sum of the upturned faces will equal = 16Solution sum of the.pdf

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sum of the upturned faces will equal = 1/6 Solution sum of the upturned faces will equal = 1/6.

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Please find the answers and explanations below1. Dendritic cells .pdf

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import java.util.*; public class FirstChars { public static void main(String args[]) { /*Creation of ArrayList of type String */ ArrayList arrList = new ArrayList(); /*Add elements to ArrayList*/ arrList.add(\"Hello\"); arrList.add(\"World\"); arrList.add(\"goodbye\"); /* Displaying array list elements */ System.out.println(\"Element in Array List:\"+arrList); // Calling System.out.println(\"first letters of ArrayList:\"+f(arrList)); } public static String f(ArrayList arrayList){ String s = \"\"; // empty string for(int i=0;i Solution import java.util.*; public class FirstChars { public static void main(String args[]) { /*Creation of ArrayList of type String */ ArrayList arrList = new ArrayList(); /*Add elements to ArrayList*/ arrList.add(\"Hello\"); arrList.add(\"World\"); arrList.add(\"goodbye\"); /* Displaying array list elements */ System.out.println(\"Element in Array List:\"+arrList); // Calling System.out.println(\"first letters of ArrayList:\"+f(arrList)); } public static String f(ArrayList arrayList){ String s = \"\"; // empty string for(int i=0;i.

import java.util.;public class FirstChars { public static vo.pdf

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odds means number of favorable outcomesnumber of non-favorable outc.pdf

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Part A: Rise of endomembrane system in the eukaryotic cells generally corresponds to the endosymbiotic oridin of mitochondria. Recent researches suggest that the endosymbiotic mitochondria used to secrete the outer membrane vesicles which in turn got evolved into the endomembrane system. Thus it suggest link of mitochondria to the compartment of the cell. part B: The sequnec of the events is : 1, 5, 4, 2, 3. Solution Part A: Rise of endomembrane system in the eukaryotic cells generally corresponds to the endosymbiotic oridin of mitochondria. Recent researches suggest that the endosymbiotic mitochondria used to secrete the outer membrane vesicles which in turn got evolved into the endomembrane system. Thus it suggest link of mitochondria to the compartment of the cell. part B: The sequnec of the events is : 1, 5, 4, 2, 3..

Part A Rise of endomembrane system in the eukaryotic cells generall.pdf

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No one\'s been able to see them because no microscope is strong enough to magnify anything so much. But for representation, we just simply use some circles with indications. For representation Molecules look like round little balls that are either stuck to each other or are connected by stick like structures. Their specific appearance depends on what they are a molecule of. Solution No one\'s been able to see them because no microscope is strong enough to magnify anything so much. But for representation, we just simply use some circles with indications. For representation Molecules look like round little balls that are either stuck to each other or are connected by stick like structures. Their specific appearance depends on what they are a molecule of..

No ones been able to see them because no microscope is strong enou.pdf

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Molecular Br2(l) + 2NaI(aq) - 2 NaBr(aq) + I2(s)Net I.pdf

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Ionic bonds are when opposite charges are attracted to each other. Polar covalent bonds are when one atom has a greater affinity for electrons than the other, thus the electrons will spent more time around that atom. This is still sharing, but more like an atom is winning in tug of war with the electrons. Non-polar covalent bonds are when atoms share the electrons equally. O2 - no opposite charges, same affinity. Non-polar covalent bonds CCl4 - C-Cl bonds are polar bonds because they do not have the same affinity as each other. However, in this case, since 4 C-Cl bonds present (they make up a tetrahedral structure) all the dipoles (what makes up affinity) cancel each other out resulting in the net dipole to be zero, giving the compound non-polar covalent bonding. NaCl - opposite charges. Na + and Cl - thus gives ionic bonding. Solution Ionic bonds are when opposite charges are attracted to each other. Polar covalent bonds are when one atom has a greater affinity for electrons than the other, thus the electrons will spent more time around that atom. This is still sharing, but more like an atom is winning in tug of war with the electrons. Non-polar covalent bonds are when atoms share the electrons equally. O2 - no opposite charges, same affinity. Non-polar covalent bonds CCl4 - C-Cl bonds are polar bonds because they do not have the same affinity as each other. However, in this case, since 4 C-Cl bonds present (they make up a tetrahedral structure) all the dipoles (what makes up affinity) cancel each other out resulting in the net dipole to be zero, giving the compound non-polar covalent bonding. NaCl - opposite charges. Na + and Cl - thus gives ionic bonding..

Ionic bonds are when opposite charges are attracted to each other. P.pdf

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i will help youSolutioni will help you.pdf

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Human capital is the stock of knowledge, habits, social and personality attributes, including creativity, embodied in the ability to perform labor so as to produce economic value. Alternatively, Human capital is a collection of resources—all the knowledge, talents, skills, abilities, experience, intelligence, training, judgment, and wisdom possessed individually and collectively by individuals in a population. These resources are the total capacity of the people that represents a form of wealth which can be directed to accomplish the goals of the nation or state or a portion thereof. It is an aggregate economic view of the human being acting within economies, which is an attempt to capture the social, biological, cultural and psychological complexity as they interact in explicit and/or economic transactions. Many theories explicitly connect investment in human capital development to education, and the role of human capital in economic development, productivity growth, and innovation has frequently been cited as a justification for government subsidies for education and job skills training. It was assumed in early economic theories, reflecting the context, i.e., the secondary sector of the economy was producing much more than the tertiary sector was able to produce at the time in most countries – to be a fungible resource, homogeneous, and easily interchangeable, and it was referred to simply as workforce or labor, one of three factors of production (the others being land, and assumed-interchangeable assets of money and physical equipment). Just as land became recognized as natural capital and an asset in itself, human factors of production were raised from this simple mechanistic analysis to human capital. In modern technical financial analysis, the term \"balanced growth\" refers to the goal of equal growth of both aggregate human capabilities and physical assets that produce goods and services. The assumption that labour or workforces could be easily modelled in aggregate began to be challenged in 1950s when the tertiary sector, which demanded creativity, begun to produce more than the secondary sector was producing at the time in the most developed countries in the world. Today, most theories attempt to break down human capital into one or more components for analysis usually called \"intangibles\". Most commonly, social capital, the sum of social bonds and relationships, has come to be recognized, along with many synonyms such as goodwill or brand value or social cohesion or social resilience and related concepts like celebrity or fame, as distinct from the talent that an individual (such as an athlete has uniquely) has developed that cannot be passed on to others regardless of effort, and those aspects that can be transferred or taught: instructional capital. Less commonly, some analyses conflate good instructions for health with health itself, or good knowledge management habits or systems with the instructions they compile and manage, .

Human capital is the stock of knowledge, habits, social and personal.pdf

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Gregor Mendel is called the father of genetics, because he introduced various terms such as gene, heredity, offspring, parental generation etc. The three primary sources that were important for Mendelian genetics are Cross pollination: Due to this the traits of different plants can be introduced in the offspring. Plants differing in one character because of which if there was any change in the character of the plant it was easily noticeable. The dominant and recessive phenotypes which are responsible to determine which trait will be shown by the plants. These 3 are the primary sources of mendelian genetics. Solution Gregor Mendel is called the father of genetics, because he introduced various terms such as gene, heredity, offspring, parental generation etc. The three primary sources that were important for Mendelian genetics are Cross pollination: Due to this the traits of different plants can be introduced in the offspring. Plants differing in one character because of which if there was any change in the character of the plant it was easily noticeable. The dominant and recessive phenotypes which are responsible to determine which trait will be shown by the plants. These 3 are the primary sources of mendelian genetics..

Gregor Mendel is called the father of genetics, because he introduce.pdf

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Exercise 2.1 Explain the accompanying terms quickly: trait, space, element, relationship, element set, relationship set, one-to-numerous relationship, numerous to-numerous relationship, interest limitation, cover requirement, covering imperative, feeble element set, total, what\'s more, part marker. Answer 2.1 No answer gave yet. Exercise 2.2 A college database contains data about teachers (recognized by government managed savings number, or SSN) and courses (recognized by courseid). Teachers show courses; each of the accompanying circumstances concerns the Teaches relationship set. For every circumstance, draw an ER outline that portrays it (expecting that no further limitations hold). 1. Educators can instruct the same course in a few semesters, and every offering must be recorded. 2. Educators can instruct the same course in a few semesters, and just the most late such offering should be recorded. (Accept this condition applies taking all things together consequent inquiries.) 3. Each educator must show some course. 4. Each teacher instructs precisely one course (no all the more, no less). 5. Each teacher instructs precisely one course (no all the more, no less), and each course must be educated by some educator. 6. Presently assume that specific courses can be instructed by a group of teachers together, in any case, it is conceivable that nobody teacher in a group can educate the course. Model this circumstance, presenting extra element sets and relationship sets if important. Answer 2.2 Answer overlooked. 5 6 Chapter 2 Exercise 2.3 Consider the accompanying data around a college database: Educators have a SSN, a name, an age, a rank, and an examination claim to fame. Ventures have a task number, a supporter name (e.g., NSF), a beginning date, an finishing date, and a financial plan. Graduate understudies have a SSN, a name, an age, and a degree program (e.g., M.S. on the other hand Ph.D.). Every task is overseen by one educator (known as the venture\'s important specialist). Every venture is dealt with by one or more educators (known as the undertaking\'s co-agents). Teachers can oversee and/or chip away at different activities. Every task is chipped away at by one or more graduate understudies (known as the task\'s exploration collaborators). At the point when graduate understudies chip away at a venture, an educator must manage their work on the task. Graduate understudies can deal with different tasks, in which case they will have a (possibly diverse) chief for every one. Offices have a division number, an office name, and a principle office. Offices have an educator (known as the executive) who runs the division. Teachers work in one or more divisions, and for every office that they work in, a period rate is connected with their occupation. Graduate understudies have one noteworthy division in which they are chipping away at their degree. Every graduate understudy has another, more senior graduate understudy (known as a understudy co.

Exercise 2.1 Explain the accompanying terms quickly trait, space, e.pdf

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Dichlorine hexoxide(Cl2 O6) is the chemical compound with the formula Cl2O6. This chlorine oxide is the mixed anhydride of chloric and perchloric acids. It is produced by reaction between chlorine dioxide and excess ozone: 2 ClO2 + 2 O3 2 ClO3 + 2 O2 Cl2O6 + 2 O2 Solution Dichlorine hexoxide(Cl2 O6) is the chemical compound with the formula Cl2O6. This chlorine oxide is the mixed anhydride of chloric and perchloric acids. It is produced by reaction between chlorine dioxide and excess ozone: 2 ClO2 + 2 O3 2 ClO3 + 2 O2 Cl2O6 + 2 O2.

Dichlorine hexoxide(Cl2 O6) is the chemical compound with the formul.pdf

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correct answerA) Carbon atoms occupy positions interstitial in fe.pdf

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cmcSolutioncmc.pdf

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Below Written program is helpful to you #include float exponential(int n, float x) { float sum = 1.0f; // initialize sum of series for (int i = m - 1; i > 0; --i ) sum = 1 + x * sum / i; return sum; } int main() { int n = 10; float x = 1.0f; printf(\"x^n = %f\", exponential(n, x)); return 0; } Solution Below Written program is helpful to you #include float exponential(int n, float x) { float sum = 1.0f; // initialize sum of series for (int i = m - 1; i > 0; --i ) sum = 1 + x * sum / i; return sum; } int main() { int n = 10; float x = 1.0f; printf(\"x^n = %f\", exponential(n, x)); return 0; }.

Below Written program is helpful to you#include stdio.h floa.pdf

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Both N i 2+ and Cu 2+ are border line acids( According toPearsons theory of hard and soft acids and bases) H2O , NO3- and SO4 2- all are hard bases. According to the above theroy hard acid will prefer to combinewith hard base and soft acid will prefer to combine with sift baseand thus a more satble p[roduct will be obtained. The border line acids will prefer to combine with both Hardbase and soft bases equally. Solution Both N i 2+ and Cu 2+ are border line acids( According toPearsons theory of hard and soft acids and bases) H2O , NO3- and SO4 2- all are hard bases. According to the above theroy hard acid will prefer to combinewith hard base and soft acid will prefer to combine with sift baseand thus a more satble p[roduct will be obtained. The border line acids will prefer to combine with both Hardbase and soft bases equally..

Both N i 2+ and Cu 2+ are border line acids( According toPearsons th.pdf

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Barometer measures atmospheric pressure which is mostly used in meteorolgy while manometer is a device which measures pressure difference between two points. so ans is atmospheric pressure ;pressure difference Solution Barometer measures atmospheric pressure which is mostly used in meteorolgy while manometer is a device which measures pressure difference between two points. so ans is atmospheric pressure ;pressure difference.

Barometer measures atmospheric pressure which is mostly used in mete.pdf

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Answer: In Recessive mutations two copies of a disease allele are required for an individual to be susceptible to expressing the phenotype. The disease is not expressed in heterozygous condition. Example: Cystic fibrosis is an autosomal recessive disease. A person who has only one recessive gene is said to be a \"carrier\" for the trait or disease, but they do not have any health problems from \"carrying\" one copy of the gene. The disease phenotype is expressed he/she inherits both the copies of the disease allele. The recessive disorders are typically not seen in every generation of an affected family. Other examples are Sickle cell anemia and Tay sachs disease Solution Answer: In Recessive mutations two copies of a disease allele are required for an individual to be susceptible to expressing the phenotype. The disease is not expressed in heterozygous condition. Example: Cystic fibrosis is an autosomal recessive disease. A person who has only one recessive gene is said to be a \"carrier\" for the trait or disease, but they do not have any health problems from \"carrying\" one copy of the gene. The disease phenotype is expressed he/she inherits both the copies of the disease allele. The recessive disorders are typically not seen in every generation of an affected family. Other examples are Sickle cell anemia and Tay sachs disease.

AnswerIn Recessive mutations two copies of a disease allele are r.pdf

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B. Proprietary APIs (Application Program Interface) for security is not an is not an objective of Cloud design. A cloud Proprietary or provider API is an application program interface that allows the end user to interact with a cloud provider\'s service. Cloud provider APIs support Hypertext Transfer Protocol (HTTP) and HTTP over SSL (Secure Sockets Layer ) (HTTPS) communication protocols and have authentication mechanisms to ensure that only authorized requests can be made to the provider\'s system. Many cloud providers have their own proprietary API which can make it difficult for a cloud customer to change from one provider’s service to another’s. To make it easier to get new customers, some cloud providers are offering a cross-platform cloud API. A cross-platform cloud API provides a higher level of abstraction by translating a specific cloud provider\'s API calls into a more standards-based generic form. This provides the cloud customer with the ability to use a single API call to access cloud resources on more than one provider\'s cloud computing platform. Answers is B. Expiation about the remaining options Objectives of Cloud design a) Service provisioning for efficient and quality services This QoS (Quality of Service) of cloud computing must be standardized to make clouds interoperable among multiple providers. c) Scalability in performance The cloud platforms and software and infrastructure services must be able to scale in performance as the number of users increases. d) Shifting computing from desktops to data centers Shifting Computing From Desktops To Data Centers Computer processing, storage, and software delivery is shifted away from desktops and local servers and toward data centers over the internet. Solution B. Proprietary APIs (Application Program Interface) for security is not an is not an objective of Cloud design. A cloud Proprietary or provider API is an application program interface that allows the end user to interact with a cloud provider\'s service. Cloud provider APIs support Hypertext Transfer Protocol (HTTP) and HTTP over SSL (Secure Sockets Layer ) (HTTPS) communication protocols and have authentication mechanisms to ensure that only authorized requests can be made to the provider\'s system. Many cloud providers have their own proprietary API which can make it difficult for a cloud customer to change from one provider’s service to another’s. To make it easier to get new customers, some cloud providers are offering a cross-platform cloud API. A cross-platform cloud API provides a higher level of abstraction by translating a specific cloud provider\'s API calls into a more standards-based generic form. This provides the cloud customer with the ability to use a single API call to access cloud resources on more than one provider\'s cloud computing platform. Answers is B. Expiation about the remaining options Objectives of Cloud design a) Service provisioning for efficient and quality services This QoS (Quality of S.

B. Proprietary APIs (Application Program Interface) for security is .pdf

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2Na + H2O == Na2O + H2 2Na + O2 == Na2O Na + HCl == NaCl + H2 Na .pdf

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Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.

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