Nt1310 Unit 1 Assignment 1

Baxter, a year three Aboriginal student who at age three developed a sensorineural hearing impairment after repeated exposure to Otitis Media. Baxter uses a cochlear implant on one ear, as the other was not viable. Unfortunately, due to bullying in previous years Baxter has limited confidence in his communication skills and will rarely speak aloud, except with the teacher privately, close friends, and family. Baxter often communicates using basic sign language, but relies heavily on gestures. He is currently working with a speech therapist to increase his speech and language skills and to increase his confidence. Being located in the western suburbs allowed Baxter to remain close to his family, but lives with his working single mother and grandfather who are present in his life, but not so in the classroom. Baxter interest lie in technology and robotics but has a gift for sports, a number of which he plays

#include #include #include #include #include #define _MAX 100 #define _SIZE 26 int id=0; struct node { char data; unsigned int freq; struct node *next; }*input,*input1; struct hfnode { char info; unsigned int prob; struct hfnode *l, *r; }; struct min_tree { unsigned int length; unsigned int hfm_cp; struct hfnode **nodes; }; void min_tree_construct(struct min_tree* min_tree, int node_id) { int minimum = node_id,l,r; struct hfnode* t; l = 2 * node_id + 1; r = 2 * node_id + 2; if (l < min_tree->length && min_tree->nodes[l]->prob < min_tree->nodes[minimum]->prob) minimum = l; if (r < min_tree->length && min_tree->nodes[r]->prob < min_tree->nodes[minimum]->prob) minimum = r; if (minimum != node_id) { t = min_tree->nodes[minimum]; min_tree->nodes[minimum]=min_tree->nodes[node_id]; min_tree->nodes[node_id]=t; min_tree_construct(min_tree, minimum); } } struct hfnode* min_take(struct min_tree* min_tree) { struct hfnode* tmp = min_tree->nodes[0]; min_tree->nodes[0] = min_tree->nodes[min_tree->length - 1]; --min_tree->length; min_tree_construct(min_tree, 0); return tmp; } void insertmin_tree(struct min_tree* min_tree, struct hfnode* hfnode) { ++min_tree->length; int a = min_tree->length - 1; while (a && hfnode->prob < min_tree->nodes[(a - 1)/2]->prob) { min_tree->nodes[a] = min_tree->nodes[(a - (struct hfnode**)malloc(min_tree->hfm_cp * sizeof(struct hfnode*)); int i; struct node *temp2; temp2 = input; i=0; while(temp2!=NULL) { info[i]=temp2->data; freq[i]=temp2->freq; temp2=temp2->next; i++; } for(i=0;inodes[i] = new_node(info[i],freq[i]); min_tree->length = length; int sz,count; sz = min_tree->length - 1; for (count = (sz - 1) / 2; count >= 0; --count) min_tree_construct(min_tree, count); while (!(min_tree->length == 1)) { l1 = min_take(min_tree); r1 = min_take(min_tree); tmp = new_node(' ', l1->prob + r1->prob); tmp->l = l1; tmp->r = r1; insertmin_tree(min_tree, tmp); } rt = min_take(min_tree); codes_hfm(rt, arr, t); } void display() { struct node *traverse; traverse=input; if(traverse==NULL) { printf(" "); } else { while(traverse!=NULL) { printf(" %c: %d\t ",traverse->data,traverse->freq); traverse=traverse->next; } } } void insert(char ch,int freq) { struct node* temp,*temp_2; temp=input; temp_2=input; input1=(struct node*)malloc(sizeof (struct

Able to solve three digit problems using the algorithm independently, and they are able to explain their solution by writing out the steps or checking their solution with the inverse operation.

I used the guide to do the initial setup for each phone. I was able to achieve full connectivity using Free PBX and asterisk 13. For asterisk 13 there is an option to use PJSIP extensions over CHANSIP extensions. I chose to use PJSIP over CHANSIP is because PJ has a smaller connection and is overall more reliable than CHAN in asterisk 13. I learned that from trial and error with some troubleshooting in-between. CHAN extensions never linked all the info so I would remake the extensions and have the same results. I decided to the just try my luck with PJ and it worked right away. The same setup was used to the softphone with the extensions and then linked the same setup on the X-lite application itself.

Please verify with Ms. Ana amount of returning children that are not having VPK certificate. We going to have 6 VPK classrooms during fall.

Asking questions about strategies and services use could cause students and colleagues to become defensive, because they may view it as questioning their commitment or abilities. Examining one’s own teaching practices can reveal flawed ideologies and practices. This discomfort can be further complicated by the formalization and examination of techniques used to collect and assess research data. Collection concerns include access to and cooperation by the participants. The time constraints and additional workloads caused by the data collection and analysis create other potential problems.

The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties. Each day, the teacher would review the information and equations that were taught the day prior, to ensure that students have a clear understanding and are ready

A caller contacts a master server, and signals that they would like to establish a call with a responder.

Above is a section of code I written for a project in one of my major classes at Northwest. The hashtag exempts the line from actually running in the program allowing you to make remarks on what’s happening and possibly explain how it works.

After looking at the rubric and analyzing my written assignment, I have noticed that I lack some of the information about ISU being connected to the Reiman Gardens as wells as its mission and vision. Therefore, I supported that missing portion in the fifth paragraph which now focuses beyond the factual descriptions of the organization in itself. For the correctness, I made some changes on few of my sentence-level errors, grammatical mistakes, and punctuations throughout the paper. Also, I have included some

We are following it closely. The Connector insert cavity dimensional nonconformance which violates Mil-Standard interchangeability requirements. Part numbers GHN20076-447, GHN20076-452 and GHN20076-523; total quantity of 557 shipped between, 4/2015 to 8/2015. That were made Nogales, Mexico. It was also reveal from C-130 Design acknowledging that a total of 15 out of the potential 17 D38999 part numbers are used on C-130 builds. This equates to approximately 100 connectors per aircraft that will have to be screened for the Amphenol defective insert issue.

In addition to looping the cables correctly, you should maintain an orderly work area by securing the cables to protect equipment and avoid accidents during production. Here are some tips to secure cables effectively.

Were you able to locate any of the existing demo dongles? If not, I can provide new dongles. Let me know how we should proceed.

Answer1: When the transmission speed of ten megabits per second, the broadcast time of nine bits / 8x106 bits / second = 1 microsecond a large solitary byte. A good bit in connection with the 200 meters during optical fiber offers a large propagation time involving 200 meters / 2x108 meters

Assessment is vital to the education process In schools, the most visible assessments are summative. Summative assessments are used to measure what students have learnt at the end of a unit, to promote students, to ensure they have met required standards on the way to earning certification for school completion or to enter certain occupations, or as a method for selecting students for entry into further education. Ministries or departments of education may use summative assessments and evaluations as a way to hold publicly funded schools accountable for providing quality education. Increasingly, international summative assessments – such as OECD’s Programme for International Student Assessment (PISA) – have