Rational Numbers.pptx
•Download as PPTX, PDF•
0 likes•15 views
1. The document discusses rational numbers and how to manipulate them. It explains that rational numbers are in the form of p/q where p and q are integers and q is not equal to 0. 2. It provides steps for converting fractions to their standard form by finding the highest common factor of the numerator and denominator and dividing both by it. It also explains how to find equivalent fractions by multiplying the numerator and denominator by the same number. 3. The document discusses how to compare unlike fractions by finding the least common multiple of the denominators to make them the same before comparing.
Report
Share
Report
Share
Recommended
Lesson plan multiple and factors.ppt v 3
Lesson plans for primary teachers to teach multiples and factors to grade 5 students
Addition and subtraction of Fraction_Slide Share.pptx
Addition and subtraction of Dissimilar Fractions and mixed numbers.
Recommended
Lesson plan multiple and factors.ppt v 3
Lesson plans for primary teachers to teach multiples and factors to grade 5 students
Addition and subtraction of Fraction_Slide Share.pptx
Addition and subtraction of Dissimilar Fractions and mixed numbers.
Parts and wholes notes new book 1
DOWNLOAD AND SUSCRIBE TO MY YOUTUBE CHANNEL
https://www.youtube.com/channel/UCtooWKi-qUFj5TcQcoEIWxQ
ANOVA, Chi-Square Tests, and RegressionComplete the followin.docx
ANOVA, Chi-Square Tests, and Regression
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
ANOVA
Problem Set 4.1: Critical Value
Criterion:
Explain the relationship between
k
and power based on calculated
k
values.
Instructions:
Read the following and answer the questions.
Work through the following and write down what you see in the
F-
table. This will help familiarize you with the table.
The
F-
table: The degrees of freedom for the numerator (
k
− 1) are across the columns; the degrees of freedom for the denominator (
N
−
k
) are across the rows in the table. A separate table is included for a .05 and .01 level of significance.
Increasing the levels of the independent variable (
k
):
Suppose we have a sample size of 24 participants (
N
= 24). Record the critical values given the following values for
k
:
.05
.01
k
= 2
k
= 4
k
= 6
k
= 8
___
___
___
___
___
___
___
___
As
k
increases (from 1 to 8), does the critical value increase or decrease? Based on your answer, explain how
k
is related to power.
Problem Set 4.2: One-way ANOVA in SPSS
Criterion:
Calculate an ANOVA in SPSS.
Data:
The following is the amount of fat (in grams) consumed in a buffet-style lunch among professional bodybuilders under conditions of high, moderate, and low stress:
Stress Levels
High
Moderate
Low
10
9
9
7
4
4
8
7
6
12
6
5
6
8
7
Instructions:
Complete the following steps:
a. Open SPSS and open a
New DataSet
.
b. Click the
Variable View
tab at the bottom and enter
Stress
and enter
Fat
as the variables. Click the
Values
box for the
Stress
row and define 1 as high, 2 as medium, and 3 as low.
c. Enter the data. For example, type 1 in row 1 under
Stress
and type 10 in row 1 under
Fat
. Continue typing in all the data. Please remember to change to 2 in column 1 when the stress is moderate and change to 3 in column 1 when the stress is low
d. In the
Toolbar
, click
Analyze
, select
Compare Means
, and then select
One-Way ANOVA.
e. Select
Fat
and then click
Arrow
to send it over to the
Dependent List
box.
f. Select
Stress
and then click
Arrow
to send it over to the
Factor
box.
g. Click
OK
and copy and paste the output below.
Problem Set 4.3: One-way ANOVA in Excel
Criterion:
Calculate an ANOVA in Excel.
Instructions:
Use the data from Problem Set 4.3 to complete the following steps:
a. Open
Excel
to an empty sheet.
b. Enter the data from
Problem Set 4.3.
c. In
Row 1
, enter High in cell A1, Moderate in cell B1, and Low in cell B1.
d. In the toolbar, click
Data Analysis
, select
Anova: Single Factor,
and click
OK.
e. In
Input Range
: $A$1:$C$6, put a check next to
Lab.
Compound Inequalities (Algebra 2)
Students learn of Compound Inequalities and Absolute Value Inequalities.
Programed instructional material: ratio
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Rational Numbers
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
CADV 381L – Guan 1 Final Paper Rubric
CADV 381/L – Guan 1
Final Paper Rubric
Source Points
I. Title Page & Abstract
1. Clear title?
2. Abstract: set up study
3. Abstract: participants (sample, gender, age)
4. Abstract: brief narrative description of results (no results statistics required in the abstract)
5. Keywords (4 – 6 words that can be used for indexing so that others can find your article)
/10
II. Introduction
1. General statement of the problem under study?
2. Sufficient description of 1st article? Research question, methods with measures defined, results in
correlational / experimental language
3. Sufficient description of 2nd article? Research question, methods with measures defined, results in
correlational / experimental language
4. Limitations of previous research (i.e., seed articles above) addressed by your current study? Clear
description of hypotheses given prior research (e.g., expected main effect of IV on DV)?
/20
III. Method
1. Participants - sufficient description of sample (number, gender composition, age)?
2. Design – IV or predictor & DV or criterion appropriately named & defined? Type of design
appropriately named?
3. Materials / Measures – sufficient detail on operational definitions -- how IV & DV were
measured/coded?
4. Procedure – Clear description of natural, step-by-step progression of study and what participants
experienced?
/20
IV. Results
1. Appropriate analyses identified?
2. Appropriate description of apparent differences? (e.g., correct Ms and SDs and direction of
difference)
3. Significance values appropriate? (If significant, p < .05; If not significant, p > .05)
4. Significance noted properly in statistic values? (e.g., correct t value, p value)
/20
V. Discussion
1. Clear re-statement of hypotheses and statement of whether support or not?
2. Clear comparison of results to 1st article? Discussion of how hypothesis supported if similar or
reasons for different results?
3. Clear comparison of results to 2nd article? Discussion of how hypothesis supported if similar or
reasons for different results?
4. Thoughtful discussion of possible limitations (again, should be more than just small sample size;
should show some reflection)?
5. Thoughtful discussion of future directions and specific suggestions for follow-up studies proposed
that can strengthen our knowledge about this topic?
6. Discussion of implications are broad and relevant? Are there other ways their study can be
applied that the author may have missed?
/20
VI. References
1. Citations appear in correct order between and within studies?
2. All citations APA formatted?
3. Hanging indents? Double spaced?
VII. APA Formatting and Quality/Clarity
1. APA formatting errors (e.g., in-text citations, formatting numbers)?
2. Exhibits understanding of research methods from description of seed articles and current study?
3. Exhibits critical thinking?
4. Grammatical errors?
5. Clear ...
Common Factors And Greatest Common Factor
Learn how to find the common factors and the greatest common factor between two numbers!
BUSI 620Questions for Critical Thinking 3Salvatore’s Chapter.docx
BUSI 620
Questions for Critical Thinking 3
Salvatore’s Chapter 6:
a. Discussion Questions: 1, 7, and 15.
b. Problems: 7 and appendix problems 1 and 3 (pp. 256–257).
Note:
1. Revised P7: Just construct the diffusion index from month 2 to 3. In this problem, we have three leading indicators. The diffusion index from month 1 to 2 is 66.7 (=2/3) because two indicators move up and move down (see p. 236).
2. Appendix problem 1: Delete “Eliminating the data for 2000.” You need to calculate the moving average forecasts and RMSEs for year 2000, not the whole data period.
3. Appendix problem 3: Compare RMSEs for moving average and exponential forecasts to answer “Is this a better forecast than the moving average” (see also p. 234)? Use 166.63, the mean of all 36 months, as the initial forecast for Jan. 1998 for both exponential smoothing forecasts.
Salvatore’s Chapter 7:
a. Discussion Questions: 3, 11, and 12.
b. Problems: 4, 12, and 13.
Note:
1. P4: Ms. Smith should hire workers as long as their marginal revenue product (MRP) exceeds their marginal resource cost (MRC) and until MRP=MRC.
MRP=MR x MP = P x MP = $10 x MP (use information in the problem to calculate MP). MRC=wages=$40.
2. P12(a): Calculate Q when L=1and K=1, and L=2 and K=2. Then compare and answer the question about the returns to scale.
3. P12(b): Given K=1, show the change in Q if L changes from 1 to 2 and 2 to 3. Answer the question about diminishing returns.
4. P13(a): See figure (7-4) on page 276.
DataSee comments at the right of the data set.IDSalaryCompaMidpointAgePerformance RatingServiceGenderRaiseDegreeGender1Grade8231.000233290915.80FAThe ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? 10220.956233080714.70FANote: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.11231.00023411001914.80FA14241.04323329012160FAThe column labels in the table mean:15241.043233280814.90FAID – Employee sample number Salary – Salary in thousands 23231.000233665613.31FAAge – Age in yearsPerformance Rating – Appraisal rating (Employee evaluation score)26241.043232295216.21FAService – Years of service (rounded)Gender: 0 = male, 1 = female 31241.043232960413.90FAMidpoint – salary grade midpoint Raise – percent of last raise35241.043232390415.31FAGrade – job/pay gradeDegree (0= BS\BA 1 = MS)36231.000232775314.31FAGender1 (Male or Female)Compa - salary divided by midpoint37220.956232295216.21FA42241.0432332100815.70FA3341.096313075513.60FB18361.1613131801115.61FB20341.0963144701614.81FB39351.129312790615.51FB7411.0254032100815.70FC13421.0504030100214.71FC22571.187484865613.80FD24501.041483075913.81FD45551.145483695815.20FD17691.2105727553130FE48651.1405734901115.31FE28751.119674495914.41FF43771.1496742952015.51FF19241.043233285104.61MA25241.0432341704040MA40251.086232490206.30MA2270.870315280703.90MB32280.903312595405.60MB34280.903312680204.91 ...
Acetabularia Information For Class 9 .docx
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.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
More Related Content
Similar to Rational Numbers.pptx
Parts and wholes notes new book 1
DOWNLOAD AND SUSCRIBE TO MY YOUTUBE CHANNEL
https://www.youtube.com/channel/UCtooWKi-qUFj5TcQcoEIWxQ
ANOVA, Chi-Square Tests, and RegressionComplete the followin.docx
ANOVA, Chi-Square Tests, and Regression
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
ANOVA
Problem Set 4.1: Critical Value
Criterion:
Explain the relationship between
k
and power based on calculated
k
values.
Instructions:
Read the following and answer the questions.
Work through the following and write down what you see in the
F-
table. This will help familiarize you with the table.
The
F-
table: The degrees of freedom for the numerator (
k
− 1) are across the columns; the degrees of freedom for the denominator (
N
−
k
) are across the rows in the table. A separate table is included for a .05 and .01 level of significance.
Increasing the levels of the independent variable (
k
):
Suppose we have a sample size of 24 participants (
N
= 24). Record the critical values given the following values for
k
:
.05
.01
k
= 2
k
= 4
k
= 6
k
= 8
___
___
___
___
___
___
___
___
As
k
increases (from 1 to 8), does the critical value increase or decrease? Based on your answer, explain how
k
is related to power.
Problem Set 4.2: One-way ANOVA in SPSS
Criterion:
Calculate an ANOVA in SPSS.
Data:
The following is the amount of fat (in grams) consumed in a buffet-style lunch among professional bodybuilders under conditions of high, moderate, and low stress:
Stress Levels
High
Moderate
Low
10
9
9
7
4
4
8
7
6
12
6
5
6
8
7
Instructions:
Complete the following steps:
a. Open SPSS and open a
New DataSet
.
b. Click the
Variable View
tab at the bottom and enter
Stress
and enter
Fat
as the variables. Click the
Values
box for the
Stress
row and define 1 as high, 2 as medium, and 3 as low.
c. Enter the data. For example, type 1 in row 1 under
Stress
and type 10 in row 1 under
Fat
. Continue typing in all the data. Please remember to change to 2 in column 1 when the stress is moderate and change to 3 in column 1 when the stress is low
d. In the
Toolbar
, click
Analyze
, select
Compare Means
, and then select
One-Way ANOVA.
e. Select
Fat
and then click
Arrow
to send it over to the
Dependent List
box.
f. Select
Stress
and then click
Arrow
to send it over to the
Factor
box.
g. Click
OK
and copy and paste the output below.
Problem Set 4.3: One-way ANOVA in Excel
Criterion:
Calculate an ANOVA in Excel.
Instructions:
Use the data from Problem Set 4.3 to complete the following steps:
a. Open
Excel
to an empty sheet.
b. Enter the data from
Problem Set 4.3.
c. In
Row 1
, enter High in cell A1, Moderate in cell B1, and Low in cell B1.
d. In the toolbar, click
Data Analysis
, select
Anova: Single Factor,
and click
OK.
e. In
Input Range
: $A$1:$C$6, put a check next to
Lab.
Compound Inequalities (Algebra 2)
Students learn of Compound Inequalities and Absolute Value Inequalities.
Programed instructional material: ratio
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Rational Numbers
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
CADV 381L – Guan 1 Final Paper Rubric
CADV 381/L – Guan 1
Final Paper Rubric
Source Points
I. Title Page & Abstract
1. Clear title?
2. Abstract: set up study
3. Abstract: participants (sample, gender, age)
4. Abstract: brief narrative description of results (no results statistics required in the abstract)
5. Keywords (4 – 6 words that can be used for indexing so that others can find your article)
/10
II. Introduction
1. General statement of the problem under study?
2. Sufficient description of 1st article? Research question, methods with measures defined, results in
correlational / experimental language
3. Sufficient description of 2nd article? Research question, methods with measures defined, results in
correlational / experimental language
4. Limitations of previous research (i.e., seed articles above) addressed by your current study? Clear
description of hypotheses given prior research (e.g., expected main effect of IV on DV)?
/20
III. Method
1. Participants - sufficient description of sample (number, gender composition, age)?
2. Design – IV or predictor & DV or criterion appropriately named & defined? Type of design
appropriately named?
3. Materials / Measures – sufficient detail on operational definitions -- how IV & DV were
measured/coded?
4. Procedure – Clear description of natural, step-by-step progression of study and what participants
experienced?
/20
IV. Results
1. Appropriate analyses identified?
2. Appropriate description of apparent differences? (e.g., correct Ms and SDs and direction of
difference)
3. Significance values appropriate? (If significant, p < .05; If not significant, p > .05)
4. Significance noted properly in statistic values? (e.g., correct t value, p value)
/20
V. Discussion
1. Clear re-statement of hypotheses and statement of whether support or not?
2. Clear comparison of results to 1st article? Discussion of how hypothesis supported if similar or
reasons for different results?
3. Clear comparison of results to 2nd article? Discussion of how hypothesis supported if similar or
reasons for different results?
4. Thoughtful discussion of possible limitations (again, should be more than just small sample size;
should show some reflection)?
5. Thoughtful discussion of future directions and specific suggestions for follow-up studies proposed
that can strengthen our knowledge about this topic?
6. Discussion of implications are broad and relevant? Are there other ways their study can be
applied that the author may have missed?
/20
VI. References
1. Citations appear in correct order between and within studies?
2. All citations APA formatted?
3. Hanging indents? Double spaced?
VII. APA Formatting and Quality/Clarity
1. APA formatting errors (e.g., in-text citations, formatting numbers)?
2. Exhibits understanding of research methods from description of seed articles and current study?
3. Exhibits critical thinking?
4. Grammatical errors?
5. Clear ...
Common Factors And Greatest Common Factor
Learn how to find the common factors and the greatest common factor between two numbers!
BUSI 620Questions for Critical Thinking 3Salvatore’s Chapter.docx
BUSI 620
Questions for Critical Thinking 3
Salvatore’s Chapter 6:
a. Discussion Questions: 1, 7, and 15.
b. Problems: 7 and appendix problems 1 and 3 (pp. 256–257).
Note:
1. Revised P7: Just construct the diffusion index from month 2 to 3. In this problem, we have three leading indicators. The diffusion index from month 1 to 2 is 66.7 (=2/3) because two indicators move up and move down (see p. 236).
2. Appendix problem 1: Delete “Eliminating the data for 2000.” You need to calculate the moving average forecasts and RMSEs for year 2000, not the whole data period.
3. Appendix problem 3: Compare RMSEs for moving average and exponential forecasts to answer “Is this a better forecast than the moving average” (see also p. 234)? Use 166.63, the mean of all 36 months, as the initial forecast for Jan. 1998 for both exponential smoothing forecasts.
Salvatore’s Chapter 7:
a. Discussion Questions: 3, 11, and 12.
b. Problems: 4, 12, and 13.
Note:
1. P4: Ms. Smith should hire workers as long as their marginal revenue product (MRP) exceeds their marginal resource cost (MRC) and until MRP=MRC.
MRP=MR x MP = P x MP = $10 x MP (use information in the problem to calculate MP). MRC=wages=$40.
2. P12(a): Calculate Q when L=1and K=1, and L=2 and K=2. Then compare and answer the question about the returns to scale.
3. P12(b): Given K=1, show the change in Q if L changes from 1 to 2 and 2 to 3. Answer the question about diminishing returns.
4. P13(a): See figure (7-4) on page 276.
DataSee comments at the right of the data set.IDSalaryCompaMidpointAgePerformance RatingServiceGenderRaiseDegreeGender1Grade8231.000233290915.80FAThe ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? 10220.956233080714.70FANote: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.11231.00023411001914.80FA14241.04323329012160FAThe column labels in the table mean:15241.043233280814.90FAID – Employee sample number Salary – Salary in thousands 23231.000233665613.31FAAge – Age in yearsPerformance Rating – Appraisal rating (Employee evaluation score)26241.043232295216.21FAService – Years of service (rounded)Gender: 0 = male, 1 = female 31241.043232960413.90FAMidpoint – salary grade midpoint Raise – percent of last raise35241.043232390415.31FAGrade – job/pay gradeDegree (0= BS\BA 1 = MS)36231.000232775314.31FAGender1 (Male or Female)Compa - salary divided by midpoint37220.956232295216.21FA42241.0432332100815.70FA3341.096313075513.60FB18361.1613131801115.61FB20341.0963144701614.81FB39351.129312790615.51FB7411.0254032100815.70FC13421.0504030100214.71FC22571.187484865613.80FD24501.041483075913.81FD45551.145483695815.20FD17691.2105727553130FE48651.1405734901115.31FE28751.119674495914.41FF43771.1496742952015.51FF19241.043233285104.61MA25241.0432341704040MA40251.086232490206.30MA2270.870315280703.90MB32280.903312595405.60MB34280.903312680204.91 ...
Similar to Rational Numbers.pptx (20)
ANOVA, Chi-Square Tests, and RegressionComplete the followin.docx
ANOVA, Chi-Square Tests, and RegressionComplete the followin.docx
Programed instructional material: Rational Numbers
Programed instructional material: Rational Numbers
MATHEMATICS 4 - FRACTIONS - PART III - CHANGING FRACTIONS TO LOWEST TERMS.pdf
MATHEMATICS 4 - FRACTIONS - PART III - CHANGING FRACTIONS TO LOWEST TERMS.pdf
BUSI 620Questions for Critical Thinking 3Salvatore’s Chapter.docx
BUSI 620Questions for Critical Thinking 3Salvatore’s Chapter.docx
Recently uploaded
Acetabularia Information For Class 9 .docx
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.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
Normal Labour/ Stages of Labour/ Mechanism of Labour
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcThesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...Nguyen Thanh Tu Collection
https://app.box.com/s/hqnndn05v4q5a4k4jd597rkdbda0fniiEmbracing GenAI - A Strategic Imperative
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.
The Challenger.pdf DNHS Official Publication
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaMule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Chapter -12, Antibiotics (One Page Notes).pdf
This is a notes for the D.Pharm students and related to the antibiotic drugs.
Recently uploaded (20)
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
Normal Labour/ Stages of Labour/ Mechanism of Labour
Normal Labour/ Stages of Labour/ Mechanism of Labour
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Multithreading_in_C++ - std::thread, race condition
Multithreading_in_C++ - std::thread, race condition
Rational Numbers.pptx
- 8. 1. 7/2 2.-4/5 3.6/4 4.-3/2 Que : What are these numbers? Que : Tell me what is p and q in the above questions. Que : In which category do negative numbers come under?
- 13. Que : Reduce : 1. -45/30 2. -3/15 3. 36/-24 To convert into standard form, find the HCF first and divide it by numerator and denominator.
- 14. We have two conditions for standard form 1. Denominator should not be negative. 2. Both denominator and numerator contain no common factor except 1.
- 15. To find the equivalent fractions for any given fraction, multiply the numerator and the denominator by the same number. For example, to find an equivalent fraction of 4/8, multiply the numerator 2 and the denominator 8 by the same number, say, 2. Thus, 8/16 is an equivalent fraction of 4/8.
- 16. Que : Which one is greater? 1. -2 or 3 2. 4 or 5 3. -5 or -6 4. -2/3 or -4/3 5. 4/6 or -2/6 You can easily find for like fractions what about for unlike fractions? 1. 2/3 or 3/4 Hint: Make the denominator the same by taking the LCM of the denominator.
- 17. SOLVE : 1. Convert -24/32 in its standard form. 2. Which one is greater -¾ or ⅖ ? 3. Find 2 equivalent rational numbers of ⅔.
- 18. 1. Rational numbers are those numbers which are in the form of p/q where p and q are integers and q is not equal to 0. 1. All fractions are rational numbers but all rational numbers are not fractional numbers. 1. To convert in standard form find the HCF of numerator and denominator. 1. Equivalent rational numbers are those numbers that have the same value but can be represented in different forms. 1. To compare, unlike rational numbers, find the LCM of the denominator and make the denominator same. RECAPITULATION