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Chrome google music lab3/10/2024 The kids were thrilled to hear themselves, but observed that it didn’t sound quite right. Then, I moved the slider on the Voice Spinner to the right (forward), about half way. As we are presently getting ready for our Spring Concert, I had the students sing the first phrase of their concert song as I recorded them. (note: this app will not record voices on the iPad) I asked the kids if they’d like to make their own sound waves (the answer was a resounding “YES!”). A boy in the same class said, “When you played the nice sounding notes, it was like all the waves were working together nicely, but when you played the icky notes, it was like waves crashing together and splashing all around.” Gotta love kids □Īfter I was sure that the kids had a grasp of sound waves, we went to the Voice Spinner app. One girl in grade 3 asked me, “What would happen if you played two notes at the same time?” Unfortunately, the app doesn’t allow for that, but I went over to the piano and played a C major chord, then played some rather inharmonic clusters, and we had a quick discussion about that. The kids all seemed to understand that the waves would go faster, and were so excited when they saw they were right! If you click on the little magnifying glass in the bottom right hand corner of the Sound Waves app, it will show the actual wave. I played the lowest note on the keyboard and asked them what they saw (slow waves), and asked, “What do you think will happen when I play the highest key?” (This was also a good way to reinforce left=low that I teach when playing xylophones). To assess their understanding, I went over to the Sound Waves app. Throughout the process, I was pointing out the big ideas: Sound is made from waves. We played around with the other wave shapes. We discovered that a different wave shape made a different sound, but that sound still went lower when we made the square shorter, and higher when we made it taller. Before clicking on it, I asked for more hypotheses, then we tested it out. I then changed the wave shape to square (the cute little green square dude). Needless to say, the kids were quite excited to see that they were right: when we made the circle taller, the waves went faster and the sound got higher. The kids did a quick Think/Pair/Share, and then we tested our hypothesis. I explained that when scientists predict what will happen, we call that a ‘hypothesis,’ and asked what they hypothesized would happen if I stretched the circle up/made him taller. After we determined that the waves slowed down and the sound got lower. I clicked on the circle again, and this time, as I clicked, I dragged the mouse down (lowering the frequency value) and asked the kids to tell me what happened. Starting with the sine wave (the cute blue circle), I clicked on him quickly, and asked students what they saw (waves). All their hands shot up, and I exclaimed, “Great! You are all experts on waves!” I told them that today, we weren’t going to learn music, instead, we were going to use music to explore science. We also are located near the beach □ I asked the kids if they had ever played in waves or made waves in the bathtub. We are really lucky to have a great wave pool down the street from our school, and most of the kids had recently gone there for swimming lesson field trips. You could also use an iPad and Apple TV but I found that any of these applications that required a microphone didn’t work on the iPad. However, I know that not all music teachers share my enthusiasm for technology, so I thought I’d share the lesson I did using Chrome Music Labs to help inspire others to try using technology in their classes.įor this lesson, I used a MacBook Pro connected to a projector and external speaker. I am a HUGE fan of technology in the music class, and am always looking for new ways to incorporate tech into my lessons. I found out about it one day last week before work, and knew I had to throw out my lesson plans and explore this with my kiddos. (If you haven’t already seen Chrome Music Labs, go there right now, play around a bit then come back and read the rest of this post!)įor Music In Our Schools Month, Google created this wonderful new site called Chrome Music Labs. Yavapai county parcel maps3/10/2024 Please contact those communities directly. We do not provide a flood hazard status report for the Cities of Prescott, Cottonwood, and Sedona, Town of Prescott Valley, and Town of Chino Valley. To request a Flood Hazard Status report, email note that Yavapai County Flood Control District will provide a flood hazard status report for all unincorporated areas of Yavapai County, and the incorporated communities of Camp Verde, Clarkdale, and Dewey-Humboldt. Response time will be two to three working days. Please include all information above and make sure the Assessor Parcel Number is valid within Yavapai County for a quicker response. A flood hazard status report cannot be completed if an invalid parcel number is supplied. Parcel or tax assessor number (APN) in the subject line of the email.Users should independently research, investigate and verify all information. No portion of the information should be considered to be, or used as, a legal document. For the flood hazard status report, the following information must be included with the request: ( B ) A portion of the Camp Verde parcel described in section 104 ( a ) ( 4 ), comprising approximately 314 acres, located in. Map and parcel information is believed to be accurate but accuracy is not guaranteed. The information supplied with the flood hazard status relates only to flood hazard areas formally designated by FEMA and/or Flood Control for major watercourses. Certification must be determined by a field survey performed by a registered land surveyor or professional engineer. A flood hazard status report will be based on staff’s interpretation of the Flood Insurance Rate Map (FIRM) supplied by the Federal Emergency Management Agency (FEMA) and is not an instrument of certification. The Flood Control District is now accepting email requests for Flood Hazard Status Reports.
Shadowrun 2 edition character sheet3/10/2024 3) I'm pretty sure something like that could be done and I'll add it to the wish list but I'm working on basic functionality as my priority for now. I'll fix unskilled skill rolls to be consistent with that. Unskilled Skill Use should be in the smaller font and the character's name should be the big header (so everyone knows who's rolling). 2) You have the right idea however backwards. 1) This issue is already fixed in my development code and will hopefully be pulled in early this coming week. File, Plot and Shadow Amps I have no idea where they are used, they may be in the grunt, sprite, host or vehicle sheets which I have only just glanced at for now (a LOT of work to do on them) The bug reports. ACC and AP are holdovers from 5e that are no longer used. Wow, fast work on the translation! Those single character values are just replacing that letter, it's probably not the best way to do it but I don't know an alternative way so I've left them. It's a great character sheet that you are making! I hope this feedback helps a bit! Kind regards, Christian (7) When using a Complex Form it would be cool to impelemt the comment "Complex Form" in the Chat. (6) Adept Powers / Metamagic: It would be cool to implement a button to send the Name of the Power / Metamagic I want to use into the chat. So I could not see my base values, until I get back into the edit mode. When deselect the edit mode in the attributes window My movement values vanish and there is only a button called "Sprint" instead. Spell roll template have section Synta圎rror: Expected "[" but "e" found. Share button for Augs to share the name, rating, notes to chat Bought Hits summon button/calculator for spirits / sprites Add a "Default Firing Mode" option to ranged weapons so when they are set to primary that is the already selected firing mode. others? Open those up to Modifications in safe mode. Add defense roll modifiers to individual defense rollers, Defense, Direct Spell Defense, Indirect Spell Defense. Add a spot (in options since that's displayed first?) to enter which Priorities were chosen. Happy Gaming, Chuz Here is a link to the Work In Progress documentation for the sheet (Note doesn't open in a new window/tab): Shadowrun Sixth World Roll20 Character Sheet Documentation Future Features Wishlist GOD character sheet (track OS score for multiple characters, npcs) Make Magic updated if Essence drops below it Major/Minor Actions block for PCs, maybe auto-calculated also? Duplicate multiple matrix devices like PC sheet has for NPCs Skills->Mod - make Skills->Mod apply to all rolls with the appropriate skill, could probably be achieved by setting attr_SKILLNAME_mod when setting attr_SKILLNAME and then doing a search and replace for to replace with for EACH of the hardcoded skillnames. Also please be patient with me as I'm relatively new to doing front end work so css, modern html and js are not my strong suits. Please when reporting a bug explain the steps required to reproduce it, including if possible any values related to it if it's a calculation or roll error. The NPC sheets are coming along most of the main attributes and derived stats are now matched to the PC sheet and I will be working on the repeating sections next. The PC Sheet is fully functional, with new functionality being added occasionally. Please leave bug reports and criticism (preferably constructive) in this thread and I'll do what I can. I have released it into the wild to get feedback and bug reports to continue to improve it. I have tried to do Cassie's original work justice and bring the sheet up to the current Sixth World rules. The sheet was originally started by Cassie Levett based on a Shadowrun 5e sheet and work fell to the way side as other projects came up. This is a sheet for Shadowrun Sixth World (6e). 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Correlation of scatter plot3/9/2024 If a subject has a score on X that is above the mean, we expect the subject to have a score on Y that is also above the mean. To understand how this coefficient is calculated, let’s suppose that there is a positive relationship between two variables, X and Y. The Pearson product-moment correlation coefficient is a statistic that is used to measure the strength and direction of a linear correlation. For example, there could be a quadratic relationship between them. It is important to remember that a correlation coefficient of 0 indicates that there is no linear relationship, but there may still be a strong relationship between the two variables. When there is no linear relationship between two variables, the correlation coefficient is 0. The value of a perfect positive correlation is 1.0, while the value of a perfect negative correlation is −1.0. For example, a correlation coefficient of 0.20 indicates that there is a weak linear relationship between the variables, while a coefficient of −0.90 indicates that there is a strong linear relationship. The closer the absolute value of the coefficient is to 1, the stronger the relationship. The absolute value of the coefficient indicates the magnitude, or the strength, of the relationship. The correlation coefficient is an index that describes the relationship and can take on values between −1.0 and +1.0, with a positive correlation coefficient indicating a positive correlation and a negative correlation coefficient indicating a negative correlation. While examining scatterplots gives us some idea about the relationship between two variables, we use a statistic called the correlation coefficient to give us a more precise measurement of the relationship between the two variables. However, if the points are far away from one another, and the imaginary oval is very wide, this means that there is a weak correlation between the variables (see below). If the points are close to one another and the width of the imaginary oval is small, this means that there is a strong correlation between the variables (see below). If we drew an imaginary oval around all of the points on the scatterplot, we would be able to see the extent, or the magnitude, of the relationship. When examining scatterplots, we also want to look not only at the direction of the relationship (positive, negative, or zero), but also at the magnitude of the relationship. When all the points on a scatterplot lie on a straight line, you have what is called a perfect correlation between the two variables (see below).Ī scatterplot in which the points do not have a linear trend (either positive or negative) is called a zero correlation or a near-zero correlation (see below).Įngage NY, Module 6, Lesson 7, p 85 - - CC BY-NC This pattern means that when the score of one observation is high, we expect the score of the other observation to be low, and vice versa.Įngage NY, Module 6, Lesson 7, p 85 - - CC BY-NC When the points on a scatterplot graph produce a upper-left-to-lower-right pattern (see below), we say that there is a negative correlation between the two variables. This pattern means that when the score of one observation is high, we expect the score of the other observation to be high as well, and vice versa. When the points on a scatterplot graph produce a lower-left-to-upper-right pattern (see below), we say that there is a positive correlation between the two variables. In a scatterplot, each point represents a paired measurement of two variables for a specific subject, and each subject is represented by one point on the scatterplot.Ĭorrelation Patterns in Scatterplot GraphsĮxamining a scatterplot graph allows us to obtain some idea about the relationship between two variables. Scatterplots display these bivariate data sets and provide a visual representation of the relationship between variables. In this case, there is a tendency for students to score similarly on both variables, and the performance between variables appears to be related. If we carefully examine the data in the example above, we notice that those students with high SAT scores tend to have high GPAs, and those with low SAT scores tend to have low GPAs. Can you think of other scenarios when we would use bivariate data? In our example above, we notice that there are two observations (verbal SAT score and GPA) for each subject (in this case, a student). Bivariate data are data sets in which each subject has two observations associated with it. \)īivariate Data, Correlation Between Values, and the Use of ScatterplotsĬorrelation measures the relationship between bivariate data. Finally, the files are bundled in a zip file as a packaging format. XML is used to create the document manifest, table of contents, and EPUB metadata. ĮPUB internally uses XHTML or DTBook (an XML standard provided by the DAISY Consortium) to represent the text and structure of the content document, and a subset of CSS to provide layout and formatting.
Scrap location trailmakers game map3/9/2024 Putting these maps into Trailmakers is as easy as hitting export, loading Trailmakers and enjoying your creation Features. Use the new sci fi blocks to dominate space and design the spaceship of your dreams. In Todays Video, Me and ScrapMan Got invited to Challenge the Devs in a 2v2 Death Race on the Airborne MapScapMans Channel. What is it Trailmappers is a unofficial map editor for Trailmakers This app lets you create maps with ease with a simple and easy to use UI. Enjoy a huge space map with 4 explorable planets and many secrets to uncover. It includes our biggest map ever: Space Sector. I am more looking for a "experience" where you actualy got anything to do isntead of mindlessly building stuff with no purpose. 1.7 Spacebound is live and your time among the stars has arrived. Take into consideration i don'T need another "Sandbox" game. I saw a video on youtube where a dude played the coop and most of the time they both had the "exact same vehicle" I dunno that sounds pretty short.ģ.Is it worth in coop or it it basicly the exact same thing just with 2 people. not like you got "many" building options here.ġ.Is it difficult to "come up" with the right machines to do the job.Ģ.How long is the campaign? someone here mentioned he was done in 4 hours. Locations in the Gamemode 'Stranded in Space' include: The Pillows Launchpad Landing Site Forest Plateau Deepwood Lake Lapis Rosewood Eye of Karoo Brownwood The Reef Tiny Island Paddle Island Buoy Island Magnet Island Dive Island Treasure Island Pine Island Pine High Desert Gate The Cravasse Dry. All Discussions Screenshots Artwork Broadcasts Videos Workshop News Guides Reviews Trailmakers > Artwork > DataMeisters Artwork. However if you are not able to collect ressources any other way it means all the "gathering" content of those games is missing (not necessarly bad) but it also means you are pretty limited in what you can build.Īn extreme example. So far wfrom what i have seen is that you have a limited amount of "blocks" to build a car and you get new blocks by collecting this scrap. However i wonder how much content there realy is. It looks like Trailmakers has this purpose in that you have to come up with different vehicles to collect those scrap blocks. I have to say in mose of the games it bothers me that you have no reale "purpose" to build these vehicles. We have played a lot of these "survival/building" game likes scrap mechanic, space engineers, the forest yada yada. 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Personalization and marketing automation software.Maintaining an events calendar within a CRM. There are several ways to collect contextual data including: In short, context evidence is evidence of a circumstance interconnected with evidence of another circumstance (or circumstances), made relevant by its capacity to explain, characterise or contextualise that other circumstance (or circumstances). Read More: What is a Chexit? What is evidence with context? An example of context is the history surrounding the story of Shakespeare’s King Henry IV. … An example of context is the words that surround the word read that help the reader determine the tense of the word. (linguistics) The text in which a word or passage appears and which helps ascertain its meaning. We can define the contextual knowledge as all the knowledge that is relevant and can be mobilized to understand a given situated decision problem. In other words, context-awareness is the ability to extract knowledge from or apply knowledge to information. What is contextual information in English?Ĭontextual information is data that gives context to a person, entity or event. This context might include the following: The artist’s life and training. The various details help us to understand what a work might have meant in its original (or any particular subsequent) time. This is the placement of a work of art in its context for creation and reception. What is contextual evidence in art history? … Experiential evidence provides distinctive guidance in the form of “real-world” experience gathered directly from multiple stakeholders. What is experiential evidence?Įxperiential evidence is the collective experience and expertise of those who have practiced or lived in a particular setting. What is the meaning of contextual analysis?Ĭontextual analysis is the systematic analysis-identification, sorting, organization, interpretation, consolidation, and communication-of the contextual user work activity data gathered in contextual inquiry, for the purpose of understanding the work context for a new system to be designed. Contextual evidence however, is when you look at the relationships between the text and its setting and/or timing of when the textual evidence is presented. To say that something is a piece of textual evidence is to call it a legitimate written fact. What is the difference between context and textual evidence? The report provides ways to evaluate the arguments for quality.What is Contextual Evidence? … Some examples of data sources and methods for collecting contextual evidence include: census data, local administrative data (hospital, school, and law enforcement), community needs/assets assessments, surveys, and focus groups/interviews. The study also examines what occurs when a student is unsuccessful in persuading an audience or presenting an argument. In fact, critical thinking is fundamental to learning how to argue effectively. Jonassen and Kim consider critical thinking as a way to facilitate conceptual change and problem solving. The study focuses on argumentative writing. Summary: This study suggests that students who experience meaningful learning are also deeply engaged in the learning process. Education Technology Research and Development, 58(4), 439–457. Arguing to learn and learning to argue: Design justification and guidelines. The overview includes definition of terms, examples, graphs and charts as appropriate, and additional resources.ģ. Jonassen, D. Summary: This online resource offers a complete overview of the writing processes and the components involved in each. University of Purdue’s Online Writing Lab. The process also increased the students' reasoning and ability to create rebuttals.Ģ. Composition Writing Studio. Although the participants in this study were undergraduates, the practical application of the strategy is consistent with lower grades. A graphic organizer is suggested as a means to identify the argument and counterargument before developing a final conclusion. Summary: This study provides instructional strategies to improve the students' ability to construct an argument for or against a position. The Journal of Experimental Education, 76(1), 59–92. Retrieved from Promoting argument-counterargument integration in students' writing. AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |