#computer quiz with answers pdf

[gayarograce]

just finished a take-home stats quiz where we were supposed to do all our computations in R and then submit the script along with our answers to the questions. but the professor only made it so we could upload pdfs. so to submit my code i quickly decided to copy+paste my code into a latex file and clean it up just enough for it to be legible and then turn in that resulting pdf which is just. so fucking scuffed

[lord-luci]

Absolutely all of this but also, for people who are new to reading academic texts/just started college, here's some tips that have saved my ADHD ass when it comes to the mountains of academic texts I gotta read.

- If you can manage it, do your best to get a print version (or an ebook version that you can annotate). Don't sit in front of your computer with an uneditable PDF in front of you, you'll most likely just give yourself eyestrain and/or a migraine without absorbing anything from the text. School libraries frequently have texts, or you can print them. There's probably a way to make PDFs available/annotable on kindle or whatever, but I'm technologically useless, so I don't know how.

- Once you have your editable text, annotate it. If it's a text I gotta read closely (like for a professor who will quiz on every single detail), I write down the main idea of each paragraph next to it. It doesn't need to be long, sometimes it's just one or two words that give a quick summary. If it's for an assignment where a professor is asking specific questions about the text, I'll write the number of the question next to any paragraphs/sentences that have an answer to it.

- If it's a longer text or one where I'm using it for my own research, rather than a specific assignment, I'll skim it first and just put a sticky note or highlight sections that seem particularly relevant. Then, on a second reading, I'll read those sections more closely and note down the ideas in them. I'll usually go back for a third re-read after I've gotten the main ideas, to check if they're present in the sections that I didn't pre-mark in the first readthrough (usually, they are).

- If there are words you don't understand, look them up and write their definitions in the margins (or however e-readers let you take notes, if you're doing it digitally). It'll save you from a lot of misunderstandings, especially if the reading you're doing is in a foreign language (brought to you by me hilariously misunderstanding one of my German readings this week because I mistranslated a word).

- For scientific papers, most will have a clearly defined abstract and conclusion. Read those first, get the general idea of things, and then dunk yourself into the text itself. This is especially helpful if it's a topic you know very little about.

- If your vision is skipping between paragraphs (ancient books with your tiny fonts, my beloathed), cover up paragraphs with a sheet of paper. This generally works best after you've already done an initial skim through the text and have a general idea of things, because otherwise you might get bogged down in the wording of things and miss the main idea.

- Plan time to reread stuff. Even if you think you got the idea, rereading never hurts.

- Also plan time to take a break. Some people might be able to stare at academic texts for six hours without break. I am not those people. Most people are probably not those people. If you find your eyes glazing over as you stare at the page, it's probably time to take a step away and go grab a snack or stretch your legs.

Academic texts definitely generally aren't a "oh lemme just do some light bedtime reading" sort of thing, so it's okay to feel frustrated. Learning to read them is a skill and it takes practice, but you'll manage it in time.

i genuinely have no animosity towards ppl who get upset abt not being able to read academic texts + i do think we need to expand the pathways/methods of being exposed to critical concepts so that "sit + read for 2 hours" is not the only option.

however, as someone dx with adhd + incapable of sitting still for even a minute (actually right at this moment i am writing this instead of reading the book sitting open in front of me), i do feel like a lot of ppl do not realize that not all readings are designed to be read like a novel.

as in, it's ok + normal + good to need to reread a paragraph several times, to only read part of a book, to have to research or reference words or concepts in order to grasp the reading, to skip over large chunks of text which are not relevant to your expertise, to continue reading despite not understanding a concept. this is something 'neurotypical' academics do frequently + many of these texts, especially contemporary ones, were designed with this in mind.

there are many ppl with accessibility needs that are not being met by academic texts at this time! many texts (in my humble opinion) are unnecessarily complex in order to show off or hide the fact that they have no idea what they're talking about.

i still feel like many of the kneejerk reactions on this site are based on the assumption that their experience reading academic texts should be similar to their experiences reading a nyt bestseller, rather than a process of thinking, analyzing, researching, processing, returning. some of u are telling yourself that any challenges u face while reading are a result of some internal fault u have + not an expected + precious part of the experience.

[jyotibohre2812]

Computer Quiz with answers explained in fewer than 140 characters

Computer Quiz with answers explained in fewer than 140 characters

Multiple choice questions are perhaps the easiest to complete - you simply put a cross in a box - however, the questions often have two answers that could, at first glance, be correct. Don't make the mistake of reading the first answer and thinking this is correct without checking all the others.

If it says 'Tick one box', you must tick one box. If you leave it blank or tick two or more boxes you will get zero marks. These multiple choice questions will not start with command words like 'Describe...' or 'Explain...'. They will be written in the form of a question like 'What...?' or 'Why...?'.

There will be more multiple choice questions on this computer quiz.

[hansuuki]

Mastering kana

So I’ve started learning Japanese. I know from my experience learning Korean that getting familiar with the writing system is crucial, and relying on romanisation will only hurt your pronunciation in the long term. 

While there are a lot of resources out there saying they can teach you hangul or hiragana in a hour, realistically it’s going to take you longer to get comfortable with the writing system. 

Below is a list of the resources (all free!) that I used to really get comfortable with hiragana and katakana. Hopefully they can help you too ~~

Hiragana Memory Hint (mobile app) - this app teaches you hiragana using mnemonic pictures. I’ve never used mnemonics before so I was a bit unsure but honestly they helped me learn 80% of the characters. I like this app because they remind you of the mnemonic every time you do a quiz - even when you get the answer right. It’s important to note that the mnemonics they use focus more on the pronunciation rather than the associated romaji spelling.

HirKat (mobile app) - while the memory hint app is good it has some weak points namely the quizzes are too easy (they give you a second chance and the fonts used are ones that closely resemble the mnemonic) and it only teaches the base hiragana (it doesn’t go into が、ば、ぱ or any of the small　や、ゆ、よ sounds like ちゃ). HirKat doesn’t have these weaknesses so it is a good way to review your knowledge after you have completed a row in the Memory Hint app. 

Kanji Teacher (mobile app) - despite the name the app also has a kana teaching section. While Kanji Teacher uses some mnemonics the Memory Hint ones are much better in my opinion. What Kanji Teacher does that the early app’s don’t is that it will give you hard quizzes (9 possible answers), the quizzes develop over time so hiragana you have ‘learnt’ don’t show up anymore, and it will teach and test your writing (including the stroke order). I would note that the app has a lot of customization options and features so it can be overwhelming to navigate - my advice would be to use the ‘kana tutor’ button to walk through the tests. 

Minato - Hiragana A1 Self-Study Course (web based course) - this is one of the courses available on https://minato-jf.jp/Home/Index. You need to make an account to access the course but all of the self-study courses are free. The first half of the course will introduce hiragana and test your reading and listening skills. The second half of the course is the best part though - it will teach you small　つ sounds like きって, long vowel sounds and how to type hiragana on a computer keyboard! They also have some printable pdfs to practice your handwriting. 

As for katakana; HirKat and Kanji Teacher also teach katakana in the same app, there is a katakana version of Memory Hint called Katakana Memory Hint and there is a Katakana Self-Study Course on Minato which is similar to the hiragana one. 

[canmom]

This an interesting angle. I've never been particularly taken with trying to determine True Art from False Art on the basis of specific qualities of the piece.

(I did ok-ish but not exceptionally on the AI art quiz, probably with a slight bias for misattributing human pieces as AI ones - like many other respondees, I found the Impressionist pieces hardest to distinguish, since they very much play to the AI's strengths.)

There are many different ways you could describe "art" as a human activity, I'm sure there's a post somewhere where I make a list, but a really big one is its communicative function - one purpose of art is to somehow pass on some aspect of our 'inner world' to another person, through a lossy and limited channel.

That a signal can be easily imitated doesn't mean it doesn't carry contextual information. For example, I could ask a yes/no question of enormous emotional importance - "should I take the shot", "has the baby been born", "will you go out with me", "am I a good girl" - and be answered with either "yes" or "no". It would be trivial to generate a machine which randomly substitutes for this communication - that's basically all a magic eight-ball is.

The amount of information that can be contained in an image of a given size and colour depth can also be calculated. For example, the number of fullscreen images that would fill my current monitor at 8 bits per channel would be 2^(3440 × 1440 × 24) ≈ 3 × 10^35788372 - about 15 megabytes uncompressed. It's a number that seems astronomically huge, though effectively the amount of information is much less than you'd calculate since all the likely pixels are correlated. The same goes for other art forms, like novels (encoded as, say, UTF-8 strings or PDFs) or pieces of music (encoded as sound files, MIDI, MuseScore files, etc.). The exact number is complicated, you end up getting into Kolmogorov complexity and shit like that, but the point is that it's finite.

If we want to claim that all the information about a human life that Hofstadter describes (grief, despair etc.) is in there somehow, we're claiming that this finitely many bits is adequate to capture all the nuances of a human life. I don't know that that's true!

This, however, doesn't really seem to align with how we interact with art. Human production and exchange of "art" is a social act - I would describe it as being continuous with "play". When we observe a piece, we are opening a communications channel - at least a one-way channel. The person on the other side sends some information into the channel, and we process it somehow.

Since it is a lossy channel with limited information, we must infer various things about the other mind on the opposite side of it. If I show you an artwork that I made, we might have a conversation about how I did it, why I made the choices I did. If I feel something looking at the work, I might imagine that you felt something similar, and designed the piece to evoke it intentionally (a guess that will often be wrong but sometimes still productive). I might also look at what specific choices you have made, compare them to the choices others have made in the same medium, etc etc.

We form these inferences on the basis of experience - the more you learn about making art, the more you learn to appreciate other peoples' art and vice versa. And we project these experiences, usually plausibly, onto other artists.

(Perhaps I am saying all art is in a sense performance art? Seems like a tasty soundbite, though I'm not fully sure I wanna commit to it.)

I'm not meaning to claim that a computer couldn't simulate this kind of 'how did you make it' interaction too. This line of argument was anticipated by Turing in his original 1950 paper on the 'imitation game' that someone links in the comments above, where he describes a poet undergoing a viva voce test interrogating their word choices, and argues that a computer might be programmed to give convincing answers to such a test. I imagine he's right - for a paper written in 1950 he makes some surprisingly sharp predictions for how future AIs might be made, such as the idea that an AI could be built to be 'educated' like a child. (He also thought the evidence for ESP is 'overwhelming', but hey, can't win 'em all).

A lot of the context around art would be quite easy to forge, had you a mind to. For example, suppose I go to a film screening, and someone is introduced as the director so we can all clap them. Did they really direct it? I don't know! You could totally send an actor. Less conspiratorially, if someone says they made an artistic choice for x or y reason, they could be lying about it, or misremembering, or most likely oversimplifying a complex and inscrutable process down to a simpler story.

At some point you have to take something like that on trust, or else simply accept that being lied to about it is part of the game you're there to play! (c.f. Oshi no Ko.)

Anyway, the sudden arrival of a new process that can produce, at least sometimes, near-indistinguishable output to various types of communication, throws a spanner in the process. If we're feeling uncharitable, we could call it something like a DDOS attack, stuffing the channels with spurious inputs that don't fit our design assumptions. I think that goes too far, though. AI gen doesn't preclude communication, but it does need we need to think differently about what is being communicated.[1]

So to consider that last question, if art is like a game, could you train an AI art to produce art that is meaningful to humans only by 'playing against' itself, like AlphaGo Zero? I don't think this is so likely. The rules of Go are strict and well-defined; the rules of what humans find meaningful are inseparable from the history of interacting with other humans, which is why art constantly evolves. Training an AI on existing human artworks is training it to compress and interpolate/extrapolate that dataset; training it to optimise for "making novel art that expresses something in a form that its interlocutor could understand" requires it to be interacting with someone.

You could imagine a training process with an "artist" AI and a "critic" AI (a sort of more sophisticated GAN, where the adversary is optimising not to distinguish human/AI art but to judge it on aesthetic grounds) - but how would you get the "critic" AI? Whose taste would it express?

Admittedly, the developers of image generators are constantly refining their models in response to users, so they are being optimised to appeal to someone, not just interpolate existing artworks. But I think it would be very hard to remove humans from the equation entirely. And the present means of providing feedback to the AI are very crude.

For an AI to learn from interacting with other AI (and the world), I feel like you'd need a whole new process that isn't about minimising loss against input-output pairs. Romantically, I imagine it would be closer to how humans learn from life, but I don't really know what will 'work' in the end.

below: some other remarks that were excised from the main post.

[1] We can view AI image gen as another channel for communication between humans, with its own set of inferences to make. If someone shows me a picture they've generated with AI, there's no point asking why they painted this bit that way, but I might approach them more as a curator and ask why they chose this generation over others, or how they went about prompting it.

The AI artists who go to the trouble of finetuning their models with LoRAs for a specific end goal, or using more involved processes with multiple stages of generation, probably have most to 'say', either through the work they generate or how they'd discuss it. (I find it very endearing when someone trains an AI to serve up a hyperspecific fetish.) And the more I know about how AI images are generated, the more I can probably have a productive conversation.

In this light, the "problem" of AI is mostly one of deception, insofar as it tries to look like something else and thereby tell a misleading story. That's probably a big reason why why it brings the rancour it does, although it doesn't explain all of it. It's not (usually) a forgery of a specific human's work, but it is designed to forge spurious communications in this channel in general, so the channel is 'noisier' - and this could be thought to undermine many of the contexts, i.e. the operating narratives and social games, which are why we exchange art in the first place. Over time, we'll presumably end up renegotiating the 'games', and spawning new ones, as humans always have.

And of course, the issue of provenance and plagiarism in art - particularly when prestige and money get involved - long predates AI and is full of all sorts of bizarre contortions when you look at it closely.

More intriguing is whether there is some possibility for "real communication" between humans and AIs - that is, could there be an AI output that does respect the 'rules of the game' in some way. This is harder to imagine! Like, if you ask why we aren't solipsists, we could point to how much we resemble other humans and say, all things considered, seems very unlikely we aren't the same type of entity. But I only know 'what it's like to be' a human. Conversely, while I know a reasonable amount about how AIs work, the attention mechanism and latent-space vectors and so on (thanks 3blue1brown), the analogy isn't so clear anymore, so I don't even know how I'd determine whether there even is a 'what is it like to be' under all the 'noise' of communications aggressively optimised to fit the patterns of something a human might say. If there is, it's probably very alien to all of my experience.

Ironically I feel like the current model of 'AI', which teaches us to regard any generated output with suspicion of having 'nothing behind it', would make it harder for any 'real', agentive, subjective-experience-having AI to make itself known to us. But perhaps it's good that we're forced to sharpen our criteria of what we're looking for out of these things.

Anyway, all of this is probably just idle imaginings, because nobody can figure out how to make anything like enough money to justify the exorbitant costs of training and operating AIs, so at some point this whole speculative bubble will go up in smoke and whatever AIs continue to be in use will likely remain about as good as they are today, or stupider - at least until the next 'AI summer' when a new paradigm emerges.

Thinking about that that "slop accelerationism" post, and also Scott's AI art Turing test.

I also hope AI text- and image-generation will help shake us loose from cheap bad art. For example, the fact that you can now generate perfectly rendered anime girls at the click of button kindof suggests that there was never much content in those drawings. Though maybe we didn't really need AI for that insight? It feels very similar to that shift in fashion that rejected Bouguereau-style laboriously-rendered pretty girls in favor of more sketchy brush work.

But will we really be so lucky that only things that we already suspected was slop will prove valueless?

As usual with AI, Douglas Hofstadter already thought about this a long time ago, in an essay from 2001. Back in 1979 he had written

Will a computer program ever write beautiful music? Speculation: Yes, but not soon. Music is a language of emotions, and until programs have emotions as complex as ours, there is no way a program will write anything beautiful. There can be "forgeries"—shallow imitations of the syntax of earlier music—but despite what one might think at first, there is much more to musical expression than can be captured in syntactical rules. There will be no new kinds of beauty turned up for a long time by computer music-composing programs. Let me carry this thought a little further. To think—and I have heard this suggested—that we might soon be able to command a preprogrammed mass-produced mail-order twenty-dollar desk-model "music box" to bring forth from its sterile [sic!] circuitry pieces which Chopin or Bach might have written had they lived longer is a grotesque and shameful misestimation of the depth of the human spirit. A "program" which could produce music as they did would have to wander around the world on its own, fighting its way through the maze of life and feeling every moment of it. It would have to understand the joy and loneliness of a chilly night wind, the longing for a cherished hand, the inaccessibility of a distant town, the heartbreak and regeneration after a human death. It would have to have known resignation and world-weariness, grief and despair, determination and victory, piety and awe. In it would have had to commingle such opposites as hope and fear, anguish and jubilation, serenity and suspense. Part and parcel of it would have to be a sense of grace, humor, rhythm, a sense of the unexpected and of course an exquisite awareness of the magic of fresh creation. Therein, and therein only, lie the sources of meaning in music.

I think this is helpful in pinning down what we would have liked to be true. Because in 1995, somebody wrote a program that generates music by applying simple syntactic rules to combine patterns from existing pieces, and it sounded really good! (In fact, it passed a kind of AI turing test.) Oops!

The worry, then, is that we just found out that the computer has as complex emotions as us, and they aren't complex at all. It would be like adversarial examples for humans: the noise-like pattern added to the panda doesn't "represent" a gibbon, it's an artifact of the particular weights and topology of the image recognizer, and the resulting classification doesn't "mean" anything. Similarly, Arnulf Rainer wrote that when he reworked Wine-Crucifix, "the quality and truth of the picture only grew as it became darker and darker"—doesn't this sound a bit like gradient descent? Did he stumble on a pattern that triggers our "truth" detector, even though the pattern is merely a shallow stimulus made of copies of religious iconography that we imprinted on as kids?

One attempt to recover is to say Chopin really did write music based on the experience of fighting through the maze of life, and it's just that philistine consumers can't tell the difference between the real and the counterfeit. But this is not very helpful, it means that we were fooling ourselves, and the meaning that we imagined never existed.

More promising, maybe the program is a "plagiarism machine", which just copies the hard-won grief, despair, world-weariness &c that Chopin recorded? On it's own it's not impressive that a program can output an image indistinguishable from Gauguin's, I can write such a program in a single line:

print("https://commons.wikimedia.org/wiki/File:Gauguin,Paul-Still_Life_with_Profile_of_Laval-_Google_Art_Project.jpg")

I think this is the conclusion that Hofstadter leans towards: the value of Chopin and the other composers was to discover the "template" that can then be instantiated to make many beautiful music pieces. Kind of ironically, this seems to push us back to some very turn-of-the-20th-century notion of avant-garde art. Each particular painting that (say) Monet executed is of low value, and the actual valuable thing is the novel art style...

That view isn't falsified yet, but it feels precarious. You could have said that AlphaGo was merely a plagiarism machine that selected good moves from historical human games, except then AlphaGo Zero proved that the humans were superfluous after all. Surely a couple of years from now somebody might train an image model on a set of photographs and movies excluding paintings, and it might reinvent impressionism from first principles, and then where will we be? Better start prepare a fallback-philosophy now.

[shiftperception]

i am sorry to reply to your tags but ghetsis and the sages larp as installation wizards... ghetsis can very much use the computer, has worked on hacking the pokemon storage system, and is an avid reader of pdfs about psychology. here is official art of him reading pdfs (the correct answer art from that quiz book thingy)

ok fair you got me

[addierose444]

UMass Course Experience: Spring 2021

This semester, I took my two courses at the University of Massachusetts Amherst (just UMass from here on out). The specific courses were computer systems principles (COMPSCI 230) and introduction to the C programming language (COMPSCI 198C). You can check out my other spring 2021 courses here and read more about Five College course registration here. These courses together replace microprocessors and assembly language (CSC 231) which is the systems core course required for the computer science major. In some ways, this was the perfect semester to take a Five College course as I didn’t need to factor in travel time. However, I also didn’t get the full experience as the courses were remote and asynchronous. My initial motivation for taking a Five College course was to deal with some scheduling conflicts. These conflicts became a nonissue when I decided not to take French this semester. You can read more about my decision to not study abroad here. I took these specific courses because Smith’s equivalent course is only offered in the fall and given my interest in systems taking the core systems courses sooner rather than later made more sense than a random computer science elective.

My use of the past tense in reference to my UMass classes is actually appropriate as I have completed all of the coursework. In fact, I finished COMPSCI 198C before the Smith semester even started. I know that sounds sort of crazy, and it is, but it’s also not as crazy as may you think. Specifically, the UMass semester started two weeks before Smith’s and COMPSCI 198C was a one-credit self-paced course that opened up even earlier. That said, finishing the course in about a week and a half was no walk in the park and amounted to over a full-time job. (This was also on top of my French class and other work I was doing during interterm which you can read about here). While I had the entire semester to complete COMPSCI 198C, I  wanted to finish it early so that I wouldn’t have to worry about it during the semester and so that I could feel fully prepared for the COMPSCI 230 for which it was a pre/corequisite. To be totally honest, for a one-credit course, COMPSCI 198C was a difficult and time-intensive course. I’m glad that I managed to finish the course before the Smith semester because it would have been too easy to put off the work given the lack of hard deadlines. On the other hand, if I hadn’t worked through the class so intensively I don’t think it would have been nearly as time-consuming. Namely, I would have taken more breaks and been able to return to my code rested and with a fresh perspective. Furthermore, I would have been more likely to get help.

COMPSCI 198C was broken down into 12 modules and was pass/fail. (It did take the course seriously though because I actually wanted to learn the material). Each module had a specific topic and contained readings, pre-recorded lectures, a quiz, and a programming challenge. As for course content, we learned about data representation in C, pointers, dynamic memory allocation, structs, and more. Going into the course, I did have some background in C from Harvard’s CS50x. (You can read my full review of that course, here). The most fun component of the class was definitely the programming challenges. (It was also the most challenging and at times frustrating component, but that’s how you learn). The challenges were graded by computer (via an upload to Gradescope) which allowed for immediate feedback. The challenges included detailed documentation and some starter code. 

COMPSCI 230 was also asynchronous but released material on a weekly basis (9:00 on Monday mornings). The one synchronous component was the weekly lab which for most students took place over Zoom. The weekly coursework consisted of readings, lecture videos, and short lesson quizzes. Fortunately, all of the readings for this course were provided free of charge as pdfs or websites. Because COMPSCI 230 is an introductory course, we didn’t go crazy in-depth into each topic. At the same time, we covered a lot of material and there were a ton of details to pay attention to. Part of the reason we were able to cover so much material is that it was mostly conceptual and thus we didn’t spend half of the class going through example problems like you would in a math or engineering class. As for course content, we learned about processes, threads, and basic computer architecture. We also learned about signals, pipes, and network communication.

We also had a one-hour weekly quiz that we could take any time between noon on Friday and the end of the day on Tuesday. While I did the other coursework during the week and usually took the quiz on Friday afternoon, you could technically do almost everything over the weekend. To read more about a typical week of my spring 2021 semester, click here. In addition to lecture material, we had a total of six projects (and associated project quizzes). These projects involved systems-level programming and were a lot of fun to work on. Like the COMPSCI 198C programming challenges, most of the projects had starter code and were graded by an autograder on Gradescope. The first project introduced us to debugging with gdb. Our last project had us write a client program that communicated with a server to solve math problems. Other projects included a bank simulator and a cache simulator.

While five credits worth of classes is far from representative of an entire university’s courses, it’s only fitting to try and compare them to what’s offered at Smith. This is also highly unscientific as my UMass courses were asynchronous and during a pandemic. (It is worth noting that the vast majority of UMass’s other spring courses were synchronous). The first main difference is shear course size. Specifically, COMPSCI 230 had 316 students and an entire course team. At Smith, our equivalent course (CSC 231) is capped at 30 students. (The largest class I have personally taken at Smith was game theory (ECO 125) which had 73 students). The COMPSCI 230 lectures were by the actual professor, but the lab sections and most asynchronous help were from teaching assistants. With this large class size and the asynchronous format, there was little chance to get to know my classmates and professor. (I did join a Discord with a few classmates, but that was fairly focused on course material rather than general socialization). There was also an official discussion board on Piazza to ask questions (to be answered by other students and/or the instructors). Communication with the instructors (the professor and the TAs) also took place on Piazza with private posts. In fact, the only time I ever emailed my professor was before the course to get the syllabus to submit to the registrar’s office. Despite not knowing us as individuals, my professor clearly cared about us as individuals and about our wellbeing. At Smith, it’s the norm for professors to genuinely care about their students and about teaching. From reading posts on Piazza, I got the clear impression that my peers didn’t feel the same level of support from their other professors. The course size also meant that most everything was graded by computer. The autograder for the projects allowed for partial credit, but the quizzes didn’t allow you to explain your answer. There were a few quizzes that had somewhat ambiguous questions that were dropped from the quiz. This got a bit annoying if you had gotten that question right, but had gotten some others wrong. In a smaller class, the question would probably be kept in and if a student raised an issue they may be able to argue points back just for themselves. 

All in all, I had a positive experience taking COMPSCI 198C and COMPSCI 230 at UMass. With that said, I definitely wouldn’t want to have an entire schedule worth of 300 person asynchronous classes. Even though I didn’t have to take these courses this semester, it’s really nice going into my junior year having completed all of my computer science core classes. Furthermore, I should be well prepared for future systems classes including digital circuits (EGR 390dc) next fall which has either EGR 220 or CSC 231 as a prerequisite (and I will have both by the end of this semester). 

[a-common-haitian-name]

Honestly being in school these days is just like

Wake up at 7 am for an 8 am class with a teacher who still has trouble with the computer. She logs you out and glitches several times before she gets it and you realize she’s still muted. Sit through a class while staring at the wall for over an hour. Get chastised for having your camera off. Having to go to the bathroom but not knowing when is the right time to go. You decided to go anyways. Realize you’re the last one in class and you log out before the teacher says anything. You sleep through the time in between classes. Go to the next class late. Space out again. Sleep through the time between class. Go to the next class late. You don’t know what time it is but it isn’t Lunch. You’ve been in the same spot for hours and you’re not sure what’s going on. Lunch comes and you try to make something but by the time you’re done class started again. You haven’t eaten yet. Go to class with your food and you try not to look the teacher in the eye while eating. You sit in uncomfortable silence as the teacher waits for someone to answer their question. No one does. You’re still eating. You don’t know what the teacher is even talking about. You sleep through the break in between class, wake up on time but you’re slow in going to the next class. You’re not sure where your pencil went and you’re too afraid to go and find it. The day ends and you have to do homework. You have several assignments due that day. You do it, but not well. You text your group chat for help. They are struggling just the same. Someone’s given you the pdf for a book you didn’t buy for English class. You try and read it, but don’t retain anything. The first 100 pages are due in the morning. You leave it for later. You have an essay due that was assigned months ago, only started yesterday night. You remember there is a math quiz in the morning. You study. You don’t retain anything. You cry. It’s 1 am and you finished one assaignment that was due at 11:59. There’s 80 days left until the next actual break. It’s been 80 days left for three weeks now. You set your alarm and sleep. Wake up at 7 am for an 8 am class with a teacher who still has trouble with the computer–

[spiderweb-bf]

anti-cheating software - a list of resources for students

I found a list of anti-cheating software that some schools use. I’m compiling a list of what they are, what they do, and how to tell if your school is using them.

this isn’t to help anyone cheat or whatever so don’t come for me. it’s just useful information to have so you don’t get an angry email about copying and pasting things from google when all you were trying to do is copy and paste the  √ symbol so you could show your work on a math question. not speaking from personal experience or anything.

also, this is morally challenging for me in more ways than one. there’s the question of the ethicality of schools using what is essentially spyware to monitor students taking tests. is it okay because it’s installed only on school-issued computers, not personal ones? is it okay because it’s in the name of academic integrity? honestly I’m not sure, but that’s not what this post is here to discuss. I only bring these things up because I don’t want people coming after me and getting mad lol. all this post is about is informing students of the software their school might be using so they can determine how likely they are to get caught if they do decide to cheat and evaluate if it’s worth it or not. and like I said earlier, it can also be super helpful in avoiding accidentally getting pinged as cheating lmao. knowledge is power and all that.

• GoFormative

This in and of itself is not anti-cheating software. But if your school has you take tests with GoFormative, you should know that it does have anti-cheating software in it.

GoFormative can tell when you copy and paste from “any source.” The discussion I found specifically mentions “webpages, documents, [and] PDFs.” This isn’t the same as plagiarism detectors because in another discussion, a teacher was notified about a one-word answer being copied and pasted, and one word can’t be plagiarized. According to the discussions I found, teachers will get a red exclamation point on answers that contain copy and pasted material and can see which website you copy and pasted from.

source 1: x source 2: x

• LanSchool

If LanSchool has been downloaded on your school device, basically just know that you are being monitored at all times. Can teachers see your screen at all times if they choose? Yep. Can teachers  “[s]ave screenshots of a student’s screen to share in parent/teacher conferences or conversations with the student?” Most definitely. Can teachers get notifications when you search a specific term? You betcha!

When I say that everything you do is being monitored, I mean everything. It’s not just your browsing history and application use being saved (although that’s definitely happening). Every single press of your keyboard is also being saved. “All web browsing, application usage, and even keystroke history can be captured and viewed later...”

This application does a lot more than just that, so here is the link to all its features if you’re curious.

How to tell if your computer has LanSchool on it:

“A LanSchool icon (green circle of circles) appears in the system tray at the bottom right corner of the computer screen in Windows. On the Mac it appears as a small icon at the top of the screen. On Ubuntu, the LanSchool icon is located in the center of the panel.”

If that doesn’t help, check out this form to see if it gives you more information.

source 1: x source 2: x

• GoGuardian

This one seems really similar to LanSchool so I won’t go over it too much. Teachers can see student screens, block certain websites, etc. but it doesn’t seem as... invasive and dystopian as LanSchool. (When I was doing research for the LanSchool part of this post, I found a really concerning article that literally sounds like something out of a science fiction novel. But anyways...) Here is the listed features on their website. Here is an article about how to tell if your school computer has GoGuardian on it. If you can’t access the article right now, basically look for a blue circle with a white triangle in it and a black circle with a triangle in it at the top right corner of your screen when you’re on the google homepage. You can also look at the browser extensions that are installed, but this seems to be the easiest way.

• Hapara

Again, this one is quite similar to GoGuardian. Here is what it does. To see if it is installed, look for a symbol of three rectangles decreasing in size from right to left. The one furthest to the left is dark blue. The middle one is lime green. The one on the right is a lighter blue. This link might provide more information if that doesn’t help.

• LockDown Browser

What is it? Well... “LockDown Browser is a locked browser for taking exams and quizzes in Canvas. It prevents you from printing, copying, going to an unauthorized URL, or accessing other applications during a quiz. If a Canvas quiz requires that LockDown Browser be used, you will not be able to take the quiz with a standard web browser. LockDown Browser should only be used for taking Canvas quizzes. It should not be used in other areas of Canvas.”

This one is different than the others on this list because it uses your webcam... “You may be required to use LockDown Browser with a webcam, which will record you during an online, non- proctored exam. (The webcam feature is sometimes referred to as “Respondus Monitor.”)” ...and tracks your eye movement. “Respondus Monitor is a proctoring application that uses a lockdown browser and a webcam to assist with the academic integrity of online exams. ... Respondus will record student movements and will automatically flag the exam if a student leaves the view, if their eyes wander, or if another person comes into the screen.”

As far as I can tell, since this program is specifically for Canvas quizzes, that’s the only time it will be used. So if you’re taking a test in Canvas, expect to have your camera be recording you and your screen to be monitored. You will also probably be locked into the tab the test is on and unable to open new tabs while the test is in progress. If you are being recorded, there will be a camera icon and text that says “recording” at the top right corner of your screen.

source 1: x source 2: x source 3: x

This post is incomplete.

These are just some of the anti-cheating programs out there, and I want to keep updating this post as I discover more. If you have any information, questions, comments, or concerns, my messages and asks are open. Or you can put more information, corrections, and links in the reblogs.

Date posted: February 12, 2020

Date updated: February 12, 2020

[cnamossorobasics]

Hello Guys :) this week let´s practice some vocabulary on Countries and Nationalities, right ?

Watch the first scene of English today conversation _1 video and do the activity, after the activity you can do the Quizzizz.

Download the activity file in Word format from the link below

Note: The activity file “english-today-1.docx” in the link below works best (On the COMPUTER), some phones do not open files in Word, make sure your phone opens, if not, the activity can only be done by the computer or tablet.Clicking on the link will open a page of the PDF Host website and just click on the GRAY color file. english-today-1.docx

Activity Link: https://www.pdfhost.net/index.php?Action=Download&File=4a168817c6f87de11f84d97e78266ef5

Quizzizz Link: https://quizizz.com/join/quiz/5b52215488cc08001903b8dc/start?referrer=5e7747d7f0abc3001b4aaadd

Send answered activity to: teacherjeancna@gmail.com

see you later :)

Teacher Jean

[di-sss-learning-engineering]

How to Study Smart: 20 Scientific Ways to Learn Faster 168. That’s how many hours there are in a week. If you’re a student, you probably feel like this isn’t enough. I know… You have so many assignments to do, projects to work on, and tests to study for. Plus, you have other activities and commitments. And I’m sure you want to have a social life, too. Wouldn’t it be nice if you could study smarter (not harder), get good grades, and lead a balanced life? Of course it would. That’s why I wrote this article. The main aim of education isn’t to get straight A’s. But learning how to learn is a vital life skill. So I spent hours scouring scientific articles and research journals to find the best ways to learn more effectively. I’m a lifelong straight-A student myself, and I’ve since completed my formal education. Over the course of my academic career, I’ve used almost all the tips outlined in this article, so I can verify that they work. Let’s get started. Here are 20 scientific ways to learn faster. BONUS: Download a free PDF summary of this article. The PDF contains all the tips found here, plus 3 exclusive bonus tips that you’ll only find in the PDF. 1. Learn the same information in a variety of ways. The research (Willis, J. 2008) shows that different media stimulate different parts of the brain. The more areas of the brain that are activated, the more likely it is that you’ll understand and retain the information.[1] So to learn a specific topic, you could do the following: Read the class notes Read the textbook Watch a Khan Academy video Look up other online resources Create a mind map Teach someone what you’ve learned Do practice problems from a variety of sources Of course, you won’t be able to do all of these things in one sitting. But each time you review the topic, use a different resource or method – you’ll learn faster this way. 2. Study multiple subjects each day, rather than focusing on just one or two subjects. It’s more effective to study multiple subjects each day, than to deep-dive into one or two subjects (Rohrer, D. 2012).[2] For example, if you’re preparing for exams in math, history, physics, and chemistry, it’s better to study a bit of each subject every day. This approach will help you to learn faster than by focusing on just math on Monday, history on Tuesday, physics on Wednesday, chemistry on Thursday, and so on. Why? Because you’re likely to confuse similar information if you study a lot of the same subject in one day. So to study smart, spread out your study time for each subject. In so doing, your brain will have more time to consolidate your learning. 3. Review the information periodically, instead of cramming. Periodic review is essential if you want to move information from your short-term memory to your long-term memory. This will help you get better exam grades. As the research (Cepeda, N. 2008) shows, periodic review beats cramming hands-down.[3] The optimal review interval varies, depending on how long you want to retain the information. But experience – both my own and through working with students – tells me that the following review intervals work well (I explain the entire periodic review system in this article): 1st review: 1 day after learning the new information 2nd review: 3 days after the 1st review 3rd review: 7 days after the 2nd review 4th review: 21 days after the 3rd review 5th review: 30 days after the 4th review 6th review: 45 days after the 5th review 7th review: 60 days after the 6th review 4. Sit at the front of the class. If you get to choose where you sit during class, grab a seat at the front. Studies show that students who sit at the front tend to get higher exam scores (Rennels & Chaudhari, 1988). The average scores of students, depending on where they sat in class, are as follows (Giles, 1982): Front rows: 80% Middle rows: 71.6% Back rows: 68.1% These findings were obtained under conditions where the seating positions were teacher-assigned.[4] This means it’s not just a case of the more motivated students choosing to sit at the front, and the less motivated students choosing to sit at the back. By sitting at the front, you’ll be able to see the board and hear the teacher more clearly, and your concentration will improve too. Now you know where the best seats in class are! 5. Don’t multitask. The data is conclusive: Multitasking makes you less productive, more distracted, and dumber.[5][6][7] The studies even show that people who claim to be good at multitasking aren’t actually better at it than the average person. Effective students focus on just one thing at a time. So don’t try to study while also intermittently replying to text messages, watching TV, and checking your Twitter feed. Here are some suggestions to improve your concentration: Turn off notifications on your phone Put your phone away, or turn it to airplane mode Log out of all instant messaging programs Turn off the Internet access on your computer Use an app like Freedom Close all of your Internet browser windows that aren’t related to the assignment you’re working on Clear the clutter from your study area 6. Simplify, summarize, and compress the information. Use mnemonic devices like acronyms, as these are proven to increase learning efficiency.[8] Example #1 If you want to memorize the electromagnetic spectrum in order of increasing frequency, you could use this acronym/sentence: Raging Martians Invaded Venus Using X-ray Guns (In order of increasing frequency, the electromagnetic spectrum is: Radio, Microwave, Infrared, Visible, Ultraviolet, X-rays, Gamma rays.) Example #2 Question: Stalactites and stalagmites – which ones grow from the top of the cave and which ones grow from the ground? Answer: Stalactites grow from the top, while stalagmites grow from the ground. Study smart by using mnemonic devices whenever possible. In addition, you could summarize the information into a comparison table, diagram, or mind map.[9] These tools will help you learn the information much faster. 7. Take notes by hand, instead of using your laptop. Scientists recommend this, and not just because you’re more likely to give in to online distractions when using your laptop. Even when laptops are used only for note-taking, learning is less effective (Mueller, P. 2013).[10] Why? Because students who take notes by hand tend to process and reframe the information. In contrast, laptop note-takers tend to write down what the teacher says word-for-word, without first processing the information. As such, students who take notes by hand perform better in tests and exams. 8. Write down your worries. Will I do well on this exam? What if I forget the key concepts and equations? What if the exam is harder than expected? These kinds of thoughts probably run through your head before you take an exam. But if these thoughts run wild, the accompanying anxiety can affect your grades. Here’s the solution … In one experiment,[11] researchers at the University of Chicago discovered that students who wrote about their feelings about an upcoming exam for 10 minutes performed better than students who didn’t. The researchers say that this technique is especially effective for habitual worriers. Psychologist Kitty Klein has also shown that expressive writing, in the form of journaling, improves memory and learning.[12] Klein explains that such writing allows students to express their negative feelings, which helps them to be less distracted by these feelings. To be less anxious, take 10 minutes and write down all the things related to the upcoming exam that you’re worried about. As a result of this simple exercise, you’ll get better grades. 9. Test yourself frequently. Decades of research has shown that self-testing is crucial if you want to improve your academic performance.[13] In one experiment, University of Louisville psychologist Keith Lyle taught the same statistics course to two groups of undergraduates. For the first group, Lyle asked the students to complete a four- to six-question quiz at the end of each lecture. The quiz was based on material he’d just covered. For the second group, Lyle didn’t give the students any quizzes. At the end of the course, Lyle discovered that the first group significantly outperformed the second on all four midterm exams. So don’t just passively read your textbook or your class notes. Study smart by quizzing yourself on the key concepts and equations. And as you prepare for a test, do as many practice questions as you can from different sources. 10. Connect what you’re learning with something you already know. In their book, Make It Stick: The Science of Successful Learning, scientists Henry Roediger III and Mark A. McDaniel explain that the more strongly you relate new concepts to concepts you already understand, the faster you’ll learn the new information.[14] For example, if you’re learning about electricity, you could relate it to the flow of water. Voltage is akin to water pressure, current is akin to the flow rate of water, a battery is akin to a pump, and so on. Another example: You can think of white blood cells as “soldiers” that defend our body against diseases, which are the “enemies.” It takes time and effort to think about how to connect new information to what you already know, but the investment is worth it. 11. Read key information out loud. Studies have been conducted, which demonstrate that reading information out loud helps students to learn faster than by reading silently (MacLeod CM, 2010 & Ozubko JD, 2010).[15][16] What’s the reason for this? When you read information out loud, you both see and hear it. On the other hand, when you read information silently, you only see it. It isn’t practical to read every single word of every single set of notes out loud. That would take way too much time. So here’s the process I recommend: Step 1: As you read your notes, underline the key concepts/equations. Don’t stop to memorize these key concepts/equations; underline them and move on. Step 2: After you’ve completed Step 1 for the entire set of notes, go back to the underlined parts and read each key concept/equation out loud as many times as you deem necessary. Read each concept/equation slowly. Step 3: After you’ve done this for each of the underlined key concepts/equations, take a three-minute break. Step 4: When your three-minute break is over, go to each underlined concept/equation one at a time, and cover it (either with your hand or a piece of paper). Test yourself to see if you’ve actually memorized it. Step 5: For the concepts/equations that you haven’t successfully memorized, repeat Steps 2, 3, and 4. 12. Take regular study breaks. Taking regular study breaks enhances overall productivity and improves focus (Ariga & Lleras, 2011).[17] That’s why it isn’t a good idea to hole yourself up in your room for six hours straight to study for an exam. You might feel like you get a lot done this way, but the research proves otherwise. So take a 5- to 10-minute break for every 40 minutes of work. I recommend that you use a timer or stopwatch to remind you when to take a break and when to get back to studying. During your break, refrain from using your phone or computer, because these devices prevent your mind from fully relaxing. 13. Reward yourself at the end of each study session. Before starting a study session, set a specific reward for completing the session. By doing this, you’ll promote memory formation and learning (Adcock RA, 2006).[18] The reward could be something as simple as: Going for a short walk Eating a healthy snack Listening to your favorite music Stretching Doing a couple of sets of exercise Playing a musical instrument Taking a shower Reward yourself at the end of every session – you’ll study smarter and learn faster. 14. Focus on the process, not the outcome. Successful students concentrate on learning the information, not on trying to get a certain grade. Stanford psychologist Carol Dweck’s research shows that these students … [19] Focus on effort, not the end result Focus on the process, not on achievement Believe they can improve – even in their weak subjects – as long as they put in the time and hard work Embrace challenges Define success as pushing themselves to learn something new, not as getting straight A’s Not-so-successful students tend to set performance goals, while successful students tend to set learning goals.[20] What’s the difference between these two types of goals? Performance goals (e.g. getting 90% on the next math test, getting into a top-ranked school) are about looking intelligent and proving yourself to others. In contrast, learning goals (e.g. doing three algebra problems every other day, learning five new French words a day) are about mastery and growth. Most schools emphasize the importance of getting a certain exam score or passing a certain number of subjects. Ironically, if you want to meet – and surpass – these standards, you’d be better off ignoring the desired outcome and concentrating on the learning process instead. 15. Drink at least eight glasses of water a day. You probably think you drink enough water, but studies show that up to 75% of people are in a chronic state of dehydration.[21] Dehydration is bad for your brain – and your exam grades too. University of East London researchers have found that your brain’s overall mental processing power decreases when you’re dehydrated (Edmonds, C. 2013).[22] Further research has shown that dehydration even causes the grey matter in your brain to shrink.[23] The simple solution? Drink at least eight glasses of water a day. Bring a water bottle wherever you go, and drink water before you start to feel thirsty. And if you’re taking an exam, bring a water bottle with you. Every 40 minutes or so, drink some water. This will help you stay hydrated and improve your exam performance. Plus, this also acts as a short break to refresh your mind. 16. Exercise at least three times a week. Exercise is good for your body. It’s also very good for your brain. Various studies have shown that exercise … Improves your memory[24] Improves your brain function[25][26] Reduces the occurrence of depression Helps to prevent diseases like diabetes, cancer, and osteoporosis Enhances your sleep quality Reduces stress Improves your mood[27] Exercise is quite the miracle drug! So to study smarter, exercise at least three times a week for 30 to 45 minutes each time. You’ll be healthier and more energetic, and you’ll remember information better too. 17. Sleep at least eight hours a night, and don’t pull all-nighters. I’ve spoken to and worked with 20,000 students so far. Not a single one has told me that he or she consistently gets eight hours of sleep a night. “There’s just so much to do,” I hear students say, again and again. As a student, sleep often seems more like a luxury than a necessity. But what does the research have to say about sleep? The research shows that if you get enough sleep, you’ll be more focused, you’ll learn faster,[28] and your memory will improve.[29] You’ll also deal with stress more effectively.[30] This is a recipe for excellent grades. So sleep at least eight hours a night. This way, your study sessions will be more productive and you won’t need to spend as much time hitting the books. In addition, sleep expert Dan Taylor says that learning the most difficult material immediately before going to bed makes it easier to recall the next day.[31] So whenever possible, arrange your schedule such that you study the hardest topic right before you sleep. Lastly, don’t pull all-nighters. As psychologist Pamela Thacher’s research shows, students who pull all-nighters get lower grades and make more careless mistakes.[32] 18. Eat blueberries. Blueberries are rich in flavanoids, which strengthen connections in the brain and stimulate the regeneration of brain cells. Researchers at the University of Reading have found that eating blueberries improves both short-term and long-term memory (Whyte, A. & Williams, C. 2014).[33][34] Blueberries may also help to prevent degenerative diseases like Alzheimer’s. 19. Eat chicken and eggs. A team of researchers from Boston University conducted a long-term study on 1,400 adults over 10 years. They found that participants who had diets high in choline performed better on memory tests.[35] Choline is the precursor to acetylcholine, which is essential for the formation of new memories. What foods are high in choline? Chicken and eggs (the egg yolk contains 90% of the total choline in the egg[36]). Just in case you’re worried about the high cholesterol content of egg yolks, you can breathe a sigh of relief. Recent studies show that eggs – including the yolk – are a healthy food for just about everyone.[37] And if you’re a vegetarian, there are alternatives to getting choline in your diet: Lentils Sunflower seeds Pumpkin seeds Almonds Cabbage Cauliflower Broccoli 20. Eat omega-3 fatty acids. Omega-3 fatty acids are critical for brain function.[38] One experiment (Yehuda, S. 2005) also found that taking a combination of omega-3 and omega-6 fatty acids reduced test anxiety in students and improved their mental concentration.[39] Omega-3 fatty acids are linked to the prevention of high blood pressure, heart disease, diabetes, arthritis, osteoporosis, depression, attention deficit/hyperactivity disorder (ADHD), dementia, Alzheimer’s, asthma, colorectal cancer, and prostate cancer.[40] That’s an incredible list! Here are foods that are rich in omega-3 fatty acids: Salmon Sardines Mackerel Trout Flaxseed Pumpkin seeds Walnuts The bottom line This is a long article that contains a lot of information. But don’t feel overwhelmed, because there’s no need to implement everything at one shot. As the saying goes … How do you eat an elephant? One bite at a time. In the same way, to implement all 20 tips in this article, do it one tip at a time. Focus on just one tip a week, or even one tip a month. Once you’ve turned that tip into a habit, move on to the next one. Throughout the process, don’t let the goal of getting straight A’s become an unhealthy obsession. After all, education is about much more than getting good grades. It’s about the pursuit of excellence. It’s about cultivating your strengths. And it’s about learning and growing, so you can contribute more effectively. There’s hard work involved, but I know you’re up to the challenge. BONUS: Don’t forget to download a free PDF summary of this article. The PDF contains all the tips found here, plus 3 exclusive bonus tips that you’ll only find in the PDF.

[subnetting-cheat-sheet-ly]

subnetting cheat sheet work LIR+

💾 ►►► DOWNLOAD FILE 🔥🔥🔥🔥🔥 If you are a network admin like us, this is a little sheet that you will continually need access to. We hope you find it as helpful as we do. SUBNETTING Subnet Chart. CIDR Subnet Mask. /32 /31 Check our downloadable subnet cheat sheet covering ipv4 and ipv6 that is easy to use and contains all the relevant information you may need. A Full IP subnet cheat sheet in a table format for your day to day subnetting tasks. IPv4 chart includes cidr, subnet mask, wildcard and IPv6 chart includes. 9 You can use this subnet cheat sheet online or you can Download Subnetting Cheat Sheet as a pdf file. To determine the 8 bits Octet value, add 0s in front of the binary value. For example: For Decimal 5, the Binary value is In this Subnetting cheat sheet page, you can view all you need about subnetting! You can view CIDR values that is the equivalent valueof your subnet mask, address numbers that can be used with this subnet mask and wildcard masks. The decimal to binary table will also help you for your Subnet Calculations. Subnetting is one of the most important and confusing lesson of computer networking. Almost all network engineers, network technicians and network administrators have had difficulties on this lesson. So, always an easy way is tried to be found to determine the correct subnetting mask. To overcome this confusing, I have prepared a perfect Subnetting cheat sheet for you. With this two pages subnetting document, you can easily determine your subnet masks anymore. So, how can you use this Subnetting cheat sheet? First of all, you can use this sheet whenever you forgot any Subnet mask value or even if you need to determine a Subnet Mask for your network. If you do a good calculation, then you do not waste you IPv4 blocks. So, to use your IPv4 blocks effectively, this sheet will help you a lot! You can find the required value and then you can use the corresponding subnet mask in this sheet. With this Subnet mask cheat sheet , you do not need to use Subnetting Calculator anymore. You can check the network and host values and you can deteremine that which Subnet is useful for you. Without this sheet, you have to use Subnetting Calculator to determine the Subnetting mask, that you will use on your network. You can download this Subnetting cheat sheet in pdf format. With this Subnetting cheat sheet pdf, you can use this important adn effective document anywhere offline. So, do not forget to download it and keep near with you during your network activities. Subnetting performance can be improved with more Subnetting practices. So, to do this, you should solve different types of Subnetting questions. With this subnetting questions and answers, you see different types of questions and you become ready to the real World subnetting calculations. For your Subnetting Practice , this Subnet mask cheat sheet will help you a lot. Beside, for your subnetting practice, there is a great page on IPcisco. This is Subnetting Practice Page..! In Subnetting Practice Page, you can find a lot of Subnetting questions and subnetting scenarios about real world. By solving these Subnetting questions , you will be perfect on this important network lesson! There is a good subnetting lesson on Youtube that is prepared with Cisco Paket Tracer. With this examples, you can practice subnetting on Youtube also. Your email address will not be published. Subnetting Cheat Sheet. Subnetting Lesson. Subnetting Example. Subnetting Quizes. Download Sheet. Classful IPv4 Addresses. Class A 0. Private IPv4 Addresses. Class A Special IPv4 Addresses. Local Host Bogon IPv4 Addresses. Decimal to Binary Table. Subnetting Mask Cheat Sheet In this Subnetting cheat sheet page, you can view all you need about subnetting! Subnetting Practice Subnetting performance can be improved with more Subnetting practices. Leave a Reply Cancel reply Your email address will not be published.

[advancedmoon]

Wondershare quiz creator 4.5

Wondershare PDF Converter Pro Wondershare Free Dvd Creator It's no wonder that PDFelement is one of the best PDF editors for Windows. Then you can share your documents online or print them. You can also use the fill-in form feature to create your fillable forms. PDFelement also has an OCR feature to convert your scanned PDF files into a fully editable digital PDF file or even into another desired file format (Word, Text, and PowerPoint).

There is a series of markups available which enable you to highlight, underline, and strikeout or add links, add bookmarks or headers, and footers to customize your documents. PDFelementĪt the top of the list is PDFelement, which allows you to edit, annotate, and create PDFs. Here, we've outlined the top 6 free PDF creators on the market including PDFelement.ġ: PDFelement 2: Wondershare PDF Converter Pro 3: Foxit PhantomPDF 4: Cute PDF 5: Pdfforge 6: 7-PDF Maker 6 Best Free PDF Creator Tools 1. There are plenty of free PDF creator programs on the market. However, if you're looking for a PDF creator that has useful features but is also free, you are also in luck. Need to create PDF files on a regular basis? Luckily, there are many PDF creators on the market that are simple and easy to use while also having a lot of useful tools for both personal and business use, especially if you opt for a paid program. More than 180 templates are offered to make your slideshow unique and outstanding. Wondershare Fotophire Slideshow Maker helps you to make slideshows with photos and videos in 3 simple steps.

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Essential statistics using sas university edition pdf

#Essential statistics using sas university edition pdf pdf

#Essential statistics using sas university edition pdf android

The most common type of longitudinal data is panel data, consisting of measurements of predictor and response variables at two or more points in time for many individuals. PANEL DATA OFFER MAJOR OPPORTUNITIES AND SERIOUS PITFALLS

Computer code for all exercises (in SAS, Stata, and R formats).

#Essential statistics using sas university edition pdf pdf

Allison.ĭownloadable course materials include the following pdf files: All questions will be promptly answered by Dr. There is also an online discussion forum where you can post questions or comments about any aspect of the course. There are also weekly exercises that ask you to apply what you’ve learned to a real data set.Įach week, there are assigned articles to read. Logistic regression with random effectsĮach module is followed by a short multiple-choice quiz to test your knowledge.Logistic regression with robust standard errors and GEE.Random effects (or mixed) linear models.Robust standard errors and generalized least squares for linear models.Advantages and disadvantages of panel data.

#Essential statistics using sas university edition pdf android

The course can be accessed with any recent web browser on almost any platform, including iPhone, iPad, and Android devices. You can participate at your own convenience there are no set times when you are required to be online. The course takes place in a series of four weekly installments of videos, quizzes, readings, and assignments, and requires about 4-6 hours/week. This course covers several popular methods for the analysis of longitudinal data with repeated measures: robust standard errors, generalized least squares, generalized estimating equations, random effects models and fixed effects models. Paul Allison has been teaching his acclaimed two-day seminar on Longitudinal Data Analysis Using SAS to audiences around the world.

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