¿Por o para?

¿Por o para?Fill in the blanks with por or para.

  1. ¿Dónde está el control remoto ______ prender el televisor?
  2. Con este televisor se puede navegar _________  Internet.
  3. Sonia sale _______ Buenos Aires mañana.
  4. Jacobo fue a casa de Javier ______  su computadora portátil.
  5. Esta mañana pasamos ______ tu casa.
  6. Este teléfono también sirve ________ sacar fotos. 
    1. Por favor, [removed] (ir) a casa de Juan y pídele mi libro.
    2. No [removed] (preocuparse). Aquí tengo el navegador GPS.
    3. Javier, [removed] (apagar) el televisor, que es muy tarde.
    4. No [removed] (volver) a decir eso.
    5. Cristina, [removed] (quedarse) en casa esta tarde.
    6. Juan Carlos, [removed] (hacer) la tarea ahora mismo.
     ¿Se o nos?Complete the sentences with se or nos.
    1. Cuando _____ vimos en la calle nos besamos.
    2. Tu compañero y tú ________ ayudan mutuamente.
    3. Alejandra y yo ________ encontramos en una red social.
    4. Los novios _________ miraron a los ojos.
    5. Jacobo y Ana _________  escuchan cuando tienen problemas.
    6. Omar y yo ________ saludamos el sábado pasado. EmparejarMatch each sentence with an equivalent sentence.
      1. Es la computadora de Raquel y de Pilar.
      2. Son mis archivos.
      3. Es el navegador GPS de Darío.
      4. Es el televisor de Juan y mío.
      5. Son tus reproductores de MP3.
      Options:Es suyo.Es nuestro.Es suya.Son tuyosSon mios.  Fill in the blanks with the appropriate reciprocal reflexives.Presente
      1. Ana y Ricardo [removed] (write each other) mensajes electrónicos.
      2. Isabel y yo [removed] (help each other) con la tarea de química.
      3. Inés y tú [removed] (call each other) por teléfono todos los días.
      Pretérito
      1. Mario y tú [removed] (see each other) en el cibercafé Conexiones.
      2. Genaro y yo [removed] (meet) en el cine de la calle Europa.
      CompletarFill in the blanks with the correct familiar commands.
      1. hacer (affirmative) [removed]
      2. hacer (negative) [removed]
      3. dar (negative) [removed]
      4. poner (affirmative) [removed]
      5. ir (negative) [removed]
       Select the appropriate word or phrase.
      1. Ana y Javier salieron de casa (1) (por/para/de) comprar una impresora.Llegaron a casa con (2) (mi/tu/su) impresora nueva y leyeron las instrucciones:”Pon (3)(el cederron/la arroba/el teclado) en (4) computadora.Luego conecta el cable USB. Sigue las instrucciones de la pantalla y haz una prueba de impresión (printing)”.Ana y Javier (5) (te/nos/se)miraron.¡La impresora no funcionaba!Llamaron al servicio técnico (technical support) y despuésde estar al teléfono (6)(por/para/con) dos horas, la impresora funcionó.Y Ana y Javier (7)(se/nos/me) abrazaron de alegría.
 
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Week 5 MPR And ERP

 Week 5 Material Requirements Planning (MRP) and ERP Application

Materials Requirements Planning (MRP) and ERP Application
 

answer the short answer questions under your choice in at least 300-words each.
 

Option 1: SPEDE Technologies
 

View the SPEDE Technologies information.

 

  1. Which      modules show direct interfaces with ERP on the SPEDE Plant Diagram? (Note:      this answer can be less than 200words)
  2. What      is the importance of a direct interface for these two modules?
  3. Comment      on the importance for customer use of ERP and supplier use of ERP.

Format your answers consistent with APA guidelines.
Cite academic resources you may have used.
Click the Assignment Files tab to submit your assignment. 

 
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Assignment: Patty Plaintiff’s Really Bad Week Due Week 7 Worth 280 Points

In this assignment, you’ll need to decide  whether Patty Plaintiff has any legal claims arising from a series of  unfortunate events.  After reading the scenario, answer the questions  that follow, making sure to fully explain the basis of your decision.

Patty Plaintiff is shopping at her  favorite store, Cash-Mart. She is looking for a new laptop, but she  can’t find one she likes. Then, realizing that she is going to be late  for an appointment, she attempts to leave the store, walking very fast.  However, before she can leave, she is stopped by a security guard who  accuses her of shoplifting. Patty, who has taken nothing, denies any  wrong doing. The officer insists and takes Patty to a small room in the  back of the store. The guard tells Patty that if she attempts to leave  the room she will be arrested and sent to jail. At this point, the guard  leaves the room. Patty is scared and waits in the room for over an hour  until the manager comes in and apologizes and tells Patty that she is  free to go.

About this same time, Gerry Golfer is  hitting golf balls in his backyard. Gerry decides to break out his new  driver and hits a golf ball out of his backyard into the Cash-Mart  parking lot. The golf ball hits Patty Plaintiff on the head and knocks  her unconscious just as she is leaving the store.

Five days later, after recovering from her  injuries, Patty returns to work. Unfortunately, she used her company  e-mail to send her mom a personal email about her injury despite being  aware that company policy prohibits use of company e-mail for personal  communication. Patty’s supervisor, Barry Bossley, discovers Patty’s  violation and Patty is reprimanded. When Patty goes home she uses her  personal computer to post disparaging comments about her boss and her  company on social media. The next day Patty is fired from her job.

In 4-6 pages answer the following questions raised in the scenario:

  1. What are the possible tort claims that Patty can make against  Cash-Mart? Discuss the elements of the claim and how those elements  relate to the facts in the scenario.
     
  2. Was Gerry negligent when he hit the golf ball that injured Patty?  Discuss the elements of negligence and use facts from the scenario to  support your decision.
     
  3. Does Patty have a right to privacy when using her company’s e-mail system?
     
  4. Can Patty be legally fired from her job for making negative comments about her boss and her company on social media?
     
  5. Format your assignment according to the following formatting requirements:
    • Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
    • Include a cover page containing the title of the assignment,  the student’s name, the professor’s name, the course title, and the  date. The cover page is not included in the required page length.
    • References are not required. If you include references /  citations, include a separate references page. Any / all citations must  follow APA format. Reference page(s) are not included in the required  page length.

Click here for the grading rubric.

 
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Biology Lab worksheet

Lab 1 Introduction to Science BIO101

Student Name: Click here to enter text. Kit Code (located on the lid of your lab kit):

Exercise 1: Data Interpretation

Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.

Table 4: Water Quality vs. Fish PopulationDissolved Oxygen (ppm)024681012141618Number of Fish Observed01310121315101213

Post-Lab Questions

1. What patterns do you observe based on the information in Table 4?

Click here to enter text.

2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.

Click here to enter text.

3. What would your experimental approach be to test this hypothesis?

Click here to enter text.

4. What would be the independent and dependent variables?

Click here to enter text.

5. What would be your control?

Click here to enter text.

6. What type of graph would be appropriate for this data set? Why?

Click here to enter text.

7. Graph the data from Table 4: Water Quality vs. Fish Population (found at the beginning of this exercise).

Insert graph here:

8. Interpret the data from the graph made in Question 7.

Click here to enter text.

Exercise 2: Testable Observations

Determine which of the following observations are testable. For those that are testable, answer the following:

Determine if the observation is qualitative or quantitative. Write a hypothesis and null hypothesis. What would be your experimental approach? What are the dependent and independent variables? What are your controls – both positive and negative?

Observations

1. A plant grows three inches faster per day when placed on a window sill than it does when placed on a on a coffee table in the middle of the living room.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

2. The teller at the bank with brown hair and brown eyes is taller than the other tellers.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

3. When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than when she does not exercise and eats fatty foods.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

4. The Italian restaurant across the street closes at 9 pm, but the one two blocks away closes at 10 pm.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

5. For the past two days, the clouds have come out at 3 pm, and it has started raining at 3:15 pm.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

6. George did not sleep at all the night following the start of daylight savings.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

Exercise 3: Unit Conversions

For each of the following, convert each value into the designated units.

1. 46,756,790 mg = kg

2. 5.6 hours = seconds

3. 13.5 cm = inches

4. 47 °C = °F

Exercise 4: Accuracy and Precision

For the following, determine whether the information is accurate, precise, both or neither.

1. During gym class, four students decided to see if they could beat the norm of 45 sit-ups in a minute. The first student did 64 sit-ups, the second did 69, the third did 65, and the fourth did 67.

2. The average score for the 5th grade math test is 89.5. The top 5th graders took the test and scored 89, 93, 91 and 87.

3. Yesterday the temperature was 89 °F, tomorrow it’s supposed to be 88 °F and the next day it’s supposed to be 90 °F, even though the average for September is only 75 °F degrees!

4. Four friends decided to go out and play horseshoes. They took a picture of their results shown below:

5. A local grocery store was holding a contest to see who could most closely guess the number of pennies that they had inside a large jar. The first six people guessed the numbers 735, 209, 390, 300, 1005 and 689. The grocery clerk said the jar actually contains 568 pennies.

Exercise 5: Significant Digits and Scientific Notation

Part 1: Determine the number of significant digits in each number and write out the specific significant digits.

1. 405000

Number of significant digits- Specific significant digits-

2. 0.0098

Number of significant digits- Specific significant digits-

3. 39.999999

Number of significant digits- Specific significant digits-

4. 13.00

Number of significant digits- Specific significant digits-

5. 80,000,089

Number of significant digits- Specific significant digits-

6. 55,430.00

Number of significant digits- Specific significant digits-

7. 0.000033

Number of significant digits- Specific significant digits-

8. 620.03080

Number of significant digits- Specific significant digits-

Part 2: Write the numbers below in scientific notation, incorporating what you know about significant digits.

1. 70,000,000,000 –

2. 0.000000048 –

3. 67,890,000 –

4. 70,500 –

5. 450,900,800 –

6. 0.009045 –

7. 0.023 –

Exercise 6: Percentage Error

In the questions below, determine the percentage error.

1. A dad holds five coins in his hand. He tells his son that if he can guess the amount of money he is holding within 5% error he can have the money. The son guesses that he is holding 81 cents. The dad opens his hand and displays 90 cents. Did the son guess close enough to receive the money from his father?

2. A science teacher tells her class that their final project requires the students to measure a specific variable and determine the velocity of a car with no more than 2.5% error. Jennifer and Johnny work hard and decide the velocity of the car is 34.87 m/s. The teacher informs them that the actual velocity is 34.15 m/s. Will Jennifer and Johnny pass their final project?

3. A locomotive train is on its way from Chicago, IL to Madison, WI. The trip is said to last 3.15 hours. When the train arrives in Madison the conductor notices it actually took them 3.26 hours. The train company prides itself on always having its trains to the station within a 3% error of the expected time. Will the train company live up to its reputation on this trip?

4. A coach tells his little league players that hitting a 0.275 batting average, within 7% percentage error, means that they had a really great season. Seven year old Tommy ended the season hitting a 0.258 batting average. According to his coach, did he have a great season?

Exercise 7: Experimental Variables

Determine the variables tested in the each of the following experiments. If applicable, determine and identify any positive or negative controls.

1. A study is being done to test the effects of habitat space on the size of fish populations. Different sized aquariums are set up with six goldfish in each one. Over a period of six months, the fish are fed the same type and amount of food. The aquariums are equally maintained and cleaned throughout the experiment. The temperature of the water is kept constant. At the end of the experiment the number of surviving fish are surveyed.

A. Independent Variable:

B. Dependent Variable:

C. Controlled Variables/Constants:

D. Experimental Controls/Control Groups:

2. To determine if the type of agar affects bacterial growth, a scientist cultures E. coli on four different types of agar. Five petri dishes are set up to collect results:

. One with nutrient agar and E. coli

. One with mannitol-salt agar and E. coli

. One with MacConkey agar and E. coli

. One with LB agar and E. coli

. One with nutrient agar but NO E. coli

All of the petri dishes received the same volume of agar, and were the same shape and size. During the experiment, the temperature at which the petri dishes were stored, and at the air quality remained the same. After one week the amount of bacterial growth was measured.

A. Independent Variable:

B. Dependent Variable:

C. Controlled Variables/Constants:

D. Experimental Controls/Control Groups:

 
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