Bobby decide vender limonada en un caluroso da de verano S.pdf

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Bobby decide vender limonada en un caluroso da de verano. Si Bobby vende 20 vasos de limonada a $0.40 por taza, y su costo total promedio es de $0.35, cules son las ganancias econmicas de Bobby para el da? a. $1.20 b. $1.00 C. $0.50 d. $0.80.

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Create a Python program that uses the UDP protocol and has servers A, B, and C to incorporate the CRC into your three-node program. A also includes the CRC32 code in the message it sends to B. B gets both this message and the CRC32 code. There is a 40% chance that B will alter the message. B transmits the message and the initial CRC32 code to C. When C receives the message and CRC32 code, it checks to see if it is accurate. NOTE: there should be three files: A.py, B.py, C.py.

Create a Python program that uses the UDP protocol and has s.pdf

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Heres a menu: Appetizer - Roll (V) - Spring egg (V) - Sour soup (V) - Tiny chicken Main Dish - Sour chicken balls - Chicken - Sour pork - Beef - Vegetable Stir fry (V) Side - Fried rice - Pork Fried rice - Beef Fried rice - Vegetable Fried rice (V) All vegetarian options are listed as a (V). Lunch special includes one appetizer, one main dish, and one side. A.) How many possible lunch specials can you order? B.) How many lunches specials only has vegetarian dishes (only dishes with "V") C.) How many lunch specials are there if you have to order at least one vegetarian option?.

Heres a menu Appetizer Roll V Spring egg V Sour.pdf

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Estudio de caso Formacin del Local 18 del Sindicato Canadiense de Trabajadores de Entrega Un da, despus del trabajo, cuatro conductores de la empresa ABC Courier se reunieron para tomar un caf y, en el transcurso de su conversacin, decidieron que haba que hacer algo con la forma en que los trataban en el trabajo. Los salarios de los conductores variaban pero pareca que los salarios promediaban unos mseros $5.60/h (para aquellos que hablaron de ello). Tambin pareca que los conductores favoritos del jefe reciban salarios mucho ms altos. Otro problema pareca ser la expectativa de la empresa de que, con una notificacin de ltima hora, los empleados estaran dispuestos a trabajar horas extra. Esto suceda con frecuencia e incomodaba a muchos de los conductores y despachadores. La mayora de los despachadores eran mujeres, madres solteras y otras personas que tenan que llegar a casa para atender responsabilidades familiares. Tambin fue injusto el requisito de que los despachadores estuvieran en el trabajo media hora antes de sus turnos, pero no se les pag por ese tiempo. Para colmo, los beneficios para los empleados eran inexistentes. A los empleados que se quejaron o se negaron con frecuencia a trabajar ms tarde o a llegar temprano se les notific que eran "redundantes" o "no lo suficientemente flexibles" y fueron despedidos. Los trabajos eran difciles de conseguir, por lo que los empleados aceptaron la situacin a regaadientes. El tema del favoritismo tambin despert un gran resentimiento. A menos que jugaras con el jefe o los supervisores, no llegaras a ninguna parte. Los favoritos del jefe obtuvieron mejores salarios y las mejores rutas de entrega. Finalmente, la situacin se volvi intolerable. Los empleados estaban cansados de que los trataran injustamente y los tomaran por sentado. Mientras tomaban caf, los cuatro conductores decidieron buscar la ayuda de un organizador sindical. Llamaron a las oficinas del Sindicato Canadiense de Trabajadores Repartidores y concertaron una reunin en secreto con un funcionario sindical la noche siguiente. Luego de esa reunin, se conform un compromiso de empleados de la Empresa ABC Courier. El comit tuvo que ir a las casas de todos los empleados, tambin en secreto, para pedirles que firmaran tarjetas sindicales y pagaran una pequea cuota. Muchos empleados tenan miedo de inscribirse, pero la campaa de organizacin fue muy exitosa y 43 de los 60 empleados firmaron. El sindicato present una solicitud al gobierno para la certificacin como agente negociador de todos los empleados de la empresa ABC Courier. La direccin de ABC no estaba contenta. Intentaron corregir algunos errores del pasado e incluso aumentaron todos los salarios de los empleados, pero el dao ya estaba hecho. El gobierno recibi la solicitud y emiti una orden de votacin en el lugar de trabajo. Semanas despus, el gobierno envi un representante a la oficina de ABC y instal una mesa de votacin. Los empleados votaron en secreto para determinar si queran un sindi.

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Everything we think, say, and do is processed through our own cultural backgrounds. But because culture is absorbed and passed down from generation to generation rather than explicitly taught, were seldom aware of it. Culture shapes not only our values and beliefs, but also our gender roles, family structures, languages, dress, food, etiquette, approaches to disabilities, child- rearing practices, and even our expectations for childrens behavior. In this way, culture creates diversity. For teachers, it is essential to see and understand your own culture in order to see and understand how the cultures of children and their families influence childrens behavior. Only then can you give every child a fair chance to succeed. Think about your own upbringing. How did your familys expectations affect what you did? Were your parents, siblings, and other relatives close or distant? Were they strict, lenient, or somewhere in between? Were your schools expectations any different? All of this, and more, plays a part in how you view the behavior of the children you teach. These ideas lie at the heart of NAEYCs position statement Advancing Equity in Early Childhood Education. Its guiding principles include One major takeaway from the position statement is that early childhood educators must support consistently warm and caring relationships between families and their children, respect families languages and cultures, and incorporate those languages and cultures into the curriculum, their teaching practices, and the learning environment. Children bring their own set of culturally based expectations, skills, talents, abilities, and values with them into the classroom. And they begin to develop their self- concept (at least in part) from how others see them. To form positive self-concepts, children must honor and respect their own families and cultures and have others honor and respect these key facets of their identities too. If the classroom doesnt reflect and validate their families and cultures, children may feel invisible, unimportant, incompetent, and ashamed of who they are. Many people, including educators, have long believed it is better to act colorblind and/or cultureblindthat is, to not acknowledge color or culture. But research has shown that this artificial blindness keeps us from recognizing, acknowledging, and appreciating important differences. Worse, it may lead to unintentional bias toward or disrespect for those who are different from us. We know now that acknowledgments of color and culture are essential for legitimizing differences. Color and culture make each one of us special and enable us to offer unique gifts and opportunities to groups we are part of. At the same time, color and culture help children learn about each other and the world. In short, color and culture enrich classrooms. To appreciate what each child can contribute to the class, teachers need to learn about each familys cultural values. Helping children to see themselves.

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