This review session was uploaded Nov. 3, 2015 and contains test taking hints as well as some content notes on the FTCE General Knowledge Test. All material was used from the http://www.fl.nesinc.com/testPage.asp?test=GK website. Note: Tests are edited and updated regularly. Please check with the State of Florida Department of Education website to verify that the contents of this slideshow is the most up-to-date information.
This review session was uploaded Nov. 3, 2015 and contains test taking hints as well as some content notes on the FTCE General Knowledge Test. All material was used from the http://www.fl.nesinc.com/testPage.asp?test=GK website. Note: Tests are edited and updated regularly. Please check with the State of Florida Department of Education website to verify that the contents of this slideshow is the most up-to-date information.
Definition of MLA FormatThe MLA format is a series of rules an.docxsimonithomas47935
Definition of MLA Format
The MLA format is a series of rules and guidelines for writers that have been used since 1985. The writing style prevents plagiarism and allows readers to easily access the sources cited by authors. Because the MLA writing style does not accommodate scientific and technical publications, it is primarily used in the humanities with subjects including the arts, media, literature, and social science.
MLA Format Guidelines
· Double-space the text of your paper.
· 1 inch margins
· Font size should be 12 pt.
· Choose a legible font such as Arial, Lucida, or Times New Roman.
· Leave only one space after periods or other punctuation marks.
· First line of paragraphs should be indented one half-inch from the left margin.
· Page number in upper right-hand corner.
MLA Format example of a first page.
Theatre 383 - A WELL WRITTEN PLAY CRITIQUE
A play critique is an evaluation of a performance. Using the vocabulary developed in your course of study, construct strong statements of observation and support them with specific details. All work is to be original to you and a result of your viewing the live performance you are writing about. Reference
the MLA and College Level Expectations handouts available in our TITANium course page. Please use the Writing Center on campus if you need assistance to achieve college level success.
Third person is used when a degree of objectivity is intended and is used in academic documents such as theatrical reviews. The third person perspective directs the reader’s attention to the subject being presented and discussed. Third person personal pronouns include he, she, it, they, him, her, them, his, her, hers, its, their and theirs. There is no place for “I” in this type of academic document.
Each of the theatrical elements you will analyze needs to be approached in three different steps.
DESCRIBE what you saw in detail. Make the reader see what you saw. Be specific and thorough. Use adjectives and adverbs that paint a picture for the reader.
ANALYZE and reach conclusions as to what the director or designer was trying to achieve. Why did they design the movements, sets, lights, sound effects, make-up or costumes that way? What emotions were they trying to make the audience feel?
JUDGE how effective their efforts were. Do not be vague. (ie. Don’t say things like: “It was awesome.” They were appropriate to the time.” “It was good.” Arghh….) Give a diplomatic, honest opinion. Give
credit for positives to the individual. If you have something negative to say, do so constructively.
IF YOU CANNOT SUPPORT YOUR OPINION WITH SPECIFIC DETAILS FROM THE SHOW TO ILLUSTRATE YOUR POINTS, THEN YOUR JUDGEMENTS – POSITIVE OR NEGATIVE – ARE NOT REALLY WORTH MENTIONING.
WRITE A STANDARD FIVE PARAGRAPH CRITIQUE.
INTRODUCTORY PARAGRAPH (include answers to these questions)
What is the title of the show? Who wrote it?
Where was the show performed? Who directed it?
When does the.
W4 Assignment 1. DiscussionAs in all assignments, cite your sou.docxaryan532920
W4 Assignment 1. Discussion
As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Ethics in Healthcare
In this assignment, you will study the role of ethics in healthcare.
Based on your research, respond to one of the following discussion questions.
Discussion Question 1
Read the following article:
Shelton, A., Freeman, B., Fish, A., Bachman, J., & Richardson, L. (2015). American Journal of Critical Care, 24(2), 148-155. doi: 10.4037/ajcc2015983
Ethics guidelines now require that individuals give informed consent to participate in research. Existing ethical guidelines do not help us decide how to seek consent and have allowed managerial experimentation to remain unchecked.
Based on your understanding of the topic and the article, answer the following question:
Do you think that alternative forms of community consent should be actively pursued? Why or why not? How would you feel if your medical records were examined and included in research without your consent based on an illness in the past?
Discussion Question 2
Scenario
Two nurse researchers are interested in studying whether a pain assessment tool for critical care patients is valid and reliable when applied to a group of patients who cannot communicate verbally due to mechanical ventilation. They design a validation study in which randomly selected patients will be assessed using the tool after a painful procedure (tracheal suctioning) and after a non-painful procedure (oral care). If patient responses result in higher scores after the painful procedure than after the non-painful one, then the researchers will conclude that the tool is effective for these patients in differentiating pain responses from responses to nursing procedures in general.
Using the checklist in the text, discuss and draw a conclusion as to whether this study will likely be exempt, expedited, or full review. Explain your rationale.
How to Write From an Informed Audience Perspective
Below are some questions to consider as you write or talk about a theatre production you have attended. All of these may not apply to every show and you may not have strong observations for each one of these things. Always back what you say or write with specific choices, particular moments, details of timing, colors, textures, movement, etc.
Introduction, Thesis and Conclusion:
· Your exit critique should express your opinions and point of view backed up by evidence of examples from the production that caused you to think those things. Your introductory paragraph should contain your thesis statement.
· Your thesis statement should express your point of view—what you think in general about the production and how it was successful or not successful. The body of your paper will then provide details in support of this opinion.
· “A thesis statement focuses your ideas into one or two sentences. It should present the topic of your paper and also make a comment about your positio ...
Individual Worksheet& Feedback Schools of Buddhism Presentation.docxdirkrplav
Individual Worksheet& Feedback:
Schools of Buddhism Presentation
This grade will be added to your in-class presentation grade on the feedback form for that part of the assignment.
NAME:
DATE:
SPEAKER NOTES (10 points)
Which question or questions from the bulleted list in the instructions did you help research and present in class? List each below, and paste your speaker notes for that topic in the box. If you researched and presented on additional related topics, list those and corresponding speaker notes below as well. Use as many sections as needed to provide information about your topics and corresponding speaker notes. You may leave any unneeded sections of this part of the worksheet blank. Speaker notes will NOT be graded for mechanics, but on content alone.
QUESTION or TOPIC:
SPEAKER NOTES (paste in box below)
QUESTION or TOPIC:
SPEAKER NOTES (paste in box below)
QUESTION or TOPIC:
SPEAKER NOTES (paste in box below)
Points for Speaker Notes: xx/10
RESEARCH LOG (10 points)
In the box below, list all resources used in your portion of the presentation. Do not just paste in links to websites. Provide proper APA formatted reference citations for these resources.
Proper APA formatting? √ or X
Points for Research Log: xx/10
EVALUATION ESSAY (20 points)
In the box below, provide an evaluation of the collaborative experience on this project from your personal point of view.
· Did things go smoothly or were there some bumps along the way?
· If there were some conflicts, how did the Team resolve them?
· Was the work divided fairly or did some members seem to do more than others? (You are not being asked to name names or point fingers.)
· What did you learn about collaborating with a group of people on a project?
· Did you find this to be a valuable experience? Why, or why not?
You may write in first-person voice, since this is a personal account. Write at least 150 words, answering all questions. Use good mechanics—proper punctuation, grammar, and spelling.
START ESSAY:
xxx/150 words √ or X Mechanics? √ or X
Points for Evaluation Essay: xx/20
TOTAL Points for Individual Worksheet: Schools of Buddhism
Speaker Notes: xx/10 + Research Log: xx/10 + Evaluation Essay: xx/20 = xx/40
1
NOTE: The feedback form for your presentation is below. Do not write anything below this point.
Adapted from University of Phoenix Material: “Buddhism Presentation,” REL/133, Version 4
Oral Presentation Feedback - Week 3: Schools of Buddhism
Student: Your Name
Course: REL/133: World Religious Traditions I
Date: Date Due
Assignment: Schools of Buddhism Presentation
Content (30%)
Instructions from the Syllabus:
PART I (75 points)
In collaboration with your Learning Team, complete the following:
Choose, with your assigned Learning Team, one of the following schools of Buddhism prior to Week 2, and sign up during the Week 2 class. This will require discussion and collaboration. Choose ONE school of Buddhism for the entire Learning Team.
.
Executive Program Practical Connection Assignment Component .docxelbanglis
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Final Video on Sustainability by IndustryStudent instructions fo.docxericn8
Final Video on Sustainability by Industry
Student instructions for video assignment.
Scope and Goals
Each student will work alone or in pairs to research a topic and communicate the findings in a 4–7 minute video. The main objectives are to communicate clear and accurate information in an engaging manner for an audience of your peers.
Note. The project is evaluated on the basis of its accuracy, academic rigor, clarity, and ability to engage the viewers. The video is not assessed on the basis of its technical merits (i.e., the final product should not only be visually impressive, but must effectively communicate the sustainability model for their respective corporation). Pay close attention to the sound quality of the video—if no one can hear it, no one will watch it.
Deliverables
There are two deliverables:
1. The completed Sustainability by Industry worksheet (serves as the storyboard and script)
2. The final video (incorporating the answers of the Sustainability by Industry worksheet)—due April 28th by 5:00 pm.
Required elements for the video
1. Length. Your video should be 2:30 – 4:00 minutes in length, plus time for a “credit roll” to
show your references.
2. Style. There are no restrictions on the style of the video (i.e., you may use a narrated
slide show, a recorded lecture, a digital whiteboard, a stop motion animation
(Claymation), a sock puppet show, animated graphics, a scripted scene, filmed artist
drawings on paper, “man on the street” interviews, a combination of the above, etc.).
3. Title slide. Your video should begin with a descriptive title, your name(s), the name of
the school, and the year in which it was created.
4. Content. Aim to use all the information you vetted from the Sustainability by industry worksheet, class resources and pertinent information from valid sources. You are also welcome to use your own drawings, pictures, music, animations, filmed scenes, and interviews.
5. References. All artifacts (images, videos, music, sound effect, etc.) used in the video which you did not create yourself must be cited at the end. You do not need to use a complete reference; simply include a brief description of the item and a web address where the item was found (e.g., Picture of kitten www.spca.com). Include a separate section where you credit the sources of information you used to research your video (Annotated Bibliography does this). This information should be cited using a complete reference. Your instructor will provide suggestions about how to complete this step more easily.
6. File format. Your video must be submitted in one of the following file formats: .mov,
.mv4, mp4, .wmv. Note that these are rendered movies, that is, files that will play on
someone else’s computer. Be sure to test your finished product ahead of the deadline.
7. Editing platforms.
This stage is done using video-editing software such as Power Point, iMovie, Jing, or Movie Maker, where you stitch the artifacts together and synch then in t.
How to Make a Field invisible in Odoo 17Celine George
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Please spend 10 minutes going through
your exam paper and read each
comment and feedback. If there is
something you don’t understand please
star the page so you can ask me later.
3. Grade Boundaries from 2012/13
Grade
Points you need to get in
order to reach this grade
A
41
B
37
C
33
D
30
E
27
U
Up to 26
4. Overall Feedback;
• Many of you did not answer the questions properly
• Many of you did not provide accurate answers
• Many of you either did not revise or did not remember
many of the topics covered in class
• Two of you have very bad handwriting and your
examiner will not spend ages trying to figure out what
you have said and therefore will not get marks (E, S)
• None of you planned your answers for the 20 mark
questions
• Most of you need to use terminology correctly
otherwise you will not get a mark even if the examiner
gets the gist of what you are trying to say
5. Overall Feedback;
• You need to use the P.E.A. system when
answering questions that are 6 – 20marks; Point,
Evidence, Analysis
• You need to arrive to your exam on time so you
are not rushed and disorientated
• You need to consider the key words in the
question so you know what you are expected to
do.
• Take a Theory Prep booklet – this will help you to
improve your written exam answers
6. Front of the Paper
Time allowed
1.5 hour
Instructions
Use black ink or black ball-point pen.
Write the information required on the front of your answer book. The Examining
Body for this paper is AQA. The Paper Reference is DANC1.
Answer all questions.
Do all rough work in your answer book. Cross through any work that you do not want
to be marked.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 60.
You will be marked on your ability to:
– use good English
– organise information clearly
– use specialist vocabulary where appropriate
Advice
You are advised to spend 30 minutes on Section A and 1 hour on Section B.
You will be expected to draw on your knowledge of choreography, performance and
appreciation in answering these questions.
You may use diagrams and/or floor plans where appropriate
7. Questions 01 and 02 are linked.
01 Describe two choreographic devices.
(2 marks)
• All of you identified two correct choreographic devices but
the questions asks you to describe it. Some of you did not
describe it at all and some of you described them vaguely
or incorrectly
• Therefore that is 2 easy marks that you did not get because
you picked two choreographic devices that you could not
accurately describe
8. 02 Explain how it is possible to use each
device to communicate a dance idea.
(4 marks)
• To answer this question correctly you firstly have to
understand what a ‘dance idea’ is
• Then you have to explain how the device you have chosen
does this
• There is no need for a little intro i.e. “A device can be used
to communicate a dance idea” Just go straight into your
explanation
• Your explanation has to be detailed
• You should explain how movement is developed and
manipulated/used
• You should give reasons that explain how the
choreographic device clarifies and enhances the dance
idea
9. 03 Explain how the following aspects of safe practice will help to
protect a dancer against injury.
Correct alignment ,Warm-up/cool-down
(6 marks)
• In the context of this exam ‘explain’’ means you should clarify
something by providing more detail and the relevant reasons
behind that detail
• Some of you did not give accurate information or the
information was irrelevant.
• This question is not asking for you to explain what happens in
the body during warm up/cool down or to explain correct
alignment. It is asking you to explain what happens in the body
during warm-up/cool-down that protects the dancer against
injury and how correct alignment helps to protect against injury.
• You could have talked about the changes that happen in the
body, the anatomical structure, the structure of a dance
class, weight placement and placement in relation to other
dancers during support work
10. 04 The following are examples of forms used to structure dance
works. Ternary (2 marks) Theme and Variation (2 marks)
Describe what is meant by each of these
• Once again you are being asked to describe what something is. If
your description was incorrect you would not have gain any marks.
If your description was too vague you would have only gain 1/2
marks
• Example of an answer; Ternary – an ABA structure where the B
section is a contrast to the A section. It is a pleasing structure as it
returns to the beginning, giving a sense of completeness
• Theme and variation – the theme is a recognisable phrase of
movement that recurs with variations that allow it to be
presented with different shading and mood. The phrase remains
consistent in time and movement. It can provide a recognisable
thread through the piece which gives coherence.
11. 05 Explain how structure is significant in two professional works
you have studied
(4 marks)
• This means you have to give an explanation of why structure
is important in two of the works you have studied
• Many of you gave vague or inaccurate answers or you talked
about things that were not relevant
• Marks would have been given for the knowledge of structures
used in particular works (Justitia uses a narrative structure)
and an explanation of how the structure is significant to each
work
12. 05 Explain how structure is significant in two professional works
you have studied
(4 marks)
• Your knowledge should have covered: different forms used
in the sectional structuring of material e.g. binary, ternary,
rondo, theme and variation, episodic, narrative chance etc;
different choreographic devices used to structure dance
material e.g. motif and motif development, repetition,
contrast, highlights, climax, transition, chance; number of
section in the work you are discussing
• Your explanation could have covered: supporting the
development of character, humour, emotion, theme;
complementing the use of aural/physical setting, reinforcing
the choreographic intention, being appropriate to the
genre/style, supporting the choreographer’s development of
their own ideas about the dance in the social, historical ,
cultural context. Please note, you would be credited for your
own personal views and interpretation of the work
13. 06 List the ways that choreographers use the aural setting to
help them to communicate the choreographic intention using
examples from your own experience, performances you have
seen and professional works
(20 marks)
• Please note, this question asks you to list all of the different
ways choreographers use aural setting to communication
intention.
• This requires you to have knowledge the different
relationships between dance and music AND which
choreographers use which relationships, including
performances you have seen or been apart of
• You would have received marks for identification and
understanding of the different music and dance
relationships; identification of the relationships different
choreographers use; how this helps them to communicate
their choreographic intention
14. 07 Explain how you have used the rehearsal process to
develop the skills needed for dance performance(s)
(20 marks)
• In the context of this exam ‘explain’’ means you should clarify something
by providing more detail and the relevant reasons behind that detail
• The focus of this question is on cause and effect. You are being asked to
identify the different aspects of your dance performance that were in
need to attention and to explain how you used the rehearsal process to
deal with those issues.
• Obviously there will be a varied of aspects that you could talk about
including choreographic skills as well as physical, technical and
performance skills.
• The rehearsal process could be seen as something that begins when the
dance has been ‘finished’ in terms of choreography or/and it may be seen
as part of the creative/choreographic process – both views are valid.
• Some of you talked about improving your technical skills within a dance
class and this does not count as the rehearsal process.
15. 07 Explain how you have used the rehearsal process to
develop the skills needed for dance performance(s)
(20 marks)
You would have received marks for:
• knowledge of choreographic and physical skills used to develop
movement material
• knowledge of the rehearsal process e.g. selection and refinement
and feedback
• knowledge of skills needed for performance e.g. physical
technical, performance, interpretive, dancing sensitively with
others
• Knowledge of different types of rehearsal e.g. rehearsals that
focus on specific issues like timing, spacing, technical rehearsal,
dress rehearsal
• Description of strategies, exercises, approaches to training that
help a dancer to improve/address a particular need that might
have been identified during rehearsal
• Explanation of the effect that rehearsals have in preparing for
performance
16. Your homework is to redo questions 6
and 7 and hand it in next week.
Questions?