The document contains information about BEM (Block Element Modifier), a methodology for structuring CSS and JavaScript code in a modular way. It discusses how blocks, elements, and modifiers are used to build user interfaces in a semantic and reusable way. Blocks represent independent components, elements are parts of blocks, and modifiers are used to change the style or behavior of blocks and elements. The document provides examples of HTML code structured according to BEM and how CSS and JavaScript can be mapped to this structure.
The document provides guidance on writing good requirements, including:
- Using "shall" to indicate requirements and avoiding terms like "will" or "should".
- Writing requirements in an active voice stating who or what is responsible.
- Providing examples of well-written product requirements.
- Checking requirements for clarity, completeness, consistency, traceability, correctness and other attributes to ensure they are well-defined and testable.
The document provides steps for subtracting and adding fractions. It explains that to subtract fractions, you find a common factor, cross multiply the terms, and then subtract them. The difference is then divided by the product of the common factors to simplify the fraction. For adding fractions, the same steps are followed but the terms are added instead of subtracted. Two examples demonstrating these steps are provided.
The document contains information about BEM (Block Element Modifier), a methodology for structuring CSS and JavaScript code in a modular way. It discusses how blocks, elements, and modifiers are used to build user interfaces in a semantic and reusable way. Blocks represent independent components, elements are parts of blocks, and modifiers are used to change the style or behavior of blocks and elements. The document provides examples of HTML code structured according to BEM and how CSS and JavaScript can be mapped to this structure.
The document provides guidance on writing good requirements, including:
- Using "shall" to indicate requirements and avoiding terms like "will" or "should".
- Writing requirements in an active voice stating who or what is responsible.
- Providing examples of well-written product requirements.
- Checking requirements for clarity, completeness, consistency, traceability, correctness and other attributes to ensure they are well-defined and testable.
The document provides steps for subtracting and adding fractions. It explains that to subtract fractions, you find a common factor, cross multiply the terms, and then subtract them. The difference is then divided by the product of the common factors to simplify the fraction. For adding fractions, the same steps are followed but the terms are added instead of subtracted. Two examples demonstrating these steps are provided.
Are we more concerned with social accuracy or social convenience?cblockus
The document discusses how social roles are defined by categories and ideal characteristics for men, women, and rappers. It questions whether the listed categories accurately capture all members of each group or just provide a convenient shorthand. The concluding question asks whether, based on class evidence, people are more concerned with accurately defining social roles or just finding convenient categories.
The exhibition has the official support of the profile
international organizations, ministries and departments in
RF, Administration of the major wine region in Russia –
the Krasnodar region, professional associations and
unions and major scientific institutions as well. The
highest level of the support allows the Fair to have strong
effect on the industry development.
José David Arciniegas Alvear is an industrial designer from Bogotá, Colombia with experience in social projects and interdisciplinary team coordination. He has skills in innovative project development, strategic management, and sustainable approaches. His areas of expertise include services design, social design, production management, strategic design management, communication projects, and cultural/craft products. He is capable, experienced in research, formulation and implementation of social projects using creative methodologies.
O documento trata de um projeto integrador sobre pensamento lógico ministrado pela professora Gloria Acosta na Fundacion San Mateo em 28 de novembro de 2011. O projeto inclui uma breve bibliografia sobre o tema do pensamento lógico.
This document discusses all-ceramic materials for all-ceramic dental restorations. It describes various zirconia blocks and ingots compatible with different CAD/CAM and pressing systems, as well as glass ceramic blocks. The zirconia materials demonstrate high strength, excellent biocompatibility and clinical durability. Glass ceramic blocks are also presented with flexural strengths up to 350 MPa. The document emphasizes contributing to better health, beauty, and bio-materials technology through reasonable prices, satisfactory esthetics, sufficient strength, and bio-compatibility of the ceramic materials.
The Cultural Olympiad marketing campaign is failing to reach its target audience of young people. An analysis of the event's website found it to be confusing and not inspiring creativity as the event aims to do. Articles promoting the event in newspapers like The Guardian also do not appeal to younger audiences. There has been a lack of advertising through television, websites, and posters. The key issues identified are the uninspiring website that does not represent the event well, and PR efforts not targeting the right younger audience through appropriate media channels.
В данной презентации описаны основные преимущества использования панелей Rodeca для остекления фасадов крупный и малых зданий (бассейны, спортзалы, производственные помещения)
This unit plan template outlines a 1-week unit on ecology for second year high school students. The unit will introduce students to the key components of ecosystems and how living and nonliving things interact and depend on one another. Students will learn about biotic and abiotic factors, energy flow, populations, succession, and human impacts. Assessments include surveys, worksheets, tests, and a reaction paper after a field trip to the zoo. The unit aims to help students understand ecosystems and humanity's relationship with the environment.
This unit plan focuses on teaching ecology to second year high school biology students over approximately one week. The unit will explore the interactions between living and non-living things in ecosystems and how humans impact environments. Students will learn about food webs, energy flow, succession, and human influences on ecosystems. Assessments will include surveys, worksheets, tests, and a reaction paper following a field trip to the zoo. The unit aims to help students understand interdependence within ecosystems and both positive and negative human environmental impacts.
This unit plan focuses on teaching ecology to second year high school biology students over approximately one week. The unit will explore the interactions between living and non-living things in ecosystems and how humans impact environments. Students will learn about food webs, energy flow, succession, and human influences on ecosystems. Assessments will include surveys, worksheets, tests, and a reaction paper following a field trip to the zoo. The unit aims to help students understand that all life is interdependent and ecosystems seek to maintain balance.
The document provides an introduction to ecology and ecosystems. It defines ecology as the study of ecosystems and defines an ecosystem as a system including all living organisms (autotrophs and heterotrophs) and non-living factors in an environment. Energy and materials are transferred within ecosystems via food webs and food chains. The document then discusses various ecological concepts like energy flow, trophic levels, and the 10% energy transfer rule between trophic levels, which results in ecological pyramids of numbers and biomass.
Are we more concerned with social accuracy or social convenience?cblockus
The document discusses how social roles are defined by categories and ideal characteristics for men, women, and rappers. It questions whether the listed categories accurately capture all members of each group or just provide a convenient shorthand. The concluding question asks whether, based on class evidence, people are more concerned with accurately defining social roles or just finding convenient categories.
The exhibition has the official support of the profile
international organizations, ministries and departments in
RF, Administration of the major wine region in Russia –
the Krasnodar region, professional associations and
unions and major scientific institutions as well. The
highest level of the support allows the Fair to have strong
effect on the industry development.
José David Arciniegas Alvear is an industrial designer from Bogotá, Colombia with experience in social projects and interdisciplinary team coordination. He has skills in innovative project development, strategic management, and sustainable approaches. His areas of expertise include services design, social design, production management, strategic design management, communication projects, and cultural/craft products. He is capable, experienced in research, formulation and implementation of social projects using creative methodologies.
O documento trata de um projeto integrador sobre pensamento lógico ministrado pela professora Gloria Acosta na Fundacion San Mateo em 28 de novembro de 2011. O projeto inclui uma breve bibliografia sobre o tema do pensamento lógico.
This document discusses all-ceramic materials for all-ceramic dental restorations. It describes various zirconia blocks and ingots compatible with different CAD/CAM and pressing systems, as well as glass ceramic blocks. The zirconia materials demonstrate high strength, excellent biocompatibility and clinical durability. Glass ceramic blocks are also presented with flexural strengths up to 350 MPa. The document emphasizes contributing to better health, beauty, and bio-materials technology through reasonable prices, satisfactory esthetics, sufficient strength, and bio-compatibility of the ceramic materials.
The Cultural Olympiad marketing campaign is failing to reach its target audience of young people. An analysis of the event's website found it to be confusing and not inspiring creativity as the event aims to do. Articles promoting the event in newspapers like The Guardian also do not appeal to younger audiences. There has been a lack of advertising through television, websites, and posters. The key issues identified are the uninspiring website that does not represent the event well, and PR efforts not targeting the right younger audience through appropriate media channels.
В данной презентации описаны основные преимущества использования панелей Rodeca для остекления фасадов крупный и малых зданий (бассейны, спортзалы, производственные помещения)
This unit plan template outlines a 1-week unit on ecology for second year high school students. The unit will introduce students to the key components of ecosystems and how living and nonliving things interact and depend on one another. Students will learn about biotic and abiotic factors, energy flow, populations, succession, and human impacts. Assessments include surveys, worksheets, tests, and a reaction paper after a field trip to the zoo. The unit aims to help students understand ecosystems and humanity's relationship with the environment.
This unit plan focuses on teaching ecology to second year high school biology students over approximately one week. The unit will explore the interactions between living and non-living things in ecosystems and how humans impact environments. Students will learn about food webs, energy flow, succession, and human influences on ecosystems. Assessments will include surveys, worksheets, tests, and a reaction paper following a field trip to the zoo. The unit aims to help students understand interdependence within ecosystems and both positive and negative human environmental impacts.
This unit plan focuses on teaching ecology to second year high school biology students over approximately one week. The unit will explore the interactions between living and non-living things in ecosystems and how humans impact environments. Students will learn about food webs, energy flow, succession, and human influences on ecosystems. Assessments will include surveys, worksheets, tests, and a reaction paper following a field trip to the zoo. The unit aims to help students understand that all life is interdependent and ecosystems seek to maintain balance.
The document provides an introduction to ecology and ecosystems. It defines ecology as the study of ecosystems and defines an ecosystem as a system including all living organisms (autotrophs and heterotrophs) and non-living factors in an environment. Energy and materials are transferred within ecosystems via food webs and food chains. The document then discusses various ecological concepts like energy flow, trophic levels, and the 10% energy transfer rule between trophic levels, which results in ecological pyramids of numbers and biomass.
1) Students play thumb wars to learn the scientific method and identify sources of experimental error.
2) They measure their wrists, thumb length, and circumference to form hypotheses on what makes a good thumb wrestler.
3) Students then play thumb wars in rounds, recording winners, and graph their results alongside the class averages to analyze which traits best predict winning.
Students will learn the scientific method by measuring their reflexes in catching a ruler dropped by a partner using their sense of touch, sight, and sound. Working in pairs, one student will drop the ruler while the other catches it using each sense, recording the results over multiple trials to calculate averages. They will then create a bar graph to analyze which sense resulted in the fastest reflexes and determine the independent and dependent variables. This activity allows students to experience the scientific process hands-on.
The document describes the steps of the scientific method which are used to investigate natural occurrences and phenomena. It outlines the 7 main steps as: 1) asking a question, 2) researching background information, 3) forming a hypothesis, 4) conducting an experiment, 5) collecting and analyzing data, 6) drawing a conclusion, and 7) sharing results. It then provides an example of a student, John, using these steps to determine how the amount of sugar affects the rising of bread dough.