...The Growth Mind-set This is one of the most important topics discussed in Little Bets. Chapter 2 of the book is about contrasting two types of mind-sets; the growth mind set vs. the fixed mind-set. As mentioned throughout the book, experimental innovators are not rigid in pursuit of their first ideas and preserve through many failures and move on quickly. In approaching their challenging goals, they accept the fact that they will face many unpredictable obstacles, risks and even breakdowns which they have to cope with and overcome without considerable emotional impacts. These characteristics of experimental innovators are results of having a growth mind-set. People with this mind-set are always willing to grow hence more open to accept new challenges and risks. They do not seek validation of others after every performance, and do not believe that their failures reflect their capabilities and do not get disappointed by them. As a result, they do not stop trying new things until they gain major accomplishments. On the other hand, people with fixed mind-sets avoid taking new challenges because they are afraid of the possible failures. Any negative comment, failure, or bad performance tends to destroy their self-image; consequently, their main concern becomes seeking validation of others by trying to look smart and successful. They place so much emphasis on minimizing risks and errors that they keep doing things they are already good at instead of trying new things. As a result...
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...Principle of Terrorism Terrorists always justify the means by the end 1) No matter how horrific the act it is justifiable to the terrorists as a means to achieve their goals. 2) Common concepts of law, ethics, morality, logic or religion do not apply to terrorists. 3) The creation of terror, mass hysteria and to demonstrate the powerlessness of government are all designed to force submission to the terrorist goals. 4) Terrorists do not view themselves as terrorists. 21 July 1972 - "Bloody Friday" An IRA bomb killed 11 and injured 130 people in Belfast, Northern Ireland. 10 days later 3 car bomb attacks in the village of Claudy left 6 dead. 5 September 1972 - "Munich Olympic Massacre" 8 Palestinian "Black September" terrorists seized 11 Israeli athletes in the Olympic games being held at Munich, West Germany. In a bungled rescue attempt by West German authorities 9 of the hostages and 5 terrorists are killed. Terrorists may or may not have the ability to carry out their act. 1) If the terrorist does not have to have the ability to carry out the act they only need to convince you that they have the ability (hoax). 2) May result in backlash against the terrorist group if the attack is too horrific. 3) Sometimes by forcing the government to take protective measures the terrorist can gain publicity and effect the public without actually launching an attack. Effects of September 11th 1) ARNG guards the airports...
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...Fixed and Growth Mind Sets As students growing up, we tend to get fixated on classes we like and dislike. The essay “The Perils and Promises of Praise,” by the author Carol S. Dweck explains that the mind has two different mind-sets. Those are fixed mind-set and growth mind-set, which explains the different ways we think about our intellectual abilities and how well we will do in our classes. A person with a growth mind-set believes that they are able to expand their intellectual ability by putting in effort (Dweck 7). People with this mind-set are willing to work hard and struggle with difficult tasks because in the end they will have completed that task and be successful (Dweck 12). A person with a fixed mind-set believes that they only have a certain amount of intellect, and that it cannot change (Dweck 6). When a person with the fixed mind-set is confronted with a difficult task, they usually give up or resort to cheating to pass (Dweck 10). Educators commonly believe that praising students' intelligence builds their confidence and motivation to learn (Dweck 9). After reviewing the differences between fixed mind-set and growth mind-set, I figured that reading and writing is the subject where I have a fixed mind-set, math class is the subject where I have a growth mind-set. Some people assume that intellectual ability is a fixed trait, that either they are smart or not so smart. When students become aware of the plasticity of the brain and being able to shape their intelligence...
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...While the two have very different styles of writing Carol Dweck Stanford professor and Malcolm Gladwell an award-winning author have complementary views on education and sports in education systems. In Mind-Sets and Equitable Education Dweck argues that the mind-set of an educator and the student greatly affect how that student can perform in class and sports. In the Matthew Effect Gladwell argues that cumulative advantages have a serious impact on a student and athletes’ success. The two subjects in reference here mind-sets and accumulative advantages are greatly intertwined and often over looked when looking at a person’s success. In the Matthew Effect Gladwell shows us how a once a year cut-off date for junior hockey leagues greatly benefit...
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...Name: Nilofer Neubert Student ID: E1271319 NRIC NO: S8790069Z Course Title: ELT373: Film and Gender Assignment Number: Tutor- Marked Assignment 01 The ten-minute film sequence that this essay will be focusing on is between 23:00 to 28:55 of Double Indemnity. The mise-en-scene of this film sequence communicates many key masculine desires of Neff such as having strong will to remain in strict of control of situations that lead him to achieve his desires for money as well as to get Phyllis Dietrichson. A close look at the mise-en-scene of his sequence also reveals his deep and intense feelings of love towards Phyllis Dietrichson. This intense love for her makes him want to control her. Therefore, this essay will be focusing on how the setting, the editing processes used in the post-production stage of the film sequence, the costumes, lighting, and staging of the selected sequence communicates the above mentioned masculine desires of Neff, the protagonist and anti-hero of Double Indemnity. When looking at the setting and the editing processes used in the post-production of this film sequence, it is important to take note of the location of this film sequence, the close up shots that take place in this film sequence and “the order in which scenes are arranged as a chain of events occurring within a given duration” (German SU1-3 & 4). “One of the interpretative strategies that we can employ when analysing Double Indemnity is identifying...
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...Write Pseudocode statements to Declare 4 Integers. You can decide on the variables names of each of the integers. Then, still using Pseudocode, set the values for 3 of the integers to valid integer values of your choice. In pseudocode, set the value of the 4th integer to the sum of the other 3 integers. Finally, print the output of the summed integers. Next, take your pseudocode and convert it to C code and demonstrate it runs properly in an online C compiler such as ideone.com or codetwist.com. Be sure to include all of your pseudocode, all of your C code and the output of running your C code. //define integers integers = a, b, c, d, e //define integer values a=2 b=4 c=6 d=a+b+c e=d*2 printf ("text explaining the math for how the value of d is derived" display integer d) printf ("send text explaining how the value of e is derived" display integer e) printf ("whats on my mind") C code #include int main(void) { // declare integers int a, b, c, d, e; // associate integers with values a = 2; b = 4; c = 6; d = a + b + c; e = d*2; // define output printf("(2 + 4 + 6) = (a + b + c) = d = %d \n", d); printf("12 x 2 or d x 2 = %d \n", e); printf("Word to the wise. Don't take a programing \n" "and a foreign language class at the same time. \n" "I think I broke my brain this week!"); return 0;...
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...computer). • It will be closed-book, closed-notes, and no calculator is allowed. • Answers must be neat and legible. We recommend that you use pencil and eraser. • The quiz will be based on the exercises you will find below. The quiz will ask you to write pseudocode for a particular problem. • We have provided previous semesters’ quizzes at the end. Take a look at them so you get an idea of the pseudocode we expect. The following exercises cover the material to be covered in Quiz #2. Solutions to these exercises will not be provided, but you are welcome to discuss your solutions with the TA and the instructor during office hours. Keep in mind that in the following exercises you are being asked to provide only pseudocode. 1. Write pseudocode for a program that computes the average of a set of values after the highest and lowest scores have been removed. 2. Write pseudocode for a program that reads a sequence of integer values and determines whether it is a decreasing sequence. A decreasing sequence is one where each value is greater than or equal to the next element in the sequence. The program will first read the number of values to process followed by the values in the sequence. The program will print the message "Decreasing" for a decreasing sequence and "Non-Decreasing" otherwise. For example, here are two decreasing sequences: 90 87 30 0 -1 -2 110 4 0 -20 The following are non-decreasing...
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...* The design is not robust as there are no statements for error handling and handling exceptions. To make this code more robust I would add error handling statements like the user can only enter numbers that are between 0 and 100. Also the user cannot enter any strings like winding and other data types, for other numbers and data types the system will display "invalid input. Please enter a number between 0 and 100." Also notice that it doesn't handle the case of entering 49. You need <= 49, as it is now, when you enter 49 all it will say is "how did u do?" same thing with entering 100 and for anything over 100. * How many levels of nesting are there in this design? There is one level of nesting in the design. * Provide a set of values that will test...
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...Write a pseudocode statement that declares the variable cost so it can hold real number. • Floating-point variable cost 6. Write a pseudocode statement that declares the variable total so it can hold integer. Initialize the variable with the value 0. • Declare Real price = 99.95 • Display “the original price.’ • Input item original price • Display “price” 7. Write a pseudocode statement that assigns the value 27 to the variable count. • Count:=27 8. Write a pseudocode statement that assigns the sum of 10 and 14 to the variable total. • Set total = 10+14 9. Write a psudocode statement that subtracts the variable downPayment from the variable total and assign the results for the variable due. • Set due = total – downPayment 10. Write a psuedocode statement that multiplies the variable subtotal by .15 and assign the result to the variable totalFee. • Declare Int subtotal • Declare Int totalFee • Declare Int taxTotal = .15 • Set totalFee = subtotal * taxTotal Programming Exercise //Declare variables • String itemName • Real subtotal • Real saleTax • Real countryTax • Real saleTax • Real countryTax • Real...
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...* The design is not robust as there are no statements for error handling and handling exceptions. To make this code more robust I would add error handling statements like the user can only enter numbers that are between 0 and 100. Also the user cannot enter any strings like winding and other data types, for other numbers and data types the system will display "invalid input. Please enter a number between 0 and 100." Also notice that it doesn't handle the case of entering 49. You need <= 49, as it is now, when you enter 49 all it will say is "how did u do?" same thing with entering 100 and for anything over 100. * How many levels of nesting are there in this design? There is one level of nesting in the design. * Provide a set of values that will test...
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...I would first gather all the salespeople in a meeting, and see what their opinions on the new bonus structure was, and if anyone had any ideas on improvement for it. After gathering all that information I would then request a meeting with Larry, and in the meeting I would discuss the new bonus structure and ask him how he came up with this so that I can see from his perspective. I would also ask him why he only centered it on Samuel and James. After hearing his point of view I would ask him if there was any way we could possibly change the bonus structure so that everyone has a chance at achieving it. I would explain to him that we could have different bonus structures depending on the amount of sales one did fall into three different brackets, for example if someone besides Samuel or James hits at the top bracket they too are able to get the same bonus. And if they hit the middle or lower bracket they are still able to get some kind of incentive. I would also suggest that we give away weekly incentives if one person hits a certain goal for the week, thus keeping them motivated to try and hit their sales. If Larry was to have a rebuttal against my idea I would explain to him that in order for us to not have such a high turnover and downturn in sales we need to be able to make the bonus achievable for everyone and not just for Samuel and James, and keep all the sales people motivated. As for keeping the significant turnover and downturn in the sales department, I would...
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...algorithm that prompts the user to enter his or her favorite color and stores the users input in a variable named color. Display “enter favorite color” Input variable=color 3. Write an assignment statements that perform the following operations with the variables a, b, and c. a. ADDS 2 to a and stores the result in b a+2=b b. Multiplies b times 4 and stores the result in a b*4=a c. Divides a by 3.14 and stores the result in b a/3.14=b d. Subtracts 8 from b and stores the result in a 8-b=a 4. Assume the variables result w, x, y, and z are all integers, and that w=5, x=4, y=8, and z=2. What value will be stored in result in each of the following statements? a. Set result = x+y 12 b. Set result = z*2 4 c. Set result = y/x 4 d. Set result = y-2 6 5. Write a pseudocode statement that declares the variable COST so it can hold real numbers. Declare real variable cost 6. Write a pseudocode statement that declares the variable TOTAL so it can hold integers. Initialize the variable with the value 0. Declare Real Price=0 7. Write a pseudocode statement that assigns the value 27 to the variable content. Count=27 8. Write a pseudocode statement that assigns the sum of 10 and 14 to the variable COUNT. Count=10+14 9. Write a pseudocode statement that subtracts the variable downPayment from the variable TOTAL and assigns the result to the variable DUE. DUE = downPayment – TOTAL 10. Write...
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...Discrete Mathematics Lecture Notes, Yale University, Spring 1999 L. Lov´sz and K. Vesztergombi a Parts of these lecture notes are based on ´ ´ L. Lovasz – J. Pelikan – K. Vesztergombi: Kombinatorika (Tank¨nyvkiad´, Budapest, 1972); o o Chapter 14 is based on a section in ´ L. Lovasz – M.D. Plummer: Matching theory (Elsevier, Amsterdam, 1979) 1 2 Contents 1 Introduction 2 Let 2.1 2.2 2.3 2.4 2.5 us count! A party . . . . . . . . Sets and the like . . . The number of subsets Sequences . . . . . . . Permutations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 7 7 9 12 16 17 21 21 23 24 27 27 28 29 30 32 33 35 35 38 45 45 46 47 51 51 52 53 55 55 56 58 59 63 64 69 3 Induction 3.1 The sum of odd numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2 Subset counting revisited . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.3 Counting regions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Counting subsets 4.1 The number of ordered subsets . . . . 4.2 The number of subsets of a given size 4.3 The Binomial Theorem . . . . . . . . 4.4 Distributing presents . . . . . . . . . . 4.5 Anagrams . . . . . . . . . . . . . . . . 4.6 Distributing money . . . . . . . . . . ...
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...The very thing that is now called the Christian religion was already in existence in Ancient Egypt, long before the adoption of the New Testament. The British Egyptologist, Sir E. A. Wallis Budge, wrote in his book, The Gods of the Egyptians [1969], The new religion (Christianity) which was preached there by St. Mark and his immediate followers, in all essentials so closely resembled that which was the outcome of the worship of Osiris, Isis, and Horus. The similarities, noted by Budge and everyone who has compared the Egyptian Ausar/Auset/Heru (Osiris/Isis/Horus) allegory to the Gospel story, are striking. Both accounts are practically the same, e.g. the supernatural conception, the divine birth, the struggles against the enemy in the wilderness, and the resurrection from the dead to eternal life. The main difference between the “two versions”, is that the Gospel tale is considered historical and the Ausar/Auset/Heru (Osiris/Isis/Horus) cycle is an allegory. Allegories are intentionally chosen as a means for communicating knowledge. Allegories dramatize cosmic laws, principles, processes, relationships and functions, and express them in a way easy to understand. Once the inner meanings of the allegories have been revealed, they become marvels of simultaneous scientific and philosophical completeness and conciseness. The more they are studied, the richer they become. The ‘inner dimension’ of the teachings embedded into each story make them capable of revealing several layers...
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... What will be printed if the input is 51? Your grade is 51, You did OK 4. What will be printed if the user enters “Wingding”? It would cause an error 5. Is this design robust? No If so, explain why. If not, explain what you can do to make it robust. You would need to add lines to deal with things such as if an invalid integer was input, then have the program display “error” “please enter a new score” 6. How many levels of nesting are there in this design? 4 7. Provide a set of values that will test the normal operation of this program segment. 1 and 99 Defend your choices. 1 is the test for the lowest function and 99 will test the highest function. These numbers will run throughout the program and will test all stages to verify the program is running properly 8. Provide a set of test values that will cause each of the branches to be executed. 10 will test stage 1, 60 will test stage 2, 75 will test stage 3, and 90 will test stage 4 9. Provide a set of test values that test the abnormal operation of this program segment. J, #, -2, and 1000...
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