1. Running water
2. Transport sediments by means of overland flow and stream flow.
3. Sea waves
4. Transport sediments with water by currents and waves.
5. Glaciers
6. A big block of ice that moves downside or outward form the area of accumulation.
7. Wind
8. Ground Water
9. Gravity
Folding occurs when converging tectonic plates apply compressive stress to the crust, causing it to buckle and form folds and faults. Faulting involves cracking and displacement of rock layers due to movement along fracture planes. Both folding and faulting shape the Earth's surface and are important in understanding mountain building, oil and gas reservoirs, and earthquake activity.
This document provides information about classifying rocks into three main categories:
1) Igneous rocks form from the cooling and solidification of magma or lava.
2) Sedimentary rocks form from the compaction and cementation of sediments.
3) Metamorphic rocks form from other pre-existing rocks that are exposed to extreme heat and pressure, undergoing metamorphism.
Rocks can change categories through the rock cycle as they are transformed by geological processes.
Here are the answers to your questions:
1. An igneous rock is formed when magma or lava cools and solidifies.
2. You do not need to melt existing rocks to form magma. Magma is formed by melting of rocks, usually deep within the earth, due to high temperatures and pressures.
3. Temperature increase alone is not solely responsible for melting rocks. Other factors like presence of volatiles (water, carbon dioxide etc.) also aid in lowering the melting point of rocks.
4. Magma is formed in three main tectonic settings:
- At divergent plate boundaries like mid-ocean ridges due to upwelling of hot mantle material.
- Above
The document discusses the formation of igneous rocks, which form from the cooling and solidification of magma or lava. It describes how igneous rocks are classified based on their formation as either intrusive or extrusive rocks, and by their composition from ultramafic to felsic based on their silica content. Examples of different types of igneous rocks are provided and the distinguishing characteristics between intrusive and extrusive rocks are outlined.
This document is an introduction to a science module on geologic processes and hazards for senior high school students. It discusses copyright laws as they apply to government works and materials borrowed from other copyright holders. The module was created by the Department of Education and addresses topics like earthquakes, volcanic eruptions, and landslides. It provides learning objectives and introduces the module format and components to help facilitate learning.
Here are the key points of comparison between Venus, Earth, and Mars:
Similarities:
- All three are terrestrial planets located in the inner solar system relatively close to the Sun
- Have solid, rocky surfaces composed of similar materials like silicates and metals
Differences:
Venus:
- Thicker, toxic atmosphere composed primarily of carbon dioxide
- Surface temperature is the hottest in the solar system at around 462°C
Earth:
- Only planet known to support life
- Moderate temperature and atmospheric pressure
Mars:
- Thin atmosphere composed mostly of carbon dioxide
- Surface temperature varies from about -87°C at the poles to 20°C at the
The unique compositions of earth that make it habitable are:
1. It has liquid water which is essential for life.
2. It has a thick atmosphere that traps heat and protects the surface from radiation.
3. It receives the right amount of solar energy from the sun.
4. It has essential nutrients recycled through geological processes.
5. It has a moderate temperature range where water can exist as a liquid.
2. How do earth’s subsystems interact with each other?
Here are the key points of comparison between Venus, Earth, and Mars:
Similarities:
- All three are terrestrial planets located in the inner solar system relatively close to the Sun
- Have solid, rocky surfaces composed of similar materials like silicates and metals
Differences:
Venus:
- Thicker, toxic atmosphere composed primarily of carbon dioxide
- Surface temperature is the hottest in the solar system at around 462°C
Earth:
- Only planet known to support life
- Moderate temperature and atmospheric pressure
Mars:
- Thin atmosphere composed mostly of carbon dioxide
- Surface temperature varies from about -87°C at the poles to 20°C at the
Folding occurs when converging tectonic plates apply compressive stress to the crust, causing it to buckle and form folds and faults. Faulting involves cracking and displacement of rock layers due to movement along fracture planes. Both folding and faulting shape the Earth's surface and are important in understanding mountain building, oil and gas reservoirs, and earthquake activity.
This document provides information about classifying rocks into three main categories:
1) Igneous rocks form from the cooling and solidification of magma or lava.
2) Sedimentary rocks form from the compaction and cementation of sediments.
3) Metamorphic rocks form from other pre-existing rocks that are exposed to extreme heat and pressure, undergoing metamorphism.
Rocks can change categories through the rock cycle as they are transformed by geological processes.
Here are the answers to your questions:
1. An igneous rock is formed when magma or lava cools and solidifies.
2. You do not need to melt existing rocks to form magma. Magma is formed by melting of rocks, usually deep within the earth, due to high temperatures and pressures.
3. Temperature increase alone is not solely responsible for melting rocks. Other factors like presence of volatiles (water, carbon dioxide etc.) also aid in lowering the melting point of rocks.
4. Magma is formed in three main tectonic settings:
- At divergent plate boundaries like mid-ocean ridges due to upwelling of hot mantle material.
- Above
The document discusses the formation of igneous rocks, which form from the cooling and solidification of magma or lava. It describes how igneous rocks are classified based on their formation as either intrusive or extrusive rocks, and by their composition from ultramafic to felsic based on their silica content. Examples of different types of igneous rocks are provided and the distinguishing characteristics between intrusive and extrusive rocks are outlined.
This document is an introduction to a science module on geologic processes and hazards for senior high school students. It discusses copyright laws as they apply to government works and materials borrowed from other copyright holders. The module was created by the Department of Education and addresses topics like earthquakes, volcanic eruptions, and landslides. It provides learning objectives and introduces the module format and components to help facilitate learning.
Here are the key points of comparison between Venus, Earth, and Mars:
Similarities:
- All three are terrestrial planets located in the inner solar system relatively close to the Sun
- Have solid, rocky surfaces composed of similar materials like silicates and metals
Differences:
Venus:
- Thicker, toxic atmosphere composed primarily of carbon dioxide
- Surface temperature is the hottest in the solar system at around 462°C
Earth:
- Only planet known to support life
- Moderate temperature and atmospheric pressure
Mars:
- Thin atmosphere composed mostly of carbon dioxide
- Surface temperature varies from about -87°C at the poles to 20°C at the
The unique compositions of earth that make it habitable are:
1. It has liquid water which is essential for life.
2. It has a thick atmosphere that traps heat and protects the surface from radiation.
3. It receives the right amount of solar energy from the sun.
4. It has essential nutrients recycled through geological processes.
5. It has a moderate temperature range where water can exist as a liquid.
2. How do earth’s subsystems interact with each other?
Here are the key points of comparison between Venus, Earth, and Mars:
Similarities:
- All three are terrestrial planets located in the inner solar system relatively close to the Sun
- Have solid, rocky surfaces composed of similar materials like silicates and metals
Differences:
Venus:
- Thicker, toxic atmosphere composed primarily of carbon dioxide
- Surface temperature is the hottest in the solar system at around 462°C
Earth:
- Only planet known to support life
- Moderate temperature and atmospheric pressure
Mars:
- Thin atmosphere composed mostly of carbon dioxide
- Surface temperature varies from about -87°C at the poles to 20°C at the
Here are the steps:
1. Cut out the maps of active volcanoes, earthquake epicenters, and major
mountain ranges from page 9.
2. Place the small world map on a flat surface with a bright light source above it.
3. Carefully place the cut-out maps on top of the world map one at a time. Observe
where they overlap.
4. On a separate sheet, draw a diagram showing the overlapping areas of the three
maps. Label the areas where they meet.
5. Write a short statement relating the distribution of the three features based on
your observation.
6. Return the cut-out maps to page 9 after use.
Let me know if you
1. Earthquake hazards refer to potential dangers caused by earthquakes, including primary effects like surface ruptures and secondary effects like landslides, tsunamis, liquefaction, and fires.
2. Common earthquake hazards are landslides, tsunamis, liquefaction of soil, and fires caused by broken gas and electrical lines. These secondary effects can overwhelm communities and damage structures.
3. Key methods to reduce earthquake risks include effective earthquake monitoring, developing seismic hazard maps, and constructing earthquake-resistant buildings using materials like steel that can withstand seismic forces without damage. Building codes based on hazard maps help develop safer structures.
The document provides an introduction to the Practical Research 2 module on quantitative research. It includes information on the copyright, development team, and introductory messages for both facilitators and learners. The module aims to help learners understand quantitative research methods and appreciate their application in real-life situations. It outlines the specific learning outcomes and steps that will be covered, including identifying different variables and when to use quantitative research approaches.
This document is the introduction to a module on phenomena of light for senior high school physical science. It provides background context on light phenomena observable in nature. The module will cover reflection, refraction, absorption, transmission, and scattering of light. It includes one lesson on phenomena of light. Upon completion, learners will be able to describe and explain different light phenomena and relate light properties to natural occurrences. The document outlines what learners need to know and lists the learning objectives.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st-century skills while taking into consideration their needs and circumstances.
Here are the answers:
1. honey bee (Apis mellifera) B BUDDING
2. hydra (Hydra) A BINARY FISSION
3. planarian flatworm (Planaria) D TRANSVERSE FISSION
4. starfish (Asterias) C FRAGMENTATION
5. water flea (Daphnia) E PARTHENOGENESIS
PHILO_Q1_Mod4_The Human Person in the Environment.pdfLawSchool5
This document provides an introduction to a module on "The Human Person in the Environment" for senior high school students. It includes information on copyright, the development team for the module, and an introductory message for both the facilitator and learner. The module aims to help learners understand key concepts of environmental philosophy and how humans should ethically deal with the environment.
Here are the answers to the pre-test:
1. C
2. D
3. D
4. D
5. B
6. C
7. D
8. A
9. D
10. C
11. C
You seem to have a good understanding already of the key concepts that will be covered in this module based on your answers. Let me know if you have any other questions!
1. This module teaches learners how to identify earthquake hazards at home and interpret earthquake hazard maps. It focuses on one lesson: Interpret Different Earthquake Hazard Maps.
2. By going through the module, learners will be able to identify earthquake hazards at home, create a hazard map of their vicinity, and interpret hazard maps according to degree of damage.
3. The goal is for learners to gain skills in assessing risk, raising disaster readiness, and making evacuation decisions to stay safe during earthquakes.
1. Stellar nucleosynthesis is the process by which elements are created in stars through nuclear fusion.
2. In the cores of stars, hydrogen is fused into helium, and heavier elements like carbon, oxygen, and iron are created.
3. Different stages of a star's life cycle, like the main sequence, red giant, and supernova phases, produce different heavy elements.
4. Massive stars have shorter life cycles and explode as supernovae, dispersing heavy elements into space, while less massive stars have longer lives and become white dwarfs.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
This document provides information about a Disaster Readiness and Risk Reduction module for senior high school students in the Philippines. It includes an introduction to the module's purpose and objectives, as well as outlines of its two lessons on basic response procedures and key concepts of DRRR. Tables of contents, copyright information, and descriptions of the development team are also presented.
Here are the key points about a family emergency plan:
- It prepares the family in case of an emergency or disaster when family members may not be together.
- It considers worst case scenarios where communications and basic services may be disrupted.
- It specifies where family members will meet and what essential supplies they should bring if they need to evacuate.
- Having a plan helps lessen the impact of disasters by informing families how to prepare and avoid panic.
- It is an important tool for families to protect themselves during emergencies.
The main goals of a community preparedness plan are similar - to inform people how to prepare for disasters, train them to avoid panic, and minimize the effects of disasters
Here are the steps to create a survival kit for your family:
1. Make a list of all family members and their specific needs (e.g. medicines, baby items).
2. Determine a kit for 3 days minimum for each person.
3. Gather the essential items discussed in the lesson such as food, water, tools, hygiene supplies.
4. Package the items together in an easily accessible bag or container and clearly label it.
5. Check expiration dates and replace items as needed (recommend every 6 months).
6. Store the kit in a dry, cool place and make sure all family members know the location.
7. Consider including comfort items like entertainment or games
1. Disasters can have devastating effects on people's lives such as death, destruction of infrastructure, loss of livelihood and services, and physical and psychological impacts.
2. Some effects of disasters include displaced populations, health risks, food scarcity, and emotional aftershocks like post-traumatic stress disorder.
3. People can help lessen the impact of disasters by checking their homes for hazards, identifying safe places, educating themselves, preparing disaster kits, developing emergency plans, and helping their communities get ready through preparedness activities.
1. Exponential expressions, equations, inequalities, and functions involve expressions of the form abx-c + d, where b > 0 and b ≠ 1.
2. An exponential equation sets two exponential expressions equal to each other, while an exponential inequality compares two exponential expressions.
3. An exponential function expresses a relationship between two variables, usually of the form f(x) = bx, where b > 0 and b ≠ 1.
1. The module introduces exponential functions and how to represent real-life situations using exponential models. It covers exponential growth and decay, compound interest, and the natural exponential function.
2. The learner is expected to define exponential functions, equations, and inequalities and distinguish between them. They will also learn about exponential growth and decay and how to model real world scenarios exponentially.
3. The module contains examples, explanations, and practice problems to help the learner master representing real situations using exponential functions. It will check their understanding and ability to apply their knowledge.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
More Related Content
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Here are the steps:
1. Cut out the maps of active volcanoes, earthquake epicenters, and major
mountain ranges from page 9.
2. Place the small world map on a flat surface with a bright light source above it.
3. Carefully place the cut-out maps on top of the world map one at a time. Observe
where they overlap.
4. On a separate sheet, draw a diagram showing the overlapping areas of the three
maps. Label the areas where they meet.
5. Write a short statement relating the distribution of the three features based on
your observation.
6. Return the cut-out maps to page 9 after use.
Let me know if you
1. Earthquake hazards refer to potential dangers caused by earthquakes, including primary effects like surface ruptures and secondary effects like landslides, tsunamis, liquefaction, and fires.
2. Common earthquake hazards are landslides, tsunamis, liquefaction of soil, and fires caused by broken gas and electrical lines. These secondary effects can overwhelm communities and damage structures.
3. Key methods to reduce earthquake risks include effective earthquake monitoring, developing seismic hazard maps, and constructing earthquake-resistant buildings using materials like steel that can withstand seismic forces without damage. Building codes based on hazard maps help develop safer structures.
The document provides an introduction to the Practical Research 2 module on quantitative research. It includes information on the copyright, development team, and introductory messages for both facilitators and learners. The module aims to help learners understand quantitative research methods and appreciate their application in real-life situations. It outlines the specific learning outcomes and steps that will be covered, including identifying different variables and when to use quantitative research approaches.
This document is the introduction to a module on phenomena of light for senior high school physical science. It provides background context on light phenomena observable in nature. The module will cover reflection, refraction, absorption, transmission, and scattering of light. It includes one lesson on phenomena of light. Upon completion, learners will be able to describe and explain different light phenomena and relate light properties to natural occurrences. The document outlines what learners need to know and lists the learning objectives.
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st-century skills while taking into consideration their needs and circumstances.
Here are the answers:
1. honey bee (Apis mellifera) B BUDDING
2. hydra (Hydra) A BINARY FISSION
3. planarian flatworm (Planaria) D TRANSVERSE FISSION
4. starfish (Asterias) C FRAGMENTATION
5. water flea (Daphnia) E PARTHENOGENESIS
PHILO_Q1_Mod4_The Human Person in the Environment.pdfLawSchool5
This document provides an introduction to a module on "The Human Person in the Environment" for senior high school students. It includes information on copyright, the development team for the module, and an introductory message for both the facilitator and learner. The module aims to help learners understand key concepts of environmental philosophy and how humans should ethically deal with the environment.
Here are the answers to the pre-test:
1. C
2. D
3. D
4. D
5. B
6. C
7. D
8. A
9. D
10. C
11. C
You seem to have a good understanding already of the key concepts that will be covered in this module based on your answers. Let me know if you have any other questions!
1. This module teaches learners how to identify earthquake hazards at home and interpret earthquake hazard maps. It focuses on one lesson: Interpret Different Earthquake Hazard Maps.
2. By going through the module, learners will be able to identify earthquake hazards at home, create a hazard map of their vicinity, and interpret hazard maps according to degree of damage.
3. The goal is for learners to gain skills in assessing risk, raising disaster readiness, and making evacuation decisions to stay safe during earthquakes.
1. Stellar nucleosynthesis is the process by which elements are created in stars through nuclear fusion.
2. In the cores of stars, hydrogen is fused into helium, and heavier elements like carbon, oxygen, and iron are created.
3. Different stages of a star's life cycle, like the main sequence, red giant, and supernova phases, produce different heavy elements.
4. Massive stars have shorter life cycles and explode as supernovae, dispersing heavy elements into space, while less massive stars have longer lives and become white dwarfs.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
This document provides information about a Disaster Readiness and Risk Reduction module for senior high school students in the Philippines. It includes an introduction to the module's purpose and objectives, as well as outlines of its two lessons on basic response procedures and key concepts of DRRR. Tables of contents, copyright information, and descriptions of the development team are also presented.
Here are the key points about a family emergency plan:
- It prepares the family in case of an emergency or disaster when family members may not be together.
- It considers worst case scenarios where communications and basic services may be disrupted.
- It specifies where family members will meet and what essential supplies they should bring if they need to evacuate.
- Having a plan helps lessen the impact of disasters by informing families how to prepare and avoid panic.
- It is an important tool for families to protect themselves during emergencies.
The main goals of a community preparedness plan are similar - to inform people how to prepare for disasters, train them to avoid panic, and minimize the effects of disasters
Here are the steps to create a survival kit for your family:
1. Make a list of all family members and their specific needs (e.g. medicines, baby items).
2. Determine a kit for 3 days minimum for each person.
3. Gather the essential items discussed in the lesson such as food, water, tools, hygiene supplies.
4. Package the items together in an easily accessible bag or container and clearly label it.
5. Check expiration dates and replace items as needed (recommend every 6 months).
6. Store the kit in a dry, cool place and make sure all family members know the location.
7. Consider including comfort items like entertainment or games
1. Disasters can have devastating effects on people's lives such as death, destruction of infrastructure, loss of livelihood and services, and physical and psychological impacts.
2. Some effects of disasters include displaced populations, health risks, food scarcity, and emotional aftershocks like post-traumatic stress disorder.
3. People can help lessen the impact of disasters by checking their homes for hazards, identifying safe places, educating themselves, preparing disaster kits, developing emergency plans, and helping their communities get ready through preparedness activities.
1. Exponential expressions, equations, inequalities, and functions involve expressions of the form abx-c + d, where b > 0 and b ≠ 1.
2. An exponential equation sets two exponential expressions equal to each other, while an exponential inequality compares two exponential expressions.
3. An exponential function expresses a relationship between two variables, usually of the form f(x) = bx, where b > 0 and b ≠ 1.
1. The module introduces exponential functions and how to represent real-life situations using exponential models. It covers exponential growth and decay, compound interest, and the natural exponential function.
2. The learner is expected to define exponential functions, equations, and inequalities and distinguish between them. They will also learn about exponential growth and decay and how to model real world scenarios exponentially.
3. The module contains examples, explanations, and practice problems to help the learner master representing real situations using exponential functions. It will check their understanding and ability to apply their knowledge.
Similar to Earth_and_Life_Science_Q1_M2_KDoctolero1.pdf (20)
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the “Building and Scaling AI Applications with the Nx AI Manager,” tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
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End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
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Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
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- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
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- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
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Earth_and_Life_Science_Q1_M2_KDoctolero1.pdf
1. Earth and Life Science
Quarter 1 – Module 2:
Minerals and Rocks
2. Earth and Life Science – Grade 11/ 12
Alternative Delivery Mode
Quarter 1 – Module 2: Minerals and Rocks
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by Department of Education – Schools Division of Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
Development Team of the Module
Writer: Kate E. Lapid
Editor: Jeshamenme A. Baluyot
Reviewer: Felina Lao-Sarmiento Ph.D.
Illustrator: Kate E. Lapid
Layout Artist: Melanie M.Pendon
Cover Design: LRMDS-Bataan
Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC-Asst. Schools Division Superintendent: William Roderick R. Fallorin
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Science : Edwin R. Bermillo
District Supervisor, Mariveles : Francisco B. Bautista
Division Lead Book Designer : Kenneth G. Doctolero
District LRMDS Coordinator, Mariveles : Jaypee M. Villa
School LRMDS Coordinator : Donna T. Santos-Villanueva
School Principal : Amelinda A. Fandialan
District Lead Layout Artist, Earth and Life:
District Lead Illustrator, Earth and Life :
District Lead Evaluator, Earth and Life :
3. Earth and Life Science
Quarter 1 – Module 2:
Minerals and Rocks
4. 1
Introductory Message
For the facilitator:
Welcome to the Earth and Life Science- Grade 11/12 Alternative Delivery
Mode (ADM) Module on Minerals and Rocks!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies
that will help you in guiding the learners.
5. 2
For the learner:
Welcome to the Earth and Life Sciences-Grade 11/12 Alternative Delivery
Mode (ADM) Module on Minerals and Rocks!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
6. 3
What is It
This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References This is a list of all sources used in
developing this module.
7. 4
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
8. 5
What I Need to Know
This module was designed and written to help you to make a plan that the
community may use to conserve and protect its resources for future generations.
1. Identify common rock-forming minerals using their physical and chemical
properties (S11/12ES-Ia-e-4)
1.1 Demonstrate understanding about physical and chemical properties of
minerals;
1.2 Identify some common rock-forming minerals; and
1.3 Classify minerals based on chemical affinity
2. The learners will be able to classify rocks into igneous, sedimentary and
metamorphic (S11/12ESIb- 10).
2.1 Classify and describe the three basic rock types;
2.2 Establish relationships between rock types and the origin and
environment of deposition/formation; and
2.3 Understand the different geologic processes involved in rock formation
3. The learners explain how the products of weathering are carried away by erosion
and deposited elsewhere (S11/12ES-Ib-12).
3.1 Identify the different agents of erosion and deposition
3.2 Describe characteristic surface features and landforms created and the
processes that contributed to their formation
9. 6
A. Instruction : Write FACT if the statement is TRUE and write BLUFF if the
statement is FALSE.
__________ 1. Gold is a common metal that is used in electric cables and wires.
__________ 2. The hardest mineral according to Moh’s Scale is diamond.
__________ 3. Fracture is a property of mineral that refers to breaking.
__________ 4. Quartz is classified as Silicate based on its chemical composition.
__________ 5. The two types of mineral according to chemical properties are silicate
and non-silicate mineral.
B. Instruction: Choose the letter of the correct answer.
_____ 6. It is a process wherein a rock will continuously mechanically disintegrate
and chemically decompose through time.
a. Weathering b. Erosion
c. Deposition d. Dilation
What I Know
10. 7
_____ 7. It is a process wherein the sediments will move from higher to lower
location.
a. Weathering b. Erosion
c. Deposition d. Dilation
_____ 8. It is a process wherein fragments will lay on a particular area.
a. Weathering b. Erosion
c. Deposition d. Dilation
_____ 9. It is a tiny rock fragment that was a product of weathering.
a. sediments b. pebbles
c. sand d. grabble
_____ 10. It is an agent of erosion that is generated by tides, tsunamis and seiches.
a. Running water b. Sea waves
c. Glaciers d. Wind
_____ 11. It is formed by heat and pressure changing one type of rock into another
type of rock.
a. Intrusive Rocks c. Sedimentary Rocks
b. Metamorphic Rocks d. Igneous Rocks
11. 8
_____ 12. It is formed by weathering, erosion, deposition, compaction, and
cementation of other rocks.
a. Igneous Rocks c. Sedimentary Rocks
b. Metamorphic Rocks d. None of the Above
_____ 13. A type of Igneous Rock formed in the deep part of volcanic vents or crater.
a. Extrusive Rocks c. Clastic Rocks
b. Intrusive Rocks d. Plutonic Rocks
_____ 14. Rocks formed as a result of volcanic activity, hot spots, and melting that
occurs in the mantle.
a. Igneous Rocks c. Metamorphic Rocks
b. Sedimentary Rocks d. None of the Above
_____ 15. It is the where the igneous rock was derived.
a. Magma b. Clay c. Lava d. Pebbles
12. 9
Lesson
2
Minerals and Rocks
Minerals, like human-being, have its own properties. These properties may
be different from one mineral to another in terms of its definite crystalline structure
and chemical composition.
In this module, we will talk about the physical and chemical properties of
minerals. Though, chemical properties are hard to see by our naked eye and we
need the help of experts like geologist (an expert that deals with the history of the
Earth’s rock) and mineralogist (an expert that deals with the classification and
properties of each minerals) in performing experiments that will lead us to different
observations about the minerals and rocks. On the other hand, physical properties
are visible and easily determine by the help of our senses.
Moreover, we will also discuss about the Weathering, Erosion and Deposition
and how these processes differ from one another. The different agents of erosion
will also be undertaken such as running water, sea waves, glaciers, wind, ground
water and gravity.
13. 10
Instruction: Classify the following words based on Earth’s subsystem:
LAND, WATER, AIR and LIFE.
OXYGEN STRATOSPHERE MAMMALS BACTERIA FISH
OCEAN HUMAN-BEING EXOSPHERE MANTLE ALGAE
LAKES ASTHENOSPHERE CARBON IRON RAIN
WATER LAND AIR LIFE
What’s In
14. 11
What’s New
Instruction: Base on our topic last time, look for five different rocks in your
backyard and classify it according to their physical properties.
ROCK HABIT SIZE COLOR DENSITY HARDNESS
1
2
3
4
5
Guide Question:
1. Does the shape, size and color of the rocks differ from each other?
2. For the density, does the rock float or sink? How many of the rock floats? sinks?
3. Does the rock can be easily break or not? How many of it breaks?
4. Does the rock differ from one another?
5. What do you think would be the cause why rocks differ from one another?
Notes to the Teacher
This module was designed and written to help you to be able to
make a plan that the community may use to conserve and protect
its resources for future generations.
15. 12
Criteria Outstanding (3) Satisfactory (2) Poor (1)
Content
(2x)
All the facts and
information are
present.
Some facts and
information are not
present.
It does not cater the
information.
Coherence The sentences and
paragraphs have
oneness of idea.
The sentences within the
paragraph have oneness
of idea, but do not have
relation to other
paragraph.
There is no oneness
of idea.
16. 13
What is It
Hey! Before you continue, please spare some time for this guideline.
Minerals have physical and chemical properties: Physical properties are
known for having its object existence that helps us see, touch, smell, taste and
hear to observe the characteristics of a mineral. Moreover, it can be measured by
physical means such as height, weight and motion. On the other side, chemical
reaction, does not have these characteristics meaning, it is more difficult to observe
using our senses and requires scientific knowledge and skills to determine its
chemical composition and chemical structure.
On the other hand, weathering is a process wherein rock by the presence of
different “weather” starts to physically disintegrate and chemically decompose
forming tiny fragments called “sediment”. After this process, Erosion will occur, as
the segment travels from one place to another by means of different agents, and
lastly Deposition is the process wherein sediments will lay on specific area.
17. 14
A. Instruction: Match the name with its descriptors in each number.
Carbonate Density Streak Hardness Fracture
Light transfer Specific
Gravity
Sulfide Cleavage Sulfate
Halide Color Malleable Phosphate Luster
Oxide Habit Tenacity Brittle Silicate
__________ 1. It indicates that diamond has the highest resistance for scratching
while talc has the lowest resistance.
_________ 2. It indicates that the mineral has presences of elements bromine,
fluorine, chlorine and iodine atom that is combined to any atom of sodium,
potassium and calcium.
__________ 3. It indicates that the mineral has presences of sulfur and oxygen.
_________ 4. This is a physical property of mineral that can be easily seen by
means of its hue, lightness and saturation.
_________ 5. It refers to the shape of a mineral.
__________ 6. It can be described as brittle, malleable, sectile and elastic.
__________ 7. It indicates that the mineral has presence of one or more atoms of
lead, iron or nickel which is combined to sulfur.
__________ 8. It refers to the ratio of the mineral and other object.
18. 15
__________9. It indicates that the mineral has presences aluminium and iron
combined with oxygen.
__________ 10. It refers to the amount of matter in a mineral.
__________11. It is a type of tenacity, where in the mineral shatter into pieces.
__________12. It indicates that the mineral has presences of carbon and oxygen.
__________13. It refers to the tendency of mineral to break or bend.
__________ 14. It refers to the breaking of minerals even if it does not have
cleavage.
__________ 15. It indicates that the mineral has presences of calcium phosphate
combined with different compound.
__________ 16. It refers to the ability of the mineral to produce different line marks
after breaking.
__________ 17. It can be classified as opaque, transparent and translucent.
__________ 18. It indicates that the mineral has presences of silicon and oxygen.
__________ 19. It is a type of tenacity, wherein mineral easily hammered into
different shapes.
__________ 20. It refers to reflection of light and can be categorize as metallic,
submetallic and non-metallic.
19. 16
B. Instruction: Fill in the chart to complete the agent of Erosion. Choose your
answer below
NAMES DESCRIPTION EFFECTS
Running
water
1.
2.
Transport sediments by means of
overland flow and stream flow.
3. 4. Transport sediments with water by
currents and waves.
Glaciers A big block of ice that moves
downside or outward form the
area of accumulation.
5.
6. An air with a strong pressure. 7.
Ground
Water
Reserve water in the in-
depth part of lithosphere.
8.
Gravity 9. Enables to pull the soil resulting
Mass Wasting or landside.
A pulling force towards the center of
the Earth.
Generated by tsunamis, tides and
seiches.
Wind Sea waves Lateral, headward and vertical erosion
Pick up sediments to use as a
rubbing material as it pass through.
Transport loose and fine sediment from
one place to another
Controlled by the size, shape, and
depth of bodies of water with velocity
and volume of water.
Dissolve soluble minerals that cause
hallows.
20. 17
What’s More
Materials: Colored paper/ construction paper, scissors, pencil/pen, paste and bond
paper/intermediate paper
Instruction:
1. Make three circles with 3 inches diameter each using colored paper.
2. Make twenty pieces of rectangular shape using colored paper.
3. Write IGNEOUS, SEDIMENTARY and METAMORPHIC rock in circle cut-outs.
One word in one cut-out.
4. Write the following in rectangular cut-out, one word in one cut-out.
FELSIC PUMICE PHYLLITE CONGLOMERATE PLUTONIC
BRECIA SLATE INTRUSIVE NON-CLASTIC CLASTIC
OBSIDIAN SHALE QUARTZITE SAND STONE MAFIC
ANDESITE MARBLE EXTRUSIVE SILT STONE SCHIST
5. Classify the following rock whether it is IGNEOUS, SEDIMENTARY or
METAMORPHIC.
6. Answer the following guide question:
a. How can you classify the following rock based on their types.
b. How will you describe an Igneous rock?
c. How will you describe Sedimentary rock?
d. How will you describe a Metamorphic rock?
7. Paste your work on bond paper.
21. 18
What I Have Learned
Instruction: Identify the agent of erosion in the following picture
1. 5.
2. 6.
3. 7.
22. 19
What I Can Do
Instruction: Fill in the concept map with different procedures in rock cycle below.
Igneous
rocks
sediments
Sedimentary
rocks
Metamorphic
rock
magma
1. 8.
5.
2.
6.
7.
4.
3. 9.
23. 20
A. Instruction : Write FACT if the statement is TRUE and write BLUFF if the
statement is FALSE.
__________ 1. Gold is a common metal that is used in electric cables and wires.
__________ 2. The hardest mineral according to Moh’s Scale is diamond.
__________ 3. Fracture is a property of mineral that refers to breaking.
__________ 4. Quartz is classified as Silicate based on its chemical composition.
__________ 5. The two types of mineral according to chemical properties are silicate
and non-silicate mineral.
B. Instruction: Choose the letter of the correct answer.
_____ 6. It is a process wherein a rock will continuously mechanically disintegrate
and chemically decompose through time.
a. Weathering b. Erosion
c. Deposition d. Dilation
_____ 7. It is a process wherein the sediments will move from higher to lower
location.
a. Weathering b. Erosion
c. Deposition d. Dilation
Assessment
24. 21
_____ 8. It is a process wherein fragments will lay on a particular area.
a. Weathering b. Erosion
c. Deposition d. Dilation
_____ 9. It is a tiny rock fragment that was a product of weathering.
a. sediments b. pebbles
c. sand d. grabble
_____ 10. It is an agent of erosion that is generated by tides, tsunamis and seiches.
a. Running water b. Sea waves
c. Glaciers d. Wind
_____ 11. It is formed by heat and pressure changing one type of rock into another
type of rock.
a. Intrusive Rocks c. Sedimentary Rocks
b. Metamorphic Rocks d. Igneous Rocks
_____ 12. It is formed by weathering, erosion, deposition, compaction, and
cementation of other rocks.
a. Igneous Rocks c. Sedimentary Rocks
b. Metamorphic Rocks d. None of the Above
_____ 13. A type of Igneous Rock formed in the deep part of volcanic vents or crater.
a. Extrusive Rocks c. Clastic Rocks
b. Intrusive Rocks d. Plutonic Rocks
25. 22
_____ 14. Rocks formed as a result of volcanic activity, hot spots, and melting that
occurs in the mantle.
a. Igneous Rocks c. Metamorphic Rocks
b. Sedimentary Rocks d. None of the Above
_____ 15. It is the where the igneous rock was derived.
a. Magma b. Clay c. Lava d. Pebbles
26. 23
Instruction: Walk inside your backyard, and look for different changes of rock.
What do you think would be the cause? Write your observation inside the box.
Additional Activities
TALK AND WALK
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
27. 24
Criteria Outstanding (5) Satisfactory (3) Poor (1)
Content
(2x)
All the facts and
information are
present to the
concept map.
Some facts and
information are not
present to the concept
map.
The concept map
does not possess
the concept of the
topic.
Coherence
The sentences and
paragraphs have
oneness of idea.
The sentences within the
paragraph have oneness
of idea, but do not have
relation to other
paragraph.
There is no
oneness of idea.
Timeliness
This is very
applicable to the
present situation.
This is applicable to the
present situation.
This in not
applicable to the
present situation.
28. 25
WHAT I KNOW
WHAT’S IN
Answer Key
1.
BLUFF
6.
A
11.
B
2.
FACT
7.
B
12.
C
3.
FACT
8.
C
13.
D
4.
BLUFF
9.
A
14.
A
5.
FACT
10.
B
15.
A
WATER
LAND
AIR
LIFE
ocean
Asthenosphere
oxygen
oxygen
Oxygen
Carbon
stratosphere
Human-being
lakes
Mantle
Exosphere
mammals
rain
iron
carbon
bacteria
fish
Algae
30. 27
WHAT’S MORE
WHAT I HAVE LEARNED WHAT I CAN DO
1.
cooling
2.
weathering
and
erosion
3.
compaction
and
cementation
4.
heat
and
pressure
5.
melting
6.
heat
and
pressure
7.
weathering
and
erosion
8.
melting
9.
weathering
and
erosion
1.
gravity
5.
running
water
2.
sea
waves
6.
glacier
3.
wind
7.
ground
water
4.
ground
water
1.
Lateral,
headward
and
vertical
erosion.
2.
Controlled
by
the
size,
shape,
and
depth
of
bodies
of
water
with
velocity
and
volume
of
water.
3.
Sea
waves
4.
Generated
by
tsunamis,
tides
and
seiches.
5.
Pick
up
sediments
to
use
as
a
rubbing
material
as
it
pass
through.
6.
Wind
7.
Transport
loose
and
fine
sediment
from
one
place
to
another.
8.
Dissolve
soluble
minerals
that
cause
hallows.
9.
A
pulling
force
towards
the
center
of
the
Earth.
31. 28
References
Agsalud, Pricilla Sidney L. et’al. Earth Science. Jimczyville Publication. 2014.pg.
27-44
CHEd Philippines. Teaching Guide for Senior High School
EARTH AND LIFE SCIENCE. 2016
32. For inquiries or feedback, please write or call:
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Learning Resources Management and Development Section (LRMDS)
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