1. (TCOs 1–6) The data displayed in a JTable can be provided by .docx

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1. (TCOs 1–6) The data displayed in a JTable can be provided by a _____ object. (Points : 4) Component Type Purpose txtNum JTextField Input for number of tickets chkMatinee JCheckBox Check if matinee performance radOrchestra JRadioButton Check for orchestra tickets radMezzanine JRadioButton Check for mezzanine tickets radBalcony JRadioButton Check for balcony tickets btnCalc JButton Click to calculate price txtEach JTextField Displays price of each ticket txtTotal JTextField Displays total price Question 2. Component Type Purpose txtName JTextField Input for name txtYears JTextField Input for years txtSalary JTextField Input for salary btnCalc JButton Click to calculate bonus txtBonusPercent JTextField Displays bonus percentage txtBonusAmount JTextField Displays bonus amount Question 3. Question 4. .

1.
(TCOs 1–6) The data displayed in a JTable can be provided by a
_____ object.
(Points : 4)

Component
Type
Purpose
txtNum
JTextField
Input for number of tickets
chkMatinee
JCheckBox
Check if matinee performance
radOrchestra
JRadioButton
Check for orchestra tickets
radMezzanine
JRadioButton

Check for mezzanine tickets
radBalcony
JRadioButton
Check for balcony tickets
btnCalc
JButton
Click to calculate price
txtEach
JTextField
Displays price of each ticket
txtTotal
JTextField
Displays total price
Question 2.
Component
Type
Purpose
txtName
JTextField
Input for name
txtYears
JTextField
Input for years
txtSalary
JTextField
Input for salary
btnCalc
JButton
Click to calculate bonus
txtBonusPercent
JTextField
Displays bonus percentage
txtBonusAmount

JTextField
Displays bonus amount
Question 3.
Question 4.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

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2.

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6. JTextField Displays bonus amount Question 3. Question 4.