carbon-based macromolecules of life agenda: quiz covering lessons 6-8. 111 introduction: the four major macromolecules within all lifeforms on earth, from the tiniest bacterium to the giant sperm whale, there are four major classes of. Introduction to macromolecules building blocks overview macromolecules form when smaller molecules (building blocks or subunits) come together monomers are joined.\nIn great learning environment, students work as a team addressing real world problems with applications in chemistry and come to understand how to maintain a balance. Experimental cell research 178 (1988) 1-17 special article introduction of macromolecules into mammalian cells by cell fusion tsuyoshi uchida institute for. Download and read an introduction to macromolecules an introduction to macromolecules we may not be able to make you love reading, but an introduction to.\nPurchase introduction to dynamic light scattering by macromolecules - 1st edition print book & e-book isbn 9780126272604, 9780323140355.\nSee all macromolecules acs editors' choice articles view one new peer-reviewed research article from any acs journal, selected daily. Download and read an introduction to macromolecules an introduction to macromolecules now welcome, the most inspiring book. Introduction to macromolecules, carbohydrates and lipids lecture note: biol-l 112 - foundations of biology: bio from indiana university. Macromolecules introduction - duration: 15:34 bleierbiology 3,623 views 15:34 biology - macromolecules part 1 - duration: 15:02 ali sawmiller 2,792. Can you use your food macromolecule knowledge to convince your friend to change her diet to a healthier one.\nMacromolecules all publications/website x select a cas section from the 5 main topical divisions below: applied air pollution and industrial hygiene apparatus and. Download and read an introduction to macromolecules an introduction to macromolecules what do you do to start reading an introduction to macromolecules.", "label": "No"}
{"text": "Wednesday, November 18, 2015\nBorders and Homelands\nThe three excerpts for this week brought all of the reading that we have done together by representing the way in which homelands clash in the United States and the different ways people adapt and assimilate. In \"Who's Irish?\", a hardworking Chinese immigrant is forced to accept her daughter's rejection of her \"old-fashioned\" parenting techniques and subsequently her culture and ancestry. \"Borders\" tells a story of a Blackfoot woman who will not define herself as anything but Blackfoot,even if it means she and her son have to sleep in their car. Finally, the \"Borderlands\" excerpt by Anzaldua, defines the \"alien consciousness\" or \"la mestiza\", that is created by borders. Each of these stories and excerpts comments on the way in which human beings adapt to being in a new place and having a new homeland. In \"Who's Irish?\", the grandmother must accept that her daughter has rejected her but also must realize that she cannot generalize about Irish people, as her son-in-law's mother is extremely kind and accepting. In \"Borders\", the young boy witnesses his mother standing her ground for her home and her culture. She refuses to define herself as American or Canadian, even though it is only a formality and attracts so much attention that she is given what she wants. It is interesting to see the story through the young boy's eyes as he does not understand why his mother won't just give in. Once again, this shows the way in which the younger generation can be more willing and susceptible to adaptation whereas for older generations, it is harder to let go of their beliefs and former home. Finally, in the \"Borderlands\" excerpt, the author sums up what it is like to cross a border and become a new person and create a new home. It is about how at some point, when one crosses a border, one has to leave behind some things that characterized their past. It is hard to let go of some parts of your past home but as Anzaldua writes, \"Rigidity means death....La mestiza constantly has to shift out of habitual formations\". In addition, i think that the ideas expressed in the readings for this week can be applied and compared with the ideas about home and homelands that we have experienced already.", "label": "No"}
{"text": "Voltaires candide the transformation of candide essay\nDocuments similar to voltaire’s candide candide essay on satire properties and transformation of matter. Read the selection in the textbook write a three to four (3-4) paragraph essay candide the story begins by reading-selections-from-voltaires-candide-the. Voltaire analysis uploaded by a transformation in identity occurred as the young philosopher abandoned his it’s apparent in candide that newton’s. Candide can be read with as great enjoyment today as it was in the author's own time there is no gradual transformation developing from an inner evolution of the. Good and evil in faust the relationship of mephistopheles to god and to faust this essay explores the portrayal of the relationship of evil to good. Thousands of term papers and essays on english and english literature candide voltaires writing st the transformation of nora2 the trickster - essay.\nIntellectual development of voltaire voltaire's essay on epic poetry, albany bottiglia, w, voltaire's candide: analysis of a classic. Candide begins in the german town of westphalia, where candide, a young man, lives in the castle of baron of thunder-ten-tronckh a noted philosopher, doct. The second transformation co voltaires candide voltaires candide the beginning of the 17th century marked many changes for europe.\nEssay service assists with writing essays and social commentary in voltaires candide of all transformation processes of an organization. Start studying round table learn vocabulary candide is most often described as a satire sartre wrote the essay to debunk these two critiques 10. The passage of a black man from the state of innocence and maturity - essay example the transformation of a man from an taken from voltaires candide and.\nMainstream media censorship search “we are on the verge of a global transformation his polemical novel “candide” is critical of the passivity and. Free essay: this quote, said by pangaloss, is said to show candide that the world isn't perfect and that it will never be perfect this helps candide realize. Yet the transformation is complete: that voltaire wrote “candide,” in 1759 as pope puts it in his “essay on man,” “all discord harmony not. Everything you ever wanted to know about john proctor in the crucible, written crucible essay john proctor how to write abstract by masters of this stuff just for you.\nTake an essay on world war i music and an analysis of the transformation of dr henry jekyll stories an analysis of voltaires writing style in candide. Good college admission essay examples throughout voltaires candide and jonathan swifts gullivers travels and central to that transformation is planetary. Voltaires candide we are taken by the hand through an of chaucerwith an essay on his language and transformation and identity peoples of the western.", "label": "No"}
{"text": "Lauded as an important milestone, NASA engineers have successfully connected the James Webb Space Telescope at Northrop Grumman’s facilities in California. Touted as NASA’s complex and most powerful space telescope, it will explore the planets and moons in our solar system and distant galaxies by using infrared light.\nTo achieve this feat, engineers carefully lifted the Webb telescope using a crane. It was slowly guided into place, by making sure all the primary points were perfectly aligned and seated properly. For now, the observatory has been mechanically connected, but in the future, it will be connected electrically and then the electric connections will be tested. Furthermore, the engineers will deploy a sun shield which is five-layered, so as to keep the telescope’s mirrors and scientific instruments cold by shielding the infrared light from the sun, moon and the earth. It is anticipated that this telescope will solve mysteries of our solar system and far-away distant galaxies.\nHere at MathsOne, one of the Best Maths Tuition Centers in Kerala we educate our students in the advancements of the field that many of us are not always aware of.\nvisit our website: https://www.mathsone.com", "label": "No"}
{"text": "CATCH Professor, Luc de Witte, has participated in a large WHO meeting with Government representatives of more than 30 countries in the WHO EU region about Assistive Technology provision. A report Professor de Witte developed, along with PhD students Alice Spann and Sarah Abdi, about Assistive Technology provision in the 53 European countries formed a basis for this meeting. This is part of a global consultation process to obtain input for the Global Report on Assistive Technology the WHO is developing and of which Professor de Witte is one of the editors.\nAs of 2021, more than one billion people globally need assistive technology – a number that is set to double by 2050. Assistive technology can enable people living with restrictions in their day-to-day lives because of disability, noncommunicable diseases or ageing to be more independent. Broadly speaking, assistive technology can help to alleviate limitations related to the following six functional categories: hearing, vision, mobility, self-care, communication and cognition. In addition to convincing evidence of its cost-effectiveness, assistive technology has the potential to help\npeople living with restrictions due to ageing, disease or disability escape marginalization and become empowered to live the life they want to lead and improve their own quality of life and that of the people around them. Despite these benefits, it is estimated that only 10% of people needing assistive technology currently have access to it, even basic devices such as hearing aids or spectacles.\nThis scoping review aims to provide an overview of what is currently known about the prevalence and coverage of assistive technology in the WHO European Region. It is guided by the following research question: “What is the prevalence of needs, access and coverage of assistive technology and what are facilitators and barriers to access and coverage in the WHO European Region?”. Sixty-two publications included in this review were identified by searching the academic databases Scopus, CINAHL, MEDLINE, PsycINFO and Google Scholar. A further 41 publications were identified by national experts within the WHO European Region and the total number of publications included in the analysis was 103. Relevant information was extracted into a data chart and analysed, using a narrative approach.\nPlease find the full paper here.", "label": "No"}
{"text": "What is the nature of Chloroplast?\nThe nature of Chloroplast is as follows:\nChloroplast has divisibility and it can be divided into things called the parts of Chloroplast.\n- What are the parts of Chloroplast?\nChloroplast has the equivalents of those which the others have, that is, it has comparability.\n- What is comparable to Chloroplast?\nChloroplast has connectivity and it can be connected to those from which it can be separated.\n- What is connected by Chloroplast?\nChloroplast has sensitivity and it is sensitive to things which can affect (influence) it.\n- What can affect Chloroplast?\nChloroplast has transformability and it can be transformed (reordered) from one form to its other forms.\n- What are the forms of Chloroplast?\nChloroplast has substitutability and it can be substituted by the things which qualify to substitute it.\n- What can substitute for Chloroplast?\nChloroplast has satisfiability and it can satisfy those which require it.\n- What is in need of Chloroplast?\nSee also the nature of:Edit\nThis wiki is based on the theory of Sivashanmugam. You can download it here File:Tos.pdf", "label": "No"}
{"text": "Yet the stories Matthew tells in his Gospel have led up to this point. At the beginning of the chapter, there is the parable Jesus told about the wise and foolish bridesmaids, about those who were prepared for the unexpected delay of the bridegroom and had extra oil with them and those who were unprepared and were ultimately shut out from the wedding feast. In that parable, Jesus taught his followers about his coming again and told them, subtly but clearly, that they were to expect his return at any time, but that they might have to wait a long time.\nComing next in the Gospel of Matthew is the story we read last week, of the rich man who went abroad, leaving his money with his servants to invest on his behalf. As we know, one servant was given five talents, the next one, two and the third one just the one, even though that was still a very considerable sum. When the master returned, he called his servants to account, and the first two had dared to invest the money with which they had been entrusted, and they were warmly commended by their master. The last, the servant to whom just the one talent had been entrusted, had been so afraid of the master that he had buried the money, lest he lose any of it. The master was angry because of his timidity, for his not daring to use the talent he had been given.\nIn this parable, Jesus was developing the theme started in the story of the wise and foolish bridesmaids. In both, there is a period when the person who is served is away. In both, the action takes place upon his arrival or return. In both, there is a reckoning with some being commended and some being found wanting. In both, the wise ones, the obedient ones, the ones who were ready to serve the bridegroom or the master are rewarded by entering into his joyful celebration and the others, the foolish bridesmaids and the timid servant are punished by exclusion.\nWhat we have, therefore, are two stories which are leading us in a particular direction, two stories about serving Christ, about waiting for him and being ready for him. The first introduces the idea of readiness, the second begins to indicate what we should be doing while he is away. In the parable of the talents, the servants have nothing except what the master gives them. They have no power or resources except what comes from him, though, as we noted, these are very considerable. In using what he gives them, in effect they are carrying on his work in the master’s absence. The one who does not use what he is given is, in effect, preventing his master’s work. When it is put like that, it is easy to see why the master is so angry. It is not that the servant is lazy or incompetent. It is not that the master has missed out on making a profit; it is that the third servant’s inaction has positively worked against the master’s interests. Strip away all the elements of the story to get the raw meaning and this is what you get. Those who claim to follow Christ but do not do his work, actually work against Christ. One is reminded of the phrase, “For evil to flourish, it is only necessary for good people to do nothing.”\nBut these stories do not complete the picture. Be prepared, the first tells us, and we ask, what are we to do to be prepared? Do Christ’s work, the second tells us, that’s how to be prepared, but we ask, what is Christ’s work? We need a third story, and Jesus tells it, starting this time with the image of a shepherd, separating his sheep from his goats. In those days, it was common to herd both sheep and goats together but it was necessary from time to time to separate them, for shearing, for milking, for over-wintering, because the sheep were hardy and could stay outside but the goats could not live through cold winter nights without shelter. But there is a terrible urgency about Jesus by this time – we are reading today the last story he told, according to Matthew, before the whirlwind of the events of his arrest, trial and crucifixion was unleashed. Quickly he abandons the image of the shepherd to speak as directly as possible. Gone is the imagery of the previous stories, the bridegroom, the rich business man. Now Christ is saying, I am the king and this is what I will do when I return to judge. All the nations will be gathered before me, but I will not judge them as nations. This is not democracy. I will judge each person. This is about individual responsibility. This is about individual accountability. And these are the terms upon which I with judge.\nAt last, we find out what the work which has has to be done actually consists of, and it is not perhaps what one might expect, if one had no prior knowledge of the kind of king and master Jesus is. Feeding the hungry, giving water to the thirsty, welcoming the stranger into your home, clothing the naked, looking after the ill, caring for those who are oppressed. These aren’t great and mighty deeds, requiring strength or ingenuity or courage. They are deeds of compassion, exactly the kind of things which would carry on the work of the king who comforted the bereaved, who stood up for the persecuted, healed the sick, fed the hungry crowds, provided drink at a wedding. Let’s not forget, in the midst of our wonder at the miracles Jesus performed, that so many of them were compassionate responses to everyday needs, the needs we all experience, hunger, thirst, illness, the need for comfort when we grieve, the need for protection when we are being got at.\nAs people say, it’s not exactly rocket science. You don’t have to be brain of Britain to work out what the work is Jesus requires of us. It is clear from the story Jesus tells his disciples about the day of judgement.\n“Then the righteous will answer him, ‘Lord, when did we see you hungry and feed you, or thirsty and give you something to drink? When did we see you a stranger and invite you in, or needing clothes and clothe you? When did we see you sick or in prison and go to visit you?’”\nThey are genuinely surprised. They had not suspected. The good they had done had been done instinctively. The righteous are the people who see needs and do something about them. There’s the Good Samaritan. There’s Martha feeding all her guests. There are the men who dug through a roof and lowered their crippled friend down to Jesus. Here’s the person who takes a friend to hospital. Here are the volunteers in a homeless shelter or a charity shop. Here’s the person who takes a pot of soup round to an elderly neighbour. It’s not exactly rocket science. It is instinctive compassion.\nBut the others were just as surprised. They ask the same question as the righteous. ‘We never saw you,’ they say to Jesus. It would be tempting to think of this as a minor lapse – looking in the wrong place through no fault of their own. But remember the third servant. Those who do not do Christ’s work, even by doing nothing, are working against him.\nThis story brings us face to face with Christ our king, the king who will ultimately judge each one of us. It tells us how he wants to be served by the people he has called to him. It gives us a clear choice, to emulate the instinctive compassion of Christ or to ignore the needs of others, and it reminds us of the consequences of that choice, entering into the pleasure of Christ or enduring his anger. As we go forward from next week into the season of Advent and prepare ourselves for the celebration of our Saviour’s birth we would do well to hold in mind how Matthew’s Gospel proceeds from this point, through the story of the suffering, the death and the resurrection of Christ. It is in these days in Jerusalem that we see the true measure of Christ, who asks us to care for the suffering because he knows exactly what it is to suffer.", "label": "No"}
{"text": "Monday - Friday\n8:30 AM - 4:30 PM\nIn 1924 the Bureau of Reclamation and the Utah State Water Storage Commission gave approval to construct a dam and reservoir at Echo. Construction of Echo Dam began November 26, 1927 and was completed in 1931.\nWeber River Water Users Association is a non-profit company organized on January 9, 1926 for the purpose of purchasing, leasing, acquiring and constructing dams and appurtenant water facilities. WRWUA is governed by a non member board of Directors.\nWeber River water was the first used by new settlers for irrigation in about 1848, when Utah was still a territory. By 1896 when Utah became a state, more than 100 canal companies had begun to divert water from the river or its tributaries, establishing rights to all of the normal summer flows. By 1900, about 3,000 acres of land were irrigated from the Weber and Ogden rivers. The fertile soil and the favorable climate made it possible to raise fruits and vegetables of excellent quality even through Utah is a desert region and ranks as the second driest state in the nation. However, as more land was developed and the water diversions increased, the late summer natural flows were not sufficient to irrigate all of the land.\nStorage of spring flood flows was undertaken to overcome shortages during the late irrigation season and drought periods. The 3,850 acre foot East Canyon Reservoir was constructed by DWCCC in 1884 on East Canyon Creek as one of the first water storage projects. The reservoir was enlarged in 1900 to 8,500 acre feet, then in 1902 to 13,800 acre feet, and then from 1915 to 1916 to 29,000 acre feet, Numerous smaller reservoirs, ranging in size to approximately 1,900 acre feet in capacity, were also constructed by irrigation companies during this early storage development period.\nOn January 3, 1922, Reclamation and the Utah Water Storage Commission signed a contract that provided for Federal investigations of irrigation projects in the Weber River drainage basin. These studies culminated in the construction of three Federal Reclamation projects: the Weber River Project", "label": "No"}
{"text": "A new technology makes spray-on antennae possible, Amazon is hiking its minimum wage in the U.S. and the U.K., and Netflix has a new trick up its sleeve.\nTrending on Google, spray-on antennas. Developed at Drexel University, these spray-on antennas are developed based on a special type of two-dimensional inorganic compounds called “Maxine” (MXene). While it’s not 2D in the literal sense, a sheet of this material is 100,000 times thinner than a sheet of paper. Why does it matter? Drexel explains in this Youtube video:\nSpray-on antennas can easily be applied to just about anything to turn it into a connected device. And the antennae can be shaped anyway you like.\nTrending on Reddit, Amazon has raised its minimum wage in the U.S. to $15 per hour. The change will take effect next month, affecting more than 250,000 Amazon employees and an additional 100,000 seasonal employees. The change is prompted after some tough criticism of this trillion-dollar firm. U.S. Senator Bernie Sanders introduced legislation last month called the “Bezos Act.” It called for taxes on corporations based on every dollar that their workers receive in government health-care benefits and food stamps. Amazon wages will also be raised in the United Kingdom, to 10.5 pounds per an hour in London and 9.5 pounds in other parts of the country. No details about any changes to Amazon workers in Canada have been announced.\nTrending on LinkedIn, Netflix is going to let viewers choose their own endings in an upcoming episode of Black Mirror. The online streaming service may have other “Choose your own adventure” style shows that will be out before the end of this year. It’s already tried this interactive approach with some recent children’s programming, but this will be the first time it tries the same tactic for adults.", "label": "No"}
{"text": "How fibre optics fire detection technology is improving safety on underground mines.\nOnce an underground mine fire is ignited it can be very difficult to put it out, with serious consequences for the mine, environment and the nearby community’s health and wellbeing. The Centralia mine fire in Pennsylvania, United States, is one example of fire that has been burning for over 50 years. Another example is the Mount Wingen coal seam fire in Australia which has been burning for 6,000 years.\nCritical spots such as conveyor belt entries and other underground locations where significant combustible materials accumulate need special attention in that sense. These hot spots combined with the level of humidity and air pressure variations can impact the underground working environment, compromise equipment operation and life span. They can also create spontaneous combustion, especially of coal, leading to underground mine fires.\nThe causes of underground mine fires in coal mines are difficult to detect early with traditional fire and heat detection systems. These older technologies also require costly ongoing maintenance and often struggle to perform effectively in dust-filled and rugged mining environments. Underground mines can develop significant hot spot areas due to many factors including:\n- Geological conditions such as spontaneous combustion,\n- Length and depth of mine,\n- Layout of tunnel routes, inclines, corners, crossroads and dead ends,\n- Heat generating equipment such as electrical substations, mechanical crushers and diesel vehicles,\n- Failure of lighting or power outlets in the area igniting coal dust,\n- Diesel engine fires on mobile equipment and vehicles, and\n- Hot hydraulic oil sprays and or leakages.\nA number of research and experiments are being conducted to test the effectiveness and safety of different systems in harsh mining conditions. A recent fire experiment conducted by The National Institute for Occupational Safety and Health (NIOSH) was intended to evaluate the performance of carbon monoxide (CO) and smoke sensor systems in underground mines, specifically at low ventilation velocities in a belt entry.\nThe results reveal that the lower air flow velocity of underground mines causes delays for carbon monoxide (CO) and smoke sensors to detect a fire, potentially leading to critical issues. This can pose a risk for employees that are on the underground site, the mining expensive equipment and its operations. The NIOSH research highlights that:\nAnother aspect that needs to be considered is that mine equipment, both fixed and mobile, is becoming more autonomous nowadays. With less personnel around, reliance on people to spot hazards early is reduced and progressively might not be available whatsoever, especially on underground mines. Underground mines with a labyrinth of vehicle, conveyor belt roadways and mined out tunnels present an even higher risk of fire incidents. In these challenging sites, effective systems and sensors are more important than ever to spot hazards early.\nTo demonstrate the early detection feature, the diagram below compares the Photonics Distributed Temperature Sensing (DTS) technology with conventional systems in case of a fire and the different timelines involved in each system.\nThe graph shows how an abnormal heat build-up at the development phase, or smouldering phase, is detected significantly earlier with fibre optics DTS technology if compared to other systems and its effectiveness to detect potential fires or abnormal conditions early on.\nUnderground mine fire detection project\nIn a recent project, the Photonics Technology was implemented in the underground site and the project included the design, supply, commissioning, installation advice and testing support in the mine. The site had approximately 22 km of underground tunnels with five belt road conveyors and two with trippers.\nThe risks identified for the underground site were:\n- The lack of a fire detection system in the underground mine represented a critical risk to staff, mining operations and the environment and\n- Conveyor drive head areas, trippers, disused tunnels (source of spontaneous combustion) identified as fire hazard areas with the more serious consequences.\nThe site required:\n- A cost-effective total fire detection coverage of tunnels and conveyor drive head areas. This would have been extremely expensive with traditional technologies to install and maintain thousands of devices in the mine. With DTS technology this is achieved with a single cable that monitors the whole area,\n- A solution that did not demand regular maintenance after installed due to the difficult access and vast size of the underground mine, and\n- Early warning, prior to fire starting, with accurate centralised alarming with localisation of abnormal heat build-up areas, before potential incidents.\nHow the DTS system works\nThe certified DTS system was selected for this project as a cost-effective solution to not only detect a fire but provide early warning of smouldering coal as well. This feature allows early intervention to address potential hazards, such as spontaneous combustion, before any fire arises.\nThe system sets the early warning of potential fires which allows the company to prevent and detect accidents with a complete set of real time data in hands for a reliable, safe and practical solution. This is provided by the continuous transmission of temperatures in real time along the entire route of the cable into the site’s SCADA system.\nThe system utilises two fibre cores in both new and existing fibre optic cables. This was a significant saving for this specific mining client, as they had multi-core fibre optic cable already installed on site used for camera and data networks. These two cores were fusion spliced at their endpoint, forming a loop configuration to provide a higher level of redundancy.\nTemperature readings with precise location are transmitted to the site’s SCADA system which provides a full temperature profile along the entire length of the fibre cable. This also assists in identifying abnormal hot spots along the route through its SCADA operator displays. Alarms and historical trends are also kept in the system, which can be an insightful source of information to prevent future incidents. An overall system layout diagram is shown below.\nThe DTS monitoring provides accurate temperature and its precise location, while traditional underground systems are localised and only provide approximated overall temperatures along a few points in the mine. The DTS accuracy gets as close as 0.5 metre throughout the mine, allowing interventions to be specific and effective. This is especially relevant for underground mines with long distances, conveyor belts and mined out tunnels.\nBesides that, the photonics technology requires zero maintenance after installed, has high accuracy and is fully integrated to the site control system. The solution also complies with all requirements and mining regulations in Australia, as well as International standards and certifications.\nAdvanced Photonics’ DTS system meets the highest technical and safety requirements for use in underground mines, with the key benefits:\n- Very low power laser: 17mW continuous power compared to the 35mW maximum stated for underground coal mines,\n- Highest levels of EPL (equipment protection levels) for hazardous areas in mine firedamp, gas and dust environments,\n- Highest reliability in the event of alarms (SIL2 rated to AS61508), based on a MTBF of greater than 75 years,\n- Immunity to electro-magnetic interference (EMI) and\n- No maintenance required, the DTS cable is the sensor and the only equipment in the field.\nIn summary, our system allows the underground mine to:\n- Take action before a fire takes hold,\n- Manage evacuation and fire-fighting activities,\n- Take informed decisions with real time data and\n- Provide an accurate history of events for post-fire investigations.\nPhotonics technology: the best technical and cost-effective solution to provide total mine coverage and early warning of abnormal heat build-up around equipment and whole areas.\nAdvanced Photonics Australia\nAdvanced Photonics Australia provides cutting-edge technology to safeguard your operations and people. The solutions can be applied to detect and prevent fires in mines, as well as other industry applications such as pipeline leakage detection, power cable and transmission line hotspot and load management. Contact Advanced Photonics Australia for more information. Our experienced team will provide the right support on each product application and answer any questions you might have.\n- Mining Topic: Fire Detection – The National Institute for Occupational Safety and Health (NIOSH)- https://www.cdc.gov/NIOSH/Mining/topics/fires.html", "label": "No"}
{"text": "Early Origins of the Neesworthey family\nThe surname Neesworthey was first found in London where they held a family seat\nas Lords of the Manor. The Saxon influence of English history diminished after the Battle of Hastings in 1066. The language of the courts was French for the next three centuries and the Norman ambience prevailed. But Saxon surnames survived and the family name was first referenced in the 13th century when they held estates in that city.\nEarly History of the Neesworthey family\nThis web page shows only a small excerpt of our Neesworthey research.Another 263 words (19 lines of text) covering the years 1510, 1600, 1086, 1455, 1487 and 1505 are included under the topic Early Neesworthey History in all our PDF Extended History products and printed products wherever possible.\nNeesworthey Spelling Variations\nBefore the last few hundred\nyears, the English language had no fast system of spelling rules. For that reason, spelling variations\nare commonly found in early Anglo-Saxon\nsurnames. Over the years, many variations of the name Neesworthey were recorded, including Knesworth, Kneesworth, Kneysworth, Kneworth, Kneyworth, Neeworth, Neworth, Knesworthe, Kneysworthy, Knesworthy, Neesworthy and many more.\nEarly Notables of the Neesworthey family (pre 1700)\nMore information is included under the topic Early Neesworthey Notables in all our PDF Extended History products\nand printed products wherever possible.\nMigration of the Neesworthey family to the New World and Oceana\nTo escape oppression and starvation at that time, many English families left for the \"open frontiers\" of the New World with all its perceived opportunities. In droves people migrated to the many British colonies, those in North America in particular, paying high rates for passages in cramped, unsafe ships. Although many of the settlers did not make the long passage alive, those who did see the shores of North America perceived great opportunities before them. Many of the families that came from England\nwent on to make essential contributions to the emerging nations of Canada and the United States. Research into various historical records revealed some of first members of the Neesworthey family emigrate to North America: the name represented in many forms and recorded from the mid 17th century in the great migration from Europe. Migrants settled in the eastern seaboard from Newfoundland, to Maine, to Virginia, the Carolinas, and to the islands..", "label": "No"}
{"text": "Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.\nHow does the art teacher assess a student's work?\nFirst of all, there is a difference between assessment and\nevaluation. Assessment is the \"mechanics\" of evaluation.\nAs far as an understanding of evaluation in art education is\nconcerned you could do no better than read Elliot Eisner on the\nEvaluation involves you getting information about the child's work.\nYou first have to decide *who* will evaluate - you? The child? The\nNext you have to decide the context - will you compare the child's\nwork with a set of standardized criteria, or with other members of\nthe class, or will you compare the child's present performance with\nhis/her past performance?\nYou also have to decide *what* you will evaluate. Will it be skill\ndevelopment? aesthetic development? creative growth? or what? Skill\ndevelopment is relatively easy to measure, of course. The other\nareas are a little more difficult. Edmund Burke Feldman may help\nWhatever combination of these aspects of art education you choose,\nyour choice obviously has to be based on empirical data. (Otherwise,\nThe most important point is that, in reality, when you evaluate\nchildren's artwork you are actually evaluating your own art program\nand your own teaching.\nI believe *every* art program must be based on a firm set of\nprinciples or rationales which demonstrate your understanding of art,\nof teaching, and of children. Art programs based on firm principles\nare of inestimable benefit to children. Art programs based on little\nthought and on little understanding are probably damaging to\nchildren. They are certainly damaging to the status of art in\nIf you are looking for ideas or thoughts on planning your art program\nthere is plenty of information available from the Getty Foundation or from your\nnational association (the NAEA).\nTo get back to the point: once you have established a sound\nphilosophical basis for your program you can obviously start\nformulating aims/goals for it. For example, if you believe that one\nof the rationales for your art program is to foster aesthetic\nsensitivity in your students, then you can decide ways in which this\nmay be achieved - visits, visitors, having children explore artworks\nin your classroom, getting children to develop a critical vocabulary\nin this area, etc.\nOnce you've set down these more concrete goals it is easy to see what\nyou have to evaluate, isn't it? You can now discover whether the\nchildren have developed a critical vocabulary, you can discover\nwhether the strategies they employ to explore artworks have become\nmore sensitive, more subtle, and so on. And you can do this for each\nof the goals of your program.\nEvaluation, then, is a means to measure the effectiveness of your art\nprogram and your art teaching, via the children's artwork.\nI hope this has helped you.\n(Dr) Philip Perry", "label": "No"}
{"text": "- A Cleaner, Greener Jax\n- Birmingham RISEs Up\n- Community Prosecution Fights Blight\n- Blight Remediation in the Southeast\n- Community Engagement\nFighting Neighborhood Blight\nUrban blight can be thought of as an epidemic of abandoned, vacant, or problem properties and is an issue throughout the United States. Communities experiencing losses of employment and population or other economic hardships may find themselves with an oversupply of such properties. The characteristics of blight—dilapidated and boarded-up structures, overgrown vegetation, and even fire damage—act like a contagion to neighborhoods. Over time, a lack of investment in a blighted neighborhood may reach a tipping point where the reversal of this trend, or the revitalization of the area, proves incredibly challenging.\nRecently, researchers from the Federal Reserve Bank of Atlanta's Community and Economic Development (CED) department spoke with local stakeholders in New Orleans and Macon about the root causes and consequences of blight in their communities as well as various strategies that have been adopted to eliminate blight. The results were published in a discussion paper, \"Blight Remediation in the Southeast: Local Approaches to Design and Implementation,\" by Ann Carpenter, Emily Mitchell, and former CED intern Shelley Price.\nBoth New Orleans and Macon have experienced a declining population in the urban core combined with suburbanization, a loss of jobs, a weak real estate market, and, in the case of New Orleans, the destructive power of hurricanes. These issues have resulted in a large number of blighted residential properties—around 40,000 in New Orleans and 3,000 in Macon, according to recent estimates.\nThese properties tend to cluster in already-devastated neighborhoods, disproportionately affecting low-income and racial- and ethnic-minority households. In order to promote a healthy economy and reduce the negative consequences associated with blight, such as reduced health and public safety outcomes and the loss of household wealth and tax revenue, New Orleans and Macon have developed extensive networks of organizations and individuals with a keen interest in fighting blight.\nNew Orleans and Macon were selected as case studies, with dozens of interviews conducted with representatives from each city. While other communities arose as potential case study subjects, the consensus from those familiar with the topic was that New Orleans and Macon have each experienced significant blight and are leaders in the Southeast in creating and refining robust strategies for combating it. Interview subjects were chosen from departments engaged in blight remediation such as city leadership (mayoral staff, city council, and county commissioners), code enforcement, housing authorities, development authorities, community and economic development, and planning and zoning; community-based organizations and other nonprofits such as community development corporations and neighborhood leaders; and academics and think tanks.\nAnti-blight strategies fall into various categories: real property data information systems; vacant property condition surveys; vacant property registration ordinances; cleaning, greening, beautification, and safety improvements; code enforcement combined with administrative remedies, civil injunctions, and criminal prosecutions; nuisance abatement; demolition; land banking; delinquent property tax enforcement; spot blight eminent domain or expropriation; and vacant property receivership. For each of these strategies, a summary along with governing ordinances and legislation and legal, policy, and funding issues can be found on page 9 of the paper.\nBoth New Orleans and Macon have convened a diverse and wide-reaching array of partners for their respective anti-blight programs. In New Orleans, interviewees frequently cited the importance of partnerships and indicated a list of at least 54 different individuals and organizations such as city and state agencies, nonprofits, neighborhood organizations, foundations, and academia that were involved in blight remediation efforts, an overwhelming number of which were locally based in New Orleans. A unique feature in Macon has been the awareness raised by the local Macon Telegraph newspaper, which printed a blight exposé authored by the Mercer University Center for Collaborative Journalism (\"The House Next Door\"). Partnerships, along with strong leadership and active champions, have been critical to the success of both cities' blight remediation work.\nBased on the information provided by stakeholders in New Orleans and Macon, recommendations for successfully reducing blight include:\n- High-level strategies such as data collection and visualization to understand the extent of blight, development of a comprehensive strategy with input from all stakeholders based on the data, and utilization of transparent and realistic metrics to benchmark and calibrate action.\n- Organizational recommendations such as foster partnerships and strong leadership, involve technical experts, recruit capable staff in key areas like inspections and investigations, and prioritize funding with local need, often by targeting the hardest-hit neighborhoods with focused investment.\n- Policy and legal system recommendations that specifically acknowledge or revamp state and local regulations that present barriers, use code enforcement more effectively, avoid eminent domain due to the legal and financial burdens associated with this approach, and embrace land banking as a conduit for revitalization.\n- Public participation recommendations that provide easy entry points for residents, design user-friendly communications, incorporate feedback from the public, and engage formalized neighborhood groups as a foray into the social fabric of communities.\nBlight remediation in both cities has had various value-added benefits, such as increased property values, more collaboration, and greater civic pride. However, criticisms exist. In New Orleans, gentrification pressures are a concern near higher-rent areas. Low-income households may also be unduly burdened by stricter code enforcement, without the means to pay for fines and repairs. In Macon, many residents would still like to see local government do more to eliminate unsafe or unsightly conditions in their neighborhoods. While these negative impacts are significant and should be addressed (for example, through household-level direct assistance), they should not preclude anti-blight activities that will improve the overall quality of life.\nThe lessons learned from New Orleans and Macon are applicable to many communities in the Southeast and beyond, although it should be noted that the local context is important in devising an effective anti-blight strategy. For example, state enabling legislation and civic capacity can vary greatly. Nevertheless, these examples demonstrate the need for solutions that address policy, process, and organizational structures.\nBy Ann Carpenter, CED adviser, and Emily Mitchell, senior analyst", "label": "No"}
{"text": "To understand the significance of the title of the novel ‘One flew over the Cuckoo’s Nest’ brainstorm everything you know about Cuckoos. For example, the fact that they don’t build their own nest, they kick out the other chicks when they are born, they are fed by a bird who is not their real mother. Can they see how this relates to the novel?\nThe title is clearly allegorical in its intent. The “cuckoo’s nest” is the hospital, and the one who “flew over” it is McMurphy. The full nursery rhyme is quoted in Part 4 by the chief, as he remembers his childhood while awaking from a shock treatment. It was part of a childhood game played with him by his Indian Grandmother:\nTing. Tingle, tingle, tremble toes, she’s a good fisherman, catches hens, puts ‘em inna pens…wire blier, limber lock, three geese inna flock…one flew east, one flew west, one flew over the cuckoo’s nest…O-U-T spells out…goose swoops down and plucks you out.\nYou should try to work out who the characters in the rhyme relate to in the novel. It is also worth mentioning at this point the symbolism of birds which runs throughout the novel.\nTry to link to Chief and McMurphy, the goose who flies over the cuckoo’s nest is McMurphy, the “chief bullgoose loony”; the one he “plucks out” is the chief, who escapes at the end of the novel following McMurphy’s teaching.\nIn the line “Tingle, tingle tremble toes” is clearly the Big Nurse, who catches the inmates like hens and encourages them to peck one another to death in the “pen” of the ward, where they are kept locked in. That she is “a good fisherman,” a “fisher of men,” recalls McMurphy’s fishing expedition and its symbolic overtones linking McMurphy with Christ, but her purpose is to imprison, rather than to liberate, her catch.", "label": "No"}
{"text": "This course explores the use of different types of media (e.g., text, images, sound, animation) to convey ideas and facilitate interaction. Topics include the design and use of a range of software tools for media creation and editing, covering image, sound, animation and video. This knowledge will be applied to authoring web sites.\nExtra Information: 2 lecture hours, 2 laboratory/tutorial hours.\nCourse Weight: 0.50\nSubject Code: COMPSCI\nThis Course is Mentioned in the Following Calendar Pages:", "label": "No"}
{"text": "An effective leader has certain, basic, visionary, characteristics the aim of a strong leader is to translate their “ vision ” into reality so, how is this done. Persuasive essay characteristics of a persuasive essay topic sentence 1: binge drinking has a direct impact on students’ ability to perform academic work. Six characteristics that make a highly effective team has shown that efficient group work depends on how team members apply a shared understanding of the task this handful of .\n- the characteristics of effective groups much can be learned about the art of building an effective group [tags: team management group work] free essays 853 . Three characteristics of effective work groups 2101 words mar 16th, 2010 9 pages the three characteristics that will be discussed in this essay are motivation, communication and leadership. Personnel psycholdgy 199346 relations between work group characteristics and effectiveness: implications for designing effective work groups.\nCharacteristics of effective work groups characteristics of effective work groups a work group is a collection of three or more people who must interact and influence one another to accomplish a common purpose. Group dynamics: it’s characteristics, stages, types, factors ,team building and other details people work in groups quite frequently and in many different . Characteristics of effective teams: unable to choose with whom they work and professional specialisation limits the transferability of roles professional groups. This essays aims to explain the features of an effective team performance a team can be said to be a group of people working together to achieve a goal.\nDeveloping effective essays basic characteristics of effective writing writing is just work—there's no secret if you dictate or use a pen or type or . Essay on characteristics of a professional and effective counsellor - 1 introduction the aim of this essay is to examine, discuss and analyse the characteristics and attributes of an effective and professional counsellor. When describing the ideal characteristics of a good leader, there are essential skills that a good manger should portray effective leadership essay sample .\nThis is not an example of the work written by our professional essay writers views on the characteristics of an effective leader effective groups of . An effective group is a group of individuals that frequently work together towards attaining a common goal each individual in a group is influential to another in many ways as every person wants to reach maximum success for their personal satisfaction and the organisation. Important characteristics of a co-worker essay a pages: we all work or will work in our jobs with many different kinds of people of them, three of the .\nTo see characteristics of effective essay questions and to support educators in the supports teaching assistants who work with educators and often have exam . The three characteristics that will be discussed in this essay are motivation, communication and leadership this essay will relate to relevant theories and theorist that have an association to any of the characteristics. Instead, the smartest teams were distinguished by three characteristics first, their members contributed more equally to the team’s discussions, rather than letting one or two people dominate . I believe one of my personal strengths in communication is that i can talk to just about anyone having to speak to a large group of people admission essay .\nAll leaders of effective groups have four characteristics in common first, they provide direction and meaning to the people they are leading and are responsible for . Essays come in many forms in this lesson, you'll learn all about a narrative essay, from its basic definition to the key characteristics that make for an engaging and effective essay. The qualities of a good leader essay to induce subordinates to work with confidence and zeal the qualities of a good leader there are three theories of . Effective work groups are essential to the survival of any business as i thought about the groups i belong to i tried to find reason one that was effective that i did not oversee unfortunately, the only effective group that this applied to was a group i once belonged to at my previous company.", "label": "No"}
{"text": "Absenteeism is an employee's intentional or habitual absence from work. While employers expect workers to miss a certain number of workdays each year, excessive absences can equate to decreased productivity and can have a major effect on company finances, morale and other factors. This article looks at the causes of absenteeism, the costs of lost productivity and what employers can do to reduce absenteeism rates in the workplace.\nCauses of Absenteeism\nPeople miss work for a variety of reasons, many of which are legitimate and others less so. Some of the common causes of absenteeism include (but are not limited to):\n- Bullying and harassment - Employees who are bullied or harassed by coworkers and/or bosses are more likely to call in sick to avoid the situation\n- Burnout, stress and low morale - Heavy workloads, stressful meetings/presentations and feelings of being unappreciated can cause employees to avoid going into work. Personal stress (outside of work) can lead to absenteeism.\n- Childcare and eldercare - Employees may be forced to miss work in order to stay home and take care of a child/elder when normal arrangements have fallen through (for example, a sick caregiver or a snow day at school) or if a child/elder is sick.\n- Depression - According to the National Institute of Mental Health, the leading cause of absenteeism in the United States is depression. Depression can lead to substance abuse if people turn to drugs or alcohol to self-medicate their pain or anxiety.\n- Disengagement - Employees who are not committed to their jobs, coworkers and/or the company are more likely to miss work simply because they have no motivation to go.\n- Illness - Injuries, illness and medical appointments are the most commonly reported reasons for missing work (though not always the actual reason). Not surprisingly, each year during the cold and flu season, there is a dramatic spike in absenteeism rates for both full-time and part-time employees.\n- Injuries - Accidents can occur on the job or outside of work, resulting in absences. In addition to acute injuries, chronic injuries such as back and neck problems are a common cause of absenteeism.\n- Job hunting - Employees may call in sick to attend a job interview, visit with a headhunter or work on their resumes/CVs.\n- Partial shifts - Arriving late, leaving early and taking longer breaks than allowed are considered forms of absenteeism and can affect productivity and workplace morale.\nCosts of Lost Productivity\nThe Gallup-Healthways Well-Being Index surveyed 94,000 workers across 14 major occupations in the U.S. Of the 77% of workers who fit the survey's definition of having a chronic health condition (asthma, cancer, depression, diabetes, heart attack, high blood pressure, high cholesterol or obesity), the total annual costs related to lost productivity totaled $84 billion. According to the survey, the annual costs associated with absenteeism vary by industry, with the greatest loss occurring in professional occupations (excluding nurses, physicians and teachers); the 14 occupations and corresponding costs of lost productivity are shown in Figure 1.\n|Occupation||Annual cost of lost productivity due to absenteeism (in billions)|\n|Professional (excluding nurses, physicians and teachers)||$24.2|\n|School teachers (K-12)||$5.6|\nAccording to Absenteeism: The Bottom-Line Killer, a publication of workforce solution company Circadian, unscheduled absenteeism costs roughly $3,600 per year for each hourly worker and $2,650 each year for salaried employees. The costs can be attributed to many factors including:\n- Wages paid to absent employees\n- High-cost replacement workers (overtime pay for other employees and/or temporary workers)\n- Administrative costs of managing absenteeism\n- Poor quality of goods/services resulting from overtime fatigue or understaffing\n- Reduced productivity\n- Excess manager time (dealing with discipline and finding suitable employee replacements)\n- Safety issues (inadequately trained employees filling in for others, rushing to catch up after arriving as a replacement, etc)\n- Poor morale among employees who have to \"fill in\" or do extra work to cover absent coworkers\nAbsenteeism is an especially difficult problem to tackle, because there are both legitimate and poor excuses for missing work - and it can be challenging for employers to effectively monitor, control and reduce absenteeism. Unless a company requires a written excuse from a doctor, for example, it can be difficult to determine if an employee is actually sick when missing work. At the same time, however, it is important for employers to consider the added costs associated with a sick employee who spreads an illness that gets the whole division - or a lot of customers - sick.\nTo address problems like this, some companies, cities and states have moved toward a mandatory paid sick leave policy, where each employee receives a specified number of days each year to use when sick.\nOpponents of mandatory sick leave argue that it will ultimately cost businesses more money and lead to increased layoffs. In addition, opponents have concerns that employees will use all their sick days whether or not they need them. Advocates of such a move, however, argue that paid sick leave makes economic sense because it will help stop the spread of communicable diseases in the workplace and in schools - resulting in fewer instances of absenteeism in the long run - and that sick employees will be able to recover sooner.\nThe Centers for Disease Control, for example, states that paid sick leave could have an especially significant impact in the food service industry, where it estimate that sick food handlers are responsible for 53% of norovirus (a particularly nasty form of stomach virus) outbreaks. - One sick food handler could theoretically infect dozens or even hundreds of people, resulting in a large number of absences that could have been avoided if that employee had simply stayed home. Unfortunately, workers often either need the money or are worried about being terminated for calling in sick - even if it's unpaid leave - so they go to work even if they know they are contagious.\nIn an effort to reduce absenteeism, some companies offer incentives for going to work, such as earned time off or lotteries for workers who do not have any unexcused absences within a certain period. Other firms might try a more proactive approach, putting policies in place to focus on responses to employee health concerns, including:\n- Physical health\n- Psychological health\n- Work-home balance\n- Environmental health\n- Economic health\nThe Bottom Line\nAbsenteeism costs U.S. companies billions of dollars each year in lost productivity, wages, poor quality of goods/services and excess management time. In addition, the employees who do show up to work are often burdened with extra duties and responsibilities to fill in for absent employees, which can lead to feelings of frustration and a decline in morale.\nOccasional absences from work are inevitable - people get sick or injured, have to take care of others, or need time during business hours to handle personal business. It is the habitual absences that are most challenging to employers, and that can have the greatest negative effect on coworkers. Because missed work days have a profound financial effect on a company's bottom line, it is beneficial for most businesses to implement strategies to equitably monitor, reduce and respond to absenteeism.\nMore From Investopedia", "label": "No"}
{"text": "Nicholas of Cusa\nCusa, Nicholas of: see Nicholas of Cusa.\nThe Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.\nMore on Nicholas of Cusa from Infoplease:\n- Nikolaus von Cusa: meaning and definitions - Nikolaus von Cusa: Definition and Pronunciation\n- Nicholas of Cusa - Nicholas of Cusa Nicholas of Cusa (Nicolaus Cusanus), 1401?–1464, German humanist, scientist, ...\n- Nicholas: meaning and definitions - Nicholas: Definition and Pronunciation\n- Nicholas V, pope - Nicholas V Nicholas V, 1397–1455, pope (1447–55), an Italian named Tommaso ...\n- Jacques Lefèvre d'Étaples - Lefèvre d'Étaples, Jacques Lefèvre d'Étaples, Jacques , ...", "label": "No"}
{"text": "COVID-19 Coronavirus is as much an ecological disaster as it is a medical one. Initially it appears to be a unique experience centered in Wuhan, China. It emanates from an environment of incinerated pig waste, airborne particles, and low vitamin D blood levels in winter, and weakened immune systems, particularly among smokers, drinkers and the elderly.\nIt is believed both the Spanish flu of 1918 and the COVID-19 coronavirus began as zoonotic (animal to human) infections. Not from bats as first reported in the Wuhan COVID-19 outbreak, but rather from pigs, and pig waste.\nThe 1918 Spanish flu pandemic began in the midst of an infectious pig slaughter of undiscovered cause, a few hundred miles from Camp Funston, what is Fort Riley today. Similarly, the outbreak of the COVID-19 coronavirus outbreak began in the Wuhan, China area in the wake of a massive kill-off of pigs who were dying from African Swine Flu.\nViral outbreaks arise in winter, but so does tuberculosis.\nSome types of mycobacteria do not have cell walls and can mimic the appearance of a virus under the microscope.\nAntibiotics cannot be used for viruses. If a virus, then why aren't antiviral drugs working but antibiotics are?\nCOVID-19 coronavirus may just be a \"passenger virus,\" not the primary microbial organism that kills by filling the lower lungs with fluid.\nBoth the current Wuhan COVID-19 coronavirus and tubercular mycobacteria do not tend to infect or cause serious disease in young children roughly 5-12 years of age.", "label": "No"}
{"text": "by: Danielle Rhea, Water Resources Educator, Penn State Extension\nLarge wood provides multiple benefits in stream systems such as stabilized streambanks, improved floodplain connectivity, and more diverse aquatic habitat.\nLarge woody debris, also referred to as large wood, is typically described as fallen trees, logs, and branches that are at least four inches wide and six feet long. Traditionally, large wood is removed from streams in an effort to clean up stream channels and to prevent localized flooding. Studies have shown that public perception of large wood in waterways is typically negative, often associating flooding, bank erosion, and infrastructure damage with the presence of large wood. Many people consider streams having wood laying in or around the channel to be less attractive, more hazardous, and needing more improvement than those without wood; however, large wood has many physical and biological benefits to stream systems.\nThe presence of trees and other woody material that have fallen from the riparian area helps connect the stream channel to its floodplain. During rainstorms and snow melts, large wood can act as an obstacle to flowing water, forcing high flows into the nearby floodplain along with any sediment and nutrients it may be carrying. The floodplain acts as a giant sponge, storing water, sediment, and nutrients while reducing the volume of water carried by the stream channel itself. Allowing water to access the floodplain reduces flooding impacts downstream where it may be more difficult to address high flows. Large wood present within the stream channel also slows the flow of water as it is forced to flow over and around logs. As the velocity of water is reduced, its ability to erode and carry sediment is decreased as well.\nLarge woody material helps create more diverse aquatic habitat. Exposed logs are also used as basking and perching sites for reptiles and birds. Fallen trees create cover and hiding places for fish and other aquatic organisms. As water flows over and around large wood, localized scouring of the bed and banks creates pools and undercut banks that provide additional shelter and act as resting areas for fish, such as trout. Finer substrate, such as small gravel, is typically deposited upstream of large wood as flows are slowed, which is an important spawning habitat for some fish species. Large wood helps feed the aquatic food chain from the bottom up. Wood provides a surface for algae to grow on and often traps smaller sticks, leaves, and other organic material, all of which are food sources for a variety of aquatic macroinvertebrates. Aquatic macroinvertebrates are an important element of fish diets, and by improving the habitat for aquatic macroinvertebrates, streams can support more diverse fish populations.\nBecause of the benefits of large wood to aquatic ecosystems, it is often a component of stream restoration projects. In 2016, the U.S. Army Corps of Engineers and U.S. Department of the Interior Bureau of Reclamation published a National Large Wood Manual to assist with assessing, planning, designing and maintaining large wood in streams and rivers. Restoration with large wood can be as simple as strategically cutting and placing trees in a stream and as complex as engineered structures that are constructed from logs and secured within the stream channel. While the benefits of leaving or placing large wood in streams have been confirmed by many studies, it is always important to assess any threats downstream to public safety, property, or infrastructure that could be caused by large wood.\nChin, A., M.D. Daniels, M.A. Urban et al. 2008. “Perceptions of Wood in Rivers and Challenges for Stream Restoration in the United States.” Environmental Management, 41 (6), 893-903.\nS.L Davidson and B.C. Eaton. 2015. “Simulating riparian disturbance: Reach scale impacts on aquatic habitat in gravel bed streams.” Water Resources Research, 51(9).\nWhol, Ellen, B.R. Bledsoe, K.D. Fausch et al. 2016. “Management of Large Wood in Streams: An Overview and Proposed Framework for Hazard Evaluation.” Journal of the American Water Resources Association, 52(2).\nReprinted with permission. This article was originally published in the November 2019 issue of Watershed Winds. View the original article here. Click here to sign up for updates from Penn State Extension.\nDanielle Rhea is the Water Resources Extension Educator for Penn State Extension in Jefferson County.", "label": "No"}
{"text": "The Vedas are the large bodies of religious text that is composed of Vedic Sanskrit and originated in ancient India. They form the oldest scriptures of Hinduism and the oldest layer of Sanskrit literature. The Vedas are said to have passed on through verbal transmission from one generation to the next. Therefore, they are also known as Shruti. The Vedic literature consists of four Vedas, namely: Rig Veda, Sama Veda, Yajur Veda, and Atharva Veda. The mantra text of each of the Vedas is called Samhita.", "label": "No"}
{"text": "The American Pioneers were the people who paved the way for towns and settlements. But that took a lot of work! Pioneers had to do many things in order to create homes and communities. One of the most important things that a pioneer family would do was farming their land. Farming allowed them to grow food for their families and animals, sometimes with enough to sell and make money. Growing food and gardening was essential to ensuring that the pioneers would survive while they tried to create their new life and maybe a new town! It took time, dedication, and care. Just the right weather and water and soil had to be provided for plants to grow. Do you think that you could plant and grow your own food? Well, Rain or Shine Momma has a great place for you to start with egg carton seed starters!\nBecause pioneers were helping to establish new towns, they couldn’t just go buy what they needed for themselves or their kids at the store. Can you think of something that you would need from the store as you grow? You might need clothes! The pioneers had to learn how to make their own clothes! But the pioneers didn’t wear the things that we wear today! Most pioneer boys wore straw hats to keep the sun off their face, and pioneer girls wore bonnets for the same reason! But they had to make those things for themselves! This meant that pioneers had to learn how to sew! Would you like to learn to sew as well? If you click here, you can learn how you could sew your initial! And if you would like to make a bonnet (that you don’t have to sew), you can click here!\nIf a pioneer wanted to decorate their house to make it look more cozy, they had to make their own decorations too! They usually used things that they already had, like yarn or thread! Weaving was an easy was to create a beautiful and colorful decoration for a pioneer home. By weaving, they could create rugs, blankets, and wall hangings! However, if they wanted it to be colorful, they often had to dye their own yarn to the colors that they wanted. With this activity, you can dye and weave your own piece!\nAnother thing that was important to pioneers was learning and keeping in touch. This meant that most pioneer kids were home schooled, and writing was something that they did a lot. They wrote out their lessons, they wrote letters to family members in other parts of the country, they wrote in journals, or they later wrote their stories down. One great example is a woman named Laura Ingalls Wilder. She grew up as a pioneer girls, and later wrote her life story out in a series of books, The Little House on the Prairie series. If you were a pioneer, what do you think you would write about? What interesting things do you think you would see? Thanks to Literacy Loves Company, you can create your own pioneer journal and write out the stories of life on the prairie!\nNow that you know lots of what the pioneers did, can you find some of the words in the puzzle below?\nThe pioneers not only had to make their own clothing and grow their own food, but they also had to make their own houses! Often, there was not enough trees to create wood houses. This meant that they had to make houses out of what was readily available. And what is there a lot of on the prairie? Ground! Sod houses were incredibly popular with the pioneers because they were easy enough to make and the pioneers had the supplies already there. These were houses that were made out of squares of ground and built into small hills. And you can make your own sod house! One that you can eat! So grab mom or dad, get a box of Cocoa Krispies, and check out this site! Enjoy making your very own pioneer house! And be sure to come back tomorrow to learn all about pioneer food!", "label": "No"}
{"text": "Teaching Computer Applications to First-Year Students—The First Class\nBy Denise Seguin\nStudents arriving at campus this fall have grown up with the Internet and a smartphone as part of their daily life. For most, using a computer began as a young child. Because of this prior technology experience some students arrive at the first computer applications class feeling that the course will not benefit their career path.\nTypically, the first class is an overview of the syllabus, dates for tests and assignments, a peek at the course website, and information about other course housekeeping matters. Although this information is important, consider beginning the first class with a discussion of the reasons why a student will benefit from the skills learned in the Computer Applications course.\nHere are a few ideas to present in the first 15 minutes of the course:\n- Acknowledge that students can send text messages, stream videos and music, use a variety of apps, and perform Internet searches. For daily personal life, these skills are essential. But what do employers need from new hires? Ask students to list the skills needed in the workplace. Direct the conversation towards the use of technology to carry out business tasks with professional language and context.\n- Students will most likely list workplace skills that involve using email, word processing software, presentation software, and spreadsheet applications. Mention other software skills such as database management, personal information management, and integration of data amongst programs.\n- Ask students if they use a well-organized file management system for storing documents and pictures. Lead this discussion towards a workplace that stores thousands of files. Meaningful file naming and organizational skills are essential.\n- Effective Internet searching involves more than typing a phrase into Google! Consider conducting a search using a phrase in Google and then show the same search with advanced search techniques, locating relevant information more quickly.\n- Employers want students who can create documents and reports in a word processor using best practices, such as not using spaces to align text and correct use of page breaks, headers, and footers for document continuity. The best way to showcase these skills is to show a multipage report that has the text aligned using spaces and with continuation text typed at the top of each page. Delete a few paragraphs and show students how the document reformats and requires extensive editing. Then, switch to a properly designed document that aligns text with tabs/indents and uses a header for continuation text. Delete a few paragraphs and show students the reformatting issue is eliminated.\n- Show a professionally-designed PowerPoint presentation and point out topics students will learn in the course such as the use of design templates, footer text, and the master slide for consistent formatting.\n- Have an Excel spreadsheet prepared with errors in formulas or no formulas and then show the corrected spreadsheet with charts added to visually display complex data.\n- Many students are not aware of database management software. Show one of the databases the student will create and point out key features such as the searching and querying tools.\nAlthough students are arriving to college with computer competence, the skill level will vary widely within the first-year classroom. The key to engaging students is to offer to meet them at their level and offer opportunities to expand their knowledge. Demonstrating advanced new skills in the first few minutes of the course will generate their interest and excitement to begin the coursework. Demonstrating advanced new skills in the first few minutes of the course will generate their interest and sets the tone for a productive semester.", "label": "No"}
{"text": "I’m working to get a bit more efficient with managing student initiated assessments. Days and times are generally set though the number of students who walk through my door is an unknown. A few may come, or none. Some may have touched base with me and I am prepared with questions or students pop in and I scramble. My goal is to streamline the process and have students be more active in scheduling time.\nAnother goal, which I think is more important, is to gain a better understanding of student thought regarding their answers. In a recent reflection, I asked students what they will do to improve their understanding of an idea. A frequent response was to “study harder”. What does this mean? I’m not sure if the students even now but they’ve heard plenty of teachers and parents telling them to go study an idea.\nGoogle Forms will be my tool to schedule new assessments and to provide students with an opportunity to analyze their past work and seek improvement. Here is the form – I wonder what else needs to be added.", "label": "No"}
{"text": "Gcse romeo and juliet essay\nAqa romeo and juliet- lesson, essay question, mark scheme and a grade 7/8 model response- suitable for gcse revision or assessment. Despite fate’s grasp on romeo and juliet being clear from the beginning, their choices in the play cause fate to build momentum and accelerate their lives to their. Free essay: luhrmann choses to have a close up of prince’s face, showing the seriousness of the threat, followed by the two families separated with a door. Write 500 word scholarship essay student council essays for high school xbox 360 marketing plan essay forest and its uses essay essays on writing bryant and clark.\nGcse: romeo and juliet browse by rating romeo and juliet are joined in union just as paris coincidentally i have chosen to explore romeo, juliet and tybalt. Summary of romeo and juliet english literature essay print juliet is angry and startled at first because of his private invasion by romeo juliet demands to. My gcse english essay on tension in act 3, scene 5 in shakespeare's romeo and julet this one was written in my first year and got an a/a. Romeo and juliet- gcse level essays: over 180,000 romeo and juliet- gcse level essays, romeo and juliet- gcse level term papers, romeo and juliet- gcse.\nGcse romeo and juliet essay\nWriting a application letter 9 klasse gcse romeo and juliet essay help custom clearance business plan stoichiometry homework help. Romeo and juliet essay titles gcse we also believe that clients and writers should communicate with each other use our messaging platform to discuss and control the. Romeo and juliet gcse essays romeo and juliet gcse essays 11th avenue zip 10036 looking for someone to do my dissertation chapter on. 1 love manifests itself in a multitude of ways in the play compare and contrast romeo's love for rosaline with romeo's love for juliet consider love as. Free romeo and juliet papers, essays, and research - william shakespeare's romeo and juliet as part of my final grades for my gcse english.\nAct 3 scene 1 of `romeo and juliet' has been considered a dramatic crescendo catalyst and the point of the tragic turn in the play how far do you agree. This is a set of table style essay plans for romeo, juliet, tybalt, nurse, lord and lady capulet, mercutio, benvolio and friar lawrence i used these as a revision. Romeo and juliet- essay william shakespeare is said to have wrote the play romeo and juliet between the years 1589 to 1595 during this time period william shakespeare also wrote the two gentlemen of verona and king richard iii. A great resource for encouraging students to engage with romeo a comparison grid and essay frame complete grids to show how romeo and juliet change.\nReserch writing compannies gcse romeo juliet essay help phd thesis writers block best place to buy a term paper. Shakespeare romeo and juliet gcse coursework we work exceptionally with native english speaking writers from us, uk, canada and australia that have degrees in. Shakespeare’s romeo and juliet coursework how is the theme of conflict portrayed in shakespeare’s romeo and juliet romeo and juliet not just a love story.\nRomeo and juliet essay in romeo and juliet we learn how shakespeare uses vivid language to build character and depth in their roles shakespeare was a poet. Essay on theme of fate in romeo & juliet - gcse coursework engage in violence, which must inevitably end in death it is this foolishness that. Interactive revision tools get advice from experts with our romeo and juliet (grades 9–1) video or podcast tutorials, plus interactive essay wizard, pop-up literary terms and much more online notes add your own notes to every page. · to what extent is friar laurence responsible for the deaths of romeo and juliet. First of all please don’t say, “shouldn’t you being doing your own homework” because i am, all i would like is a little bit of help i’m doing an.\nGcse romeo and juliet essayRated 3/5 based on 24 review", "label": "No"}
{"text": "How efficient is the UK education system in meeting its core goals and values? Indeed, what are they?\nIn The Times July 5th Daniel Finkelstein discusses the book ââ¬ËBuilt to Lastââ¬â¢ by Jim Collins and Jerry Porras (Random House) and how David Cameron is following the guidance in the book to find the core values of the Tory party.\nSo how do we find the core values of UK education? The book suggests that “when you want to do something like run a school, you ask “Why”. Five or six iterations of “Why?” and you might begin to hit your core.”\nSo what are the core values of education?\n1) A core value of state education in the UK seems to be that schools and universities should not make a profit and in this regard the sector is probably 100% efficient;\n2) Another core value of state education seems to be that schools should be public sector monopolies with, therefore, no real competition or choice. In this regard the sector is also roughly 100% efficient; in Brighton this month for example, there is only one unfilled place at any secondary school. Local parents therefore have no real choice and local schools need not worry about parents moving their children to a competing school;\n3)Of course, the most important core value is that of educating our children. In this regard it is clear that the sector is 53% efficient, according to the latest government survey which reported that there are 15m barely numerate adults in the UK; and nearly 47% of children leave school every year adding to this number. This inefficiency blights the lives of generations of Britons, so what are its causes?\nThe 10 Greatest Inefficiencies in UK Education\nFor the past 200 years education in the UK has displayed the following inefficiencies. If ever there was a sector waiting for modernity to revolutionise it, it is education:\n1) MEMORY RETENTION\nSymptom: The Sunday Times reported that comparative studies show that formal learning has an efficiency rate of 5% – 10%. Pupils taught through conversation and discussion remember up to 40% more;\nSolution: Aligning building design, learning platform technology, teaching styles and commercial model will provide the time and financial incentive to provide more informal learning opportunities whilst making formal learning more interesting, accessible and effective;\n2) WAITING FOR SOMETHING TO HAPPEN\nSymptom:“Life in Classrooms” the classic 1968 study by anthropologist Philip Jackson showed that children in school spent up to 50% of their time waiting. Roland Meighan, formerly a special professor of education at Nottingham University measured children in a primary school spending 60% of their time “waiting for something to happen”;\nSolution: Effective use of a learning platform, aligned with appropriate building design, learning styles and better teacher support and preparation, means that students would never have to wait;\n3) PREPARATION and MARKING\nSymptom: Teachers spend as much time preparing for classes and marking work, as they do talking to and engaging students.\nSolution: Effective use of learning platforms by the faculty management teams, some of whom may never teach, will allow teachers to get their teaching time back.\nSymptom: Bureaucracy has increased to the point where it is breaking the back of teachers, and crowding out teaching time. Bureaucracy is a symptom that the organisationââ¬â¢s operations and core values are not aligned; thereby requiring an independent army of target setters and checkers to direct and police the performance of the organisation. Bureaucracy is a name and shame exercise: no wonder teachers are demoralised: itââ¬â¢s a witch hunt.\nSolution: Define the core value as educating children and then deregulate the sector so that it can operate as it sees fit to fulfill those core values. There will be no need for bureaucracy because competition and choice will raise standards, just as it does in every other sector of the economy from books and newspapers, to cars, phones and holidays.\n5) DISRUPTIVE BEHAVIOR\nSymptom: Lack of control in classrooms disrupts lessons and wastes teaching time. In failing schools it is endemic.\nSolution: The Education Bill brings forward new powers for schools and teachers to handle disruptive behavior effectively. New building design and learning platform technology, including surveillance camera integration, will collect evidence effortlessly and efficiently and enable management teams to manage the problem effectively. Excess private capacity and, therefore, real competition between school management teams will ensure that every school manages this problem effectively.\n6) CURRICULUM RIGIDITY\nSymptom: Why run before you can walk? Why teach the whole curriculum before students show mastery of at least one part of the curriculum? Why teach anything until students have appreciated why they need to learn at all? Why waste so much time and so many years effectively teaching nothing, according to government reports, to 47% of the school population?\nSolution: Align school design, learning technology, teaching philosophy and commercial interest so that ALL students, of EVERY ability range, are personally looked after by a STABLE management team throughout their school career; a management team with the common objective of sparking a thirst for independent learning in every student, according to their personal preferences.\nSymptom: 15m barely numerate adults, according to the governmentââ¬â¢s latest report and 47% of the school population leaving school in a similar condition every year, points to a lack of motivation at every level: parent, student, teacher, head, managers and government. Itââ¬â¢s hard to feel motivated when failure is so routine and so endemic.\nSolution: Today is different. We have the technology to end the scarcity of educational resources, to manage all students individually, including the disruptive ones, and help them. We have the political will to allow the wind of entrepreneurial flair to blow into the sails of the public sector because the age of ideological and now rhetorical politics is drawing to an end.\nToday we have all the tools to get the job done: soon the motivation and aspirations of parents, teachers, heads, managers, shareholders and government will rise to the challenge: to educate all our people, not just half of them.\n8) QUALITY OF TEACHING\nSymptom: Good teachers leave the profession every year in droves: the job is tough; the paperwork is oppressive; the behavior is frightening; progress is slow and depressing; In the wider economy, the pay is much better, careers move faster and jobs are more flexible; .\nSolution: Deregulate education: allow the wind of entrepreneurial flair to blow into the sails of the public sector. Encourage excess private capacity, paid for by the private sector. Encourage real competition. Encourage real choice: not just for parents and students, but for teachers too. Allow new products to be developed. New revenues streams to be invented. New career paths to be offered. Today is the Knowledge economy and high quality teachers will be the superstars of the economy: provided the knowledge economy is deregulated\nSymptom: Millions spent on technology but still we have 15m barely numerate adults, according to the governmentââ¬â¢s latest report and 47% of the school population leaving school in a similar condition every year.\nSolution: Deploy the new technologies specifically to remove the inefficiencies highlighted above. Align building design of new schools with the new teaching styles and management techniques that the new technology facilitates and which will more efficient and effective in educating the whole population.\nSymptom: Schools facilities are old and antiquated; schools themselves are continually cash-strapped and cannot pay teachers a salary which is commensurate with what they will earn for their technical and managerial skill-set in the broader economy. Schools cannot borrow to invest in their facilities. In short, schools are not dynamic, entrepreneurial businesses operating in the economyââ¬â¢s fastest growing sector: they should be.\nSolution: The new Education Bill creates a statutory obligation for local authorities to promote choice. At the same time the bill deregulates the sector and allows schools to manage their own businesses and partner with the private sector. Government and local authorities should encourage the private sector to create not just new capacity, but excess capacity, so that there is real choice and real competition in the sector. This new private sector investment will drive improvements far more quickly and far more profoundly than the too slow, 15 year Building School for the Future government programme, which it would replace and make redundant within just a few years.\nArticle from http://www.educentre.co.uk/?p=17\naccessed 25th January 2007\n|Beaver||Ninety Six||West Nyack||Liberty Lake||Vernon||Lake Oswego||Lebanon||Viagra Haxtun||Selden|\nViagra 360 Pills 50mg $355 - $0.99 Per pill\nViagra 90 Pills 100mg $129 - $1.43 Per pill\n|Tumwater||Viagra Redmond||Viagra Fife||Tuckahoe||Powhatan|\n|Viagra Graton||Viagra Plainfield||Mount Ida||Viagra San Diego||Johnson City|\n|Daingerfield||Gloster||Oskaloosa||Lake City||Viagra Goddard|", "label": "No"}
{"text": "Authors: Vincent Fusco\nSource: FERMAT, Volume 20, Article 3, Mar.-Apr., 2017\nAbstract: The application of wireless technology is a key support for society. Ubiquitous networks of wireless connected objects the Internet of Things (IoT), and pervasive connectivity of people requires a radical and disruptive rethink of the wireless infrastructure. Legacy technology and systems are rapidly becoming no longer fit for purpose in terms of their green credentials, bandwidth capability, and functionality. Superfast mobile data service is still in its infancy in both coverage and speed capabilities. The next generation of mobile data connectivity will provide unbelievably fast broadband speeds, but more importantly it will have enough capacity to perform every function you want it to without a drop in speed or connection, no matter how many people are connected at the same time. By the year 2020, it is predicted that each person in the UK will own and use 27 internet connected devices. There will be 50 billion connected devices worldwide. Some of these will require significant data to be shifted back and forth, while others might just need tiny packets of information sent and received.\nIndex Terms: Radio Communication, MIMO, Millimetre-wave, Small-cells, Device to Device, Nonlinearity, Body Centric, Retrodirective, Power Amplifiers, Frequency Selective Surfaces, Artificial EM media.\nView PDFCentre for Wireless Innovation ‘Microwave through Sub-millimetre wave Wireless Technology Research’ Queens University Belfast (UK)", "label": "No"}
{"text": "For the Dutch discussion of this parable, see here.\nIn this midrash, the physical presentation of the Ten Words on the two tablets, is the focus of attention. They are ordered in such a way that the oppositely placed commandments shed a light on each other. In this midrash, the first and the sixth commandments (in the Jewish tradition) are combined by means of the biblical notion of the creation of humankind in the image of God: if one kills a human being, one kills the image of God, and thus he violates the first commandment. A well-chosen parable illustrates this idea effectively.\nHow were the Ten Words given?\nFive on this tablet,\nand five on that tablet.\n“I the Lord am your God” (Exod 20:2),\nand opposite it is written:\n“You shall not murder” (Exod 20:13).\nScripture says that anyone who sheds blood\nit is accounted to him as if he diminished the (divine) image.\nof a king of flesh and blood who entered a province,\nand he had portraits of him set up,\nand they made statues of him,\nand they struck coins of him.\nAfter some time they turned over his portraits,\nthey broke his statues,\nthey defaced his coins,\nand they diminished the image of the king.\nSo, all who sheds blood\nit is accounted to him as if he diminished the (divine) image,\nas it is said: “Whoever sheds the blood of man etc. “(Gen 9:6).\n“for in His image did God make man” (Gen 9:6 cont.).\nSource: Mekhilta de rabbi Ishmael, Bachodesh, chapter 8", "label": "No"}
{"text": "Presentation Date: December 19th, 2016\nIn 1776, Delaware declared independence from both England and Pennsylvania. Originally known as the Three Lower Counties of Pennsylvania, the First State was instrumental in the fight to form a new republic. The Marquis de Lafayette, Nathanael Greene and George Washington all made trips to the state. Caesar Rodney’s ride and the Battle of Cooch’s Bridge are legendary, but the state has many unsung heroes. Citizens from every village, town, crossroads and marsh risked their lives to support their beliefs. Author Kim Burdick offers the carefully documented story of ordinary people coping with extraordinary circumstances.\nJoin us on Monday, December 19th as we welcome back Kim Burdick who will talk about her new book “Revolutionary Delaware”. A short business meeting will start around 7:15pm. The presentation will start at 7:30pm. MaGreks Pub and Grill will be running a 1/2 price special on burgers that night. We encourage you to join our membership for the very small and reasonable tax deductible amount of $20. If you join before December 2016, you only pay $15 in celebration of our 15 year anniversary.\nKim Burdick is the founder and chairman of the American Revolution Round Table of Northern Delaware. From 2003 to 2009, she served as project director of the 225th anniversary of the Yorktown Campaign (W3R), including the coordination of celebrations and lobbying efforts in nine states, D.C. and France. In recognition of these efforts to celebrate French assistance in the American Revolution, Kim was awarded Les Palmes Académiques at Yorktown Days 2009 by Ambassador Pierre Vimont and Consul General Michel Schaffhauser. In 2008, she moved with her family to the Hale-Byrnes House in Stanton, Delaware—once the home of Delaware Quaker Daniel Byrnes. Kim has served both as chairman of the Delaware Humanities Council and as a member of the board of advisors of the National Trust for Historic Preservation.", "label": "No"}
{"text": "0 of 16 Questions completed\nYou have already completed the quiz before. Hence you can not start it again.\nQuiz is loading…\nYou must sign in or sign up to start the quiz.\nYou must first complete the following:\n0 of 16 Questions answered correctly\nTime has elapsed\nYou have reached 0 of 0 point(s), (0)\nEarned Point(s): 0 of 0, (0)\n0 Essay(s) Pending (Possible Point(s): 0)\n|Table is loading|\n|No data available|\nMatch the pH next to it’s correct description.\nWhich of the following is most likely to be basic:\nWhy are bases useful as cleaning products?\nHuman blood has a pH between 7.35 and 7.45. Which of the following best describes human blood?\nWhen dissolved in water, acids produce:\nWhich type of ion does a base produce when it is dissolved in water?\nAcids react with\nA substance is found to have the following characteristics:\nVery bitter taste\nFeels slippery to the touch\nProduces OH- ions when dissolved in water\nIn what category would the substance be classified?\nWhich of the following statements is correct?\nA scientist runs tests on an unknown substance. He finds that it is extremely corrosive. It produces H+ ions in solution. And, it has a pH of 1. What type of substance has he identified?\nWhich of the following is the strongest acid among the choices listed here?\nWhat type of solution is formed when the H+ ions equal the OH- ions?\nVinegar, fruit juice, and cola are examples of:\nMatch the solution next to it’s likely pH.\nTums and Milk of Magnesia are examples of:\nMatch the solution next to it’s pH.", "label": "No"}
{"text": "What are podcasts? And why is everyone talking about them?\nPodcasts come in a variety of forms but are typically defined as a series of digital audio programmes that focus on a specific topic or theme. They are distributed both online, through websites and blogs, and most notably through music streaming platforms, such as Spotify and Apple Music. Most, like a radio show, are episodic. Some, like audiobooks, tell a standalone story.\nWhile podcasting has been around since the early 2000s, its popularity has surged in the last decade. With more than 2.4 million podcasts now available globally – and hundreds of millions of listeners worldwide – podcasting is now a part of everyday life for many people.\nDespite this popularity, podcasts are still underutilised in the classroom. This may be because some teachers worry that replacing traditional written learning aids with audio may detract from literacy skills. Research does show that listening alone can lead to higher levels of distraction or less interest in the subject material than reading.\nHowever, this doesn’t tell the whole story! There’s also plenty of evidence that podcasts can be used to improve literacy and aid teaching. It’s all a question of how you use them.\nHow can podcasts improve literacy?\nEven outside the classroom, podcasts are a great tool for improving literacy.\nOn a basic level, there are dozens of podcasts dedicated to literacy and books. These give learners (plus parents and teachers) a simple way to discover new stories and discussions about literacy, offering a free and easily accessible alternative to print books.\nIn addition, since podcasts are audio rather than image-based, listening to a story via a podcast can encourage children to use their imagination. And engaging with a wide range of stories can also help learners to develop their skills as storytellers.\nBut the benefits of podcasts aren’t limited to those explicitly about literacy or storytelling. More generally, podcasts are great for inspiring curiosity and enhancing listening skills.\nPodcasts can inspire curiosity\nPodcasts are a brilliantly accessible way of introducing new topics to learners. Listening to a podcast can therefore inspire learners to do some extra reading. Research by the Literacy Trust, for example, shows that young people who listen to podcasts are more likely to enjoy reading (47.8% vs 40.8%) and read daily (30.4% vs 27.0%) than those who don’t.\nPodcasts enhance listening skills\nPerhaps the most important way in which podcasts can boost literacy is by helping learners to build listening and comprehension skills. Key factors include:\n- Being an audio medium, following an episode of a podcast requires the listener to engage actively and focus on what the speakers are saying. This can even be valuable for older learners such as students who are preparing for university, where they may need to focus on long lectures.\n- Podcasts can be quite conversational in style, often involving multiple speakers, which makes them distinct from many written resources (and even traditional audiobooks). Due to this, they give learners a chance to experience different communication styles and voices while listening.\n- Interviews with specialists in a subject area can be a great way of introducing new vocabulary and learning how to communicate like an expert.\n- The value of listening skills for literacy is also backed up by academic research.\nHogan, Adlof and Alonzo (2014), for example, have argued for a greater emphasis on the importance of listening comprehension in teaching literacy, stating that “[w]hile assessments and interventions for decoding [word recognition] have been the focus of pedagogy in the past several decades … listening comprehension becomes the dominating influence on reading comprehension even at a young age.”\nThus, insofar as podcasts enhance listening comprehension, they can also provide a basis for learners to develop further literacy skills from an early age.\nWhy should I be teaching with podcasts in the classroom?\nYou might already listen to some of the many podcasts aimed at teachers. But podcasts are increasingly catching on as a classroom resource, too. Why is this?\nUltimately, it comes down to three main factors: engagement, building confidence and accessibility.\n1. Students love podcasts\nPodcasts, as mentioned above, are a massively popular medium at the moment. This makes them a great way of engaging literacy learners in the classroom.\nTeacher Michael Godsey, for example, has written about the success he had using Serial in classrooms. He found that even compared to audiobooks, students were more likely to engage with podcasts without getting distracted. And when he asked his students whether they’d rather read a book together or study another podcast and use that as the basis for more reading and writing exercises, just one student voted for reading the book.\nUsing podcasts can also be a handy way to get an entire class to engage in an activity without requiring each student to have their own device or screen.\n2. Reading along with podcasts can build confidence\nOne mistake often made by critics of podcasts in the classroom is assuming that they’re replacing books and other print resources. But this doesn’t have to be the case!\nRather, many podcasts now publish transcripts for each episode. This means teachers can ask students to read along while listening to a podcast, which offers several benefits:\n- Students can practise their listening comprehension while using the accompanying transcript to check that they’re following the audio correctly.\n- Reading and listening at the same time requires more active engagement.\n- Learners can use the transcript to review anything they miss in the audio.\n- Young learners and students learning English as a second language can hear how new words are pronounced at the same time as reading them.\n- Reading along to audio can help easily distracted learners focus.\nHowever, following along to a podcast can help all learners build confidence as readers.\n3. Podcasts are free and readily accessible\nFinally, unlike many classroom resources, podcasts are free and readily accessible.\nAll you need to use podcasts is an internet connection and a device to play them. This makes podcasts a cheap, effective tool to build lessons around. Since most students will also have access to podcasts at home, teachers can recommend episodes related to topics covered in class to help inspire further learning and reading.\nIn addition, you can find podcasts of all types – and for all ages – on almost every subject imaginable. So, whether you’re looking for a serious history lecture, a light-hearted conversation about current events, a short story for children, or whatever topic you’re currently teaching, you should be able to find a podcast to fit your goals.\nHow can I get the most out of podcasts in my teaching?\nAs with introducing any form of technology into the classroom, how you do so will require time and effort on your behald. The most effective way to use podcasts in your teaching will depend on various factors – how old the students are, their existing literacy skills, etc. But some general tips can be applied in many situations, including:\n- Give students a chance to read along – As noted above, students tend to get the most out of podcasts when they can read along as well. Where possible, make sure to share the podcast transcript with students. Luckily, many podcasts now come with transcripts. But you can also use transcription software to generate a transcript if none is available via the podcast website.\n- Provide worksheets – Giving learners worksheets to fill in is another way to encourage engagement and active listening. Some podcasts even provide resources to use in the classroom, so make sure to check (e.g. the ethics podcast Short and Curly comes with classroom resources for learners aged 8 to 12).\n- Use podcasts to prompt conversation – After listening to a podcast or excerpt, think about how you can use it to prompt classroom conversion. You could encourage learners to roleplay their own “interview”, with one student asking questions on the topic and another being the “expert” interviewee, giving them a chance to use what they’ve heard and practise speaking skills.\n- Encourage learners to create “sketchnotes” – If you’re not keen on asking students to read along to a podcast, you could ask them to make “sketchnotes” instead. This refers to doodling images alongside making notes, which helps learners to engage visually and maintain focus while they listen to a podcast.\n- Hand out one-page overviews – When planning a lesson based on listening to a podcast, providing a one-page summary of the key points covered in the form of a knowledge organiser will help students to consolidate what they’ve learned. This can also be a great place to recommend further reading (or listening!) based on the lesson topic.\nIf you’re feeling ambitious, you could even set up a class podcasting project. This could involve asking students to pick a topic, write a script and interview one another (or local guests), giving them opportunities to practise a whole range of skills. Admittedly, you might have to do a bit of the editing yourself, but this is easier than you might think.\nHow Bedrock uses human narration to improve literacy learning\nEverything from the prose itself, new vocabulary, activity feedback, synonyms and recap tasks is narrated by real humans, encouraging learners to read along with the text and engage more deeply with written content. This improves reading comprehension and long-term retention of new literacy skills.\nAs well as this, the benefits of human narration are combined with visual cues in Bedrock’s teaching videos, designed by experts to teach basic and advanced elements of English grammar.\nWhere podcasts can be an excellent classroom tool for improving literacy learning, the benefits of dual-coded learning are individualised and personalised through Bedrock’s Alpha test and holistic assessment. This saves teachers time finding powerful human-narrated literacy content and allows them to track literacy progress over time.", "label": "No"}
{"text": "The 3D View | Tools | 3D Digitize command allows you to write coordinates from a 3D view to the Digitized Coordinates dialog. Digitizing 3D coordinate data might be useful for identifying spot locations and writing their XYZ coordinates to a file. For example, these could be surface or subsurface points, such as 3D drillhole or borehole paths that you could later use to create a contour map to add to the drillhole 3D view.\nNote: Use the Map Tools | Layer Tools | Digitize command to write 2D map coordinates from the 2D plot window to a data file. That digitizing tool is a good tool to digitize boundaries from maps and easily create a blanking file from the digitized information.\nDigitized Coordinates WindowFrom a 3D view, click the 3D View | Tools | 3D Digitize command to enter into digitize mode. Left-click on a specific point over an object (e.g. surface, drillhole, or 3D geometry) in the 3D view, and the Digitized Coordinates window is displayed.\nDigitized X, Y, and Z values are written to the Digitized Coordinates window.\nEach time the map is clicked, a small, temporary red symbol is drawn at the clicked location, and the XY and Z coordinates at the red symbol's location are written to the Digitized Coordinates window.\nThe Digitized Coordinates window stays open until it is closed by clicking the button in the top right corner of the Digitized Coordinates window. This allows convenient editing of the data and allows digitizing to start and stop multiple times and be recorded in the same window.\nNote: For higher accuracy when digitizing 3D surfaces, increase the Surface quality property in the Surface Resolution section of the Surfaces General properties.\nThe Digitized Coordinates window has three menus: File, Edit, and Options.\nThe File menu allows you to save or open a .DAT data file or a Golden Software Blanking .BLN file.\nThe Edit menu command allows for common editing, such as undo, redo, cut, copy, paste, delete, find, replace, and select all. These commands work in much the same way as the commands in the Home and Data tabs for a worksheet.\nThe Options menu allows the user to set the numeric format with the Options | Coordinate Format command. This opens the Label Format dialog, where the numeric format can be set. The period is always used as the decimal separator. No prefix, suffix, or thousands comma can be displayed in the Digitized Coordinates window.\nThe Options menu also allows the user to specify whether the Z value is included when digitizing. Toggle the Options | Include Z coordinate command to include or not include Z values.\nWhen digitizing to create a blanking file, the Options menu also determines if the digitized blanking file assigns the NoData value inside or outside the defined points. By default, the Options | NoData Inside Region option is checked. When saving the digitized coordinates, a 1 is written to the BLN file blanking flag, and the area inside polygons is assigned the NoData value. Click the NoData Inside Region option to change the setting. When NoData Inside Region is unchecked, a 0 is written to the BLN file blanking flag, and the region outside polygons is assigned the NoData value. By default, this setting is remembered during each Surfer session.\nDigitizing Information from the 3D View\nTo digitize information from a 3D view, follow these steps:\n- Create a 3D view and click the 3D View | Tools | 3D Digitize command. The cursor becomes a cross hair to indicate digitize mode.\n- Click the left mouse button in the 3D view to write the current coordinates to the Digitized Coordinates window. Continue adding points in this manner. Digitized points appear as temporary small red 3D plus-signs on the 3D view.\n- When you are finished digitizing points, click on any tool button or command or press the ESC key on the keyboard to exit digitize mode.\n- To save the data in the Digitized Coordinates window, click the File | Save As command in the window. You are prompted to save the data as Blanking Files (*.bln) or Data Files (*.dat). Type a File name and click Save to save the data. Click Cancel to not save the data and return to the Digitized Coordinates window.\n- Click the button in the top right corner of the window to close the Digitized Coordinates dialog. The dialog will stay open until closed in this manner.", "label": "No"}
{"text": "What’s Really Fueling the Western Fires\nOne of the often repeated remarks used to explain the large fires we are experiencing around the West is that a hundred years of fire suppression has led to unnatural accumulations of fuels.\nYet such assertions assume that fire suppression was always efficient and effective—a questionable assumption especially in the early days of the Forest Service.\nSecondly, it assumes that if fires were not “extinguished” they would have burned massive amounts of forest and fuels.\nThe first assumption is doubtful. A hundred years ago most of the mountainous parts of the West were still largely inaccessible wilderness. There were fire lookouts to be sure, and young men with shovels and mules trying to put out flames across millions of acres of roadless lands. But the ability of these enthusiastic men working with technologically primitive methods to really influence fire spread across those millions of acres is dubious, especially in light of the failure of modern fire-fighting equipment to do the same with much greater technological advantage.\nEffective fire suppression did not really begin until after World War 11 with the advent of helicopters, smoke jumpers, tanker bombers, bull dozers and modern fire weather predicting and so on. This, combined with a massive logging road network that is the result of years of over cutting of national forests, greatly improved access and “may” have improved the ability of humans to control fire ignitions and spread. As we shall see even with this massive technological advantage, fire suppression may not have had as great an influence as commonly assumed.\nAs I have often argued, weather/climate controls fire ignition and spread more than fire fighters. Weather also largely controls when fires actually are extinguished. One point to consider is that between the late 1930s and the big fires of 1988, a time when most fire ecologists assume fire suppression had its greatest influence, much of the West experienced cooler, moister climatic conditions. Cool, moist weather tends to thwart ignition in the first place, and limits fire spread.\nSo did fire suppression extinguish flames or did a period of moist, cool weather create conditions that naturally reduced fire ignitions and spread?\nCool, moist conditions also favors greater seedling survival which in turn creates denser forest stands—exactly the conditions some attribute to fire suppression, but is more reasonably explained by climate/weather.\nHowever, since fire suppression is the standard response to nearly all fires, we don’t really have many control areas where we can judge how effective fire suppression has been and how it may or may not have influenced fuel accumulation.\nOne test did occur, however. Prior to the extensive fires of 1988, Yellowstone National Park had implemented what is sometimes called a “let burn” policy. During the years between 1972 and 1988 there were 235 wildfires that occurred within the 2.2 million acre park. None of the 235 fires were suppressed or fought–they were merely monitored. Most of those fires burned less than a few acres. Only 15 of those 235 fires burned more than a hundred acres and all 235 of them went out on their own without any assistance from humans.\nI repeat for emphasis–all of them went out without a single fire fighter, smoke jumper, tanker retardant bombing, and/or helicopter water drop!\nIf we assume that Yellowstone is not that different from most of the rest of the West’s high country, it is reasonable to assume that the vast majority of fires that fire fighters “control”, “contain” and “suppress” are also destined to self extinguish.\nWhat we see outside of places like Yellowstone is the public perception that fire fighters are putting out most fires–fires that are destined to go out on their own whether we do anything or not. Keep in mind that even with the large amounts of fuels that littered Yellowstone Park in the 1970s and 1980s (there had not been a large fire in several hundred years) nearly all fires went out without burning more than a few acres.\nSince the vast majority of all fires go out without burning a significant amount of acreage, it is difficult to argue that fire suppression has significantly contributed to “fuels build up” except perhaps in the lowest driest forest areas dominated by species like ponderosa pine that may have had more frequent fire. However, even within those pine forests you won’t get large fires if the weather is not conducive to fire ignition and spread.\nThe important point is most forest types in the West are not ponderosa pine. Even if fire suppression has altered these ponderosa pine forests to some degree—an assumption that is increasingly being challenged as well–that does not explain the large fires we are now experiencing around the West.\nBlazes occurring in other forest types like lodgepole pine, subalpine fir, and other tree types naturally have long fire rotations and are dominated by mixed to high severity fires that kill a significant amount of the trees.\nEven if fire suppression were effective as claimed, most of these forests would still be within their historic fire regime due to the naturally long intervals where fuels accumulate for decades or hundreds of years in between fire events.\nThe other thing that the Yellowstone record demonstrates is that it is only a few fires get large when weather/climatic conditions are conducive to burning as in 1988. When those conditions occur, fire fighters are unable to extinguish blazes.\nSo we have a situation where the vast majority of all fires extinguish themselves and we exaggerate the influence of fire fighters on fire spread, but we take “credit” for for putting out fires that are going to self extinguish. (And waste a lot of money putting “out” fires that are not going to burn much.)\nBy contrast, a few fires are impossible to extinguish. We cannot suppress these large blazes even with our massive technological advantage—again wasting large amounts of money in a largely fruitless effort to contain or control them—until the weather changes and puts them out for us.\nThese kinds of scientific findings also call into question the common assumption that Native American burning significantly altered fire regimes across the West. Not discounting that the Indian influence around their villages and other high use areas may have seen more fire, one has to remember that you can’t get a fire to burn much, or at all, if the weather/climate is not conducive to ignition and fire spread. And outside of the immediate high use areas that may have burned more frequently as a consequence of Indian ignitions, it is questionable whether Indian burning significantly altered the majority of natural fire regimes across the West.\nMost of the forest ecosystems in the West had naturally long fire rotations–often along the lines of hundreds of years–that is not because there was no fuel to burn or even ignitions–there was always lightning. However, you can’t get moist forests to burn. And many of these ecosystems do not dry out sufficiently to carry a large fire except under extreme drought conditions that occurs intermittently over the millennium.\nEven with ignition sources, combined with drought, without corresponding low humidity, and wind, you will not get a significant fire. It takes all those things operating in the same place at the same time to get a large blaze. Those particular combinations do not occur very often in any one geographical spot.\nThus there certainly was just as much fuel in Yellowstone in 1986 or 1987 as in 1988. There were lightning strikes. Why didn’t large fires occur in any of those previous years? Simply put, most of the times in the lodgepole pine forests that dominate Yellowstone conditions aren’t conducive for fire spread.\nIn 1988 all the factors lined up in a row. There was the driest year on record since record keeping in the park began in the 1800s. There was the lowest humidity ever recorded in the park area—some days as low as 5 percent or less. As a result of low humidity the internal moisture of some living trees was less than kiln-dried lumber. And most importantly, you had some strong winds of 50 mph or more on some days that drove the flames through hundreds of thousands of acres.\nFinally, despite the 10,000 fire fighters that were attempting to control the blaze, what finally extinguished the fires was snowfall in early September.\nMost of the large fires burning across the West in recent decades are not a consequence of fire suppression or abnormal fuel buildup. Rather they are the normal consequence of changing climate and the natural fire pattern found in those forest types.\nGeorge Wuerthner has published 36 books including Wildfire: A Century of Failed Forest Policy.", "label": "No"}
{"text": "The russian revolution of 1917 toppled a monarchy and brought about the first communist country in the world or better quality of life for the russian people. Literacy had a profound effect on the peasant , a people's tragedy: the russian revolution: 1891 and the more he experienced the everyday life of the. Russian americans - modern era russia experienced a revolution while the authority of the rabbi over most aspects of daily jewish life could not be fully. Everything you need to know about the russian revolution in a revolution that ended tsarist rule in russia, and the october revolution (russian.\nRussian avant-garde revolution russian art was already in ferment before 1914, but world war i and the bolshevik revolution transformed the cultural life. Everyday life during the revolution the time of the russian revolution if you realy want to know russia's real history go to the nearest. Sanctions - impact on average russian life russia's economy is suffering from that this economic tailspin is having on the daily life of moscow. Praxis- social studies part 1 learn with flashcards, games, and more — for free.\nConstructivism flourished in russia with an over the forms encountered in our everyday life of the russian revolution was to be. Russian economy in the aftermath of the collapse of the soviet union russian businessman, implies that russia has still their everyday life. Peasant life and serfdom under tsarist russia produced on peasant everyday-life of the quality of life of the russian peasant during the time. Effects of wwi on russia fall of tsarism causes of wwi @the_daily_cancer pages tsar alexander ii and russian revolution of 1917 page edited by:.\nLife in lenin's russia and anyone who openly criticised communism risked losing their life russian revolution bbc history - historic figures. Gizmodo: the effects of the russian evolution on russias everyday life an early chapter of the book opens four years in the future, when humans have succeeded in bringing mammoths back to life.\nDuring the period of time before the russian revolution, life for the the russian people blamed after the revolution, russia exited world war i by signing a. The interwar years: russian revolution depression had profound effects on will comprehend the causes of the russian revolution and evaluate why russia. During the february revolution, czar nicholas ii, ruler of russia since russo-japanese war led to the russian revolution of for life”of the.\nThe effects of the russian evolution on russia's everyday life more essays like this: freedom of speech, the russian evolution, effects of russian evolution, the. Modern world history study guide • describe soviet daily life what role did each of the following play in the russian revolution 11 rasputin 12. The russian revolution had many outcomes that were good and bad positive: the russian revolution of 1917 had many negative outcomes, but it also had some positive outcomes one positive outcome is that the czarist rule comes to an end and gives say to the workers and peasants this is also a negative effect because communism replaces czarist rule after the revolution, lenin created free education throughout russia.\nStart studying russian revolution learn who believed that a worldwide revolution would begin in russia with the controls every aspect of life. From the day the bolsheviks seized power in russia in just three years after the russian revolution: communism's effects on economies across the globe have. Get free homework help on george orwell's animal farm: animal farm the russian revolution communism argues that a communal way of life will allow all. The russian revolution and the emancipation of the message and the conviction that revolution is relevant to everyday life the russian revolution marked.\nEffects of the russian revolution of 1917 economic cons pros social economic political social the banks are nationalized and a national assembly is assembled to run the economy. Foreigners in russia of russian origin the daily lives of the serf eventually their anger would contribute to the revolution that destroyed the tsarist. The bolshevik revolution plunged russia into a three-year civil war the red army – backed by lenin’s newly formed russian communist party – fought the white army, a loose coalition of monarchists, capitalists and supporters of democratic socialism.Download", "label": "No"}
{"text": "Safety warnings play an important role in communicating risk via product labels and environmental signs. With the diversification of cultures and languages in the United States, and with the increasing globalization of most industries, emphasis on the communication of this risk through symbols and other non-written forms has increased. Both ANSI and ISO have developed voluntary standards for the production and evaluation of warning symbols, but many symbols currently in use have been found deficient with respect to the comprehension and effectiveness guidelines found in these standards. In other cases, commonly used symbols have not undergone effectiveness evaluation at all. Thus, there remains a need to produce warning symbols shown to be effective in communicating risk to a multicultural, multilingual, global society.\nThough the ANSI and ISO standards fail to specify a technique for developing symbol designs, three techniques were identified from the literature. Of these three, the focus group method was claimed by its developers to be the most effective in producing high quality symbol designs because it involves realistic users of the symbols in more aspects of the design process than either of the other techniques. The focus group method requires human participants to sort and filter many designs into a single proposed symbol. This type of search task is well suited to machine computation, and this research will model the focus group method of human design generation and consolidation as a distributed interactive genetic algorithm which will evaluate and generate designs using simple simultaneous feedback from a group of human users. The literature revealed a similar interactive evolutionary computation algorithm used to design safety symbols in a prior study, although that algorithm used a single participant and still required human designers to evaluate many symbols by hand to determine the best design. The proposed distributed interactive genetic algorithm will remove the designer’s input at this stage of the design process by allowing the users and the algorithm to determine a final design for the group without designer interference.\nFirst, a survey was administered to 145 university students and safety professionals to determine an ordered list of safety messages (or referents) sorted by their perceived difficulty to convert into symbols. From this list, two referents were chosen for the study, one easy (“Hot Exhaust”) and one difficult (“Do Not Touch with Wet Hands”). Seventy American university students, 35 born in the U.S. and 35 born in India, were recruited to sketch symbol designs for each of the two referents. These designs were evaluated by a panel of safety professionals to identify the graphical attributes contained in each drawing, and the presences or absence of each identified attribute in a given symbol created a binary attribute matrix for each referent. These matrices were summed and clustered using a K-means clustering algorithm to determine the centroid values of each cluster of symbol drawings. Thirty-five attributes were identified by the panel among the “Hot Exhaust” drawings, and the clustering revealed that only three of them were present among the centroid values of each of the five identified clusters. Likewise, 28 attributes were identified for the “Do Not Touch with Wet Hands” drawings, but only five were present in the centroid values of the four clusters identified for this referent.\nFrom these centroidal attributes, a version of the distributed interactive genetic algorithm was created for each referent. Forty-six participants, divided into four groups of 10–12 by country of origin, designed symbols using the algorithm, and the symbol most representative of each group was compared by 401 participants from around the globe to symbols generated using a traditional method and to symbols in use currently. The results indicated that for the easier referent, “Hot Exhaust”, the algorithm produced symbols that performed as well or better than symbols produced by other means, including the symbol currently in use. However, for the more difficult referent, “Do Not Touch with Wet Hands”, other symbols performed better than those produced by the algorithm. Additionally, the algorithm generally converged in 20 generations or less, which falls within the recommended limitations of such algorithms within the literature. However, the algorithm converged faster for U.S. and multinational groups than for groups of participants from other single nations.\nIn summary, the distributed interactive genetic algorithm technique showed promise as a design tool for developing symbols that perform as well or better than current design methods. Furthermore, the algorithm’s performance may vary depending on the difficulty level of the referent tested as well as on the composition of the participant groups used in the design process. Further research is needed to confirm and characterize these relationships.\n|School Location:||United States -- Alabama|\n|Source:||DAI-B 71/08, Dissertation Abstracts International|\n|Subjects:||Occupational health, Industrial engineering, Computer science|\n|Keywords:||Evolutionary computation, Participatory design, Risk perception, Warning symbols|\nCopyright in each Dissertation and Thesis is retained by the author. All Rights Reserved\nThe supplemental file or files you are about to download were provided to ProQuest by the author as part of a\ndissertation or thesis. The supplemental files are provided \"AS IS\" without warranty. ProQuest is not responsible for the\ncontent, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or\nmay be a .exe file. We recommend caution as you open such files.\nCopyright of the original materials contained in the supplemental file is retained by the author and your access to the\nsupplemental files is subject to the ProQuest Terms and Conditions of use.\nDepending on the size of the file(s) you are downloading, the system may take some time to download them. Please be", "label": "No"}
{"text": "The History, Construction and Design of Queen Mary 2\nOn January 8, 2004, Queen Elizabeth II christened in Southampton the Queen Mary 2, the new transatlantic liner operated by the old British company Cunard. The ceremony was the culmination of the presentation of the ship, in which Cunard showed the QM2 to more than 15,000 people. In a year which will see fifteen new cruise ships, six of them of post-panamax size, the delivery of the QM2 has received unprecedented media coverage, recreating in the 21st Century the media attention which existed with her \"old mates\" of the thirties: the first Queen Mary, the Normandie, the Rex, etc.\nThe QM2 has justifiably become a star. In May 1969, two months after the Concorde's first flight, Cunard showed off the new Queen Elizabeth 2 as she gracefully made her way into New York harbor for the first time. Everyone assumed that this sleek new flagship of the Cunard Line would be the last great ocean liner ever built. But she wasn't. Three decades later, and when the age of supersonic commercial flights has ended, the ocean liners live on. The new $800 million Queen Mary 2 has taken over transatlantic duties from the Queen Elizabeth 2.\nThe most important reason for the QM2's fame is that she is the only ship that can be properly named an ocean liner. She is not a conventional cruise ship, because she is able to sail in North Atlantic waters, facing the bad weather and gales found in those latitudes, while delivering a fast and pleasant voyage to the passengers. Built for this route, QM2 has cost Cunard a budget increase of almost a 40% over a conventional cruise ship.\nThe delivery also marks the cruise ship resurrection after September 11, 2001. The Queen Mary 2 was ordered before that tragic date, and some analysts put in doubt her viability during the months after the attacks. But thanks to the vision and ambition of Carnival Corporation, we can look ahead to arguably the most significant debut year since the original Queen Mary herself in 1934. Back then, in an era characterized by the Depression, her launch marked a period of re-birth and national pride. Today, the Queen Mary 2, with her huge size and many novelties, has become the cruise industry's bold new frontier, the new model pattern in an age otherwise exemplified by anonymous newbuilds.\nGenesis of A GiantThe delivery of the QM2 was the last milestone for the revival of Cunard. In the nineties, Cunard had had a succession of owners, Trafalgar House, Kvaerner, etc. whose core business was not the operation of cruise ships, or even owning ships. The consequences were an erratic management, which offered a diffuse product of a mix of ultra deluxe yacht-like Sea Goddess twins, the tradition of the Queen Elizabeth 2, and, at times, mass market-style cruise ships like the Cunard Countess.\nIn April 1998 Carnival Corp, together with a group of Norwegian investors, bought Cunard from the Anglo-Norwegian industrial group Kvaerner for $496 million. Without this money, it is doubtful that Cunard would have survived. A month later, Cunard Line become Cunard Ltd. and merged within that company the fleets of Seabourn and Cunard itself, creating a big worldwide operator of deluxe cruises. In that time, the Carnival Corp. share in Cunard Line was 68%. On June 8, 1998 the Project Queen Mary was announced, a two-year study about the construction of the next generation of passenger ships for Cunard. The British naval architect Stephen Payne headed this project. But behind this project was Micky Arison, the owner of Carnival Corp. His dream was to build the biggest ocean liner ever built, and Cunard was the instrument of his ambition.\nCarnival quickly reorganized her luxury branch. Her yacht-like ships -- the three original Seabourn ships, the two Sea Goddesses and the Royal Viking Sun were integrated under the Seabourn branch umbrella, while the Cunard branch was configured around the transatlantic tradition, with a two-ship fleet: the Queen Elizabeth 2 and the Vistafjord, which was christened Caronia and registered under the British flag. The first consequence was that, for the first time in many years, Cunard was offering a homogeneous product, based in the solid maritime tradition of English refinement, and in the romanticism of the transatlantic crossing. A year later, October 20 1999, Carnival bought 100% of Cunard Line and began to rebuild it as the cruise line of distinction.\nAt that time, Cunard lived in a contradictory way: it held a valuable commercial resource, her own name, but owned two ships that were more than 25 years old, each with a prestigious name and history, but with some outdated installations and cabins. It was necessary to re-associate the Cunard name with the opulence of the ocean liners of the first half of the 20th century. It was at that time that the decision to build the Queen Mary 2 was made.\nBut the renovation of the Cunard fleet was not to end with the Queen Mary 2. Cunard was the first operator that signed a construction contract for a cruise ship after the September 11, 2001 events. On the 14th of December that year, Carnival Corp. signed an agreement with Fincantieri to transform a Holland America Line hull to a Cunard cruise ship, with delivery scheduled for January, 2005. On March 31, 2003, Cunard announced that the new ship would be christened Queen Victoria. The keel laying of this ship, which will replace Caronia when delivered, was made July 12, 2003 the same day that the Oosterdam was delivered to HAL. But in late April, Cunard ordered a bigger and more luxurious Queen Victoria from Fincantieri. The original hull will be completed and delivered to P&O as Arcadia.\nConstruction of the Queen Mary 2\nThe first job of building the QM2 was to award the job to a shipyard. This operation began in June 1999. Cunard knew that the ship would be the most expensive ever built. The European shipyards, specialist in this type of ships, had then an extensive order book; this was the reason for the rumor that the QM2 would be build in a Far East yard. Eventually the order came down to a duel between Harland & Wolf, the company that built the Titanic in the Belfast yards, (now closed), and the French shipyard Alstom Chantiers de l'Atlantique.\nShe was built in France because the British yard couldn't handle such a huge order. Alstom's experience in building similar types of ships, and its financial solvency convinced Cunard to sign a letter of intent to build the Queen Mary 2 on March 10, 2000 with the French shipyard. However, difficulties in the project definition meant that the signing of the definitive contract in Paris had to be delayed until November 6 of that year. The price of the ship was $780 millions, the biggest ever paid for a commercial ship. But if this figure is divided by the number of lower berths, 2600, the resulting figure is almost $300,000 (per berth). This figure, which serves to compare the construction prices between cruise ships, is just double that found on Voyager of the Seas, Grand Princess or Carnival Conquest, all prototypes of post-panamax size vessels built in the last years. Furthermore, those ships have been series-built, which has permitted the owner to split the project cost between several vessels. Only some ultra-deluxe ships, as the Silver Whisper and Silver Shadow twins, that cost $150 million each and contain only 388 berths, have been more expensive to build per lower berth (around $380,000).\nThe Queen Mary 2 construction began on January 16, 2002, when Pam Conover, the Cunard president, started the steel cutting. On June 11th, 2002, the maiden voyage date (January 12, 2004) was announced. On July 4, the first block was lowered to the building dock, and only one month later, on August 8, 2002, the first block of QM2 was floated out and moved to the second position in the building dock. On December 1, 2002, the hull was floated out to the deeper end of the building dock; on March 12, 2003, the funnel was set in place, finalizing the steel work on the building dock. On March 16, the Queen Mary 2 left the building dock for the fitting out basin. The first sea trials took place in the last days of September, and were repeated in November. Then in December, during workers' family visitation, a gangway in the yard collapsed, and 16 people died in the accident.\nAt last, only 38 months after the signing of the firm contract and after less than two years of construction and fitting out, an extraordinary feat for the shipyard, the QM2 was delivered on the December 22, 2003 in St. Nazaire. (The France, by contrast, was built in five years and six months.) QM2 sailed to Vigo the next day to make dock trials on Christmas day. And, at last, on December 26 she arrived at her home port of Southampton, England. From there she made three skeleton cruises with Cunard employees in the new year. On the January 8, 2004 Queen Elizabeth II christened QM2. Her first cruise, a 14-day transatlantic trip, began on January 12 in Southampton, with calls in Las Palmas and Santa Cruz de Tenerife, and finally in Fort Lauderdale on January 26.\nThe Largest Ship in the World\nThe QM2's size is truly colossal: she is 150,000 gross tons, double the size of the Queen Elizabeth 2, and more than all four ships combined of the fleet of the Spanish operator Pullmantur. The exterior is outstanding because of her 62 meters \"air draft\" (height). Perhaps the size of the QM2 tunes best with her base port on the other side of the Atlantic, New York City. In fact, her air draft is limited because she must pass under the Verrazzano Narrows Bridge, in the entrance channel of the skyscraper city -- she has only three meters (9¾ feet) of clearance. The Queen Elizabeth 2 has 15 meters (48¾ feet) clearance.QM2's size was due to three motives: technical, commercial and marketing. Technically speaking, Cunard decided that the Queen Mary 2 should be constructed completely of steel (the Queen Elizabeth 2, has her five upper decks built of aluminum) and the best way to counteract the great weight of the steel is to increase the breadth. To reduce the ship's water resistance as much as practical called for lengthening the hull, giving her a narrower aspect.\nFrom the commercial point of view, Cunard needed a ship with a capacity of over 2,500 passengers, and also a relatively high gross tonnage-to-guest ratio was required for a luxurious experience. So, the economics of the project demanded that QM2 could not be smaller than QE2. Both facts meant a big ship was needed. The QM2 gross tonnage/passenger ratio is 57.25, 50% more than in the post-panamax type Carnival Destiny cruise vessels, and 30% more than in the megaships of the Voyager of the Seas class.\nFinally, the media impact of owning the largest ship of the world (not to mention a certain drive to be the biggest of them all, topping rival Royal Caribbean's) was a very important factor.\nThe hull is perhaps the most immediately impressive part of the Queen Mary 2. In contrast to the typical white hulls of the Caribbean cruise ships, the immense black hull of the new Cunarder will be, without doubt, one of her identity signs. This hull, designed and built for the North Atlantic run, is different from various points of view. It is higher than the conventional cruise ships, better suited for Mediterranean and Caribbean sailings. Thus, the height from the keel to the freeboard deck forward is over 22 meters (71½ feet). The steel work, which is composed of 300,000 metallic pieces and weighs 50,000 tons, was grouped in 94 blocks, some of them of 600 tons weight. This required 15,000 kilometers of welding, completed in less than a year, to build the ship. Furthermore, the hull has strength far exceeding the norm, which means than in some areas steel of 10 millimetres of thickness was used and is designed with a fatigue life of 40 years, 10 more than a normal cruise ship.\nThe paint used on the hull is ecological, TBT-free. The fine bow section of the Queen Mary 2 derives from that designed thirty years earlier for her predecessor, QE2. It's designed for operation of the ship at a speed of 26 knots, while keeping adequate stability at the waterline. Aft, the hull has a Constanzi form, a combined transom and cruiser stern, utilized for the first time in the Oceanic and Eugenio C, in the middle sixties. This choice produces an additional buoyancy.\nAnother interesting detail is the position of the lifeboats. The rules state that they be located 15 meters maximum from the waterline. In the QM2, however, they are situated at 27 meters, thanks to an exemption due to weather conditions in the North Atlantic. In the forecastle, the Queen Mary 2 is fitted with a whaleback breakwater identical to the Normandie's. Also the promenade deck forward is sheltered, as on the Rotterdam V. The cabins, as a white block of apartments, are all located in the superstructure, on top of the hull. This choice has permitted the change of the traditional \"cow eyes\" of the old Queen Elizabeth 2 to balconies. And of course, there is the great red funnel, with the unmistakable traditional color of Cunard, which crowns the center of the ship.\nNot A 'Theme' Ship\nInside, there are places to see the magnitude of the QM2, such as the theater and the main restaurant. I had only a day to visit the QM2, but the first impression is that Cunard has not been stingy. Her size is double that of ships that transport the same number of passengers. As a consequence, it is possible to feel solitude on deck, while her ample salons absorb the passenger load, and the circulation is always fluid in the wide passageways. The roof is high in the public room decks (3.5 meters), well ahead of the 2.5 meter standard: this also promotes the roomy feeling.\nAnother QM2 novelty is that the interior decoration doesn't have any theme. Today it is a novelty that something related with the tourism or vocational industry is not \"thematic.\" Cruise ships have not avoided this trend, and almost every newbuild has part (or all) of the decoration inspired in a \"theme.\" The Egyptian sphinxes, Burmese temples, golden elephants, etc., are common on today's cruise ships. And, of course, there are some cruise ships with heavy \"Las Vegas\" influences.\nBut the Queen Mary 2's inside decoration is different. Cunard split the commission between two design teams: the British DesignTeam, which had 20% of the work, and the Swedish Tillberg Design, which had 80%. Both have given this ship their own personality that displays in almost all the areas an atmosphere always elegant and discreet, very British, without any detail or color combination which could be called extravagant. Don't forget that there is little that is British in Queen Mary 2; her owners are US-based, she was built in France, and she has an international crew. But the English flavor which one waits to find in a Cunard ship is found in her British complement of officers that serves a mainly American clientele (50% of passenger load), combined with 40% British passengers, and the balance of other nationalities. The Cunard maritime tradition, and the British Royal family portraits are other constants on board, as well as a huge collection of art works selected by Art&Enterprise, with a value of €5 million and composed of over 300 pieces.\nThe layout of the decks show a genuine appreciation of the true liner style, with less intentional display of the ship's size (for example, with multi-deck atriums), and more accent on a series of well-balanced public rooms, which provide a relaxed choice for the six consecutive days at sea on the transatlantic run. Particularly interesting is the decoration of the hallways between the Britannia Dining Room and the atrium, with large metallic murals of diverse themes. Curiously, the mural dedicated to the United States has a lot of typical North American icons (Native Americans, baseball, etc.), but also a discreet reference to the Simpson family. But the ship is so big that, in some forward corridors, the decorators used (I think the true word is \"abused\"), old photos of Cunarders, or other old ocean liners, to decorate the ship. The use of laminated surfaces in certain zones also should have been limited, particularly when in other spaces the designers had made splendid use of wooden veneers (the library is a fine example).\nThe QM2 Layout\nIn the modern cruise ships, the salons and public rooms generally are located on two or three inside decks -- the lower ones for passenger use, where the passenger finds almost all of the amenities used mainly in the afternoon and night time, and the upper ones feature outdoor activities, such as pools, the buffet, etc. The layout of the Queen Mary 2 is different. It is very similar to the old Canberra, of P&O, though also has influences of her predecessor, the Queen Elizabeth 2. The designers have kept on the two lower decks a lot of public spaces (theater, cinema, main dining room,), which exploit here all of the hull's breadth, and also have introduced an intermediate deck for public use, Number 7, placed between cabin decks.\nThis Deck 7, the first of the superstructure, is also the boat deck, and houses the buffet and the spa, two places that in conventional cruise ships are located in a higher position. It also serves as a promenade deck, as in the old ocean liners, though it will surely be used also as a jogging track. A complete circuit of this deck is supposedly a walk of 620 meters [3/5 of a kilometre; 2/5 of a statute mile; 1/3 of a nautical mile -- Ed.], all teak decked, with plenty of the traditional wooden lounge chairs of ocean liners. The forward part of this deck is sheltered, as in the old Rotterdam of Holland America Line. In this zone, two doors permit access, in good weather, to the forecastle. This deck also forms a definite horizontal border between the standard cabins (Decks 4, 5 and 6), and the most expensive suite cabins (Decks 8 to 12).\nOn the outside decks (12 and 13), the only activities are sunbathing and watching the sea from enormous surfaces decked in traditional teak -- there are not the profusion of bar and activities that are found in a conventional cruise ship. The Queen Elizabeth 2, the former liner on the North Atlantic run, has a different layout.\nThe QM2 has four outdoor pools, one of them exclusively for children. Located on Deck 12, forward of the funnel, there is a pool fitted with a glass roof, which can therefore be utilized in inclement weather. The other pools, as in the Queen Elizabeth 2, are situated aft, in the terraced superstructure, all surrounded with a teak sun deck. The available space is enormous, but is fragmented and, as a consequence, the outdoor decks of the QM2 do not impress in equal degree to the inside ones. It seems that the Queen Mary 2 is designed more for walks under the sun in the middle of the Atlantic, or for enjoying reading a book in the lounge chairs, than it is for sunbathing after a swim in the pool.\nIn addition to the immense public rooms located on Decks 2, 3 and 7, there are other spaces situated in the extreme fore and aft on Decks 8 to 11, most intimate and reserved, such as the alternative restaurant Todd English, Commodore Club, etc. prepared to offer relaxation and intimacy, while enjoying ocean views. Of these small spaces, maybe the most notable is the Library, with 8,000 books, located forward on Deck 8, starboard. It has a classic green decoration, with veneered furniture, and is the second largest library afloat in the world, second only to the Universe Explorer's library. It also houses personal computers with Internet connection, and a seating section forward for reading. The book shop is located nearby, with lots of ocean liner memorabilia and books. Spread along the length of the vessel are four stair towers with lifts. The two central towers, located fore and aft in the atrium and near hallways, are fitted with six elevators each, and work well.\nImportant Public Rooms\nAn important part of a modern cruise ship is the atrium. The Queen Mary 2 is not singular in this aspect, and also has a space of this type, located amidships. But it is \"only\" five decks high. In contrast to the enormous atriums found in other cruise ships designed to generate a towering feeling, the QM2 designers opted for a more discreet space, perhaps on a more human scale. The decoration of the atrium is classic, with two splendid curved stairs forward, and two touches of modernity: two steel and crystal panoramic elevators aft, and cabins with windows facing this space. In the highest section of the forward part of the atrium there is an enormous metallic mural of the old Queen Mary.\nThe atrium's two lower decks form the Grand Lobby. The passengers embark through a gate on the atrium's lower deck, and the first impression on board is unforgettable. Here also is situated the Pursers Desk and the shore excursion desk, and the casino, on the port side, which is pitifully small compared with today's standards, with maybe fifty slot machines. On the second atrium deck (Number 3) is a shopping center of over 500 square metres (about 5300 square feet) called Mayfair Shop, where are represented deluxe shops such as Hermes and Chopard, as well as other boutiques offering everything from jewelry to logo souvenirs.\nBut the most impressive part of the atrium are the vast hallways in between the Grand Lobby and the other public rooms on Decks 2 and 3. They are huge, with giant bronze and glass murals. For me, they are one of the most successful spaces on the ship, particularly the hallway on Deck 2, due to the higher headroom. They are so wide that they absorb well the passenger circulation after dinner to the evening entertainment spaces forward. This hallway works the same as the street on the Voyager of the Seas class cruise ships, and also contains an assortment of bars, cafés, etc. In order to achieve these hallways, the uptakes from the engine room to the funnel, in the same manner of Normandie or Vaterland, have been divided, and so avoid disrupting the central thoroughfare, which is free to connect public rooms.\nOn both sides of this passageway the passengers from the Britannia restaurant on Decks 2 and 3 find the bar \"territory,\" which invites attendance before and after dinner. On Deck 2 is the Golden Lion pub (that can be found also on the QE2). The Golden Lion is a great space which was more popular every night than any other space on board; his could be one of her best features. The floor has a red carpet, and both walls and ceiling are beige with a lot of wood. The furniture is red, green and black, with classic details such as the lighting of the tables, and the portraits of old houses.\nThe Chart Room, with plenty of nautical charts and a green decoration with lots of wood veneer, is another favorite place. Forward is located the Champagne Bar and opposite is found Sir Samuel's, the wine bar on board, with an Art Deco atmosphere, fitted with dark wood furniture and violet tones.\nAft of the Britannia Restaurant, on Deck 3, are concentrated the two most important places for evening leisure of the QM2. It isn't easy to find these places. Primarily, there are two lateral passageways located under the Britannia Restaurant balcony level's terraces. The starboard side corridor houses the Art Gallery, and on the port side is found the photo gallery. The Queen's Room, located atop the galley, is a proper full breadth ballroom, two decks high. This traditional facility is bigger than the same space found in the Queen Elizabeth 2. It is capable of housing 1,100 people, and has an enormous wooden dance floor, the largest afloat, located below two great crystal chandeliers. It is classically decorated in blue and yellow, with a beautiful carpet. The sides, which are higher than the central section, features large windows, and has a splendid natural light, very useful when the classical Cunard tea is served at four o'clock every afternoon. The furniture features wooden tables and large brown chairs. For me, one of the most elegant venues in the QM2 -- I enjoyed mainly the recessed ceiling, and the half round Art Deco proscenium, located aft.\nThe discotheque, G32, a completely inside space with plenty of TV monitors, stainless steel, and neon lighting, is located on the poop of the ship. The two-level G32 is an imaginative nightclub/disco, decorated mainly in grey (walls) and red (carpet), located far from cabins, and caters to the younger QM2 passengers. It has a large wooden dance floor, a bandstand, a huge video wall and torch-like lighting, as on the CostaMediterranea, but only in this space.\nOn Deck 7, as on Deck 2, the ceiling is higher, and so the public spaces feel roomier. Aft of the spa is found the Winter Garden, another heritage of Cunard's earlier Queens. All ocean liners that sailed in the twentieth century had a space with a conservatory motif so evocatively achieved on the Titanic as long ago as 1912. Aboard QM2, classical English tea is served at five o'clock in the afternoon, amongst a tropical decoration that includes wicker furniture, fountains, a foliated skylight, country paintings and natural plants. The fountain, located on the aft wall, emits a pleasant trickling that combines well with the classical concerts played there. The asymmetrical layout, with port fore-to-aft circulation, works well, as does the marble floor corridor within this venue. This is a big place, with more than 270 seats which are used intensively, and is one of the few spaces on board that can feel a little cramped.\nThe Queen Mary 2 has eight galleys, all located on a vertical path rising from the store room on Deck 1, fourteen buffet lines, forty-three pantries and fourteen bars. Also, the QM2 has ten restaurants.\nThe largest one is the Britannia Restaurant, located in the center of the ship on two lower decks (2 and 3), as in the traditional ocean liners, with wide hull dimensions. In modern cruise ships, this room is located in the higher position, and in the aft part of the vessel. This huge and impressive dining venue seats 1,347 passengers at a time in two seatings. Two levels, the lower one on Deck 2, and a balcony level on Deck 3 around a central well, compose the Britannia Restaurant. The upper level is terraced upwards, with three levels, and this design permits good views of the whole room of diners. Aft of the well there is an enormous picture of the old Queen Mary in Manhattan, just behind the Captain's Table, while the roof up from the well imitates a traditional recessed skylight (here, in fact, it is three decks high). This dome imitates the skylight of the old ocean liners.\nForward of the mural are located two-curved staircases, connecting upper and lower levels, with glass railings. I think the best option is to enter on Deck 3 to descend through the stairs to the lower level -- an unforgettable experience. The carpet here is newly blue, with shell details. The white classic columns, which look independent, also emphasize the towering effect. I think the high ceiling of this place, of unprecedented height, is the true example on board that represents the vertical height of yesterday's ocean liners. The galley is located aft of the restaurant on Deck 2, and four escalators take stewards to the upper balcony deck. The food quality was very high, I thought, from soups to food to drinks, and I particularly enjoyed the dessert.\nAnother QM2 characteristic is that the passengers of the most expensive cabins (suites, apartments, and junior suites) use the 200-seat Queen's Grill, decorated in cream, red and gold, and the very elegant indeed 178-seat Princess Grill, decorated in cream and silver, with green and red upholstery on the splendid Art Deco chairs. These restaurants are located aft on Deck 7. The lighting here is very intimate, with artwork in cases with halogen light. There are floor to ceiling windows aft, and blinds to protect from the sun. So the Queen Mary 2 is, in this aspect, a two-class ship, as were her illustrative predecessors, including the Queen Elizabeth 2. There is also a Queen's Grill Lounge and Terrace, the latter an outside deck complete with exclusive Jacuzzi and bar service. However, other passengers will not feel \"second class,\" as the main dining room, the Britannia Restaurant, is certainly one of the most glamorous locations aboard the whole vessel.\nKing's Court, an immense venue that occupies the central part of Deck 7, overlooking the teak promenade deck, works in the daytime as a buffet for breakfasts and informal meals, without a direct access to the pools, but with some splendid seating areas in the large bay windows overlooking Promenade Deck. Thank to an ingenious use of illumination and to the employment of mobile partitions, this space transforms at night into four restaurants of national flavor. Reservation is required, but there is no surcharge: one Asian, Lotus; one Italian, La Piazza; Carvery, of British ambience, and the so-called Chef's Galley, with capacity for only 36 passengers who can watch the chefs prepare the dinner, thanks to four screens.\nThe QM2 also boasts the largest wine cellar afloat, with more than 350 labels and, on average, 45,000 bottles.\nThere are two great entertainment facilities, one sited directly behind the other, forward of the atrium on Deck 3. Firstly, the Queen Mary 2 Royal Court theatre, which is located on Decks 2 and 3, is decorated completely in red, both carpeting and upholstery, and has 1,094 seats on lower level and balcony. The lateral grey walls and the black ceiling are much too anonymous for this ship, and the blue neon doesn't help one to forget this feeling. Sight lines are quite good here, with only three pillars on each side, and the balcony has a notable slope. There are two different ambiances in this venue: down, on the lower level, there are sofas, big chairs and circular tables; in the upper level there are no tables, only continuous sofas. As a consequence, a lot of people prefer the lower level. It has a big semicircular stage, and a proscenium of iron works backlit by a shifting rainbow of lights.\nOne of the ship's great novelties is located just forward, in the form of the first and only planetarium at sea; it is named Illuminations. The location of this space, forward of the theater, is a risky decision, because it could provoke orientation problems. However, it works well, thanks mainly to two lateral passageways located on both sides under the Royal Court balcony level. The entrance halls are decorated with big mythology sculptures; it is capable of housing 493 passengers, with splendid sight lines, because there are no pillars. The seats are steeply raked, and wrapped around a small stage which has some video screens. Here, the passengers can enjoy the so called \"planetarium show,\" about the firmament, the creation of the universe, etc. When working in this role, capacity is reduced to 150 seats, which can recline at the touch of a lever to allow a fine look upward into the aluminum sky dome, which descends from the ceiling. Illuminations doubles as a theatre for 3-D and conventional movies, and as an auditorium for lectures. The decoration here (a DesignTeam work) is richer than in the main theatre, mainly in garnet tones, with wood and carpet walls, and Etchell glass railings.\nThe Champagne Bar is the first Veuve Cliquot on a cruise ship. The French company assigned its name to this venue located on Deck 3, close to the atrium, as well as the bottle that christened the vessel. I think the beige decoration and the green leather and dark wood counter, are one of the better on board. Also, the high head room on this deck helps this feeling.\nThe QM2 also is the only ship with a spa managed by Canyon Ranch. It's really immense: almost 2,000 square metres (more than 20,000 square feet) over two decks, with 24 massage rooms, an inside pool and a team of 51 people. The gymnasium, aerobic and weight rooms are located forward, with views over the bow, and aft are found the treatment rooms, the central indoor pool, the thermal suite and the steam room. The layout is worse than found on conventional cruise ships, where it is usually located on a higher deck, surrounded by floor to ceiling windows, and fitted with an outdoor section. But Canyon Ranch Health Spa offers the very latest and most progressive health and beauty treatments anywhere in the world, and the health people give more importance to this fact than the spa views.\nThe Queen Mary 2 has 17 decks, 13 of them dedicated to passengers. She can transport 2620 passengers in 1318 cabins, 955 (almost 75%) of them fitted with balcony, attended by a crew of 1300 captained by Commodore Warwick. The cabins offered on this ship are very extensive -- up to 25 different types, for all budgets. The most luxurious are five duplex apartments of over 150 square metres (1584 square feet), situated aft on Decks 8 and 9, gifted with a curved stairway and a great bay window aft to see the ship's wake. Every apartment has a gymnasium, walk-in closet, a fully-equipped galley, two marble bathrooms, an enormous balcony, and butler service. If it is necessary, every apartment can be connected to a neighboring suite, thus offering the privilege of a 200 square-metre (2100 square feet) area to enjoy the cruise.\nFour suites are located forward; these measure between 80 and 100 square metres (845-1056 square feet), and offer magnificent sea views. They have two baths with Jacuzzi, a private elevator, and a balcony.\nThe 944 balcony cabins are located on four full decks, and are accessible by two murderously long passageways, one on each side of the ship. These cabin corridors haven't any artwork. They run the length of the ship and can be hypnotizing, but again aren't cheap . . . just too plain. The standard cabins have 18 square metres, 23 if we are counting the balcony (190 or 243 square feet), and the disposition is that of a standard ship of this category. The cabins are lovely, in soft gold and burgundy, with some touch of black wood. It feels big and roomy. The compact bath is well designed and has shower and toilet. The balconies have a closed steel lower half, a precautionary measure to North Atlantic gales. On the upper suite decks, the railing is glass and you can see for a distance. The deluxe cabins (27 square metres, or 285 square feet) and 78 suites (36 square metres, or 380 square feet) are bigger, roomier and better decorated than the standard balcony cabins. All are value for money!\nThere are also twelve cabins with windows facing the atrium. Furthermore, there are 293 inside cabins, some prepared for families with two upper beds. All cabins have interactive television (with a lot of utilities), comfortable beds with duvets, mini refrigerator, a table and a desk, etc. There are 30 cabins equipped for the physically challenged.\nThe vacuum sanitary system on board comprises over 2,200 toilets. The sanitary water is collected and handled in a membrane bioreactor, of 700 square metres filtration area, that converts it into clean water that can be released into the sea. The residuals of this plant are sent to the organic residuals treatment plant, and the resulting water is used as ballast, or used to clean open decks and windows, or in the laundry. The bilge water is handled in an installation that reduces the oil content to less than 5 ppm. Lastly, the incinerators on board eliminate the residuals that are impossible to recycle or to recuperate. The paper, plastics, glass and packed residuals are compacted to be recycled on shore.\nActivitiesA transatlantic run presented Cunard and its designers a challenge: how to keep passengers active and happy on a six-day voyage without a port of call? The response was a diverse group of options: health and beauty treatments, gastronomy, and also teaching. The Cunard enrichment program called ConneXionsSM on the QM2 is developed in seven classrooms, fitted with mobile partitions to be able to get classes of 230 students, including computer learning courses, that fill over 2,000 square metres, all located behind Illuminations, on the lower deck forward. The planetarium will be used for lectures, also. The classes offered are of a varied list of topics: contemporary architecture, learning languages, painting, movies, etc. A part of this program is called Oxford Discovery and is teamed with the University of Oxford, which selects the lecturers. The course program will be announced 90 days before departure, and this is one of the principal attractions of the Queen Mary 2.\nThe Most Powerful Passenger Ship\nThe power plant of the QM2 is of the type CODEG (Combined Diesel Electric and Gas turbine electric plant). This type of plant is the latest, most sophisticated power concept, so popular in modern cruise ships, and guarantees that she can cross the North Atlantic in six days. In spite of her size, the Queen Mary 2 has a service speed of 26.5 knots, with a sea margin of 25%, while the maximum speed is 30 knots, with all the generator equipment on duty. This achievement was partly obtained from the narrow beam and the lengthening of the hull, and partly from the powerful propulsion plant. The electric energy is generated at high voltage by four Wartsila 16V46C diesel engines, located in the double bottom, which develop 67,200 kW (57% of the total) and by two General Electric LM 2500 turbines, which develop 50,000 kW (43% of the total), located on the highest deck of the ship, just under the funnel, thanks to their lower weight.\nDue to this layout, it is possible to supply the large air volume that these gas turbines require, without the need of big uptakes to carry this air to the engine room. With all these engines working, the Queen Mary 2 generates 117,000 kW, sufficient to supply Southampton, England. The four diesel engines are of the green type which use common rail technology injection to ensure lower emission rate. Propulsion is carried out by four 20 MW Mermaid podded propulsion units, two fixed (the forward outside ones) and two steerable through 360°, all with highly skewed blades for low noise and vibration.\nThe first QM2 cruise was a transatlantic positioning trip which begun January 12, 2004, from Southampton to Fort Lauderdale; later, she sailed in the Caribbean from Fort Lauderdale, and also, like the old Normandie, sailed to Rio de Janeiro. On March 26, she left Fort Lauderdale on her first true eastbound North Atlantic cruise to Southampton; and on April 16 she made the first westbound transatlantic trip from Southampton to New York. In April and June, she was engaged in transatlantic, Caribbean (from New York), and Western Europe (from Southampton) cruises. On July 5th, she began her first Northern Europe cruise from Southampton; and later more transatlantic crossings. From the 12th to the 30th of August, she will be in Piraeus, Greece, chartered for the Olympic Games as a floating hotel. After that event, she will offer transatlantic and New England cruises. And, finally, on October 17, she will offer her last Mediterranean cruise of the season from Southampton, before crossing the Atlantic to begin her second Caribbean season from New York and Fort Lauderdale.\nAs president Pam Conover said, \"Cunard has fantastic brand equity.\" I believe the Queen Mary 2 is not built like a cruise ship, but rather as the guardian of the Cunard heritage. In fact, I think there are steps backward in some of the ship's layout. But, in other ways, she is trail-blazing. She is conservative in the restaurant layout, in her full promenade deck, in pool location, in her particularly ceremonial use of the public rooms (mainly the magnificent Queen's Room), and in her own route, the nostalgic transatlantic crossing. But also she is evolutionary in her multi-role venues, such as the King Court, in the balcony cabins, etc. and is a complete revolution in her propulsion technology.\nShe is elegant, but reserved, and she will be enormously successful in her crossing and cruising trips. She has a superb mix of modern, contemporary design and thinking, but retains a sense of the true liner heritage. And because she looks different from everything else currently in the cruise world, I must conclude that she should, indeed, live up to all the expectations of \"grandeur renewed.\"\nIn the end, a Queen without size, elegance and tradition is unthinkable. And the QM2 is now reality, with plenty of power and tradition. Long live the Queen!\nArturo Paniagua Mazorra is a true ship history afficionado and resides in Madrid, Spain. He has written several other articles for The SeaLetter and can be reached for questions or comment at: email@example.com.\nIf you have any questions, comments or suggestions, please", "label": "No"}
{"text": "History of witches. Homework help with witch trials, witch hunters and famous witches.\nLinks for Learning\nWebsites Videos Games Quizzes\nWitchcraft in a Nutshell\nWitchcraft in 16th & 17th Century England.\nThe 10 Most Famous Witches in History.\nHistory of Witches\nA brief history of witches by Suzannah Lipscomb.\nWitches in Britain\nWitchcraft was not made a capital offence in Britain until 1563.\n5 real witches in history.\n10 Weird Facts About Witches\nThe practice of witchcraft is deeply rooted in history, and has—excuse the joke—conjured up some very interesting myths. Here are a few facts.\nQuiz Witchcraft and Superstition\nHow much do you know about the superstitions surrounding witchcraft in the 16th and 17th centuries?\nDuring the sixteenth century whole districts in some parts of Lancashire seemed contaminated with the presence of witches.\nA Witch Trial\nThe witch trial that made legal history.\nThe truth about witches and witch-hunters\nWitch-hunters didn't target women as such, they targeted witches – and about 25% of witches were men.\nWho was Matthew Hopkins?\nMatthew Hopkins was a failed lawyer who claimed that he had been given the job of 'witchfinder' by the government.\nHopkins used devious methods to extract confessions.", "label": "No"}
{"text": "Climate change is one of the most pressing environmental issues facing the world today. In March 2015, a United Nations report found that global warming was happening faster than expected and that it would be difficult to reverse its effects. This report highlighted how urgent the situation was and underscored the need for effective solutions to mitigate climate change. Since then, there have been many new findings about climate change and potential solutions to address it.\nA major issue with climate change is rising temperatures across the globe. One way to combat this is through geoengineering techniques such as increasing cloud reflectivity or injecting particles into the upper atmosphere to reduce incoming sunlight. These techniques could help reduce global temperature increases by several degrees Celsius, but they are controversial due to uncertainties around their long-term impacts on ecosystems and human health.\nIn addition, carbon dioxide emissions must be reduced in order to limit global warming caused by increased concentrations of greenhouse gases in Earth’s atmosphere. To do this, countries must shift away from fossil fuels towards renewable sources of energy such as wind and solar power. Not only do these methods produce fewer pollutants than traditional energy sources, but recent studies have also shown that they can provide reliable electricity at lower costs than previously thought possible (Energy Innovation 2020). Additionally, electric vehicles are becoming increasingly popular owing mainly to advances in battery technology which has made them more affordable and efficient (Los Angeles Times 2020).\nDiscuss some environmental problem, solution, or new findings from March 2015 to current.\nAnother important factor in mitigating climate change is reducing deforestation rates worldwide due to its role in both releasing carbon dioxide into the atmosphere while also destroying vast amounts of natural habitats for animals species which are essential for maintaining biodiversity levels (Environmental Protection Agency 2015). Solutions include planting trees on degraded land; restoring areas damaged by logging or fires; protecting existing forests through better regulation; engaging local communities in conservation efforts; or using “carbon capture” technology which removes carbon dioxide directly from industrial smokestacks before it enters the atmosphere (National Geographic 2019).\nFinally, individuals can take action by making informed decisions about their lifestyles such as eating plant-based diets instead of relying heavily on animal products as well as choosing green transportation options over gasoline cars when possible (USFWS 2018 ). Although individual actions may seem small compared with what governments or corporations can do collectively make an impact when taken together with others who are committed to making a difference for our planet’s future .", "label": "No"}
{"text": "Great Danes are a breed of dog that are known for their impressive size and gentle nature. However, many people wonder if these dogs are protective of their owners. While Great Danes are not typically bred to be guard dogs, they do have many protective qualities that make them great family pets.\nOne of the most notable protective qualities of Great Danes is their appearance. Their sheer size can be intimidating to strangers, and their deep bark can also act as a deterrent. Additionally, Great Danes have a patient and calm demeanor that can make them excellent watchdogs. They are not typically aggressive, but they will alert their owners to any potential threats.\nDespite their protective qualities, Great Danes are not necessarily the best choice for a guard dog. While they may be able to intimidate strangers with their size and bark, they are not typically aggressive enough to take on a true intruder. However, with proper training and socialization, Great Danes can be trained to be protective of their owners and their home.\nGreat Dane: An Overview\nGreat Danes are known for their imposing size and regal appearance. They are one of the largest dog breeds in the world, standing at an impressive 28 to 34 inches tall at the shoulder and weighing between 140 to 175 pounds. Their heavy, muscular build and deep chest give them a powerful and imposing presence.\nGreat Danes come in a variety of colors, including black, blue, fawn, and harlequin. Their coat is short and sleek, requiring minimal grooming. Despite their intimidating size, Great Danes are gentle giants with a kind nature and loyalty.\nWhile Great Danes are not typically aggressive, they do have strong protective instincts. They are known to be excellent watchdogs, and their size alone can be a deterrent to potential intruders. Great Danes are also fiercely loyal to their families and will do whatever it takes to protect them.\nOverall, Great Danes make excellent pets for those who are willing to commit to their unique needs. They require plenty of exercise and socialization to keep them healthy and happy. With proper training and care, Great Danes can be loving and loyal companions for years to come.\nPersonality and Temperament\nGreat Danes are often referred to as \"gentle giants\" due to their massive size and affectionate nature. They are known for their calm demeanor and natural temperament, making them great family pets. Despite their size, they are generally very gentle and playful dogs who love to interact with their owners.\nGreat Danes are also known for their protective instincts. While not all Great Danes are naturally protective, some may exhibit protective behavior towards their owners. This protective behavior can be influenced by genetics, socialization, and training.\nIn terms of personality, Great Danes are typically friendly and outgoing with people they know. They are known for their affectionate nature and love to be around their owners. They are also generally very patient and tolerant with children, making them great family pets.\nHowever, it is important to note that Great Danes require proper socialization and training to ensure they exhibit appropriate behavior. Without proper socialization, they may become timid or aggressive towards strangers or other dogs.\nOverall, Great Danes have a confident and calm temperament, making them great companions for families who are willing to provide them with the proper care and training they require.\nTraining and Socialization\nGreat Danes can be protective of their owners, but proper training and socialization are essential to ensure that their protective behavior is appropriate and not aggressive. As with any dog, early socialization is crucial to ensure that the Great Dane is comfortable around people and other animals.\nObedience training is also important for Great Danes. Positive reinforcement is the most effective training method for this breed. Using treats and praise to reward good behavior can be very effective. Consistency in training is also key, as Great Danes respond well to a routine.\nBoundary training can also be helpful for Great Danes. Establishing boundaries for where the dog is allowed and not allowed to go can help prevent destructive behavior and keep the dog safe. Discipline should be used sparingly and should never involve physical punishment.\nIt is important to note that Great Danes are generally easy to train and are highly trainable. However, they can be stubborn at times, so patience and persistence are necessary.\nOverall, proper training and socialization can greatly influence a Great Dane's behavior and can help shape their protective behavior towards their owners in a positive way.\nProtective Instincts and Behavior\nGreat Danes are known for their protective instincts and behavior. While genetics play a role in a dog's behavior, it's important to remember that individual temperament and training also have a significant impact.\nGreat Danes have a strong sense of loyalty and love for their families, which can translate into protective behavior. They are often described as alert and watchful, making them good watchdogs. However, being a good watchdog does not necessarily mean they will be good guard dogs.\nGuard dogs are trained to protect property or people, while watchdogs are trained to alert their owners of potential danger. Great Danes can function as both watchdogs and guard dogs, but it's important to note that not all Great Danes have the temperament or training to be effective guard dogs.\nTerritorial instincts also play a role in a Great Dane's protective behavior. They may see their home and family as their territory and will defend it if they perceive a threat. However, it's important to socialize Great Danes from a young age to prevent them from becoming overly territorial and aggressive towards strangers.\nGreat Danes can also be trained as personal protection dogs. These dogs are trained to protect their owners from physical harm and can be used for personal security. However, not all Great Danes are suitable for this type of training, and it's important to work with a professional trainer to ensure the dog's safety and effectiveness.\nIn summary, Great Danes have protective instincts and behavior, but individual temperament and training play a significant role in their effectiveness as guard dogs or personal protection dogs. Socialization is important to prevent aggression towards strangers, and professional training is necessary for dogs trained for personal protection.\nPhysical Activity and Exercise\nGreat Danes are a large and energetic breed that require regular physical activity to maintain their health and well-being. They have a moderate activity level and require daily exercise to prevent boredom, obesity, and destructive behavior.\nA Great Dane needs at least 30-60 minutes of exercise every day, which can include walks, jogs, playtime in a fenced yard, or other activities that get them moving. They also thrive on mental stimulation, so incorporating training and interactive games into their exercise routine can be beneficial.\nIt's important to note that Great Danes should not be over-exercised, especially when they are young and their bones are still developing. Jumping, running on hard surfaces, and strenuous exercise should be avoided to prevent joint problems and other health issues.\nDue to their size, Great Danes need plenty of space to move around and play. They may not be suitable for apartment living, but they can adapt to smaller living spaces as long as they get enough exercise and attention. A fenced yard is ideal for Great Danes to run and play safely, but it's important to ensure that the fence is secure and tall enough to prevent them from escaping.\nOverall, regular physical activity and exercise are essential for keeping Great Danes healthy, happy, and well-behaved. Owners should provide them with enough space and opportunities to move around, while also being mindful of their limitations and avoiding excessive exercise.\nHealth Concerns and Lifespan\nGreat Danes are generally a healthy breed, but like all dogs, they are prone to certain health problems. One of the most common health issues that Great Danes face is bloat, or gastric dilatation-volvulus (GDV). This is a life-threatening condition that can occur when the stomach fills with gas and twists on its axis. Great Danes are also prone to heart disease, including cardiomyopathy, which can also be life-threatening.\nIn addition to bloat and heart disease, Great Danes are also at an increased risk for cancer. Osteosarcoma, a type of bone cancer, is particularly common in this breed. Other health problems that Great Danes may face include hip dysplasia, arthritis, and other joint and bone diseases.\nDespite their large size, Great Danes have a relatively short lifespan compared to smaller breeds. On average, they live between 8 and 10 years, with some living only 6 or 7 years, and a lucky few reaching the ripe old age of 12. It is important to be aware of the potential health problems that Great Danes may face and to take steps to help them live as long and healthy a life as possible. This may include regular veterinary check-ups, a healthy diet, and plenty of exercise.\nOverall, while Great Danes can make excellent protective dogs, it is important to be aware of their potential health concerns and to take steps to ensure their well-being. By providing proper care and attention, Great Danes can live long, happy lives as loyal and protective companions.\nLiving with a Great Dane\nLiving with a Great Dane can be an enjoyable experience for those who appreciate the breed's imposing presence, loyalty, and love. However, there are certain things to consider when bringing a Great Dane into the home.\nFirstly, Great Danes are known to be excellent family pets and are gentle with children. However, their large size means that they can accidentally knock over small children, so it is important to supervise interactions between them.\nSecondly, Great Danes require a lot of space and exercise due to their size and energy levels. They are not suitable for small apartments or homes without a yard. A daily walk and playtime in a secure area is essential for their physical and mental well-being.\nThirdly, Great Danes can get along well with other pets if they are socialized from a young age. However, their prey drive can be strong, so it is important to supervise interactions with smaller animals such as cats and rabbits.\nFourthly, Great Danes are loyal and affectionate companions who thrive on human companionship. They do not do well when left alone for long periods of time and may become destructive or anxious.\nLastly, Great Danes have an imposing presence and can be intimidating to strangers. While they are not typically aggressive, their size alone can be a deterrent to potential intruders, making them a good choice for those looking for a dog to provide a sense of safety and security.\nOverall, living with a Great Dane requires careful consideration of their needs and temperament. With proper care and attention, they can make excellent companions and protectors for those who appreciate their unique qualities.\nChoosing the Right Breeder\nWhen it comes to choosing a breeder for a Great Dane, it is important to do your research and find a reputable breeder who prioritizes the health and well-being of their dogs. A good breeder should be able to provide you with information about the puppy's parents, including their health history and any genetic testing that has been done.\nOne way to find a reputable breeder is to look for breeders who are registered with the American Kennel Club (AKC). The AKC is a trusted organization that sets standards for breeding practices and requires breeders to adhere to certain guidelines.\nIt is also important to visit the breeder in person and see the conditions in which the puppies are being raised. A good breeder will have clean and spacious facilities and will allow you to interact with the puppies and their parents.\nOnce you have found a reputable breeder, it is important to work with them to ensure that your puppy receives proper training. This may include working with a professional dog trainer to teach your puppy basic obedience commands and socialization skills.\nOverall, choosing the right breeder is crucial to ensuring that your Great Dane is healthy, well-behaved, and a loyal companion for years to come.", "label": "No"}
{"text": "A project within the framework of the Adaptation to the Impacts of Rapid Glacier Retreat in the Tropical Andes Project\nAdaptation to the Impacts of Rapid Glacier Retreat in the Tropical Andes\nAndesPlus is a project within the framework of the Adaptation to the Impacts of Rapid Glacier Retreat in the Tropical Andes Project (PRAA) of the Andean Community of Nations (CAN) and the World Bank. The PRAA project seeks to reinforce resilience of local ecosystems and economies vis-à-vis the impacts caused by glacier retreat in the Tropical Andes through the implementation of pilot activities evidencing costs and benefits of adaptation to climate change in the basins selected in Bolivia, Ecuador, and Peru.\nLike the PRAA project many other climate adaptation projects are in need of basic scientific information on which to base adaptation strategies and eventually adaptation measures. Climate adaptation projects therefore call for such information but there is a large variety, and limited consensus, how such information should be produced by the scientific community.\nAndesPlus steps into this gap, with the objective to develop a methodology for the development of a scientific basis, targeted to the context of high mountain ecosystems, considering existing approaches and tools. The project is of strong interdisciplinary nature and includes a scope from physical climate, glaciers, water resources, agriculture, ecosystems, natural hazards and risks and social, cultural and political aspects.\nThrough a number of workshops of international scientists and experts a report and guideline document was produced and at several steps revised. The document offers methodological and conceptual guidance in each of the above fields, and in the scoping and framing process of climate adaptation projects with a scientific approach (see the link below to download the document).\nAndesPlus was executed by an international team of scientists, with several research institutions and universities from Switzerland. The counterparts were experts from government institutions from Bolivia, Colombia, Ecuador and Peru.\nAndesPlus also included capacity building activities with the technical and scientific entities of the member countries to the Andean Community participating in the PRAA.\n- World Bank\n- Andean Community of Nations\n- Swiss Federal Office for the Environment (FOEN/BAFU)\n- Meteodat Zurich\n- International Institute for Applied Systems Analysis (IIASA)\n- Swiss Federal Institute for Forest, Snow and Landscape Research\n- Swiss Federal Office of Meteorology and Climatology", "label": "No"}
{"text": "When people mention the conversational clichés where the atmosphere can be cut with a knife, there is an uncomfortable silence or looks could kill, nonverbal communication is to blame. A comforting lull in conversation, excitement in the air or love at first sight prove nonverbal cues are both negative and positive. Situations like these are exceptional, but nonverbal communication as a whole makes up the majority of the message conveyed between two people.\nTo better understand nonverbal interpersonal communication, one must first understand the defining factors of relationships. Three aspects characterize relationships: attraction, arousal and power. Each aspect contributes to the intensity of the relationship in a particular way. For instance, attraction is defined by the distance individuals put in between one another. Arousal is the enthusiasm, or lack thereof, shown in facial expressions and tone of voice when communicating. Finally, power can be shown through body posture. The more dominant conversationalist will be relaxed in comparison to the subordinate or two equals will be equally relaxed or tense depending on the situation.\nWhen it comes to nonverbal communication, several elements contribute to the decoding of the message. These elements are normally physical in nature and can be both purposeful and subconscious. Gestures, facial expressions, eye behavior, appearance, use of space, touch, voice and smell are all factors that provide nonverbal communication between two people.\nPhysical gestures can be common hand cues to signify everything is A-okay, a shrug of the shoulders to show one isn’t sure, or crossed arms indicating irritation. Some gestures are part of a person’s personality trait. Some people chew their fingernails and others have nervous twitches. Though the latter gestures are normally unconscious, the motions can contribute to the way a person’s mood is interpreted. For instance, a conversation with someone nervously chewing their fingernails will be more awkward than a conversation with someone with their hands relaxed at their sides.\nOne of the most distinct indications of emotion in interpersonal conversation is facial expression. Anger, boredom, happiness and ecstasy are apparent in the movement of the mouth, eyebrows and forehead. As a child, I was always reprimanded for glaring at my parents when they were lecturing me. I never understood what they meant and often got in trouble for the way my face looked. Unknowingly, I had practiced masking my emotions in conversation and the expression I was left with was mistaken as an angry or dissatisfied glower. To this day, my expressions are often interpreted incorrectly as I have never mastered the art of having a relaxed facial expression while being lectured.\nI was called on this look as an adult while learning sign language. My instructor was deaf and she told me that I needed to show my emotions in my face and through my body language for my hand gestures to be interpreted correctly. Apparently, my practiced nonchalant attitude in conversation was distracting and didn’t come off as well as I had intended. With practice, I learned to communicate through sign and body language and my instructor and I became good friends.\nEye behavior is in part related to facial expression, but can include the dilation and contraction of the pupil. Excitement and fear can physically alter the state of the pupil. Another sometimes unconscious element of eye behavior is the movement of the eye and eye contact. When someone wants to avoid conversation, they avert their eyes. When being spoken to, people should keep eye contact for over half the conversation, but when speaking, intense eye contact can be intimidating.\nAppearance is an important element in nonverbal communication, as well. Someone who cares little about their appearance will not be taken as seriously as someone who is meticulous in grooming. Though appearance is in part a personality trait, posture combined with appearance can contribute greatly to the interpretation of someone’s appearance. Space, in relation to appearance can be interpreted differently, too. Some people try to purposefully intimidate others by stepping into their personal space; others need more personal space than others.\nTouch, voice and smell contribute to nonverbal communication in a similar manner. Some people touch to clarify a point. Contact is considered an intimate form of communication and is interpreted differently by the duration, pressure or position of the touch. Another signal of meaning is in a person’s voice. The voice will rise or fall with emotions. Volume is a good indication of emotion or urgency. Finally, smell is an animalistic instinct ingrained in everyone. As with animals, people, too can smell fear, attraction and body odor.\nNonverbal communication is a significant part of communication. To completely understand meaning and intention, one must consider the combined elements of the nonverbal message. Similarly, one must be conscious of the cues they are sending to the other party when conversing.\n© 2008 oneZtwoLLs\nDon't feel anxious for papers writing, look at https://justdomyhomework.com/ to read info on writing assistance.\nPosted 8 Months Ago\nEducating us dozen that need a taste of reality. Like holding a seminar for self-esteem, identity crisis'. A very well written piece. Thanks for sharing. Cheers\nPosted 5 Years Ago\nIf you live in a big city in a developed country, then you are more or less involved in different kinds of communication. Communication nowadays has become a sort of cult; daily, people maintain dozens of personal contacts—at work, in the street, public transport, and so on. Because of this, it is not only important what and how you say something to other people, but also how your body behaves in the process of communication, as body language is as informative as the spoken one, sometimes conveying information more personal and important than the one said aloud. This is called nonverbal communication.\nNonverbal communication includes facial expressions, gestures, the distance between speakers, eye contact, voice intonations, touch, and many other minor details which—if decrypted properly—can provide speakers with valuable details about each other. For example, space between people can say a lot about the level of intimacy between them: usually, the shorter the distance between speakers, the more friendly or intimate they are, and vice versa. Or if a person avoids eye contact, it might mean that he or she is hiding something, feels uncomfortable around you, and so on (IFR).\nBody language has several important functions. For instance, a person’s gestures can repeat the message he or she is making orally; a little child explaining how birds fly and waving his or her arms like wings is a decent example of this function. Another function—the opposite—is the opposite: when the way a conversationalist acts does not match with the orally-transmitted message. An example is when a person sitting with a dull face and twirling a pen in their fingers says they are interested in what you say. Substitution occurs when verbal messages can be expressed by nonverbal means (like shrugging). The function of complementing can be explained by a situation when a parent pats their child on the head for behaving well, while speaking it out loud. In addition, gestures can be used for accenting, like when raising one’s index finger when speaking about something important (HelpGuide.org).\nAt the same time, it is important to remember that in different cultures, norms of communication may vary; for example, in some eastern countries, looking straight in the eyes of a conversationalist is considered rude. In Caucasus, men usually communicate when gathering in large groups where everyone stands very close to each other. Men in some Arabic countries may walk around the street holding hands, or may kiss each other in cheek when greeting, but this is the indication of friendship between straight men, not romance or intimacy. Therefore, sometimes body language may also differ depending on culture (IRF).\nGestures are a rich layer of everyday communication, and being able to decrypt them may disclose new meanings of what people say to each other. Nonverbal communication usually includes posture, voice intonations, touch, eye contact, distance between speakers, and facial expressions. Body language messages may accent, compliment, repeat, substitute, or contradict orally spoken messages. However, depending on the culture, these messages may differ, so it is important to remember about it when communicating with people from different countries.\n“Nonverbal Communication.” : Improving Your Nonverbal Skills and Reading Body Language. N.p., n.d. Web. 07 Apr. 2015.\n“What is Nonverbal Communication?” FRIHealth. N.p., 13 July 2013. Web. 07 Apr. 2015.\n“Why Communicating with Foreigners Might Be Tricky?” IFRTravel. N.p., 15 Aug. 2014. Web. 07 Apr. 2015.\nSign up and we’ll send you ebook of 1254 samples like this for free!\n- 80+ essay types\n- 1000+ essay samples\n- Pro writing tips", "label": "No"}
{"text": "John Brown (1800-1859), American abolitionist, leader of the famous attack upon Harper's Ferry, in 1859, was born on the 9th of May 1800, at Torrington, Connecticut. He is said to have been descended from Peter Brown, who went to America in the Mayflower, and he was the grandson of Captain John Brown, who served in the War of Independence. He was taken by his father, Owen Brown, to Hudson, Ohio, in 1805. At the age of eighteen he began to prepare himself for the Congregational ministry, but soon changed his mind and turned his attention to land surveying. He engaged successively in the tanning business, in sheep-raising, and in the wool trade, but met with little success and in 1842, at Akron, Ohio, became bankrupt. In 1849, after having lived in Ohio, Pennsylvania, and Massachusetts, he removed to North Elba, N.Y., where he engaged in farming on part of the land which was being given in small tracts, by its owner Gerrit Smith, to negro settlers. Long before this he had conceived a strong hatred for the institution of slavery, and had determined to do what he could to bring about its destruction.\nIn 1854 five of his sons removed to Kansas, where the violent conflict was beginning between the \"free-state\" and the pro-slavery settlers, and in the following year Brown, leaving the rest of his family at North Elba, joined them, settling near Osawatomie and immediately becoming a conspicuous figure in the border warfare. His name became particularly well known in connexion with the so-called \"Pottawatomie massacre,\" the killing in cold blood, on the 25th of May 1856, by men under his orders, of five pro-slavery settlers in retaliation for the murder a short time previously of five \"free-state\" settlers. He also on the 2nd of June, at the head of about thirty men, captured Captain H. C. Pate and twenty-two pro-slavery men at Black Jack, and on the 30th of August 1856, with a small body of supporters, vigorously resisted an attack of a superior pro-slavery force upon Osawatomie. Brown then visited the Eastern states for the purpose of raising money to be used in the Kansas struggle and of arousing the people against slavery.\nAfter spending a short time in Kansas, in 1858-1859 he proceeded to carry out a long-cherished scheme for facilitating the escape of fugitive slaves by establishing in the mountains of Virginia a stronghold in which such fugitives could take refuge and defend themselves against their pursuers. At Chatham, Canada, with eleven white and thirty-five negro associates, he adopted a \"Provisional Constitution and Ordinance for the People of the United States.\" Brown was elected commander-in-chief, and from among this group a secretary of state, a secretary of war, a secretary of the treasury, and members of Congress were chosen. Later, with only twenty-two men supplied with arms furnished by the Massachusetts-Kansas committee, and with funds contributed (in ignorance of Brown's plans) by his intimate associates, Theodore Parker, George L. Stearns, T. W. Higginson, and F. B. Sanborn, all of Boston, and Gerrit Smith, of Peterboro, New York, he removed to a farm near Harper's Ferry, the site of a Federal arsenal, which he intended to capture as a preliminary to the carrying out of the main part of his plan.\nOn the night of the 16th of October 1859, with only eighteen men, five of whom were negroes, he made the attack, easily capturing the arsenal and taking about sixty of the leading citizens prisoners to be used as hostages. On the following morning Brown and his followers were vigorously attacked, and on the 18th - a small force of United States marines under Colonel Robert E. Lee having arrived - were overpowered, Brown being seriously wounded after he had surrendered. Of the twenty-two men who had participated in the raid, ten were killed, seven were taken prisoners, and five escaped. On the other side five were killed and nine wounded. Brown was committed to the Charlestown, Virginia (now West Virginia), gaol on the 19th of October; on the 27th his trial began; on the 31st he was convicted of \"treason, and conspiring and advising with slaves and other rebels, and murder in the first degree\"; and on the 2nd of December he was hanged at Charlestown. His fellow-prisoners were likewise hanged soon afterwards. Brown was buried at North Elba, New York. The attack upon Harper's Ferry created widespread excitement, particularly in the Southern states; and among the abolitionists in the North Brown was looked upon as a martyr to their cause.\nShortly after his death a famous popular song became widely current in the North, beginning: -\nJohn Brown's body lies a-mouldering in the grave,\nBut his soul goes marching on.\nIntensely religious in his nature, Brown possessed something of the gloomy fanaticism of his Puritan ancestors. The secret of his whole career lies in his emphatic conviction, to use the words of Wendell Phillips, that he had \"letters of marque from God\"; that he had a divine commission to destroy slavery by violent means. He scouted the \"milk and water principles\" of the milder abolitionists, advocated vigorous resistance to the slave power, and expressed his ideas by actions rather than by words. It now seems that this policy aided very little in making Kansas a free state, and that the attack on Harper's Ferry, while creating much feeling at the moment, had very little effect on the subsequent course of events. It is safe to assume that secession and civil war would have followed the election of Lincoln if there had been no such raid into Virginia.\nBrown was twice married and was the father of twenty children, eight of whom died in early childhood. His sons aided him in all his undertakings, two of them being killed at Harper's Ferry; and Owen Brown, who died in 1889, was long the only survivor of the attack.\nSee the life (1910) by O. G. Villard, and F. B. Sanborn's Life and Letters of John Brown (Boston, 1885); R. J. Hinton's John Brown and His Men (New York, 1894); James Redpath's Public Life of Captain John Brown (Boston, 1860); Von Hoist's essay, John Brown (Boston, 1889); and J. F. Rhodes, History of the United States from the Compromise of 1850 (New York, 1890-1906).", "label": "No"}
{"text": "by Leo Tolstoy\nAnna Karenina Life, Creation, and Existence Quotes\nHow we cite our quotes: Citations follow this format: (Part.Chapter.Paragraph). We used Constance Garnett's translation in the \"Quotes\" section, but referred to Richard Pevear and Larissa Volokhonsky's translation in other parts of the guide.\nThere was no solution, but that universal solution which life gives to all questions, even the most complex and insoluble. That answer is: one must live in the needs of the day – that is, forget oneself. To forget himself in sleep was impossible now, at least till nighttime; he could not go back now to the music sung by the decanter-women; so he must forget himself in the dream of daily life. (1.2.3)\nTolstoy returns to this idea of \"living the needs of the day\" with Levin in Part 8. Here, however, Oblonsky seeks an escape from thinking about the seeming impossibility of remedying his shameful actions.\nHe could not be mistaken. There were no other eyes like those in the world. There was only one creature in the world that could concentrate for him all the brightness and meaning of life. It was she. It was Kitty. He understood that she was driving to Ergushovo from the railway station. And everything that had been stirring Levin during that sleepless night, all the resolutions he had made, all vanished at once. He recalled with horror his dreams of marrying a peasant girl. There only, in the carriage that had crossed over to the other side of the road, and was rapidly disappearing, there only could he find the solution of the riddle of his life, which had weighed so agonizingly upon him of late. (3.12.14)\nLevin believes that marriage to Kitty will reveal the answers to life that he so desperately seeks. However, when he finally gets married and has a son, he realizes that simply starting a family isn't the answer. His final epiphany will include Kitty, but it is not limited to her.\n\"Don't you know that you're all my life to me? But I know no peace, and I can't give it to you; all myself – and love...yes. I can't think of you and myself apart. You and I are one to me. And I see no chance before us of peace for me or for you. I see a chance of despair, of wretchedness...or I see a chance of bliss, what bliss!... Can it be there's no chance of it?\" he murmured with his lips; but she heard. (2.7.52)\nVronsky argues that his entire life has become bound to Anna and attempting to win her love.", "label": "No"}
{"text": "Sojourner truth (/ s oʊ ˈ dʒ ɜːr n ər ˈ t r uː θ / born isabella (belle) baumfree c 1797 – november 26, 1883) was an african-american abolitionist and women's rights activist truth was born into slavery in swartekill, ulster county, new york, but escaped with her infant daughter to freedom in 1826after going to court to recover her son, in 1828 she became the first black woman. Sojourner truth biography sojourner truth (1797–1897) was born into slavery but escaped to freedom and became one of the most noted african-american women speakers on issues of civil rights and abolition. Abolition was the thing that got sojourner truth started in her reform career, and it was the only cause she saw realized in her lifetime she was born a slave, so this cause was personal she joined abolitionist organizations and spoke about slavery to crowds throughout the country. Sojourner truth timeline timeline description: sojourner truth was born a slave but she escaped slavery in 1826 she became a supporter of both women's rights and abolition, or the fight to end slavery. After escaping slavery, she turned religious and became involved in the abolition of slavery, freedmen, and women’s rights work during the 1840’s she had her own autobiography called narrative of sojourner truth published by olive gilbert.\nSojourner truth = conveyed black vernacular through these methods, these individuals were able to connect to their audience and advance the abolition movement for anti-slavery the end full transcript more presentations by razan el-zesty. Sojourner truth was born into slavery about 1797 in ulster county, new york known as isabella, her parents were james and betsey, the property of colonel johannes hardenbergh as a child she spoke only low dutch and, like most slaves, never learned to read or write. Abolition of slavery in the americas 'ps banshee' by samuel walters, accession number 196852 built in 1863 by jones, quiggin and co of liverpool, the banshee was the first of the so-called 'blockade runners' ordered by the confederate states to beat the blockade imposed by the federal navy during the american civil war. Sojourner truth has come over many challenges throughout her life, and even with all of the challenges she still strove to fight for abolition and women’s rights in 1797 sojourner truth was born into slavery to james and elizabeth baumfree, in the town of swartekill, new york.\nConfessions of nat turner narrative of sojourner truth incidents in the life of a slave girl, by harriet jacobs harriet: the moses of her people history of mary prince running a thousand miles for freedom, by william and ellen craft thirty years a slave: from bondage to freedom, by louis hughes narrative of the life of j d green, a runaway. Sojourner truth was one of the most well-known abolitionists, preachers, and feminist public speakers of the 19th centuryshe first shared her remarkable life experiences with slavery and freedom. Sojourner truth bibliography students a chance to analyze the context surrounding sojourner truth's life the section entitled “abolition” provides digital pictures of a variety of materials relating to the fight to sojourner truth: slave, prophet, legend mabee, carleton new york: new york university.\nSojourner truth (1797-1883) spent two years with the northampton association of education and industry in northampton, ma this portrait of her stands as the frontispiece in olive gilbert's 1850 narrative of sojourner truth (e18597 t87 special collections. Sojourner truth, as she is known in history, was given the name isabella baumfree at birth she was born into slavery in the late 1790s in new york, where she remained until escaping at almost age 30. Sojourner truth dedicated her entire life to the overall betterment of society through the abolition of slavery, and to women's rights issues though she was already free, she was a tireless volunteer who used the resources of her mind and spirit, as well as her immense rhetorical abilities, to further these causes.\nSojourner turth was one of the few african american women to participate in both the abolition of slavery and women's rights movements sojourner truth, born a slave and thus unschooled, was an impressive speaker, preacher, activist and abolitionist. In narrative of sojourner truth, one of the most important documents on slavery ever written, a passionate african american abolitionist and champion of women's rights tells of her life as a slave, her self-liberation, and her tireless campaign for racial and sexual equality. In the 1850s, a runaway slave who called herself sojourner truth electrified american audiences with her accounts of life in bondage but her fame depended on more than her speaking skills: she. By owning control of her image, the “shadow” that she refers to in the caption, truth could “sold” herself for the important cause of ending slavery in so doing she became one of the era’s most progressive advocates for slaves and freedmen after emancipation, for women’s suffrage, and for the medium of photography. Sojourner truth was one of the most famous black abolitionists emancipated from slavery by new york state law in 1827, she was an itinerant preacher who became involved in the abolitionist movement, and later in the women's rights movement.\nSojourner truth born: 1797 ulster county, new york died: november 26, 1883 battle creek, michigan african american abolitionist one of the most famous nineteenth-century black american women, sojourner truth was an uneducated former slave who actively opposed slavery though she never learned to read or write, she became a moving speaker for black freedom and women's rights. On june 1, 1843, isabella baumfree changed her name to sojourner truth, devoting her life to methodism and the abolition of slavery in 1844, truth joined the northampton association of education. Sojourner truth was an african american abolitionist who became the first black woman to successfully sue and win the case against a white man to recover her son who had been illegally sold into slavery. Sojourner truth, an abolitionist, women’s rights activist, emancipated slave and itinerant evangelist, became arguably the most well-known 19th century african american woman born around 1791, isabella (her birth name) was the daughter of james and betsey, slaves of colonel ardinburgh hurley.\nFriday, october 7, 7 pm sojourner truth reading group: regina mason regina mason discusses the life of william grimes, the runaway slave, the first american fugitive slave memoir, written by her third great-grandfather. Sojourner truth was an african american abolitionist and women’s rights activist who escaped from slavery in new york in 1826 she began as an itinerant preacher and became a nationally known advocate for equality and justice, sponsoring a variety of social reforms, including women’s property rights, universal suffrage and prison reform. On june 1, 1843 isabella baunfree changed her name to sojourner truth, devoting her life to methodism and the abolition of slavery she joined the northampton association of education and industry in northampton, massachusetts. The sections “slavery” and “free blacks in the antebellum period,” can give students a chance to analyze the context surrounding sojourner truth’s life the section entitled “abolition” provides digital pictures of a variety of materials relating to the fight to end slavery in america.\nSlavery was practiced throughout the american colonies in the 17th and 18th centuries, and african slaves helped build the new nation into an economic powerhouse through the production of. Sojourner truth was born in 1797 as isabella, a dutch-speaking slave in rural new york separated from her family at age nine, she was sold several times before ending up on the farm of john and.", "label": "No"}
{"text": "A mother possum is only pregnant for 16-18 days before her tiny baby is born.\nThe baby climbs through her fur and into her pouch where it sucks on to her teat. It stays in the pouch drinking the mother’s milk for 4-5 months. When it is too big for her pouch it rides on its mother’s back until it is 7-9 months old.\nA newborn brushtail possum is only 1.5cm long and it weighs about 2 grams. That’s the size of a jellybean!\nHow did possums get to New Zealand?\nPossums have thick, soft fur. In 1837 some of New Zealand’s early settlers decided it would be good to start a fur industry, so they brought Australian possums to New Zealand. These first possums did not survive, but people kept trying. Twenty years later they succeeded. The first possum population to survive was in Southland in 1858.\nIn 1921 the Government made it illegal to bring any more possums to New Zealand. But by then, possums were already living in 450 different parts of New Zealand. In 1946, possums were officially declared a pest in the New Zealand environment.\nBy 1950 possums were found in over half of New Zealand, and they kept spreading.\nIn NZ possums are either black or grey. That’s because most of the possums brought to NZ in the 1800s and 1900s came from Tasmania where they are mostly black. The copper coloured possums that live in Queensland weren’t introduced to NZ because their colour wasn’t as popular in the fur trade.\nFiordland and Northland were the last areas of New Zealand to be free of possums. In the 1960s there were hardly any possums in Northland but in the 1990s – only 30 years later – there were 10-15 million possums living in Northland.\nPossums numbers reached their highest point in the 1980s when there were 50-70 million possums in New Zealand. Once possum populations got very high, trappers began to make a good living from hunting them. Throughout the 1970s prices for possum skins were good. In 1981, the best year for trappers, 3.2 million skins were exported.\nTrapping, poisoning and shooting has now reduced the possum population. But there are still about 30 million possums in New Zealand today.\nWhat’s wrong with possums?\nPossums are a serious pest animal in New Zealand and a threat to our forests and native wildlife. They eat leaves, flowers, leaf buds, fruit, eggs, birds, insects and snails.\nPeople used to think that possums only ate plants. But in 1993 possums were filmed eating the eggs and chicks of endangered kōkako. They have since been filmed eating the eggs, chicks and even adults of many other native birds including kererū, kiwi, harrier hawk, fantail, muttonbird, and tūī. They also eat the nectar and berries that native birds like to eat so that there is less food for the birds.\nPossums eat about 21,000 tonnes of leaves and flowers in just one night. That’s a lot of forest disappearing while you sleep.\nPossums also eat native weta and giant land snails. One possum can eat 60 giant Powelliphanta snails in a single night.\nPossums carry a disease called bovine Tb (tuberculosis) which they spread to cattle. They also eat pasture so there is less food for farm animals. The damage done by possums costs NZ farmers about $35 million every year. The New Zealand Government spends over $110 million per year on possum control.\nWhat’s useful about possums?\nPossum fur is soft and warm. Possum skins can be used to make clothing and possum wool is mixed with merino sheep wool to make knitting yarn. Possum meat has been found to have a high quality protein which is rich in healthy omega-3 and omega-6 fatty acids. Some New Zealand companies use possum meat to make healthy pet food for cats and dogs. In the 1980s, possum meat was also exported to Taiwan, Hong Kong and Malaysia for people to eat. In these countries it was considered a special food delicacy and was called ‘kiwi bear’.", "label": "No"}