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|Clark Humphrey||TidBITS Publishing, Inc.||ePub|
When TV broadcasting began, receiving signals was deceptively simple. If you lived in town, you used a small rabbit-ears antenna placed on top of your set (or a car-radio-type antenna protruding from the set). If you lived out of town, you stuck a multipronged antenna on the roof. If you lived really out of town, or where local topography obstructed reception, you subscribed to an early 12-channel cable system. (I say "deceptively simple" because, before TV sets had automatic self-adjustment features, you may have had to regularly reposition the antenna or fiddle with fine-tuning buttons.)
When multichannel cable, and then home satellite services, emerged in the 1980s, even this discipline went away. The cable guy installed and set up everything. All you had to do was change the channel, which, thanks to remote controls, you could do from your seat.
But in the digital TV age, you have to do more of the work yourself. And before you do that, you have to choose from whence your shows will come, which depends on what channels you want, at what price, from what's available in your location. The equipment you buy depends on these decisions.See All
|Peter R. Garber||HRD Press|
Collaborative Groupthink Avoidance
To provide guidance on avoiding “groupthink” in the collaborative process
This activity involves a discussion concerning the concept of groupthink and how it can be avoided when working collaboratively.
1. Ask participants if they are familiar with the term or concept of groupthink:
Groupthink is a phenomenon when a group thinks in a way that is counterproductive or even destructive, presumably because everyone in the group agrees or no one disagrees.
This is a risk in collaborative management systems if the group adapts the opinion of a single strong voice that dominates others’ thinking. In this case, you don’t really have the benefits of collaborative thinking, but the illusion of collaborative consensus.
There may also be factions within the group that take control of the collaborative process, leaving out other members’ views from the collective decisions.
This groupthink syndrome can distort the validity of the collaborative process and pose a danger to the entire organization if not realized or challenged.See All
|Saddleback Educational Publishing|
21CLM_B2_ i-iv,001-052_AppMath_B2_ i-iv,001-052 11/5/10 9:06 AM Page 47
Traffic & Highway Safety
Look at the chart below for stopping distances. a. Compare the stopping distance on wet pavement to that on gravel at 30 miles per hour (mph). b. According to the chart, is this comparison the same at the other speeds?
Step 1: On the chart, circle the horizontal bars for stopping distances at 30 mph.
Step 2: Compare the horizontal bars for wet pavement and gravel.
They are about the same length. They both measure about 200 feet.
Step 3: Now, compare the bars for wet pavement and gravel at each of the other speeds. Are they about the same length?
Yes. They are about the same length at each of the other speeds.
Answer the Question
Step 4: a. At 30 mph, the stopping distance on wet pavement and gravel are about the same. b. According to the chart, the stopping distance for these two are about the same at the other speeds.
✏ Now try these problems.
1. Look at the chart on stopping distances again. a. Compare the stopping distance on packed snow to the stopping distance on ice or sleet at 30 mph. Write this comparison as a fraction.See All
|Robert Bruce Thompson||Maker Media, Inc||ePub|
Youll need the following items to complete this lab session. (The standard kit for this book, available from http://www.thehomescientist.com, includes the items listed in the first group.)
Camera with microscope adapter (optional)
Specimens, tape dispensers (see text)
None of the activities in this lab session present any real hazard. It is still good practice to wear goggles and gloves to prevent contaminating specimens.
Many products are packaged in rolls. Some rollspaper towels, toilet paper, some plastic bags, and so onare perforated to deliver portions of fixed length. Other rollswaxed paper, plastic wrap, aluminum foil, packaging tape, and so oninclude a tear bar to allow cutting portions of any arbitrary length. In either case, microscopic analysis of the perforations and tear patterns as well as the material on either side of the cut may allow a match to be established between two adjacent portions of the material.
In some cases, only a class match can be obtained. For example, if cellophane tape is used to seal a letter bomb, subsequent examination of a tape dispenser found in the possession of a suspect may establish only that the suspect tape specimen was torn from a dispenser that was similar or identical to the dispenser found in the possession of the suspect. Although that may be useful information in itself, it remains class evidence because one roll of cellophane tape is difficult or impossible to discriminate from another similar roll, and similar tape dispensers are manufactured in large numbers.See All
|C. H. Sisson||Carcanet Press Ltd.||ePub|
The apple trees are dulled in the red sun,
The fruit unpolished and the day is done.
This is where Alfred crept by on his marsh,
Wet straggling country still, but now the harsh
Road runs on blue and dark beside his ghost.
Headlamps begin to count the sodden posts
And catch a nosing heifer here and there.
The squawking ducks are home, and the wet air
Settles more heavily as the night comes.
‘A bit of fire-stuff, like’: a voice close by
And a dead branch is dragged to Athelney.See All
Business & Economics