This document provides an overview of assessing and treating suicidal patients. It defines suicidal behavior and discusses the multi-factorial nature of suicide. Risk factors are identified including psychiatric diagnoses, psychosocial stressors, and a family or genetic history. Treatment involves a thorough evaluation, determining an inpatient or outpatient setting based on risk level, somatic treatments like antidepressants, and psychotherapy. The goals of reducing suicide are also outlined.
I recently took a trip to Kaunas, Lithuania and brought my camera to take photos. I have compiled an album of 20 photos from my visit, including pictures of the old town area, churches, and other sights around the city. The photo album provides a glimpse into some of the highlights from my travels to Kaunas.
This document provides an overview of assessing and treating suicidal patients. It defines suicidal behavior and discusses the multi-factorial nature of suicide. Risk factors are identified including psychiatric diagnoses, psychosocial stressors, and a family or genetic history. Treatment involves a thorough evaluation, determining an inpatient or outpatient setting based on risk level, somatic treatments like antidepressants, and psychotherapy. The goals of reducing suicide are also outlined.
I recently took a trip to Kaunas, Lithuania and brought my camera to take photos. I have compiled an album of 20 photos from my visit, including pictures of the old town area, churches, and other sights around the city. The photo album provides a glimpse into some of the highlights from my travels to Kaunas.
The document summarizes the results of a survey of 50 students about their use of public transportation. Most students use cars to get to school rather than public transportation. While many students would like to get a driver's license and own a car, the document advocates using public transportation and lists its benefits. It provides statistics on how students typically commute including the time, distance, and cost of their journeys as well as the schedules of public buses. The document's goal is to promote greater use of public transportation among students.
- Epure Antoanela is a 15-year-old 9th grade student in Romania who enjoys spending time with family and friends and loves animals like dogs and parrots.
- Stefan Tiberiu is a 10-year-old 4th grade student in Romania who loves nature, sports, and music and has a passion for science.
- Teodora Saulea is a 17-year-old student from Romania who loves nature and biology and wants to study medicine.
Secondary School of Foreign Language Teaching "Vassil Levski" is a 40-year-old school located in Bourgas, Bulgaria that specializes in teaching Russian and Western languages like English, German, and French. It has over 750 students divided into 27 classes. The school has modern facilities including 15 classrooms, laboratories, and computer rooms. Teachers are well qualified and work closely with students on extracurricular activities while also participating in various local, national, and international programs.
The document discusses atmospheric pollution in Burgas, Bulgaria. It identifies the main sources of pollution as motor traffic, which accounts for 90% of atmospheric pollution by emitting nitric oxides, CO2, and particulate matter daily. Firewood and coal heating also contributes fine particles, especially in the town center. The Lukoil refinery emits a wide range of pollutants from industrial processes and leaks. Urban development and dust from construction also pollute the air. To examine pollution levels, students conducted experiments using Scotch tape in different locations, finding high amounts of particulate matter. Their conclusion is that particulate matter in combination with other emissions like NO2, SO2, CO2, NH3, and VOCs are causing a
A teacher from the Secondary School of Foreign Language Teaching “Vassil Levski” leads students in environmental and health education projects. The teacher oversees students in grades 10 and 11 who participate in initiatives like cleaning, reforestation, and national health projects. The teacher and students work as a team to support environmental and health causes.
1) Burning fossil fuels for energy production contributes significantly to greenhouse gas emissions and climate change. Deforestation also contributes.
2) Data shows rising temperatures globally and more extreme weather events like floods and storms causing major economic losses. Projections suggest worse consequences without action.
3) The EU aims to reduce greenhouse gas emissions 20% by 2020 and increase renewable energy and energy efficiency to limit temperature rise to under 2 degrees Celsius. Individual lifestyle changes around energy and transportation habits can help prevent worst impacts of climate change.
Energy consumption in slovenia and at etrš 1Maija Liepa
Slovenia's energy consumption is characterized by its reliance on fossil fuels like oil and coal. Renewable energy accounts for only 10% of consumption while nuclear makes up 20%. The document outlines Slovenia's energy profile, including consumption patterns in a secondary school. It shows the school's electricity usage varies throughout the day and month, with higher consumption in winter months and evenings. Recommendations are provided to increase energy efficiency and utilize renewable energy sources like solar panels.
This document summarizes the electricity consumption patterns at a secondary school and vocational college over various time periods. It shows that consumption begins to increase in the mornings when classes start and is highest during weekdays. Consumption drops on Fridays and is lowest on weekends and during summer holidays when fewer people are at the school. Charts of daily, monthly, and weekly consumption patterns demonstrate that off-hours and vacation usage remains too high. The document concludes by suggesting energy efficiency strategies like using fewer lights, controlling technology usage, and installing solar cells.
The document discusses calculating personal CO2 footprints using online tools and the results of students calculating their footprints. It then describes a lesson given to elementary school students about global warming where the presenters explained the causes and impacts of global warming and how children can help address the issue.
The document summarizes the results of a survey of 50 students about their use of public transportation. Most students use cars to get to school rather than public transportation. While many students would like to get a driver's license and own a car, the document advocates using public transportation and lists its benefits. It provides statistics on how students typically commute including the time, distance, and cost of their journeys as well as the schedules of public buses. The document's goal is to promote greater use of public transportation among students.
- Epure Antoanela is a 15-year-old 9th grade student in Romania who enjoys spending time with family and friends and loves animals like dogs and parrots.
- Stefan Tiberiu is a 10-year-old 4th grade student in Romania who loves nature, sports, and music and has a passion for science.
- Teodora Saulea is a 17-year-old student from Romania who loves nature and biology and wants to study medicine.
Secondary School of Foreign Language Teaching "Vassil Levski" is a 40-year-old school located in Bourgas, Bulgaria that specializes in teaching Russian and Western languages like English, German, and French. It has over 750 students divided into 27 classes. The school has modern facilities including 15 classrooms, laboratories, and computer rooms. Teachers are well qualified and work closely with students on extracurricular activities while also participating in various local, national, and international programs.
The document discusses atmospheric pollution in Burgas, Bulgaria. It identifies the main sources of pollution as motor traffic, which accounts for 90% of atmospheric pollution by emitting nitric oxides, CO2, and particulate matter daily. Firewood and coal heating also contributes fine particles, especially in the town center. The Lukoil refinery emits a wide range of pollutants from industrial processes and leaks. Urban development and dust from construction also pollute the air. To examine pollution levels, students conducted experiments using Scotch tape in different locations, finding high amounts of particulate matter. Their conclusion is that particulate matter in combination with other emissions like NO2, SO2, CO2, NH3, and VOCs are causing a
A teacher from the Secondary School of Foreign Language Teaching “Vassil Levski” leads students in environmental and health education projects. The teacher oversees students in grades 10 and 11 who participate in initiatives like cleaning, reforestation, and national health projects. The teacher and students work as a team to support environmental and health causes.
1) Burning fossil fuels for energy production contributes significantly to greenhouse gas emissions and climate change. Deforestation also contributes.
2) Data shows rising temperatures globally and more extreme weather events like floods and storms causing major economic losses. Projections suggest worse consequences without action.
3) The EU aims to reduce greenhouse gas emissions 20% by 2020 and increase renewable energy and energy efficiency to limit temperature rise to under 2 degrees Celsius. Individual lifestyle changes around energy and transportation habits can help prevent worst impacts of climate change.
Energy consumption in slovenia and at etrš 1Maija Liepa
Slovenia's energy consumption is characterized by its reliance on fossil fuels like oil and coal. Renewable energy accounts for only 10% of consumption while nuclear makes up 20%. The document outlines Slovenia's energy profile, including consumption patterns in a secondary school. It shows the school's electricity usage varies throughout the day and month, with higher consumption in winter months and evenings. Recommendations are provided to increase energy efficiency and utilize renewable energy sources like solar panels.
This document summarizes the electricity consumption patterns at a secondary school and vocational college over various time periods. It shows that consumption begins to increase in the mornings when classes start and is highest during weekdays. Consumption drops on Fridays and is lowest on weekends and during summer holidays when fewer people are at the school. Charts of daily, monthly, and weekly consumption patterns demonstrate that off-hours and vacation usage remains too high. The document concludes by suggesting energy efficiency strategies like using fewer lights, controlling technology usage, and installing solar cells.
The document discusses calculating personal CO2 footprints using online tools and the results of students calculating their footprints. It then describes a lesson given to elementary school students about global warming where the presenters explained the causes and impacts of global warming and how children can help address the issue.
2. • Par matricu sauc m ∙ n skaitļu aij (i = 1, 2, …,
m; j = 1, 2, …, n) tabulu, kurā skaitļi sakārtoti
m rindās un n kolonnās
a11 a12 a13 ... a1n
a21 a22 a21 ... a2 n A aij
A
... ... ... ... ...
am1 am 2 am3 ... amn
i 1,2,..., m j 1,2,..., n
•aij – matricas elementi
3. Matricu tipi
• Nullmatrica
• m n tipa matrica
• 1 n matricas
• n 1 matrica
• Kvadrātiskā matrica
• Diagonālmatrica – vienības matrica
(kvadrātiskā matrica)
• Trijstūra matrica
• Transponētā matrica
• Simetriskā matrica
5. m n tipa matrica
a11 a12 a13 ... a1n
a21 a22 a21 ... a2 n
Am n
... ... ... ... ...
am1 am 2 am3 ... amn
6. 1 n matricas – rindas matrica
A1 n a1 a2 ... an
7. n 1 matrica – kolonnas matrica
a1
a2
An 1 Kol a1 a2 ... an
...
an
8. Diagonālmatrica – vienības
matrica (kvadrātiskā matrica)
• Kvadrātisku matricu, kurai no nulles
atšķirīgi ir tikai tie elementi, kas atrodas
uz galvenās diagonāles, sauc par
diagonālmatricu.
1 0 0 ... 0
0 1 0 ... 0
E
... ... ... ... ...
0 0 0 ... 1
9. Trijstūra matrica
• Kvadrātiskas matricas, kurām visi
elementi, kas atrodas vai nu virs, vai arī
zem galvenās diagonāles, ir vienādi ar
nulli, sauc par trijstūra matricām.
1 4 3
A 0 5 4
0 0 7
10. Transponētā matrica
• Ja kādas matricas A rindas uzraksta kā
atbilstošas kolonnas (vai otrādi) jaunai
matricai, tad šo jauno matricu sauc par
dotās matricas transponēto matricu un
apzīmē ar AT.
2 4
2 1 0
A AT 1 0
4 0 3
0 3
11. Simetriskā matrica
• Kvadrātisku matricu, kura ir vienāda ar
savu transponēto matricu, sauc par
simetrisku matricu.
2 1 3
A 1 4 0
3 0 5
12. a11 a12 a13 ... a1n
a21 a22 a21 ... a2 n
An n
... ... ... ... ...
an1 an 2 an3 ... ann
• a11, a22, …, ann – galvenā diagonāle
• a1n, a2,n-1, …, an1 – blakus diagonāle
13. Matricu un determinantu
vienādība
• Matricas ir vienādas tikai tad, ja visi to
elementi ir vienādi, bet determinanti ir
vienādi tad, ja to vērtības ir vienādas.
2 3 2 3
3 4 3 4
2 1 3 9
5 10 5 20
15. Reizinājums ar skaitli
• Par matricas reizinājumu ar skaitli sauc
matricu, kuru iegūst, visus dotās matricas
elementus pareizinot ar šo skaitli, t.i.,
• k ∙ (aij) = (k ∙ aij)
16. Matricu summa
• Par divu matricu Am n = (aij) un Bm n = (bij)
summu sauc matricu, kuras elementi ir doto
matricu atbilstošo elementu summas, t.i.,
• (aij) + (bij) = (aij + bij)
17. Matricu reizināšana
• Par matricu Am n = (aij) un Bm n = (bij)
reizinājumu sauc matricu Cm p, kuras
elementi cij ir matricas A i-tās rindas vektora
un matricas B j-tās rindas kolonnas vektora
skalāri reizinājumi, t.i., matricas C elementus
aprēķina pēc formulas
• cij = ai ∙ bj jeb cij = ai1+b1j+ai2b2j+…+ainbnj
19. Pirmā rinda Pirmā rinda Pirmā rinda
pirmā kolonna otrā kolonna trešā kolonna
Otrā rinda Otrā rinda Otrā rinda
pirmā kolonna otrā kolonna trešā kolonna
Trešā rinda Trešā rinda Trešā rinda
pirmā kolonna otrā kolonna trešā kolonna
Ceturtā rinda Ceturtā rinda Ceturtā rinda
pirmā kolonna otrā kolonna trešā kolonna
20. • Sareizināt divas matricas A un B var tikai
tad, ja pirmās matricas A kolonnu skaits
ir vienāds ar otrās matricas B rindu
skaitu.
• Tādas matricas sauc par saķēdētām
matricām.
• Ja A ∙ B = B ∙ A, tad matricas A un B
sauc par komutatīvām matricām.
21. Vienādojumu sistēmas
atrisināšana ar matricu metodi
2x y 3z 1 2 1 3
x 0,5 y z 5 A 1 0,5 1
4 x 3 y 5z 23 4 3 5
Koeficientu matrica
x 1
Nezināmo Brīvo locekļu
X y B 5
matrica matrica
z 23