On the size of special class 1 graphs and (P3;k)-co-critical graphs

Tensegrity is a special class of tension-trusses. Strings play an important role in the deployment and shape changing of these structures. A simple class-1 tensegrity unit consists of 3 bars and 9 strings. This unit can be arranged to form a tower or a flat plate. With the integration of sensors and actuators, the tower and plate can be a smart structure. In this paper, we demonstrate the shape changing of a 7-unit tensegrity structure from a flat plate to a parabolic dish by controlling the length of strings in each unit. This provides a feasible structure for a next generation shape changing antenna and space telescope.

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Consistent Sets of Soft Contexts Defined by Soft Sets

Mathematics ◽

10.3390/math7010071 ◽

2019 ◽

Vol 7 (1) ◽

pp. 71 ◽

Cited By ~ 1

Author(s):

Won Min

Keyword(s):

Fundamental Theorem ◽

Special Class ◽

Formal Context ◽

Soft Sets ◽

Class 1 ◽

Fundamental Theorems

We introduce the notion of consistent sets of soft contexts and investigate its characterizations. For the purpose of studying the characterizations of consistent sets, we introduce the notions of 1 0 and 2 0 classes of independent attributes. By studying the characterizations, we determined that every consistent set has to contain the special class 1 0 called the Essential Zone of consistent sets. This is very important information that we should consider when constructing consistent sets of a given soft context. Additionally, we study the fundamental theorems necessary to construct the consistent sets of a given soft context. In particular, we apply the Fundamental Theorem 2 to obtain the consistent sets of a given soft context, and show that this fundamental theorem provides a more effective way of constructing the consistent sets of a formal context.

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Nonspecific Chronic Back Pain: Sixth Edition Approaches

Guides Newsletter ◽

10.1001/amaguidesnewsletters.2019.sepoct03 ◽

2019 ◽

Vol 24 (5) ◽

pp. 14-15

Author(s):

Jay Blaisdell ◽

James B. Talmage

Keyword(s):

Back Pain ◽

Chronic Back Pain ◽

Intervertebral Disk ◽

Key Factors ◽

Sixth Edition ◽

Whole Person ◽

Class 1 ◽

A Cell ◽

Intervertebral Disk Herniation ◽

The Individual

Abstract Ratings for “non-specific chronic, or chronic reoccurring, back pain” are based on the diagnosis-based impairment method whereby an impairment class, usually representing a range of impairment values within a cell of a grid, is selected by diagnosis and “specific criteria” (key factors). Within the impairment class, the default impairment value then can be modified using non-key factors or “grade modifiers” such as functional history, physical examination, and clinical studies using the net adjustment formula. The diagnosis of “nonspecific chronic, or chronic reoccurring, back pain” can be rated in class 0 and 1; the former has a default value of 0%, and the latter has a default value of 2% before any modifications. The key concept here is that the physician believes that the patient is experiencing pain, yet there are no related objective findings, most notably radiculopathy as distinguished from “nonverifiable radicular complaints.” If the individual is found not to have radiculopathy and the medical record shows that the patient has never had clinically verifiable radiculopathy, then the diagnosis of “intervertebral disk herniation and/or AOMSI [alteration of motion segment integrity] cannot be used.” If the patient is asymptomatic at maximum medical improvement, then impairment Class 0 should be chosen, not Class 1; a final whole person impairment rating of 1% indicates incorrect use of the methodology.

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Special Class Pupils with Learning Disabilities: A Five-Year Follow-Up Study

School Psychology Review ◽

10.1080/02796015.1976.12086358 ◽

1976 ◽

Vol 5 (1) ◽

pp. 45-51

Author(s):

Elizabeth Munsterberg Koppitz

Keyword(s):

Learning Disabilities ◽

Special Class ◽

Follow Up Study

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An Intervention in a “Special” Class

School Psychology Review ◽

10.1080/02796015.1980.12086536 ◽

1980 ◽

Vol 9 (1) ◽

pp. 99-103 ◽

Cited By ~ 2

Author(s):

Virginia Monroe ◽

Lisa Ford

Keyword(s):

Special Class

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ЖУРНАЛІСТСЬКІ ПРОФЕСІЇ НА РАДІО В ЕПОХУ КОНВЕРҐЕНТНОСТІ МОВЛЕННЯ

State and Regions. Series: Social Communications ◽

10.32840/cpu2219-8741/2020.2(42).7 ◽

2020 ◽

pp. 48

Author(s):

V. Kostiuk ◽

Yu. Kostiuk ◽

O. Usmanova

Keyword(s):

Web Sites ◽

Technology Development ◽

Media Management ◽

Radio Stations ◽

Evolution And Development ◽

Top Managers ◽

Class 1 ◽

E Mail ◽

Business Media ◽

Marketing Director

<div>The article’s research used the analysis scientific-sources base on a select question, web-sites of the stations (media concern TAVR Media and Internet-station SKOVORODA), monitoring.</div>Broadcast relieve some periods of improvement, evolution and development, based on it’s features. One of the progress’ reason is technology development connected with radio. The end of last century and twenty years of current one characterise by universalism and convergence, that let media, beyond broadcast, had got the characteristics it never had before: watch the radio, fast connection between audience representers, communication with station’s journalists.It made some influence and changes on the principles of formatting and functioning journalists professions at the radio. First, media concerns started to appeared, which have some stations in their structure, that have same top managers, almost similar department, close principles of airing. Second, Internet-stations let their audience the possibility to observe the air.During the research, we defined, the administration of TAVR Media has the managers on each direction: manager of radio group, financial manager, commercial one (responsible for the sale), marketing director, (pr and image), general producer (manage musician direction), the station’s director.Today, station has to work in active way and communicate with their audience, using messengers, profiles in social media. As a result, radio stations have in their arsenal person or group of persons which responsible for that activity. For example, web-radio SKOVORODA has a man, who manage IT-work. Main duties of him: work with social medias, site content, deal with e-mail. Station’s of TAVR Media group (Melodiya FM, Relax, Radio Rocks, Russkoye Radio v Ukrayini, KISS FM, ХІТ FM) also have representers of modern professions: the head of digital department, traffic manager, system admin, etc.Comparative analysis of the professions at radio, which include in the concern TAVR Media and web-station SKOVORODA did in the articleIn.The research results can be used during the further study of radio journalism, teaching of one’s subject during the process of study students at faculture journalism, business media, management, etc.Key words: fm-broadcast, web-radio, journalist professions, media concern, radio presenter.

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METODE PEMBELAJARAN SAS UNTUK MENINGKATKAN KETERAMPILAN MEMBACA SISWA KELAS I SD NEGERI 021 SITORAJO KARI KECAMATAN KUANTAN TENGAH KABUPATEN KUANTAN SINGINGI

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v2i5.6111 ◽

2018 ◽

Vol 2 (5) ◽

pp. 659

Author(s):

Emgusnadi Emgusnadi

Keyword(s):

Learning Outcomes ◽

Reading Skills ◽

Class I ◽

Low Grade ◽

Observation Data ◽

School Students ◽

Class 1 ◽

Reading Study ◽

Student Observation ◽

Daily Test

Reading learning in the low grade class 1, which is often done in the early stages of learning which is calledpreliminary reading, has been done in various ways so that students read smoothly, but the numbers of studentswho cannot read in grade 1 are high. Therefore, researchers conducted research to improve reading skills ingrade 1 elementary school students by using the SAS learning method. . The research class study is improvementstudying process to solve problem that can be happen by a teacher in the class. Data on gain after research toteacher activity in cycle I meeting 1 with percentage 58%, meeting 2 with percentage 70,5%, in cycle II meeting3 percentage in the amount of 84%, and meeting 4 percentage obtained 97%. The student observation data inthis research obtained percentage in cycle I meeting 1 in the amount 51,5%, meeting 2 in the amount 66,5%, inthe cycle II meeting 3 in the amount 89%, and inthe meeting 4 obtained percentage in the amount 94% this isprove if the student activity is rise experience. Data increase learning outcomes in the class I SDN 021 SitorajoKari kecamatan Kuantan Tengah in the data early obtained average 60,5, in the daily test 1 obtained average inthe amount 74, and in the daily test 2 obtained average in the amount 83 this prove using the method of SAS theefective reading study used in class I.

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IMPLEMENTASI MANAJEMEN PEMBELAJARAN TAHFIDZUL QUR’AN DI MI ISTIQOMAH SAMBAS PURBALINGGA

Jurnal Penelitian Agama ◽

10.24090/jpa.v19i2.2018.pp104-120 ◽

2018 ◽

Vol 19 (2) ◽

pp. 104-120

Author(s):

Maulana Khusen

Keyword(s):

Decision Making ◽

Teacher Performance ◽

Learning Program ◽

Target Class ◽

Class 1 ◽

Second Year ◽

Learning Management ◽

Coordination Meeting

Abstract: The results of the study show that: (1) Tahfidzul Qur'an learning planning is done through the preparation of memorization targets and the determination of effective weeks and days in each semester; (2) Organizing is carried out through the division of tasks and responsibilities as well as the construction of the structure of the tutoring teacher; (3) The mobilization is carried out through the coordination meeting of the Tahfidz coordinator as a shering forum for decision making and direction of the Tahfidzul Qur'an learning program and the implementation of learning is carried out every Monday-Friday; and (4) Supervision is carried out through assessing teacher performance at the end of December and June. The highest achievement target for the second year of the implementation of the Tahfidzul Qur'an's 2017/2018 year program is juz 29 and 30, the lowest target for class 1 is juz 30 to Surat al Ghosyiyyah. For class 1, 85% of the target is achieved and 11% of students exceed the target. Class 2 targets reached 19%. Class 3, 10.86% reached the target and 0.35% of students exceeded the target. Class 4 tarjet reached 12.44%. Class 5 targets reached 4.24%, and the last grade 6 target reached 13.79% and 1.5% of students exceeded the target. Keywords: Learning Management, Tahfidzul Qur'an.

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