(5 points) There are seven boys and six girls. Coach wants to select.pdf
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(5 points) There are seven boys and six girls. Coach wants to select 7 of them for soccer practice. What is the probability that 3 of them are boys and 4 are girls?.
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(Rational Class) - use the original files to create the new progra.pdf
(Rational Class) - use the original files to create the new program
Create a class called Rational (separate the files as shown in the chapter) for performing
arithmetic with fractions. Write a program to test your class. Use integer variables to represent
the private data of the class-the numerator and the denominator. Provide a constructor that
enables an object of this class to be initialized when it's declared. The constructor should contain
default values in case no initializers are provided and should store the fraction in reduced form.
For example, the fraction 2/4 would be stored in the object as 1 in the numerator and 2 in the
denominator. Provide public member functions that perform each of the following tasks:
1.Make an overloaded operator of the + symbol for the add method - Adds two Rational
numbers. The result should be stored in reduced form.
2. Make an overloaded operator of the - symbol for the subtract method - Subtracts two Rational
numbers. Store the result in reduced form.
3. Make an overloaded operator of the * symbol for the multiply method - Multiples two
Rational numbers. Store the result in reduced form.
4. Make an overloaded operator of the / symbol for the divide method - Divides two Rational
numbers. The result should be stored in reduced form.
5.NO CHANGES TO THIS (toRationalString - optional uses iostream from previous chapter -
extra credit) - Returns a string representation of a Rational number in the form a/b, where a is the
numerator and b is the denominator.
6.NO CHANGES TO THIS | display - Display the Rational number a/b.
7.NO CHANGES TO THIS | toDouble - Returns the Rational number as a double.
(make sure the driver tests out all the overloaded operators)
code to copy---
rational.h--
#ifndef RATIONAL_H
#define RATIONAL_H
#include
class Rational {
private:
int numerator;
int denominator;
public:
Rational (int num = 0. int den = 1);
Rational add (const Rational& other) const;
Rational subtract (const Rational& other) const;
Rational multiply(const Rational& other) const;
Rational divide (const Rational& other) const;
std: :string toRationalString() const;
void display() const;
double toDouble() const;
};
#endif
rational.cpp--
#include Rational.h
#include
#include
int gcd(int a, int b) {
return b == 0 ? A : gcd(b, a % b);
}
Rational::Rational(int num, int den) {
int gcd_num_den = gcd(num, den);
numerator = num / gcd_num_den;
denominator = den / gcd_num_den;
}
Rational Rational::add(const Rational& other) const {
int new_num = numerator * other.denominator + other.numerator * denominator;
int new_den = denominator * other.denominator;
return Rational(new_num, new_den);
}
Rational Rational::subtract(const Rational& other) const {
int new_num = numerator * other.denominator - other.numerator * denominator;
int new_den = denominator * other.denominator;
return Rational(new_num, new_den);
}
Rational Rational::multiply(const Rational& other) const {
int new_num = numerator * other.numerator;
int new_den = denomina.
(Q001) Expand the Geotour10 folder in Google Earth by clicking the t.pdf
(Q001) Expand the Geotour10 folder in Google Earth by clicking the triangle to the left of the
folder icon. First, check and double-click on the USGS Map Credit placemark to fly to Split
Mountain east of Vernal, UT. Then, take turns turning on the SplitMtn_TopoMap and
SplitMtn_GeoMap folders to answer questions about the geologic structure of this portion of
Dinosaur National Monument (note that you can select a folder/overlay and use the transparency
slider at the bottom of the Places panel to make items semi-transparent)..
(Forecasting and forecast error metrics calculation) Suzy Homemaker .pdf
(Forecasting and forecast error metrics calculation) Suzy Homemaker tried to predict her sleep
pattern using two different approaches, FM1=exponential smoothing (with =0.2) and FM2=
moving average (N=4). Please complete by filling in the table below. You can add your steps if
you like, but please do keep the table format in your response. (Do the rounding to the 2nd place
after the decimal point).
Day (t)
Actual (dt )
Exponential Smoothing
(FM1, =0.2)
Moving average
(FM2, N=4)
FM1 (forecasted
Hrs) (6pts)
Error(et) (2pts)
CFE
(3pts)
FM2 (forecasted Hrs) (6pts)
Error(et)
(2pts)
MAPE
(10pts)
Tue
8.5
8
Wed
6.5
Thu
7.5
Fri
7.5
Sat
8.5
Sun
8.5
Mon
7.5
Day (t)
Actual (dt )
Exponential Smoothing
(FM1, =0.2)
Moving average
(FM2, N=4)
FM1 (forecasted
Hrs) (6pts)
Error(et) (2pts)
CFE
(3pts)
FM2 (forecasted Hrs) (6pts)
Error(et)
(2pts)
MAPE
(10pts)
Tue
8.5
8
Wed
6.5
Thu
7.5
Fri
7.5
Sat
8.5
Sun
8.5
Mon
7.5
.
(Derecho empresarial) X le otorga a Y un patrimonio vitalicio. Pos.pdf
(Derecho empresarial)
X le otorga a Y un patrimonio vitalicio. Posteriormente, Y ejecuta una escritura de renuncia
vlida para transmitir su inters a Z. Qu describe mejor el inters de Z en la tierra?
1) Z tiene un dominio simple absoluto porque tiene una escritura.
2) Z tiene un patrimonio vitalicio que vuelve a X oa los herederos de X cuando Z muere.
3) Z tiene un patrimonio vitalicio que vuelve a X oa los herederos de X cuando Y muere.
4) Z tiene un pleno derecho anulable..
(d) Give a single line of R code that will produce a plot exactly li.pdf
(d) Give a single line of R code that will produce a plot exactly like the one shown below:,.
Recommended
(Rational Class) - use the original files to create the new progra.pdf
(Rational Class) - use the original files to create the new program
Create a class called Rational (separate the files as shown in the chapter) for performing
arithmetic with fractions. Write a program to test your class. Use integer variables to represent
the private data of the class-the numerator and the denominator. Provide a constructor that
enables an object of this class to be initialized when it's declared. The constructor should contain
default values in case no initializers are provided and should store the fraction in reduced form.
For example, the fraction 2/4 would be stored in the object as 1 in the numerator and 2 in the
denominator. Provide public member functions that perform each of the following tasks:
1.Make an overloaded operator of the + symbol for the add method - Adds two Rational
numbers. The result should be stored in reduced form.
2. Make an overloaded operator of the - symbol for the subtract method - Subtracts two Rational
numbers. Store the result in reduced form.
3. Make an overloaded operator of the * symbol for the multiply method - Multiples two
Rational numbers. Store the result in reduced form.
4. Make an overloaded operator of the / symbol for the divide method - Divides two Rational
numbers. The result should be stored in reduced form.
5.NO CHANGES TO THIS (toRationalString - optional uses iostream from previous chapter -
extra credit) - Returns a string representation of a Rational number in the form a/b, where a is the
numerator and b is the denominator.
6.NO CHANGES TO THIS | display - Display the Rational number a/b.
7.NO CHANGES TO THIS | toDouble - Returns the Rational number as a double.
(make sure the driver tests out all the overloaded operators)
code to copy---
rational.h--
#ifndef RATIONAL_H
#define RATIONAL_H
#include
class Rational {
private:
int numerator;
int denominator;
public:
Rational (int num = 0. int den = 1);
Rational add (const Rational& other) const;
Rational subtract (const Rational& other) const;
Rational multiply(const Rational& other) const;
Rational divide (const Rational& other) const;
std: :string toRationalString() const;
void display() const;
double toDouble() const;
};
#endif
rational.cpp--
#include Rational.h
#include
#include
int gcd(int a, int b) {
return b == 0 ? A : gcd(b, a % b);
}
Rational::Rational(int num, int den) {
int gcd_num_den = gcd(num, den);
numerator = num / gcd_num_den;
denominator = den / gcd_num_den;
}
Rational Rational::add(const Rational& other) const {
int new_num = numerator * other.denominator + other.numerator * denominator;
int new_den = denominator * other.denominator;
return Rational(new_num, new_den);
}
Rational Rational::subtract(const Rational& other) const {
int new_num = numerator * other.denominator - other.numerator * denominator;
int new_den = denominator * other.denominator;
return Rational(new_num, new_den);
}
Rational Rational::multiply(const Rational& other) const {
int new_num = numerator * other.numerator;
int new_den = denomina.
(Q001) Expand the Geotour10 folder in Google Earth by clicking the t.pdf
(Q001) Expand the Geotour10 folder in Google Earth by clicking the triangle to the left of the
folder icon. First, check and double-click on the USGS Map Credit placemark to fly to Split
Mountain east of Vernal, UT. Then, take turns turning on the SplitMtn_TopoMap and
SplitMtn_GeoMap folders to answer questions about the geologic structure of this portion of
Dinosaur National Monument (note that you can select a folder/overlay and use the transparency
slider at the bottom of the Places panel to make items semi-transparent)..
(Forecasting and forecast error metrics calculation) Suzy Homemaker .pdf
(Forecasting and forecast error metrics calculation) Suzy Homemaker tried to predict her sleep
pattern using two different approaches, FM1=exponential smoothing (with =0.2) and FM2=
moving average (N=4). Please complete by filling in the table below. You can add your steps if
you like, but please do keep the table format in your response. (Do the rounding to the 2nd place
after the decimal point).
Day (t)
Actual (dt )
Exponential Smoothing
(FM1, =0.2)
Moving average
(FM2, N=4)
FM1 (forecasted
Hrs) (6pts)
Error(et) (2pts)
CFE
(3pts)
FM2 (forecasted Hrs) (6pts)
Error(et)
(2pts)
MAPE
(10pts)
Tue
8.5
8
Wed
6.5
Thu
7.5
Fri
7.5
Sat
8.5
Sun
8.5
Mon
7.5
Day (t)
Actual (dt )
Exponential Smoothing
(FM1, =0.2)
Moving average
(FM2, N=4)
FM1 (forecasted
Hrs) (6pts)
Error(et) (2pts)
CFE
(3pts)
FM2 (forecasted Hrs) (6pts)
Error(et)
(2pts)
MAPE
(10pts)
Tue
8.5
8
Wed
6.5
Thu
7.5
Fri
7.5
Sat
8.5
Sun
8.5
Mon
7.5
.
(Derecho empresarial) X le otorga a Y un patrimonio vitalicio. Pos.pdf
(Derecho empresarial)
X le otorga a Y un patrimonio vitalicio. Posteriormente, Y ejecuta una escritura de renuncia
vlida para transmitir su inters a Z. Qu describe mejor el inters de Z en la tierra?
1) Z tiene un dominio simple absoluto porque tiene una escritura.
2) Z tiene un patrimonio vitalicio que vuelve a X oa los herederos de X cuando Z muere.
3) Z tiene un patrimonio vitalicio que vuelve a X oa los herederos de X cuando Y muere.
4) Z tiene un pleno derecho anulable..
(d) Give a single line of R code that will produce a plot exactly li.pdf
(d) Give a single line of R code that will produce a plot exactly like the one shown below:,.
(1)1�(1+.10000000000000000000000(100))�2(126127) The single precision .pdf
(1)1(1+.10000000000000000000000(100))2(126127) The single precision binary representation
of 0.75ten is then The double precision representation is.
(1)CT13.1) Your parents are considering investing in Apple Inc. co.pdf
(1)
CT13.1) Your parents are considering investing in Apple Inc. common stock. They ask you, as
an accounting expert, to make an analysis of the company for them. Financial statements of
Apple are presented in Appendix A. The complete annual report, including the notes to its
financial statements, is available at the companys website.
Instructions:
A) Make a 5-year trend analysis, using 2014 as the base year, of (1) net sales and (2) net income.
Comment on the significance of the trend results.
B) Compute for 2018 and 2017 the (1) debt to assets ratio and (2) times interest earned. (See
Note 3 for interest expense.) How would you evaluate Apples long-term solvency?
C) Compute for 2018 and 2017 the (1) profit margin, (2) asset turnover, (3) return on assets, and
(4) return on common stockholders equity. How would you evaluate Apples profitability? Total
assets at September 24, 2016, were $321,686 million and total stockholders equity at September
24, 2016, was $128,249 million.
D) What information outside the annual report may also be useful to your parents in making a
decision about Apple?
*Please ensure that ALL sections are labeled and answered (A, B, C, and D). Thank you for all
your help!
1. Debt to Assets Ratio
2018:$258,578 $365,725 = 71%
2017:$241,272 $375,319 = 64%
2. Times Interest Earned
2018:($59,531 + $13,372 + $3,240) $3,240 = 23.5 times
2017:($48,351 + $15,738 + $2,323) $2,323 = 28.6 times
Apple's long-term solvency has decreased. The debt to assets ratio indicates that creditors are
providing approximately 71% of Apple's total assets, up from 64%. Also, even though the times
interest earned ratio has decreased, Apple easily has the ability to pay interest payments when
they come due as indicated by the times interest earned ratio of approximately 24 times.
How can I get 3,240 and 2,323 in Times Interest Earned in question 2? Appendix A Specimen
Financial Statements: Apple Inc. Once each year, a corporation communicates to its stockholders
and other interested parties by issuing a complete set of audited financial statements. The annual
report, as this communication is called, summarizes the financial results of the company's
operations for the year and its plans for the future. Many annual reports are attractive,
malticolored, glossy public relations pieces, containing pictures of corporate officers and
directors as well as plotos and descriptions of new products and new buildings. Yet the busie
function of every annual report is to report financial information, almost all of which is a product
of the corporation's accounting system. The content and organization of corporate annual reports
have become fairly standardized. Excluding the public relations part of the report (pictures,
products, etc), the following are the traditional financial portions of the annual report: - Financial
Highlights - Letter to the Stockholders - Management's Discussion and Analysis - Financial
Statements - Notes to the Financial Statements - Managem.
(10 points) Construct a BST by inserting the following keys into an .pdf
(10 points) Construct a BST by inserting the following keys into an empty BST, in order.
15, 17, 10, 2, 19, 18, 14, 8, 7, 16, 3, 4, 11.
(5 points) Delete the node with value 15 from the resulting BST tree in part a. by copying.
(5 points) Delete the node with value 15 from the resulting BST tree in part a. by merging..
#2 Listed below are the numbers of triplets born in a country each y.pdf
#2 Listed below are the numbers of triplets born in a country each year beginning with 1995 . Is
there a trend? The first year is given in the top left, and the years increase by 1 from left to right.
Choose the correct time-series graph below. A. B. C. D. Comment on any trends. Choose the
correct comment below. A. There was an increasing trend for about 10 years, after which the
trend became approximately level. There was a substantial decreasing trend in the last few years.
B. The data show a rapidly increasing trend, which levels out for about 10 years, and then rapidly
decreases. C. There was a steep increase over the first four years, which leveled out for a few
years before the number of triplets began to show a decreasing trend. D. The data show a slowly
increasing and then slowly decreasing trend..
#52 In a large American university in 1969, the male and female pro.pdf
#52: In a large American university in 1969, the male and female professors were sample
independently, yielding the following annual salaries (in thousand of dollars):
Test if there was wage inequality using the following methods: Assume 5% level of significance.
a. ANOVA
b. Two population t-test.
c. Are the two methods yield different conclusion? Why or Why not?
#53: Why the F-distribution is positively skewed? Explain.
Male Female 1010171421811161815.
#define LOGFILE signal_log.txt Signal handlers void sigusr1.pdf
#define LOGFILE "signal_log.txt"
// Signal handlers
void sigusr1_handler(int signo);
void sigusr2_handler(int signo);
void sighup_handler(int signo);
// SIGUSR1 handler
void sigusr1_handler(int signo)
{
dprintf(STDOUT_FILENO, "Signal %d (%s) received in function %s() at line %d\n",
signo, strsignal(signo), __FUNCTION__, __LINE__);
fflush(stdout);
}
// SIGUSR2 handler
void sigusr2_handler(int signo)
{
dprintf(STDOUT_FILENO, "Signal %d (%s) received in function %s() at line %d\n",
signo, strsignal(signo),__FUNCTION__, __LINE__);
fflush(stdout);
}
// SIGHUP handler
void sighup_handler(int signo)
{
dprintf(STDOUT_FILENO, "Signal %d (%s) received in function %s() at line %d\n",
signo, strsignal(signo), __FUNCTION__, __LINE__);
fflush(stdout);
}
char *interpret(char *cmdline)
{
char **tokens;
char *cmd;
int i;
char *result;
char sysCommand;
tokens=history_tokenize(cmdline); //Split cmdline into individual words.
if(!tokens) return "no response needed";
cmd=tokens[0];
//Detecting commands: table lookup: 2 techniques
//Using the parallel arrays to look up function calls
for(i=0;commands[i];i++)
{
if(strcasecmp(cmd,commands[i])==0) return (methods[i])(cmd,&tokens[1]);
}
//Using struct CMDSTRUCT as an alternative lookup method. Pick either technique, not both
//Note that its possible to create multiple aliases for the same command using either method.
for(i=0;cmdStruct[i].cmd;i++)
if(strcasecmp(cmd,cmdStruct[i].cmd)==0) return (cmdStruct[i].method)(cmd,&tokens[1]);
sysCommand=system(cmdline);
if (sysCommand==-1){
return"command status: fail";
}else if (sysCommand==0){
return"command status: sucsess";}
}
int main(int argc, char * argv[],char * envp[])
{
char cmd[100];
char *cmdLine;
char *expansion;
time_t now=time(NULL);
int nBytes; //size of msg rec'd
char cwd[PATH_MAX];
signal(SIGINT,ctrlCHandler);
read_history("shell.log");
add_history(ctime(&now));
fprintf(stdout,"Starting the shell at: %s\n",ctime(&now));
while(true) {
if (getcwd(cwd, sizeof(cwd)) != NULL) {
printf("Current working dir: %s\n", cwd);
} else {
perror("getcwd() error");
return 1;
}
signal(SIGIO, SIG_IGN);
signal(SIGUSR1, sigusr1_handler);
signal(SIGUSR2, sigusr2_handler);
signal(SIGHUP, sighup_handler);
cmdLine=readline("Enter a command: ");
if(!cmdLine) break;
history_expand(cmdLine,&expansion);
add_history(expansion);
if(strcasecmp(cmdLine,"bye")==0) break;
char *response=interpret(cmdLine);
fprintf(stdout,"%s\n",response);
}
write_history("shell.log");
system("echo Your session history is; cat -n shell.log");
fprintf(stdout,"Server is now terminated \n");
retur SIGHUP, Set up SIGIO as a signal to be ignored. (6 marks) a. The initial handler you
should write for each of them should be stub routines that output a message: "Signal \#
(SIGxxxx) received in function _FUNCTION_. Use strsignal to output the name of the signal
using dprintf to send the output to a file. (The tail -f \& command will be demonstrated to allow
you to follow text output to a file while a program is running. Ta.
�Los Premios Darwin honran adecuadamente sus ideas sobre la selecci.pdf
Los Premios Darwin honran adecuadamente sus ideas sobre la seleccin natural o promueven
conceptos errneos sobre la evolucin? Con la evidencia, si proporciona un ejemplo en los
ganadores de 2019/2018, evale crticamente si este premio realmente honra la idea de Darwin de
la lucha por la existencia..
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derine NTHikEaDs 10 itatic thresd-t thread void nolint all cosit os "child thresid runnitase" k
endts (100+ nt of terminate the thread int maine 1.
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en su dieta? Fuentes?
Conoces a alguien que haya tenido o tenga Diabetes? Qu efectos tiene/tuvo sobre ellos?
Qu papel juega el alcohol en tu vida? Tus amigos? Familia? Qu papel crees que debera jugar?
cuanto alcohol es demasiado?.
�Cu�les de los siguientes son ejemplos de intervenciones de educa.pdf
Cules de los siguientes son ejemplos de intervenciones de educacin formal que empoderaron a
los nios para actuar sobre el cambio climtico? (opcin multiple)
Seleccione uno o ms:
a. Estudiantes de secundaria de Guatemala intercambiaron sus puntos de vista y experiencias
sobre el cambio climtico con otros jvenes de Costa Rica, Panam y Repblica Dominicana a travs
de videoconferencia.
b. El gobierno de Vanuatu est revisando el sistema educativo, incluido el plan de estudios, y est
desarrollando materiales educativos y guas para maestros sobre desastres y cambio climtico.
C. En Brasil, el gobierno apoya a las comunidades locales para que manejen pluvimetros para
monitorear y recopilar datos, al mismo tiempo que los sensibiliza sobre el cambio climtico.
d. En Etiopa, a 50.000 alumnos se les ense el cambio climtico en las escuelas y luego se
involucraron en la plantacin de 50.000 rboles.
Cules de los siguientes son ejemplos de intervenciones de educacin formal que empoderaron a
los nios para actuar sobre el cambio climtico? (opcin multiple)
Seleccione uno o ms:
a. Estudiantes de secundaria de Guatemala intercambiaron sus puntos de vista y experiencias
sobre el cambio climtico con otros jvenes de Costa Rica, Panam y Repblica Dominicana a travs
de videoconferencia.
b. El gobierno de Vanuatu est revisando el sistema educativo, incluido el plan de estudios, y est
desarrollando materiales educativos y guas para maestros sobre desastres y cambio climtico.
C. En Brasil, el gobierno apoya a las comunidades locales para que manejen pluvimetros para
monitorear y recopilar datos, al mismo tiempo que los sensibiliza sobre el cambio climtico.
d. En Etiopa, a 50.000 alumnos se les ense el cambio climtico en las escuelas y luego se
involucraron en la plantacin de 50.000 rboles..
�Cu�l de los siguientes se considera un indicador principal de la e.pdf
Cul de los siguientes se considera un indicador principal de la economa de un pas?
a. Duracin
b. Precios de las acciones
C. Diferencial de tipos de inters
d. Suministro de dinero
a. Duracin
b. Precios de las acciones
C. Diferencial de tipos de inters
d. Suministro de dinero.
�Cu�les son algunos ejemplos de comentarios sobre el terreno para l.pdf
Cules son algunos ejemplos de comentarios sobre el terreno para los nios?
Cules son algunos ejemplos de retroalimentacin retrasada para los nios?
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# Slicing of a Tuple# Slicing of a Tuple# with NumbersTuple1.pdf
# Slicing of a Tuple
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# with Numbers
Tuple1 = tuple('GEEKSFORGEEKS')
# Removing First element
print("Removal of First Element: ")
print(Tuple1[1:])
# Reversing the Tuple
print("\nTuple after sequence of Element is reversed: ")
print(Tuple1[::-1])
# Printing elements of a Range
print("\nPrinting elements between Range 4-9: ")
print(Tuple1[4:9]).
�Cu�l de las siguientes cuentas es un pasivo A. Gastos de salari.pdf
Cul de las siguientes cuentas es un pasivo?
A. Gastos de salarios
B. Cuentas por pagar
C. Ingresos por servicios
D. Cuentas por cobrar
A. Gastos de salarios
B. Cuentas por pagar
C. Ingresos por servicios
D. Cuentas por cobrar.
�ndices de liquidez corriente, r�pido y efectivo a ventas ---Rat.pdf
ndices de liquidez: corriente, rpido y efectivo a ventas ---
Ratio Circulante: Activo Circulante/Pasivo Circulante-
2012 : 3.683/2.568 = 1,43
2011: 5.081/2.756= 1,84
2010: 6.370/2.647= 2,40
Ratio Rpido: (Activo Corriente-Inventario)/Pasivo Corriente
2012: (3.683-2.341)/2.548= 0,52
2011: (5.081-2.916)/2.756= 0,78
2010: (6.370-3.213)/2.647= 1,19
Relacin de efectivo a ventas: Saldo de efectivo al final del perodo/Ventas
2012: 930/12.985= 0,05
2011: 1.507/17.260= 0,08
2010: 2.622/17.759= 0,14.
�Los n�meros son para llenar los espacios en blanco! �Gra.pdf
Los nmeros son para llenar los espacios en blanco!
Gracias!
La bacteria E. coli, que es un importante sistema modelo para el estudio de genes y ADN, tiene
un cromosoma circular singular de aproximadamente 4x106 pb. Por el contrario, las clulas
diploides humanas tienen __1__ cromosomas, de __2__ tipos diferentes (no olvides que el X
Y!). La cantidad total de ADN que se encuentra en una clula haploide, como un espermatozoide
o un vulo, se denomina valor C del organismo; el valor C humano es __3__.
Tambin en contraste con el cromosoma circular de E. coli est el hecho de que los cromosomas
eucariticos no son circulares, sino que son __4__. Los cromosomas eucariticos se complejan en
gran medida con protenas para formar un complejo ADN-protena llamado genricamente __5__.
Se puede considerar que las protenas encontradas pertenecen a dos clases generales: __6__ y
__7__. La primera clase est compuesta por 5 protenas principales llamadas __8__, __9__,
__10__, __11__ y __12__. Sobre una base de peso a peso, estas protenas constituyen
aproximadamente el __13__% de la masa total de un cromosoma. Dado que estas protenas deben
asociarse de manera relativamente no especfica con el ADN, son ricas en los aminocidos bsicos
__13__ y __14__, lo que les da a las protenas una carga neta de __15__.
Uno de los objetivos de empaquetar el ADN en cromatina es compactar el genoma para que
encaje en un ncleo. La unidad bsica de la estructura de la cromatina es el __16__, que tiene
__17__ pares de bases de ADN envueltos alrededor de una partcula central compuesta por
__18__ copias de cada una de las histonas centrales. Cada nucleosoma est separado por un tramo
de ADN "enlazador" de modo que la unidad de repeticin es de aproximadamente 200 pb.
Hagamos un poco de aritmtica: si consideramos que el nucleosoma tiene aproximadamente
__19__ nm de dimetro, que hay alrededor de 200 pb en esta estructura, y que 200 pb de ADN
normalmente ocuparan __20__ nm si se extendiera en lnea recta (recuerde que cada base es
separados aproximadamente 0,34 nm del siguiente), podemos ver que el nucleosoma solo
permite una relacin de compactacin de __21__ veces.
La estructura del nucleosoma se compacta an ms por la histona __22__, que no forma parte de la
partcula central. En cambio, esta histona __23__ (hace qu?) para hacer que la fibra nucleosomal
de 10 nm se condense en una estructura de orden superior denominada fibra de __24__ nm. En el
ncleo, los cromosomas no solo flotan libremente: estn atados a una estructura proteica llamada
__25__ en regiones especficas del ADN llamadas "SAR", que significa __26__. Los SAR son
ricos en topoisomerasas, para permitir que ocurra el enrollamiento y desenrollamiento del ADN
que acompaa a la replicacin y la transcripcin, a pesar de esta restriccin.
La fibra de 30 nm analizada anteriormente es la forma en la que se cree que existe ADN
transcripcionalmente activo en el ncleo; sin embargo, una mayor condensacin conduce a una
forma inactiva altamente condensada ll.
(1) Estados Unidos siempre ha sido una sociedad diversa. (2) En 1673.pdf
(1) Estados Unidos siempre ha sido una sociedad diversa. (2) En 1673, hace ms de tres siglos, un
visitante de lo que ahora es la ciudad de Nueva York se sorprendi al descubrir que los ocho mil
habitantes de la ciudad hablaban dieciocho idiomas. (3) A mediados del siglo XIX, haba llegado
a los Estados Unidos tanta gente de tantos pases que el novelista Herman Melville exclam: "No
se puede derramar una gota de sangre estadounidense sin derramar la sangre del mundo entero".
(4) Uno solo puede imaginarse lo que dira Melville hoy! (5) Estados Unidos se ha convertido en
la sociedad ms diversa sobre la faz de la Tierra. (6) Durante ms de un siglo, la mayora de los
inmigrantes en los Estados Unidos eran europeos: irlandeses, alemanes, ingleses, escandinavos,
griegos, polacos, italianos y otros. (7) Junto con los afroamericanos, hicieron de Estados Unidos
el "crisol" del mundo. (8) Hoy, otra gran ola de inmigracinms de un milln de personas al ao,
principalmente de Asia y Amrica Latinaest transformando a los Estados Unidos en lo que un
escritor ha llamado la "primera nacin universal", una sociedad multicultural de diversidad
incomparable.
C4. El tono de este prrafo es uno de
a.
angustia.
b.
asombro.
C.
tolerancia.
d.
compasin.
QN2) Hbitat para la Humanidad es un programa destinado a eliminar las viviendas deficientes y
la falta de vivienda en todo el mundo. (2) Los empleados de Hbitat y los voluntarios dedicados
trabajan juntos para construir casas nuevas y renovar las antiguas que luego se venden sin fines
de lucro a familias necesitadas. (3) Los voluntarios de Hbitat son recompensados con un agudo
sentido de logro y fuertes lazos de amistad. (4) Se necesitan nuevos voluntarios en todo el pas
para continuar el trabajo de esta maravillosa organizacin. (5) No se requieren habilidades
especiales de construccin. (6) No le gustara unirse a los miles que han permitido que ms de
300.000 personas en todo el mundo vivan en viviendas slidas y dignas?
D5. El propsito principal de este prrafo es
a.informar a los lectores sobre la existencia y el trabajo de Hbitat para la Humanidad.
b. persuadir a los lectores para que se ofrezcan como voluntarios para ayudar a Hbitat para la
Humanidad.
c.entretener a los lectores con detalles sobre una organizacin interesante.
Qn 3.Habitat for Humanity es un programa destinado a eliminar las viviendas precarias y la falta
de vivienda en todo el mundo. (2) Los empleados de Hbitat y los voluntarios dedicados trabajan
juntos para construir casas nuevas y renovar las antiguas que luego se venden sin fines de lucro a
familias necesitadas. (3) Los voluntarios de Hbitat son recompensados con un agudo sentido de
logro y fuertes lazos de amistad. (4) Se necesitan nuevos voluntarios en todo el pas para
continuar el trabajo de esta maravillosa organizacin. (5) No se requieren habilidades especiales
de construccin. (6) No le gustara unirse a los miles que han permitido que ms de 300.000
personas en todo el mundo vivan en viviendas slidas y d.
(0)The organizational context for this change was a large mental h.pdf
(0)
The organizational context for this change was a large mental health and development services
agency, serving the lifespan (infants to seniors) of the client population. It covered a large urban
and rural region, and multiple office sites. The organization was government-funded by several
health and social service ministries and was facing increasing accountability to provide detailed
quarterly and annual financial and service reports. The organization collaborated with a wide
range of community service partners, such as healthcare, education, justice, child welfare,
employment, and housing. This was a traditional organization with a hierarchical structure and
culture, and well-established policies and procedures (OConnor & Netting, 2009). It was
governed by a board of directors from the professional community. The senior leadership team
included an executive director, a director of clinical services, and a director of operations. The
middle management team consisted of program managers and clinical supervisors for each area
(developmental, childrens, adult and seniors mental health). There were interdisciplinary teams
for each area (20 staff each), with ranging professional capacities: mental health workers
(masters level social workers/therapists), family support workers (child and youth workers),
crisis workers (nurses, social workers), developmental service workers (BA level), consulting
psychologists and psychiatrists. This organization had undergone continuous changes, including
a merger, multiple program expansions, and team/service restructuring. There was a new
executive director and director of service, who were both inexperienced in these positions. These
directors introduced a new mission, vision, values, and strategic directions for the organization,
including staff empowerment and the creation of self-directed teams. An external consultant
trained all staff on having difficult conversations with one another, to increase staffs sense of
safety and comfort in providing feedback to the organization. This initiative was not followed
through, and staff feedback indicated they were feeling dissatisfied and mistrustful of
management. Specifically, they requested improved communication and more involvement in
decision-making. Organizational Issue The executive director and director of service decided to
introduce a rapid shift in childrens services. First, the childrens mental health (CMHS) staff and
the developmental services (DS) staff were integrated under the DS manager, who became the
childrens services (CS) manager. This CS manager was new to the supervisors and staff in
CMHS, and this change coincided with the departure of the long-time CMHS manager. Second,
the CMHS team was changed to a self directed team model. This change was based on a pilot
project with DS staff, where a self-directed team format had been introduced. These changes
were undertaken quickly, over a two-month period. Supervisors roles were changed significa.
(1 punto) La tragedia de los comunes se refiere a A. El fracaso de.pdf
(1 punto) La tragedia de los comunes se refiere a
A. El fracaso de la gente comn para votar en su propio inters
B. Los problemas comunes que surgen cuando los bienes pblicos son insuficientes
C. El sobrepastoreo de reas comunes cuando los agentes persiguen su propio inters
D. Cuando los bienes comunes se privatizan
6. (1 punto) La esencia principal del trabajo de Elinor Ostrom sobre recursos comunes es
Los problemas de accin colectiva, como el uso excesivo de recursos comunes, son inevitables ya
que todos
sigue su propio inters
RC puede ser bien manejado localmente si hay buenas instituciones
CR solo se puede administrar en niveles pequeos
7. (1 punto) Elinor Ostrom es la nica mujer que ha ganado el Premio Nobel de Economa
Verdadero Falso
8. (1 punto) El hecho de que Ostrom detall muchos ejemplos de gestin exitosa de RC local en el
mundo real
mundo significa que
A. Ella es una tonta. Dame un poco de matemticas o vete de aqu!
B. Cualquier CR se puede administrar localmente.
C. La gestin local de CR tambin puede funcionar en teora.
# Python program to demonstrate# Creation of List# Creating a .pdf
# Python program to demonstrate
# Creation of List
# Creating a List
List = []
print("Blank List: ")
print(List)
# Creating a List of numbers
List = [10, 20, 14]
print("\nList of numbers: ")
print(List)
# Creating a List of strings and accessing
# using index
List = ["Geeks", "For", "Geeks"]
print("\nList Items: ")
print(List[0])
print(List[2]).
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to Quality Improvement Essentials
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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(1)
CT13.1) Your parents are considering investing in Apple Inc. common stock. They ask you, as
an accounting expert, to make an analysis of the company for them. Financial statements of
Apple are presented in Appendix A. The complete annual report, including the notes to its
financial statements, is available at the companys website.
Instructions:
A) Make a 5-year trend analysis, using 2014 as the base year, of (1) net sales and (2) net income.
Comment on the significance of the trend results.
B) Compute for 2018 and 2017 the (1) debt to assets ratio and (2) times interest earned. (See
Note 3 for interest expense.) How would you evaluate Apples long-term solvency?
C) Compute for 2018 and 2017 the (1) profit margin, (2) asset turnover, (3) return on assets, and
(4) return on common stockholders equity. How would you evaluate Apples profitability? Total
assets at September 24, 2016, were $321,686 million and total stockholders equity at September
24, 2016, was $128,249 million.
D) What information outside the annual report may also be useful to your parents in making a
decision about Apple?
*Please ensure that ALL sections are labeled and answered (A, B, C, and D). Thank you for all
your help!
1. Debt to Assets Ratio
2018:$258,578 $365,725 = 71%
2017:$241,272 $375,319 = 64%
2. Times Interest Earned
2018:($59,531 + $13,372 + $3,240) $3,240 = 23.5 times
2017:($48,351 + $15,738 + $2,323) $2,323 = 28.6 times
Apple's long-term solvency has decreased. The debt to assets ratio indicates that creditors are
providing approximately 71% of Apple's total assets, up from 64%. Also, even though the times
interest earned ratio has decreased, Apple easily has the ability to pay interest payments when
they come due as indicated by the times interest earned ratio of approximately 24 times.
How can I get 3,240 and 2,323 in Times Interest Earned in question 2? Appendix A Specimen
Financial Statements: Apple Inc. Once each year, a corporation communicates to its stockholders
and other interested parties by issuing a complete set of audited financial statements. The annual
report, as this communication is called, summarizes the financial results of the company's
operations for the year and its plans for the future. Many annual reports are attractive,
malticolored, glossy public relations pieces, containing pictures of corporate officers and
directors as well as plotos and descriptions of new products and new buildings. Yet the busie
function of every annual report is to report financial information, almost all of which is a product
of the corporation's accounting system. The content and organization of corporate annual reports
have become fairly standardized. Excluding the public relations part of the report (pictures,
products, etc), the following are the traditional financial portions of the annual report: - Financial
Highlights - Letter to the Stockholders - Management's Discussion and Analysis - Financial
Statements - Notes to the Financial Statements - Managem.
(10 points) Construct a BST by inserting the following keys into an .pdf
(10 points) Construct a BST by inserting the following keys into an empty BST, in order.
15, 17, 10, 2, 19, 18, 14, 8, 7, 16, 3, 4, 11.
(5 points) Delete the node with value 15 from the resulting BST tree in part a. by copying.
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#2 Listed below are the numbers of triplets born in a country each year beginning with 1995 . Is
there a trend? The first year is given in the top left, and the years increase by 1 from left to right.
Choose the correct time-series graph below. A. B. C. D. Comment on any trends. Choose the
correct comment below. A. There was an increasing trend for about 10 years, after which the
trend became approximately level. There was a substantial decreasing trend in the last few years.
B. The data show a rapidly increasing trend, which levels out for about 10 years, and then rapidly
decreases. C. There was a steep increase over the first four years, which leveled out for a few
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#52 In a large American university in 1969, the male and female pro.pdf
#52: In a large American university in 1969, the male and female professors were sample
independently, yielding the following annual salaries (in thousand of dollars):
Test if there was wage inequality using the following methods: Assume 5% level of significance.
a. ANOVA
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#define LOGFILE signal_log.txt Signal handlers void sigusr1.pdf
#define LOGFILE "signal_log.txt"
// Signal handlers
void sigusr1_handler(int signo);
void sigusr2_handler(int signo);
void sighup_handler(int signo);
// SIGUSR1 handler
void sigusr1_handler(int signo)
{
dprintf(STDOUT_FILENO, "Signal %d (%s) received in function %s() at line %d\n",
signo, strsignal(signo), __FUNCTION__, __LINE__);
fflush(stdout);
}
// SIGUSR2 handler
void sigusr2_handler(int signo)
{
dprintf(STDOUT_FILENO, "Signal %d (%s) received in function %s() at line %d\n",
signo, strsignal(signo),__FUNCTION__, __LINE__);
fflush(stdout);
}
// SIGHUP handler
void sighup_handler(int signo)
{
dprintf(STDOUT_FILENO, "Signal %d (%s) received in function %s() at line %d\n",
signo, strsignal(signo), __FUNCTION__, __LINE__);
fflush(stdout);
}
char *interpret(char *cmdline)
{
char **tokens;
char *cmd;
int i;
char *result;
char sysCommand;
tokens=history_tokenize(cmdline); //Split cmdline into individual words.
if(!tokens) return "no response needed";
cmd=tokens[0];
//Detecting commands: table lookup: 2 techniques
//Using the parallel arrays to look up function calls
for(i=0;commands[i];i++)
{
if(strcasecmp(cmd,commands[i])==0) return (methods[i])(cmd,&tokens[1]);
}
//Using struct CMDSTRUCT as an alternative lookup method. Pick either technique, not both
//Note that its possible to create multiple aliases for the same command using either method.
for(i=0;cmdStruct[i].cmd;i++)
if(strcasecmp(cmd,cmdStruct[i].cmd)==0) return (cmdStruct[i].method)(cmd,&tokens[1]);
sysCommand=system(cmdline);
if (sysCommand==-1){
return"command status: fail";
}else if (sysCommand==0){
return"command status: sucsess";}
}
int main(int argc, char * argv[],char * envp[])
{
char cmd[100];
char *cmdLine;
char *expansion;
time_t now=time(NULL);
int nBytes; //size of msg rec'd
char cwd[PATH_MAX];
signal(SIGINT,ctrlCHandler);
read_history("shell.log");
add_history(ctime(&now));
fprintf(stdout,"Starting the shell at: %s\n",ctime(&now));
while(true) {
if (getcwd(cwd, sizeof(cwd)) != NULL) {
printf("Current working dir: %s\n", cwd);
} else {
perror("getcwd() error");
return 1;
}
signal(SIGIO, SIG_IGN);
signal(SIGUSR1, sigusr1_handler);
signal(SIGUSR2, sigusr2_handler);
signal(SIGHUP, sighup_handler);
cmdLine=readline("Enter a command: ");
if(!cmdLine) break;
history_expand(cmdLine,&expansion);
add_history(expansion);
if(strcasecmp(cmdLine,"bye")==0) break;
char *response=interpret(cmdLine);
fprintf(stdout,"%s\n",response);
}
write_history("shell.log");
system("echo Your session history is; cat -n shell.log");
fprintf(stdout,"Server is now terminated \n");
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should write for each of them should be stub routines that output a message: "Signal \#
(SIGxxxx) received in function _FUNCTION_. Use strsignal to output the name of the signal
using dprintf to send the output to a file. (The tail -f \& command will be demonstrated to allow
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ganadores de 2019/2018, evale crticamente si este premio realmente honra la idea de Darwin de
la lucha por la existencia..
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Conoces a alguien que haya tenido o tenga Diabetes? Qu efectos tiene/tuvo sobre ellos?
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Cules de los siguientes son ejemplos de intervenciones de educacin formal que empoderaron a
los nios para actuar sobre el cambio climtico? (opcin multiple)
Seleccione uno o ms:
a. Estudiantes de secundaria de Guatemala intercambiaron sus puntos de vista y experiencias
sobre el cambio climtico con otros jvenes de Costa Rica, Panam y Repblica Dominicana a travs
de videoconferencia.
b. El gobierno de Vanuatu est revisando el sistema educativo, incluido el plan de estudios, y est
desarrollando materiales educativos y guas para maestros sobre desastres y cambio climtico.
C. En Brasil, el gobierno apoya a las comunidades locales para que manejen pluvimetros para
monitorear y recopilar datos, al mismo tiempo que los sensibiliza sobre el cambio climtico.
d. En Etiopa, a 50.000 alumnos se les ense el cambio climtico en las escuelas y luego se
involucraron en la plantacin de 50.000 rboles.
Cules de los siguientes son ejemplos de intervenciones de educacin formal que empoderaron a
los nios para actuar sobre el cambio climtico? (opcin multiple)
Seleccione uno o ms:
a. Estudiantes de secundaria de Guatemala intercambiaron sus puntos de vista y experiencias
sobre el cambio climtico con otros jvenes de Costa Rica, Panam y Repblica Dominicana a travs
de videoconferencia.
b. El gobierno de Vanuatu est revisando el sistema educativo, incluido el plan de estudios, y est
desarrollando materiales educativos y guas para maestros sobre desastres y cambio climtico.
C. En Brasil, el gobierno apoya a las comunidades locales para que manejen pluvimetros para
monitorear y recopilar datos, al mismo tiempo que los sensibiliza sobre el cambio climtico.
d. En Etiopa, a 50.000 alumnos se les ense el cambio climtico en las escuelas y luego se
involucraron en la plantacin de 50.000 rboles..
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Cul de los siguientes se considera un indicador principal de la economa de un pas?
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C. Diferencial de tipos de inters
d. Suministro de dinero
a. Duracin
b. Precios de las acciones
C. Diferencial de tipos de inters
d. Suministro de dinero.
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# Slicing of a Tuple
# Slicing of a Tuple
# with Numbers
Tuple1 = tuple('GEEKSFORGEEKS')
# Removing First element
print("Removal of First Element: ")
print(Tuple1[1:])
# Reversing the Tuple
print("\nTuple after sequence of Element is reversed: ")
print(Tuple1[::-1])
# Printing elements of a Range
print("\nPrinting elements between Range 4-9: ")
print(Tuple1[4:9]).
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Cul de las siguientes cuentas es un pasivo?
A. Gastos de salarios
B. Cuentas por pagar
C. Ingresos por servicios
D. Cuentas por cobrar
A. Gastos de salarios
B. Cuentas por pagar
C. Ingresos por servicios
D. Cuentas por cobrar.
�ndices de liquidez corriente, r�pido y efectivo a ventas ---Rat.pdf
ndices de liquidez: corriente, rpido y efectivo a ventas ---
Ratio Circulante: Activo Circulante/Pasivo Circulante-
2012 : 3.683/2.568 = 1,43
2011: 5.081/2.756= 1,84
2010: 6.370/2.647= 2,40
Ratio Rpido: (Activo Corriente-Inventario)/Pasivo Corriente
2012: (3.683-2.341)/2.548= 0,52
2011: (5.081-2.916)/2.756= 0,78
2010: (6.370-3.213)/2.647= 1,19
Relacin de efectivo a ventas: Saldo de efectivo al final del perodo/Ventas
2012: 930/12.985= 0,05
2011: 1.507/17.260= 0,08
2010: 2.622/17.759= 0,14.
�Los n�meros son para llenar los espacios en blanco! �Gra.pdf
Los nmeros son para llenar los espacios en blanco!
Gracias!
La bacteria E. coli, que es un importante sistema modelo para el estudio de genes y ADN, tiene
un cromosoma circular singular de aproximadamente 4x106 pb. Por el contrario, las clulas
diploides humanas tienen __1__ cromosomas, de __2__ tipos diferentes (no olvides que el X
Y!). La cantidad total de ADN que se encuentra en una clula haploide, como un espermatozoide
o un vulo, se denomina valor C del organismo; el valor C humano es __3__.
Tambin en contraste con el cromosoma circular de E. coli est el hecho de que los cromosomas
eucariticos no son circulares, sino que son __4__. Los cromosomas eucariticos se complejan en
gran medida con protenas para formar un complejo ADN-protena llamado genricamente __5__.
Se puede considerar que las protenas encontradas pertenecen a dos clases generales: __6__ y
__7__. La primera clase est compuesta por 5 protenas principales llamadas __8__, __9__,
__10__, __11__ y __12__. Sobre una base de peso a peso, estas protenas constituyen
aproximadamente el __13__% de la masa total de un cromosoma. Dado que estas protenas deben
asociarse de manera relativamente no especfica con el ADN, son ricas en los aminocidos bsicos
__13__ y __14__, lo que les da a las protenas una carga neta de __15__.
Uno de los objetivos de empaquetar el ADN en cromatina es compactar el genoma para que
encaje en un ncleo. La unidad bsica de la estructura de la cromatina es el __16__, que tiene
__17__ pares de bases de ADN envueltos alrededor de una partcula central compuesta por
__18__ copias de cada una de las histonas centrales. Cada nucleosoma est separado por un tramo
de ADN "enlazador" de modo que la unidad de repeticin es de aproximadamente 200 pb.
Hagamos un poco de aritmtica: si consideramos que el nucleosoma tiene aproximadamente
__19__ nm de dimetro, que hay alrededor de 200 pb en esta estructura, y que 200 pb de ADN
normalmente ocuparan __20__ nm si se extendiera en lnea recta (recuerde que cada base es
separados aproximadamente 0,34 nm del siguiente), podemos ver que el nucleosoma solo
permite una relacin de compactacin de __21__ veces.
La estructura del nucleosoma se compacta an ms por la histona __22__, que no forma parte de la
partcula central. En cambio, esta histona __23__ (hace qu?) para hacer que la fibra nucleosomal
de 10 nm se condense en una estructura de orden superior denominada fibra de __24__ nm. En el
ncleo, los cromosomas no solo flotan libremente: estn atados a una estructura proteica llamada
__25__ en regiones especficas del ADN llamadas "SAR", que significa __26__. Los SAR son
ricos en topoisomerasas, para permitir que ocurra el enrollamiento y desenrollamiento del ADN
que acompaa a la replicacin y la transcripcin, a pesar de esta restriccin.
La fibra de 30 nm analizada anteriormente es la forma en la que se cree que existe ADN
transcripcionalmente activo en el ncleo; sin embargo, una mayor condensacin conduce a una
forma inactiva altamente condensada ll.
(1) Estados Unidos siempre ha sido una sociedad diversa. (2) En 1673.pdf
(1) Estados Unidos siempre ha sido una sociedad diversa. (2) En 1673, hace ms de tres siglos, un
visitante de lo que ahora es la ciudad de Nueva York se sorprendi al descubrir que los ocho mil
habitantes de la ciudad hablaban dieciocho idiomas. (3) A mediados del siglo XIX, haba llegado
a los Estados Unidos tanta gente de tantos pases que el novelista Herman Melville exclam: "No
se puede derramar una gota de sangre estadounidense sin derramar la sangre del mundo entero".
(4) Uno solo puede imaginarse lo que dira Melville hoy! (5) Estados Unidos se ha convertido en
la sociedad ms diversa sobre la faz de la Tierra. (6) Durante ms de un siglo, la mayora de los
inmigrantes en los Estados Unidos eran europeos: irlandeses, alemanes, ingleses, escandinavos,
griegos, polacos, italianos y otros. (7) Junto con los afroamericanos, hicieron de Estados Unidos
el "crisol" del mundo. (8) Hoy, otra gran ola de inmigracinms de un milln de personas al ao,
principalmente de Asia y Amrica Latinaest transformando a los Estados Unidos en lo que un
escritor ha llamado la "primera nacin universal", una sociedad multicultural de diversidad
incomparable.
C4. El tono de este prrafo es uno de
a.
angustia.
b.
asombro.
C.
tolerancia.
d.
compasin.
QN2) Hbitat para la Humanidad es un programa destinado a eliminar las viviendas deficientes y
la falta de vivienda en todo el mundo. (2) Los empleados de Hbitat y los voluntarios dedicados
trabajan juntos para construir casas nuevas y renovar las antiguas que luego se venden sin fines
de lucro a familias necesitadas. (3) Los voluntarios de Hbitat son recompensados con un agudo
sentido de logro y fuertes lazos de amistad. (4) Se necesitan nuevos voluntarios en todo el pas
para continuar el trabajo de esta maravillosa organizacin. (5) No se requieren habilidades
especiales de construccin. (6) No le gustara unirse a los miles que han permitido que ms de
300.000 personas en todo el mundo vivan en viviendas slidas y dignas?
D5. El propsito principal de este prrafo es
a.informar a los lectores sobre la existencia y el trabajo de Hbitat para la Humanidad.
b. persuadir a los lectores para que se ofrezcan como voluntarios para ayudar a Hbitat para la
Humanidad.
c.entretener a los lectores con detalles sobre una organizacin interesante.
Qn 3.Habitat for Humanity es un programa destinado a eliminar las viviendas precarias y la falta
de vivienda en todo el mundo. (2) Los empleados de Hbitat y los voluntarios dedicados trabajan
juntos para construir casas nuevas y renovar las antiguas que luego se venden sin fines de lucro a
familias necesitadas. (3) Los voluntarios de Hbitat son recompensados con un agudo sentido de
logro y fuertes lazos de amistad. (4) Se necesitan nuevos voluntarios en todo el pas para
continuar el trabajo de esta maravillosa organizacin. (5) No se requieren habilidades especiales
de construccin. (6) No le gustara unirse a los miles que han permitido que ms de 300.000
personas en todo el mundo vivan en viviendas slidas y d.
(0)The organizational context for this change was a large mental h.pdf
(0)
The organizational context for this change was a large mental health and development services
agency, serving the lifespan (infants to seniors) of the client population. It covered a large urban
and rural region, and multiple office sites. The organization was government-funded by several
health and social service ministries and was facing increasing accountability to provide detailed
quarterly and annual financial and service reports. The organization collaborated with a wide
range of community service partners, such as healthcare, education, justice, child welfare,
employment, and housing. This was a traditional organization with a hierarchical structure and
culture, and well-established policies and procedures (OConnor & Netting, 2009). It was
governed by a board of directors from the professional community. The senior leadership team
included an executive director, a director of clinical services, and a director of operations. The
middle management team consisted of program managers and clinical supervisors for each area
(developmental, childrens, adult and seniors mental health). There were interdisciplinary teams
for each area (20 staff each), with ranging professional capacities: mental health workers
(masters level social workers/therapists), family support workers (child and youth workers),
crisis workers (nurses, social workers), developmental service workers (BA level), consulting
psychologists and psychiatrists. This organization had undergone continuous changes, including
a merger, multiple program expansions, and team/service restructuring. There was a new
executive director and director of service, who were both inexperienced in these positions. These
directors introduced a new mission, vision, values, and strategic directions for the organization,
including staff empowerment and the creation of self-directed teams. An external consultant
trained all staff on having difficult conversations with one another, to increase staffs sense of
safety and comfort in providing feedback to the organization. This initiative was not followed
through, and staff feedback indicated they were feeling dissatisfied and mistrustful of
management. Specifically, they requested improved communication and more involvement in
decision-making. Organizational Issue The executive director and director of service decided to
introduce a rapid shift in childrens services. First, the childrens mental health (CMHS) staff and
the developmental services (DS) staff were integrated under the DS manager, who became the
childrens services (CS) manager. This CS manager was new to the supervisors and staff in
CMHS, and this change coincided with the departure of the long-time CMHS manager. Second,
the CMHS team was changed to a self directed team model. This change was based on a pilot
project with DS staff, where a self-directed team format had been introduced. These changes
were undertaken quickly, over a two-month period. Supervisors roles were changed significa.
(1 punto) La tragedia de los comunes se refiere a A. El fracaso de.pdf
(1 punto) La tragedia de los comunes se refiere a
A. El fracaso de la gente comn para votar en su propio inters
B. Los problemas comunes que surgen cuando los bienes pblicos son insuficientes
C. El sobrepastoreo de reas comunes cuando los agentes persiguen su propio inters
D. Cuando los bienes comunes se privatizan
6. (1 punto) La esencia principal del trabajo de Elinor Ostrom sobre recursos comunes es
Los problemas de accin colectiva, como el uso excesivo de recursos comunes, son inevitables ya
que todos
sigue su propio inters
RC puede ser bien manejado localmente si hay buenas instituciones
CR solo se puede administrar en niveles pequeos
7. (1 punto) Elinor Ostrom es la nica mujer que ha ganado el Premio Nobel de Economa
Verdadero Falso
8. (1 punto) El hecho de que Ostrom detall muchos ejemplos de gestin exitosa de RC local en el
mundo real
mundo significa que
A. Ella es una tonta. Dame un poco de matemticas o vete de aqu!
B. Cualquier CR se puede administrar localmente.
C. La gestin local de CR tambin puede funcionar en teora.
# Python program to demonstrate# Creation of List# Creating a .pdf
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# Creation of List
# Creating a List
List = []
print("Blank List: ")
print(List)
# Creating a List of numbers
List = [10, 20, 14]
print("\nList of numbers: ")
print(List)
# Creating a List of strings and accessing
# using index
List = ["Geeks", "For", "Geeks"]
print("\nList Items: ")
print(List[0])
print(List[2]).
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