Module 2 lesson 4
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This document is a lesson plan on interpreting and computing division of fractions by fractions using visual models. The lesson introduces dividing fractions with different denominators using fraction bars and area models. Students will practice dividing fractions with models and be asked to consider if division of fractions can result in whole number quotients or answers larger than the dividend. The lesson concludes with an exit ticket to assess student understanding.
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G6 m2-a-lesson 4-s
This document provides examples and exercises for interpreting and computing division of fractions. It begins with an opening exercise asking students to write equivalent fractions. Example 1 asks how many servings Molly purchased using cups of strawberries, eating in a serving. Example 2 asks the same for Molly's friend Xavier. Example 3 computes the quotient . Exercises 1-5 provide additional division problems and ask students to include a model in their solutions. The problem set provides 4 more fraction division problems to solve.
G6 m2-a-lesson 4-t
This lesson teaches students how to divide fractions with unlike denominators using visual models. Students practice solving word problems that involve dividing fractions. They learn that when dividing fractions it is possible to get a whole number quotient or an answer larger than the original fraction. Students are shown that one way to divide fractions with different denominators is to first rewrite them as equivalent fractions with a common denominator. Examples and exercises are provided for students to practice dividing fractions using models.
G6 m2-a-lesson 3-s
This document provides examples and exercises for students to practice interpreting and computing division of fractions by fractions using models. It contains 3 examples that show dividing fractions using models, along with 6 exercises for students to rewrite division problems as fractions and draw models to support their answers. The exercises also have students compare examples to identify relationships between divisors and dividends, and draw conclusions about dividing fractions from these observations. There are 2 additional word problems at the end for students to solve using models.
Module 2 lesson 1
This document provides an overview of dividing whole numbers by fractions using visual models. It introduces dividing fractions by fractions and whole numbers, using examples like sharing trail mix between friends. Students are asked to rewrite division problems as multiplication, and model problems by drawing fraction bars or number lines. The goal is for students to understand that dividing a fraction by a whole number results in a smaller quotient than the original fraction.
G6 m4-d-lesson 12-t
This document provides a lesson on distributing expressions. It contains examples of expanding factored expressions using the distributive property and modeling expressions using diagrams. Students practice expanding expressions by distributing terms using models and algebra. The lesson emphasizes that expressions in factored and expanded form represent equivalent quantities and can be used interchangeably.
G6 m2-a-lesson 3-t
This document describes a mathematics lesson on dividing fractions by fractions with common denominators. The lesson begins with an opening exercise reviewing whole number division. Students then work through examples using visual models like fraction bars to divide fractions. They practice dividing fractions with common denominators in exercises and on an exit ticket. The lesson emphasizes interpreting division problems as asking "how many groups of the divisor are in the dividend" and using models to represent and support answers.
G6 m2-a-lesson 1-t
This mathematics lesson teaches students to interpret division of whole numbers by fractions using visual models. Students begin by drawing and describing fractions using fraction cards. They then work through examples of dividing fractions by whole numbers, such as dividing 3/4 lb of trail mix among 6 friends. Students represent the division problems using number lines and fraction bars divided into equal parts. In exercises, students rewrite division problems as multiplication and model the answers. The lesson aims to help students understand that dividing a fraction by a whole number results in a smaller quotient.
Module 4 lesson 10
This document provides lesson materials on writing and expanding multiplication expressions:
1) It introduces writing multiplication using variables as ab instead of a x b, and defines math terms like factor, product, coefficient, and term.
2) Examples show writing expressions without symbols and expanding expressions by reintroducing multiplication symbols.
3) The lesson closes by having students complete an exit ticket to summarize the difference between simplifying and expanding expressions.
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G6 m2-a-lesson 4-s
This document provides examples and exercises for interpreting and computing division of fractions. It begins with an opening exercise asking students to write equivalent fractions. Example 1 asks how many servings Molly purchased using cups of strawberries, eating in a serving. Example 2 asks the same for Molly's friend Xavier. Example 3 computes the quotient . Exercises 1-5 provide additional division problems and ask students to include a model in their solutions. The problem set provides 4 more fraction division problems to solve.
G6 m2-a-lesson 4-t
This lesson teaches students how to divide fractions with unlike denominators using visual models. Students practice solving word problems that involve dividing fractions. They learn that when dividing fractions it is possible to get a whole number quotient or an answer larger than the original fraction. Students are shown that one way to divide fractions with different denominators is to first rewrite them as equivalent fractions with a common denominator. Examples and exercises are provided for students to practice dividing fractions using models.
G6 m2-a-lesson 3-s
This document provides examples and exercises for students to practice interpreting and computing division of fractions by fractions using models. It contains 3 examples that show dividing fractions using models, along with 6 exercises for students to rewrite division problems as fractions and draw models to support their answers. The exercises also have students compare examples to identify relationships between divisors and dividends, and draw conclusions about dividing fractions from these observations. There are 2 additional word problems at the end for students to solve using models.
Module 2 lesson 1
This document provides an overview of dividing whole numbers by fractions using visual models. It introduces dividing fractions by fractions and whole numbers, using examples like sharing trail mix between friends. Students are asked to rewrite division problems as multiplication, and model problems by drawing fraction bars or number lines. The goal is for students to understand that dividing a fraction by a whole number results in a smaller quotient than the original fraction.
G6 m4-d-lesson 12-t
This document provides a lesson on distributing expressions. It contains examples of expanding factored expressions using the distributive property and modeling expressions using diagrams. Students practice expanding expressions by distributing terms using models and algebra. The lesson emphasizes that expressions in factored and expanded form represent equivalent quantities and can be used interchangeably.
G6 m2-a-lesson 3-t
This document describes a mathematics lesson on dividing fractions by fractions with common denominators. The lesson begins with an opening exercise reviewing whole number division. Students then work through examples using visual models like fraction bars to divide fractions. They practice dividing fractions with common denominators in exercises and on an exit ticket. The lesson emphasizes interpreting division problems as asking "how many groups of the divisor are in the dividend" and using models to represent and support answers.
G6 m2-a-lesson 1-t
This mathematics lesson teaches students to interpret division of whole numbers by fractions using visual models. Students begin by drawing and describing fractions using fraction cards. They then work through examples of dividing fractions by whole numbers, such as dividing 3/4 lb of trail mix among 6 friends. Students represent the division problems using number lines and fraction bars divided into equal parts. In exercises, students rewrite division problems as multiplication and model the answers. The lesson aims to help students understand that dividing a fraction by a whole number results in a smaller quotient.
Module 4 lesson 10
This document provides lesson materials on writing and expanding multiplication expressions:
1) It introduces writing multiplication using variables as ab instead of a x b, and defines math terms like factor, product, coefficient, and term.
2) Examples show writing expressions without symbols and expanding expressions by reintroducing multiplication symbols.
3) The lesson closes by having students complete an exit ticket to summarize the difference between simplifying and expanding expressions.
Module 2 lesson 3
This document is a lesson plan on interpreting and computing division of fractions by fractions. It includes examples of drawing models to represent fraction division problems, such as fraction bars. Students are asked to rewrite division problems as word problems and draw models to support their work. The lesson emphasizes using visual models to divide fractions with common denominators and understanding division of fractions as asking how many times the divisor goes into the dividend. Students complete exercises drawing models for fraction division problems and are assessed through an exit ticket.
Module 2 lesson 7
This document outlines the key points from a lesson on the relationship between visual fraction models and equations. It includes steps for reviewing homework, definitions of the reciprocal and inverse of a fraction, an example of using fraction models to represent multiplication, and exercises for students to practice relating fraction models to number sentences. The student outcome is for students to formally connect fraction models to multiplication through the use of multiplicative inverses.
Module 2 lesson 2
This document contains a lesson on interpreting division of a whole number by a fraction using visual models. It includes examples such as determining the total amount of flour needed if a certain portion was used. Students are asked to solve word problems involving fractions of quantities, such as calculating the number of signs needed along a road if a sign is placed at regular fractional intervals or the number of people that can be fed from a certain number of pizzas if each person eats a fractional amount. The document concludes by asking students to complete an exit ticket to assess their understanding.
Module 2 lesson 3
This document is a lesson plan on dividing fractions by fractions. It includes student learning outcomes of using visual models like fraction bars and area models to divide fractions with common denominators. It connects division of fractions to multiplication of fractions. The lesson contains examples of dividing fractions using models, along with exercises for students to practice. It emphasizes that the division of fractions asks how many times the divisor goes into the dividend.
Module 2 lesson 8
This document provides instruction on dividing fractions and mixed numbers. It begins with having students convert mixed numbers to improper fractions. Then it provides an example of dividing a mixed number by a fraction, showing the process of first converting the mixed number to an improper fraction before dividing. Students are given practice problems and a matching game to reinforce the concept before closing with an exit ticket. The goal is for students to learn how to divide fractions and mixed numbers by first converting mixed numbers to improper fractions.
Module 2 lesson 7
This document outlines lessons on dividing fractions. It discusses using visual fraction models and equations together. Students will learn to connect fraction models to multiplication using multiplicative inverses as represented in models. Examples and exercises are provided for students to practice showing number sentences and fraction models for division problems.
Module 2 lesson 4
This document outlines a lesson plan for teaching students how to divide fractions. It includes examples of dividing fractions using visual models like number lines and tape diagrams. The lesson covers dividing fractions with different denominators and discusses whether the quotient can be a whole number or larger than the original fraction. Students will complete practice problems, group work, and an exit ticket assessment to check their understanding of dividing fractions.
G6 m2-a-lesson 3-t
This document describes a mathematics lesson on dividing fractions by fractions with common denominators. The lesson begins with an opening exercise reviewing whole number division. Students then work through examples using visual models like fraction bars to divide fractions. They practice dividing fractions with common denominators in exercises and on an exit ticket. The lesson emphasizes interpreting division problems as asking "how many groups of the divisor are in the dividend" and using models to represent and support answers.
G6 m2-a-lesson 4-s
This document is a lesson plan on interpreting and computing division of fractions. It includes examples of dividing fractions using models, such as dividing the number of cups of strawberries into servings. Students are given exercises to divide fractions with models. The lesson aims to help students develop skills in dividing fractions through visual representations.
G6 m2-a-lesson 3-t
This document provides an overview of a lesson on dividing fractions by fractions with common denominators. The lesson begins with reviewing how to divide whole numbers using visual models. Students then work on examples dividing fractions with the same denominator, such as 8/9 ÷ 2/9. They draw models to represent the division problems and make connections to multiplying fractions. The lesson concludes with students working independently on additional exercises dividing fractions and drawing models to support their answers. The key ideas are that dividing fractions with the same denominator is similar to dividing whole numbers, and the quotient does not change when the dividend and divisor are scaled up or down by the same amount.
G6 m2-a-lesson 3-s
This document provides examples and exercises for interpreting and computing division of fractions. It includes examples of dividing fractions by fractions, with models drawn to support the answers. Students are asked to rewrite division problems as fractions and draw models representing the division. The goal is for students to understand how to divide fractions using visual models and be able to represent fraction division with drawings.
Module 4 lesson 2
This document discusses the relationship between multiplication and division. It shows that dividing a number by one factor and then multiplying it by the same factor results in the original number. Tape diagrams are used to demonstrate this relationship visually. An identity is presented that if a is divided by b and then multiplied by b, the result is the original number a. The document also notes that the relationships between addition/subtraction and multiplication/division both create mathematical identities.
Module 2 lesson 1
This document contains notes from a mathematics lesson on interpreting division of whole numbers by fractions. The lesson includes examples that are modeled using visual representations like fraction bars and area models. Students learn that dividing a fraction by a whole number results in a quotient that is smaller than the original fraction. The document concludes with instructions for students to complete an exit ticket problem set and rewrite the division problems as multiplication questions.
G6 m2-a-lesson 4-t
This document outlines a mathematics lesson on interpreting and computing division of fractions. The lesson includes examples and exercises for students to practice dividing fractions with unlike denominators. Students are asked to use visual models like fraction bars and area models to represent the division problems. The lesson aims to help students make connections between visual models and the multiplication of fractions when dividing fractions with different denominators. Students work through sample problems step-by-step and are given exit tickets to demonstrate their understanding of dividing fractions visually and numerically.
G6 m2-a-lesson 3-s
This document provides examples and exercises for students to practice interpreting and computing division of fractions by fractions using models. It contains 3 examples that show dividing fractions using models, with students rewriting the division problem and drawing a model to support the answer. There are also 6 exercises that have students rewrite division problems as fractions and draw models to represent the division. The exercises are similar to the examples and aim to help students understand the relationship between the divisors and dividends in fraction division.
G6 m2-a-lesson 1-t
This lesson teaches students how to interpret the division of a whole number by a fraction using visual models. Students are given fraction cards to model fractions and describe their meanings. They then work through examples dividing fractions by whole numbers using fraction bars and number lines. Students practice rewriting division problems as multiplication and modeling the answers. The lesson aims to help students connect visual models to the relationship between dividing and multiplying fractions.
Teacher instructionsc crapo
This document outlines a 4-day lesson plan comparing lenses and mirrors:
- Day 1 introduces concepts like focal length and teaches drawing ray diagrams for mirrors. Students practice drawing diagrams.
- Day 2 has students do a virtual lab on lenses and begin comparing lenses and mirrors.
- Day 3 reviews the virtual lab, teaches lens ray diagrams, and has practice problems.
- Day 4 includes a lab measuring focal lengths of a lens and mirror using light sources, followed by a write-up and homework on real-world lens/mirror applications.
G6 m2-a-lesson 1-s
This document is a lesson plan on interpreting division of whole numbers by fractions using visual models. The lesson introduces dividing fractions into equal groups through examples like sharing trail mix among friends. Students are asked to rewrite division questions as multiplication and model the answers using visual representations of fractions. The goal is for students to understand division of fractions through concrete models.
Module 4 lesson 11
This document provides instruction on factoring expressions using the greatest common factor (GCF) and the distributive property. It includes examples of factoring expressions with variables like 3f + 3g and 6x + 9y. Students are asked to identify the GCF of expressions and use it to write equivalent expressions. They are given exercises to factor expressions and evaluate equivalent expressions for given variable values. The document aims to teach students how to move between expanded and factored forms of expressions.
Module 2 lesson 6
This document contains notes and examples for a math lesson on dividing fractions. It includes steps for setting up word problems involving division, such as choosing an interpretation, drawing a model, finding the answer, choosing a unit, and setting up a situation. Two examples are provided that show worked out division problems and ask students to create their own unique word problems using the same numbers. The document also reviews partitive versus measurement division and asks students to practice generating their own division story problems using different units with a partner.
Quiz week 1 & 2 study guide
This document is a study guide for nouns created by Mrs. Labuski. It contains vocabulary terms related to nouns and lists 21 lessons on different types of nouns including concrete nouns, abstract nouns, common nouns, proper nouns, singular nouns, plural nouns, and possessive nouns. For each lesson, it provides links to online interactive activities and practice exercises related to the noun topic. It also lists additional grammar resources for further practice.
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This document contains a quiz on nouns with questions about identifying different types of nouns such as proper, concrete, abstract, and plural nouns. It also contains exercises on forming plural nouns and possessive nouns as well as a short story and questions to identify nouns in the story. The key provides the answers to the quiz and exercises.
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This document is a lesson plan on interpreting and computing division of fractions by fractions. It includes examples of drawing models to represent fraction division problems, such as fraction bars. Students are asked to rewrite division problems as word problems and draw models to support their work. The lesson emphasizes using visual models to divide fractions with common denominators and understanding division of fractions as asking how many times the divisor goes into the dividend. Students complete exercises drawing models for fraction division problems and are assessed through an exit ticket.
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This document outlines the key points from a lesson on the relationship between visual fraction models and equations. It includes steps for reviewing homework, definitions of the reciprocal and inverse of a fraction, an example of using fraction models to represent multiplication, and exercises for students to practice relating fraction models to number sentences. The student outcome is for students to formally connect fraction models to multiplication through the use of multiplicative inverses.
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This document contains a lesson on interpreting division of a whole number by a fraction using visual models. It includes examples such as determining the total amount of flour needed if a certain portion was used. Students are asked to solve word problems involving fractions of quantities, such as calculating the number of signs needed along a road if a sign is placed at regular fractional intervals or the number of people that can be fed from a certain number of pizzas if each person eats a fractional amount. The document concludes by asking students to complete an exit ticket to assess their understanding.
Module 2 lesson 3
This document is a lesson plan on dividing fractions by fractions. It includes student learning outcomes of using visual models like fraction bars and area models to divide fractions with common denominators. It connects division of fractions to multiplication of fractions. The lesson contains examples of dividing fractions using models, along with exercises for students to practice. It emphasizes that the division of fractions asks how many times the divisor goes into the dividend.
Module 2 lesson 8
This document provides instruction on dividing fractions and mixed numbers. It begins with having students convert mixed numbers to improper fractions. Then it provides an example of dividing a mixed number by a fraction, showing the process of first converting the mixed number to an improper fraction before dividing. Students are given practice problems and a matching game to reinforce the concept before closing with an exit ticket. The goal is for students to learn how to divide fractions and mixed numbers by first converting mixed numbers to improper fractions.
Module 2 lesson 7
This document outlines lessons on dividing fractions. It discusses using visual fraction models and equations together. Students will learn to connect fraction models to multiplication using multiplicative inverses as represented in models. Examples and exercises are provided for students to practice showing number sentences and fraction models for division problems.
Module 2 lesson 4
This document outlines a lesson plan for teaching students how to divide fractions. It includes examples of dividing fractions using visual models like number lines and tape diagrams. The lesson covers dividing fractions with different denominators and discusses whether the quotient can be a whole number or larger than the original fraction. Students will complete practice problems, group work, and an exit ticket assessment to check their understanding of dividing fractions.
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This document describes a mathematics lesson on dividing fractions by fractions with common denominators. The lesson begins with an opening exercise reviewing whole number division. Students then work through examples using visual models like fraction bars to divide fractions. They practice dividing fractions with common denominators in exercises and on an exit ticket. The lesson emphasizes interpreting division problems as asking "how many groups of the divisor are in the dividend" and using models to represent and support answers.
G6 m2-a-lesson 4-s
This document is a lesson plan on interpreting and computing division of fractions. It includes examples of dividing fractions using models, such as dividing the number of cups of strawberries into servings. Students are given exercises to divide fractions with models. The lesson aims to help students develop skills in dividing fractions through visual representations.
G6 m2-a-lesson 3-t
This document provides an overview of a lesson on dividing fractions by fractions with common denominators. The lesson begins with reviewing how to divide whole numbers using visual models. Students then work on examples dividing fractions with the same denominator, such as 8/9 ÷ 2/9. They draw models to represent the division problems and make connections to multiplying fractions. The lesson concludes with students working independently on additional exercises dividing fractions and drawing models to support their answers. The key ideas are that dividing fractions with the same denominator is similar to dividing whole numbers, and the quotient does not change when the dividend and divisor are scaled up or down by the same amount.
G6 m2-a-lesson 3-s
This document provides examples and exercises for interpreting and computing division of fractions. It includes examples of dividing fractions by fractions, with models drawn to support the answers. Students are asked to rewrite division problems as fractions and draw models representing the division. The goal is for students to understand how to divide fractions using visual models and be able to represent fraction division with drawings.
Module 4 lesson 2
This document discusses the relationship between multiplication and division. It shows that dividing a number by one factor and then multiplying it by the same factor results in the original number. Tape diagrams are used to demonstrate this relationship visually. An identity is presented that if a is divided by b and then multiplied by b, the result is the original number a. The document also notes that the relationships between addition/subtraction and multiplication/division both create mathematical identities.
Module 2 lesson 1
This document contains notes from a mathematics lesson on interpreting division of whole numbers by fractions. The lesson includes examples that are modeled using visual representations like fraction bars and area models. Students learn that dividing a fraction by a whole number results in a quotient that is smaller than the original fraction. The document concludes with instructions for students to complete an exit ticket problem set and rewrite the division problems as multiplication questions.
G6 m2-a-lesson 4-t
This document outlines a mathematics lesson on interpreting and computing division of fractions. The lesson includes examples and exercises for students to practice dividing fractions with unlike denominators. Students are asked to use visual models like fraction bars and area models to represent the division problems. The lesson aims to help students make connections between visual models and the multiplication of fractions when dividing fractions with different denominators. Students work through sample problems step-by-step and are given exit tickets to demonstrate their understanding of dividing fractions visually and numerically.
G6 m2-a-lesson 3-s
This document provides examples and exercises for students to practice interpreting and computing division of fractions by fractions using models. It contains 3 examples that show dividing fractions using models, with students rewriting the division problem and drawing a model to support the answer. There are also 6 exercises that have students rewrite division problems as fractions and draw models to represent the division. The exercises are similar to the examples and aim to help students understand the relationship between the divisors and dividends in fraction division.
G6 m2-a-lesson 1-t
This lesson teaches students how to interpret the division of a whole number by a fraction using visual models. Students are given fraction cards to model fractions and describe their meanings. They then work through examples dividing fractions by whole numbers using fraction bars and number lines. Students practice rewriting division problems as multiplication and modeling the answers. The lesson aims to help students connect visual models to the relationship between dividing and multiplying fractions.
Teacher instructionsc crapo
This document outlines a 4-day lesson plan comparing lenses and mirrors:
- Day 1 introduces concepts like focal length and teaches drawing ray diagrams for mirrors. Students practice drawing diagrams.
- Day 2 has students do a virtual lab on lenses and begin comparing lenses and mirrors.
- Day 3 reviews the virtual lab, teaches lens ray diagrams, and has practice problems.
- Day 4 includes a lab measuring focal lengths of a lens and mirror using light sources, followed by a write-up and homework on real-world lens/mirror applications.
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This document is a lesson plan on interpreting division of whole numbers by fractions using visual models. The lesson introduces dividing fractions into equal groups through examples like sharing trail mix among friends. Students are asked to rewrite division questions as multiplication and model the answers using visual representations of fractions. The goal is for students to understand division of fractions through concrete models.
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This document provides instruction on factoring expressions using the greatest common factor (GCF) and the distributive property. It includes examples of factoring expressions with variables like 3f + 3g and 6x + 9y. Students are asked to identify the GCF of expressions and use it to write equivalent expressions. They are given exercises to factor expressions and evaluate equivalent expressions for given variable values. The document aims to teach students how to move between expanded and factored forms of expressions.
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This document contains notes and examples for a math lesson on dividing fractions. It includes steps for setting up word problems involving division, such as choosing an interpretation, drawing a model, finding the answer, choosing a unit, and setting up a situation. Two examples are provided that show worked out division problems and ask students to create their own unique word problems using the same numbers. The document also reviews partitive versus measurement division and asks students to practice generating their own division story problems using different units with a partner.
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As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Keywords: AI, Containeres, Kubernetes, Cloud Native
Event Link: https://meine.doag.org/events/cloudland/2024/agenda/#agendaId.4211
Harnessing the Power of NLP and Knowledge Graphs for Opioid Research
Gursev Pirge, PhD
Senior Data Scientist - JohnSnowLabs
Day 2 - Intro to UiPath Studio Fundamentals
In our second session, we shall learn all about the main features and fundamentals of UiPath Studio that enable us to use the building blocks for any automation project.
📕 Detailed agenda:
Variables and Datatypes
Workflow Layouts
Arguments
Control Flows and Loops
Conditional Statements
💻 Extra training through UiPath Academy:
Variables, Constants, and Arguments in Studio
Control Flow in Studio
QA or the Highway - Component Testing: Bridging the gap between frontend appl...
These are the slides for the presentation, "Component Testing: Bridging the gap between frontend applications" that was presented at QA or the Highway 2024 in Columbus, OH by Zachary Hamm.
"What does it really mean for your system to be available, or how to define w...
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Must Know Postgres Extension for DBA and Developer during Migration
Mydbops Opensource Database Meetup 16
Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
Speaker: Deepak Mahto, Founder of DataCloudGaze Consulting
Date & Time: 8th June | 10 AM - 1 PM IST
Venue: Bangalore International Centre, Bangalore
Abstract: Discover how PostgreSQL extensions can be your secret weapon! This talk explores how key extensions enhance database capabilities and streamline the migration process for users moving from other relational databases like Oracle.
Key Takeaways:
* Learn about crucial extensions like oracle_fdw, pgtt, and pg_audit that ease migration complexities.
* Gain valuable strategies for implementing these extensions in PostgreSQL to achieve license freedom.
* Discover how these key extensions can empower both developers and DBAs during the migration process.
* Don't miss this chance to gain practical knowledge from an industry expert and stay updated on the latest open-source database trends.
Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
Our team offers a wide range of services, including assistance, support, consulting, 24/7 operations, and expertise in all relevant technologies. We help organizations improve their database's performance, scalability, efficiency, and availability.
Contact us: info@mydbops.com
Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
For more details and updates, please follow up the below links.
Meetup Page : https://www.meetup.com/mydbops-databa...
Twitter: https://twitter.com/mydbopsofficial
Blogs: https://www.mydbops.com/blog/
Facebook(Meta): https://www.facebook.com/mydbops/
Apps Break Data
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
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Building automations in FME Flow can save time, money, and help businesses scale by eliminating data silos and providing data to stakeholders in real-time. One essential component to orchestrating complex automations is the use of attributes & automation parameters (both formerly known as “keys”). In fact, it’s unlikely you’ll ever build an Automation without using these components, but what exactly are they?
Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, they’ll also be making use of the Split-Merge Block functionality.
You’ll leave this webinar with a better understanding of how to maximize the potential of automations by making use of attributes & automation parameters, with the ultimate goal of setting your enterprise integration workflows up on autopilot.
Principle of conventional tomography-Bibash Shahi ppt..pptx
before the computed tomography, it had been widely used.
AWS Certified Solutions Architect Associate (SAA-C03)
AWS Certified Solutions Architect Associate (SAA-C03)
Getting the Most Out of ScyllaDB Monitoring: ShareChat's Tips
ScyllaDB monitoring provides a lot of useful information. But sometimes it’s not easy to find the root of the problem if something is wrong or even estimate the remaining capacity by the load on the cluster. This talk shares our team's practical tips on: 1) How to find the root of the problem by metrics if ScyllaDB is slow 2) How to interpret the load and plan capacity for the future 3) Compaction strategies and how to choose the right one 4) Important metrics which aren’t available in the default monitoring setup.
Northern Engraving | Nameplate Manufacturing Process - 2024
Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
ScyllaDB Tablets: Rethinking Replication
ScyllaDB is making a major architecture shift. We’re moving from vNode replication to tablets – fragments of tables that are distributed independently, enabling dynamic data distribution and extreme elasticity. In this keynote, ScyllaDB co-founder and CTO Avi Kivity explains the reason for this shift, provides a look at the implementation and roadmap, and shares how this shift benefits ScyllaDB users.
Leveraging the Graph for Clinical Trials and Standards
Katja Glaß
OpenStudyBuilder Community Manager - Katja Glaß Consulting
Marius Conjeaud
Principal Consultant - Neo4j
JavaLand 2024: Application Development Green Masterplan
My presentation slides I used at JavaLand 2024
"Choosing proper type of scaling", Olena Syrota
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
Mutation Testing for Task-Oriented Chatbots
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
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Module 2 lesson 4
- 12. Module 2 Lesson 4 Interpreting and Computing Division of a Fraction by a Fraction—More Models.no December 05, 2013 Closing § When dividing fracons, is it possible to get a whole number quoent? § When dividing fracons, is it possible to get an answer that is larger than the dividend? § When you are asked to divide two fracons with different denominators, what is one possible way to solve? Please take out your exit ticket for Lesson 4, close your binder, and complete the exit ticket. This will be collected. 12