Input: [0] checkbox [#] position [cover] cover [author] author Zoehfeld, Kathleen Weidner [isbn] isbn 0064451321 [isbn13] isbn13 9780064451321 [asin] asin [num pages] num pages 32 pp [avg rating] avg rating 3.66 [num ratings] num ratings 38 [date pub] date pub Aug 18, 1995 [date pub (ed.)] date pub edition Aug 18, 1995 [rating] Jazzmarie's rating 4 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [review] review This is a book I would use as a reference to help explain to children 4 - 5 years of age, science concepts that they can observe and explore. This boo This is a book I would use as a reference to help explain to children 4 - 5 years of age, science concepts that they can observe and explore. This book helps a child learn the difference between living and non-living things. It helps explain what makes a living thing living and what it needs to live and what makes something non-living. It also classifies living things as humans, animals and plants and explains the differences with all of them. It shares great examples of common things child would find inside or outside of things from these two categories. CREATIVE EXPERIENCE: The children can create a collection in two shoe boxes: one living and the other non-living items that they can find both inside and outside the classroom. They can bring things that they have or find from home as well to add to their collection. I can also add to this assignment, if it is a rainy day, pictures that find in some old magazines of things that are living and non-living. I would post up these two categories on a wall, and they cut up pictures from the magazines and tape the pictures under the correct category. ...more [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 0 [read count] # times read 1 [date started] date started not set [date read] date read Jan 31, 2012 [date added] date added Jan 31, 2012 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Paperback [29] actions view (with text) [title]

Output: title What's Alive?

Jazzmarie Vedrine's bookshelf: science, historical (showing 1-6 of 6) (sorted by: date added)


Input: [0] checkbox [#] position [cover] cover [author] author Carle, Eric [isbn] isbn 0241003008 [isbn13] isbn13 9780241003008 [asin] asin [num pages] num pages 26 pp [avg rating] avg rating 4.27 [num ratings] num ratings 232,314 [date pub] date pub 1969 [date pub (ed.)] date pub edition Sep 30, 2001 [rating] Jazzmarie's rating 5 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [review] review I have always heard about this book through parents and educators, and finally gotten a chance to not only read it but also incorporate the content of I have always heard about this book through parents and educators, and finally gotten a chance to not only read it but also incorporate the content of the book in a class project. The project was on the concept of time. Not only did this book teach about the days of the week and but it also taught on sequence of events that needed to have occurred before the end result was achieved, which in this case was the caterpillar turning into a BEAUTIFUL butterfly. Before the caterpillar was a caterpillar, he was an egg. This book helped me to understand about stages, or life-cycle, which is always good for children to know and understand. It also taught on a routine of things done by the caterpillar which took place each day; he ate food, and ate a lot of it. I enjoyed the pictures, and the drama in the story leading up to the end. I know for sure children will just the same. CREATIVE EXPERIENCE: There is so much that could be shared in this one book because there is math, science, social studies, music and arts....just from this one book. Yes, I could spend ONE FULL day just teaching out of this one book and would have fun with this too. One way I did think about and which was done as a class project in teaching on time was to create a chart that looked like the caterpillar. It would be very long, so that all the cut outs of the events that took place in the book would fit on it, egg on the leaf, small caterpillar, the days of week on each food he ate, etc. Then I would have each child place the cut-out object on the chart as the story is either re-told or discussed in class as a drama. ...more [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 1 [read count] # times read 1 [date started] date started not set [date read] date read Mar 25, 2012 [date added] date added Mar 25, 2012 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Board Book [29] actions view (with text) [title]

Output: title The Very Hungry Caterpillar

Jazzmarie Vedrine's bookshelf: science, historical (showing 1-6 of 6) (sorted by: date added)


Input: [0] checkbox [#] position [cover] cover [author] author Hindley, Judy [isbn] isbn 1561451738 [isbn13] isbn13 9781561451739 [asin] asin [num pages] num pages 32 pp [avg rating] avg rating 3.67 [num ratings] num ratings 3 [date pub] date pub 1998 [date pub (ed.)] date pub edition Mar 01, 1998 [rating] Jazzmarie's rating 4 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [review] review This book was very much poetic in telling a story about a mother bird finding food out in the country-side for her newly hatched, young birds. In her This book was very much poetic in telling a story about a mother bird finding food out in the country-side for her newly hatched, young birds. In her journey, the story unfolds to tell stories of other animals looking for food too. The illustration is creative and the soft watercolors warms the reader into reading more. Each page counts and introduces a new creature, and there is a folded flap with more of the story to share. This books is so creatively put together that you could easily miss mother bird in flight or amongst the animals on each page. CREATIVE EXPERIENCES: This book could be used in a variety of ways. It is first a counting book, along with learning about animals, insects and bugs found in a forest. But I would use it to point out some of the patterns found in the illustrations of each page. If my lesson was on shapes and patterns, this book would help in reinforcing this lesson by allowing 2 to 4 years old, in finding shapes and patterns such as, circles, spirals, curvy lines, crisscrossed lines, stripes, spots, in the story or found on the creatures or insects. ...more [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 0 [read count] # times read 1 [date started] date started Mar 25, 2012 [date read] date read Mar 25, 2012 [date added] date added Mar 25, 2012 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Hardcover [29] actions view (with text) [title]

Output: title Ten Bright Eyes

Jazzmarie Vedrine's bookshelf: science, historical (showing 1-6 of 6) (sorted by: date added)


Input: [0] checkbox [#] position [cover] cover [author] author Yolen, Jane * [isbn] isbn 0399214577 [isbn13] isbn13 9780399214578 [asin] asin [num pages] num pages 32 pp [avg rating] avg rating 4.20 [num ratings] num ratings 25,752 [date pub] date pub Jan 01, 1987 [date pub (ed.)] date pub edition Oct 23, 1987 [rating] Jazzmarie's rating 3 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [review] review This was creatively written using the voice of a young child narrating this book. This book was about an adventure in bird watching, but in this insta This was creatively written using the voice of a young child narrating this book. This book was about an adventure in bird watching, but in this instance, it was regarding bird watching owls, during the dark evening. Older preschoolers would much appreciate a story, like the one told in this book, about an adventure done with someone they love dearly, and to be seen as "old enough" to embark on this adventure. Children would be able to relate about being "old enough" to do certain things because they may have grown in height, or in understanding or can be entrusted on getting certain things done. CREATIVE EXPERIENCE: Aside from the owl and the owl sounds the author's father made on their hunt to see an owl, in the middle of winter, the author was fascinated with her own shadow and the shape of shadow. I could have the children do hand puppet games, with the use of a flashlight, in a semi-dark room, and trace their own shadow with a large crayon or pencil, and then fill it in with crayons and paint. ...more [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 0 [read count] # times read 1 [date started] date started not set [date read] date read Mar 30, 2012 [date added] date added Apr 01, 2012 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Hardcover [29] actions view (with text) [title]

Output: title Owl Moon

Jazzmarie Vedrine's bookshelf: science, historical (showing 1-6 of 6) (sorted by: date added)


Input: [0] checkbox [#] position [cover] cover [author] author Pfister, Marcus [isbn] isbn 1558580093 [isbn13] isbn13 9781558580091 [asin] asin [num pages] num pages 24 pp [avg rating] avg rating 4.13 [num ratings] num ratings 80,856 [date pub] date pub 1992 [date pub (ed.)] date pub edition 1992 [rating] Jazzmarie's rating 4 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [review] review This book is enjoyable to read aloud to young children in teaching them the importance of sharing and friendship. I found the character of Rainbow Fis This book is enjoyable to read aloud to young children in teaching them the importance of sharing and friendship. I found the character of Rainbow Fish easy for a young child to relate and identify with, when it comes to owning a prized possession and not wanting to share. The message of the importance of sharing was stated loud and clear in the book, and Rainbow Fish carried it out in love. After reading this book, it reminded me when the last time I shared something that I was holding onto. CREATIVE EXPERIENCE: During circle time, I would teach what sharing is and the importance of sharing. I would go around in a circle and ask each child what they have shared and what they felt after sharing and what did the other feel when received from them. I would even give them a challenge, for an assignment to be done before they went home that day, to share one thing with one or more other children in the class that day. It could be anywhere from sharing snacks, toys, giving the first person first place at doing something, sharing a hug, a smile, a friendly hello, a favorite book, or anything that they could think of you. ...more [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 0 [read count] # times read 1 [date started] date started not set [date read] date read Apr 18, 2012 [date added] date added Apr 18, 2012 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Hardcover [29] actions view (with text) [title]

Output: title The Rainbow Fish

Jazzmarie Vedrine's bookshelf: science, historical (showing 1-6 of 6) (sorted by: date added)


Input: [0] checkbox [#] position [cover] cover [author] author Fleming, Denise [isbn] isbn 080501635X [isbn13] isbn13 9780805016352 [asin] asin [num pages] num pages 32 pp [avg rating] avg rating 4.00 [num ratings] num ratings 1,788 [date pub] date pub Sep 15, 1991 [date pub (ed.)] date pub edition Sep 15, 1991 [rating] Jazzmarie's rating 4 of 5 stars [my rating] my rating 1 of 5 stars2 of 5 stars3 of 5 stars4 of 5 stars5 of 5 stars add to shelves [review] review I read the big book version and I could see children being excited and focused on the vibrant artwork and pick up new words to correspond to the actio I read the big book version and I could see children being excited and focused on the vibrant artwork and pick up new words to correspond to the actions of the insects and animals in the story. I like how the author linked the sound that the animals made to a rhyming word. The book is simple yet could teach children a variety of things from animals, insects, sounds animals make when they are busy, to making rhyming words to go along with the names of the animals. CREATIVE EXPERIENCE: This would be a great book to introduce to science and animals & insects that live in the grass and underground. I get various pictures of animals that live in the grass and underground to teach the children and discuss what each of them do during the day and the kinds of things they eat. ...more [notes] notes Notes are private! [recommender] recommender none [comments] comments 0 [votes] votes 0 [read count] # times read 1 [date started] date started not set [date read] date read Apr 23, 2012 [date added] date added Apr 23, 2012 [date purchased] date purchased [owned] owned [purchase location] purchase location [condition] condition [format] format Hardcover [29] actions view (with text) [title]

Output: title In the Tall, Tall Grass

Jazzmarie Vedrine's bookshelf: science, historical (showing 1-6 of 6) (sorted by: date added)


Input: [Parameter:] "text" [Default:] Tab [Description:]

Output: label of the tab


Input: [Parameter:] before [Description:]

Output: when switching tabs, this is the javascript fragment to be executed just before the tab is displayed


Input: [Parameter:] after [Description:]

Output: this javascript handler is to be executed after the tab has been made visible


Input: [Parameter:] afterload [Description:]

Output: this javascript handler will be called when content loaded asynchronously (using the url parameter, below) has finished loading; depending on the network latency, this can be significantly later than execution of the after handler above


Input: [Parameter:] id [Description:]

Output: id of this tab; this id can be used in the TABPANEs select parameter to display this tab; this id is also added to the class attribute of the html element representing the tab button


Input: [Parameter:] url [Description:]

Output: link from where to load the content of the tab asynchronously when selecting this tab; the result of the addressed handler will replace the content area; if no url is set the content of the TAB ... ENDTAB area will be shown when the tab is selected


Input: [Parameter:] width [Default:] auto [Description:]

Output: width of the tab area


Input: [Parameter:] height [Default:] auto [Description:]

Output: height of the tab area


Input: [Parameter:] container [Description:]

Output: element where ajax content will be loaded; this is only used together with url


Input: [Part] 303 [Subject]

Output: CIVIL RIGHTS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 325 [Subject]

Output: COMPLIANCE WITH INTERSTATE MOTOR CARRIER NOISE EMISSION STANDARDS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 350 [Subject]

Output: COMMERCIAL MOTOR CARRIER SAFETY ASSISTANCE PROGRAM

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 355 [Subject]

Output: COMPATIBILITY OF STATE LAWS AND REGULATIONS AFFECTING INTERSTATE MOTOR CARRIER OPERATIONS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 356 [Subject]

Output: MOTOR CARRIER ROUTING REGULATIONS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 360 [Subject]

Output: FEES FOR MOTOR CARRIER REGISTRATION AND INSURANCE

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 365 [Subject]

Output: RULES GOVERNING APPLICATIONS FOR OPERATING AUTHORITY

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 366 [Subject]

Output: DESIGNATION OF PROCESS AGENT

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 367 [Subject]

Output: STANDARDS FOR REGISTRATION WITH STATES

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 368 [Subject]

Output: APPLICATION FOR A CERTIFICATE OF REGISTRATION TO OPERATE IN MUNICIPALITIES IN THE UNITED STATES ON THE UNITED STATES-MEXICO INTERNATIONAL BORDER OR WITHIN THE COMMERCIAL ZONES OF SUCH MUNICIPALITIES.

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 369 [Subject]

Output: REPORTS OF MOTOR CARRIERS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 370 [Subject]

Output: PRINCIPLES AND PRACTICES FOR THE INVESTIGATION AND VOLUNTARY DISPOSITION OF LOSS AND DAMAGE CLAIMS AND PROCESSING SALVAGE

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 371 [Subject]

Output: BROKERS OF PROPERTY

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 372 [Subject]

Output: EXEMPTIONS, COMMERCIAL ZONES, AND TERMINAL AREAS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 373 [Subject]

Output: RECEIPTS AND BILLS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 374 [Subject]

Output: PASSENGER CARRIER REGULATIONS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 375 [Subject]

Output: TRANSPORTATION OF HOUSEHOLD GOODS IN INTERSTATE COMMERCE; CONSUMER PROTECTION REGULATIONS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 376 [Subject]

Output: LEASE AND INTERCHANGE OF VEHICLES

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 377 [Subject]

Output: PAYMENT OF TRANSPORTATION CHARGES

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 378 [Subject]

Output: PROCEDURES GOVERNING THE PROCESSING, INVESTIGATION, AND DISPOSITION OF OVERCHARGE, DUPLICATE PAYMENT, OR OVERCOLLECTION CLAIMS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 379 [Subject]

Output: PRESERVATION OF RECORDS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 380 [Subject]

Output: SPECIAL TRAINING REQUIREMENTS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 381 [Subject]

Output: WAIVERS, EXEMPTIONS, AND PILOT PROGRAMS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 382 [Subject]

Output: CONTROLLED SUBSTANCES AND ALCOHOL USE AND TESTING

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 383 [Subject]

Output: COMMERCIAL DRIVER'S LICENSE STANDARDS; REQUIREMENTS AND PENALTIES

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 384 [Subject]

Output: STATE COMPLIANCE WITH COMMERCIAL DRIVER'S LICENSE PROGRAM

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 385 [Subject]

Output: SAFETY FITNESS PROCEDURES

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 386 [Subject]

Output: RULES OF PRACTICE FOR MOTOR CARRIER, INTERMODAL EQUIPMENT PROVIDER, BROKER, FREIGHT FORWARDER, AND HAZARDOUS MATERIALS PROCEEDINGS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 387 [Subject]

Output: MINIMUM LEVELS OF FINANCIAL RESPONSIBILITY FOR MOTOR CARRIERS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 388 [Subject]

Output: COOPERATIVE AGREEMENTS WITH STATES

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 389 [Subject]

Output: RULEMAKING PROCEDURES

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 390 [Subject]

Output: FEDERAL MOTOR CARRIER SAFETY REGULATIONS; GENERAL

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 391 [Subject]

Output: QUALIFICATIONS OF DRIVERS AND LONGER COMBINATION VEHICLE (LCV) DRIVER INSTRUCTORS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 392 [Subject]

Output: DRIVING OF COMMERCIAL MOTOR VEHICLES

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 393 [Subject]

Output: PARTS AND ACCESSORIES NECESSARY FOR SAFE OPERATION

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 395 [Subject]

Output: HOURS OF SERVICE OF DRIVERS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 396 [Subject]

Output: INSPECTION, REPAIR, AND MAINTENANCE

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 397 [Subject]

Output: TRANSPORTATION OF HAZARDOUS MATERIALS; DRIVING AND PARKING RULES

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 398 [Subject]

Output: TRANSPORTATION OF MIGRANT WORKERS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [Part] 399 [Subject]

Output: EMPLOYEE SAFETY AND HEALTH STANDARDS

Search Regulations | Federal Motor Carrier Safety Administration


Input: [0] C# keyword [1] abstract [2] as [3] base [4] bool [5] break [6] byte [7] case [8] catch [9] char [11] class [12] const [13] continue [14] decimal [15] default [16] delegate [17] do [18] double [19] else [20] enum [21] event [22] explicit [10]

Output: checked


Input: [0] Java keyword [1] abstract [2] N/A [3] super [4] boolean [5] break [6] N/A [7] case [8] catch [9] char [11] class [12] const1 [13] continue [14] N/A [15] default [16] N/A [17] do [18] double [19] else [20] N/A [21] N/A [22] N/A [10]


Input: [0] C# keyword [1] extern [2] false [3] finally [4] fixed [5] float [6] for [7] foreach [8] get [9] goto [11] implicit [12] in [13] int [14] interface [15] internal [16] is [17] lock [18] long [19] namespace [20] new [21] null [22] object [10]

Output: if


Input: [0] Java keyword [1] native [2] false [3] finally [4] N/A [5] float [6] for [7] for [8] N/A [9] goto1 [11] N/A [12] N/A [13] int [14] interface [15] protected [16] instanceof [17] synchronized [18] long [19] package [20] new [21] null [22] N/A [10]

Output: if


Input: [0] C# keyword [1] operator [2] out [3] override [4] params [5] partial [6] private [7] protected [8] public [9] readonly [11] return [12] sbyte [13] sealed [14] set [15] short [16] sizeof [17] stackalloc [18] static [19] string [20] struct [21] switch [22] this [10]

Output: ref


Input: [0] Java keyword [1] N/A [2] N/A [3] N/A [4] ... [5] N/A [6] private [7] N/A [8] public [9] N/A [11] return [12] byte [13] final [14] N/A [15] short [16] N/A [17] N/A [18] static [19] N/A [20] N/A [21] switch [22] this [10]


Input: [0] C# keyword [1] throw [2] true [3] try [4] typeof [5] uint [6] ulong [7] unchecked [8] unsafe [9] ushort [11] value [12] virtual [13] void [14] volatile [15] where [16] while [17] yield [18] : [19] : [20] N/A [21] N/A [22] N/A [10]

Output: using


Input: [0] Java keyword [1] throw [2] true [3] try [4] N/A [5] N/A [6] N/A [7] N/A [8] N/A [9] N/A [11] N/A [12] N/A [13] void [14] volatile [15] extends [16] while [17] N/A [18] extends [19] implements [20] strictfp [21] throws [22] transient2 [10]

Output: import


Input: [0] Daily Activities [1] Today's Music: [3] Song/ Finger Rhyme: Directions for all the activities will be found in the lesson plans. [4] Group Activity: [5] Art/Sensory: [6] Play Time: [7] Learning Time: [8] Song/Nursery Rhyme: [2]

Output: Language Development:

***February Younger Toddler*** Free Sample, Transporation Theme, Lesson Plans, Calendar, Fun Learning Activities!


Input: [0] Monday [1] Folk Music [3] The Wheels On The Car [4] Fun with Cars [5] Find the Cars [6] Wash the Cars [7] Park the Cars [8] Four Little Cars Rhyme [2]

Output: Red Car

***February Younger Toddler*** Free Sample, Transporation Theme, Lesson Plans, Calendar, Fun Learning Activities!


Input: [0] Tuesday [1] Soft Music [3] I Have A Little Boat [4] Catch A Fish [5] Paint the Boat [6] Find the Boats [7] Boats At Sea [8] Sail, Baby, Sail Rhyme [2]

Output: Did You Ever See A Boat

***February Younger Toddler*** Free Sample, Transporation Theme, Lesson Plans, Calendar, Fun Learning Activities!


Input: [0] Wednesday [1] Classical Music [3] Hear The Whistle [4] Hats [5] Train Track – Sensory Walk [6] Train Tunnel [7] Nesting Cups and Blocks [8] I'm A Train [2]

Output: Can You Hear The Train?

***February Younger Toddler*** Free Sample, Transporation Theme, Lesson Plans, Calendar, Fun Learning Activities!


Input: [0] Thursday [1] Country Music [3] This Is The Way The Plane Flies [4] Land the Airplane [5] Color White [6] Airplane Peg Board [7] White Clouds [8] Swing Me Low, Swing Me High [2]

Output: My Little Airplane

***February Younger Toddler*** Free Sample, Transporation Theme, Lesson Plans, Calendar, Fun Learning Activities!


Input: [0] Friday [1] Blues Music [3] The Wheels On The Bus [4] Fun With Yellow [5] Color Yellow [6] Egg Carton Peg Board [7] Yellow Blocks [8] I'm A Little Teapot [2]

Output: Big Yellow Bus

***February Younger Toddler*** Free Sample, Transporation Theme, Lesson Plans, Calendar, Fun Learning Activities!


Input: [Part #] 1 [Category] Structural Component [Function] Provides a mount for all other parts, user holds this part [Material] Plastic [Part Name]

Output: Primary Housing

Difference between revisions of "Electric Razor" - GICL Wiki

Table 1: Conair Electric Razor Component List


Input: [Part #] 2 [Category] Input [Function] Moves the blade [Material] Metal [Part Name]

Output: Electric Motor

Difference between revisions of "Electric Razor" - GICL Wiki


Input: [Part #] 3 [Category] Structural Component [Function] Covers and holds batteries in place [Material] plastic [Part Name]

Output: Battery Door

Difference between revisions of "Electric Razor" - GICL Wiki


Input: [Part #] 4 [Category] Structural Component [Function] Holds taper control switch and serves as a mount for cutting heads [Material] Plastic [Part Name]

Output: Upper Housing

Difference between revisions of "Electric Razor" - GICL Wiki


Input: [Part #] 5 [Category] Motion Conversion Element [Function] Serves as a mount for both blades and converts the motion of the motor output shaft to the side to side motion of the blade [Material] Plastic with metal springs [Part Name]

Output: Blade Base Mount

Difference between revisions of "Electric Razor" - GICL Wiki


Input: [Part #] 6 [Category] Structural Element [Function] Guides hairs to be cut and serves as an anvil for the moving blade [Material] Metal [Part Name]

Output: Stationary Blade

Difference between revisions of "Electric Razor" - GICL Wiki


Input: [Part #] 7 [Category] Output [Function] Cuts the hairs that have been guided by the stationary blade [Material] Metal [Part Name]

Output: Moving Blade

Difference between revisions of "Electric Razor" - GICL Wiki


Input: [Part #] 8 [Category] Structural Element [Function] The blade base mount or nosehair trimmer snaps into the tabs on this part [Material] Metal [Part Name]

Output: Snap Mount

Difference between revisions of "Electric Razor" - GICL Wiki


Input: [Part #] 9 [Category] Structural [Function] Holds device together [Material] Metal [Part Name]

Output: Screws

Difference between revisions of "Electric Razor" - GICL Wiki


Input: Total Loss No total loss reported to CARFAX. [Owner 1] No Issues Reported [Owner 3] No Issues Reported [Owner 2]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2007 ACURA TL TYPE-S: 19UUA76557A033009


Input: Structural Damage No structural damage reported to CARFAX. [Owner 1] No Issues Reported [Owner 3] No Issues Reported [Owner 2]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2007 ACURA TL TYPE-S: 19UUA76557A033009


Input: Airbag Deployment No airbag deployment reported to CARFAX. [Owner 1] No Issues Reported [Owner 3] No Issues Reported [Owner 2]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2007 ACURA TL TYPE-S: 19UUA76557A033009


Input: Odometer Check No indication of an odometer rollback. [Owner 1] No Issues Indicated [Owner 3] No Issues Indicated [Owner 2]

Output: No Issues Indicated

CARFAX Vehicle History Report for this 2007 ACURA TL TYPE-S: 19UUA76557A033009


Input: Accident / Damage No accidents or damage reported to CARFAX. [Owner 1] No Issues Reported [Owner 3] No Issues Reported [Owner 2]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2007 ACURA TL TYPE-S: 19UUA76557A033009


Input: Manufacturer Recall No open recalls reported to CARFAX. Check with an authorized Acura dealer for any open recalls. [Owner 1] No Recalls Reported [Owner 3] No Recalls Reported [Owner 2]

Output: No Recalls Reported

CARFAX Vehicle History Report for this 2007 ACURA TL TYPE-S: 19UUA76557A033009


Input: Basic Warranty Original warranty estimated to have expired. [Owner 1] Warranty Expired [Owner 3] Warranty Expired [Owner 2]

Output: Warranty Expired

CARFAX Vehicle History Report for this 2007 ACURA TL TYPE-S: 19UUA76557A033009


Input: [Value] 6377298.556 m [Parameter]

Output: semi-major axis

ParameterizedTransformTest (GeoAPI conformance 3.1-SNAPSHOT)

CRS characteristics


Input: [Value] 6356097.550300896 m [Parameter]

Output: semi-minor axis

ParameterizedTransformTest (GeoAPI conformance 3.1-SNAPSHOT)

CRS characteristics


Input: [Value] 4.0° [Parameter]

Output: Latitude of projection centre

ParameterizedTransformTest (GeoAPI conformance 3.1-SNAPSHOT)

CRS characteristics


Input: [Value] 109.6855202029758° [Parameter]

Output: Longitude of projection centre

ParameterizedTransformTest (GeoAPI conformance 3.1-SNAPSHOT)

CRS characteristics


Input: [Value] 53.31582047222222° [Parameter]

Output: Azimuth of initial line

ParameterizedTransformTest (GeoAPI conformance 3.1-SNAPSHOT)

CRS characteristics


Input: [Value] 53.13010236111111° [Parameter]

Output: Angle from Rectified to Skew Grid

ParameterizedTransformTest (GeoAPI conformance 3.1-SNAPSHOT)

CRS characteristics


Input: [Value] 0.99984 [Parameter]

Output: Scale factor on initial line

ParameterizedTransformTest (GeoAPI conformance 3.1-SNAPSHOT)

CRS characteristics


Input: [Value] 590476.87 m [Parameter]

Output: Easting at projection centre

ParameterizedTransformTest (GeoAPI conformance 3.1-SNAPSHOT)

CRS characteristics


Input: [Value] 442857.65 m [Parameter]

Output: Northing at projection centre

ParameterizedTransformTest (GeoAPI conformance 3.1-SNAPSHOT)

CRS characteristics


Input: [Properties of solid] Properties of liquid

Output: At a given temperature, has a fixed volume and will take the shape of the container into which it is poured.

Chemistry-Particle Theory Flashcards - Cram.com

At a given temperature, has a definite shape which maybe affected by temperature. Usually increases in size (expansion) when heated and decreases in size (contraction) when cooled


Input: [Properties of solid] Properties of gas

Output: At a given temperature, has neither a definite shape nor volume. It will take up the shape of the container into which it is placed and will spread out evenly

Chemistry-Particle Theory Flashcards - Cram.com

At a given temperature, has a definite shape which maybe affected by temperature. Usually increases in size (expansion) when heated and decreases in size (contraction) when cooled


Input: [Properties of solid] Differences between solids, liquids and gases.

Output: liquids and gases are relatively compressible unlike solids. Meaning that their volumes can be changed with the application of pressure.Gas is more compressible than liquid.

Chemistry-Particle Theory Flashcards - Cram.com

At a given temperature, has a definite shape which maybe affected by temperature. Usually increases in size (expansion) when heated and decreases in size (contraction) when cooled


Input: [Properties of solid] Structure of solids

Output: Particles vibrate in a fixed position. It has a regular structure

Chemistry-Particle Theory Flashcards - Cram.com

At a given temperature, has a definite shape which maybe affected by temperature. Usually increases in size (expansion) when heated and decreases in size (contraction) when cooled


Input: [Properties of solid] Structure of liquids

Output: Particles have some freedom and can move around each other. Particle often collide

Chemistry-Particle Theory Flashcards - Cram.com

At a given temperature, has a definite shape which maybe affected by temperature. Usually increases in size (expansion) when heated and decreases in size (contraction) when cooled


Input: [Properties of solid] Structure of gases

Output: Particles move freely and at random in all the space available. Collide less often than in liquids.

Chemistry-Particle Theory Flashcards - Cram.com

At a given temperature, has a definite shape which maybe affected by temperature. Usually increases in size (expansion) when heated and decreases in size (contraction) when cooled


Input: [Properties of solid] What is diffusion

Output: The spreading out of a gas. For example leaving perfume bottles open. it is caused by the movement of random particles

Chemistry-Particle Theory Flashcards - Cram.com

At a given temperature, has a definite shape which maybe affected by temperature. Usually increases in size (expansion) when heated and decreases in size (contraction) when cooled


Input: [Properties of solid] What affects the rate of reaction?

Output: The rate of reaction is affected by the molecular mas of the particles. The greater the molecular mass, the faster the rate of diffusion

Chemistry-Particle Theory Flashcards - Cram.com

At a given temperature, has a definite shape which maybe affected by temperature. Usually increases in size (expansion) when heated and decreases in size (contraction) when cooled


Input: [Properties of solid] Example of different rates of reaction

Output: Ammonia and hydrochloric gas. Ammonia being a gas with higher molecular gas, diffuses more than the hydrochloric gas.

Chemistry-Particle Theory Flashcards - Cram.com

At a given temperature, has a definite shape which maybe affected by temperature. Usually increases in size (expansion) when heated and decreases in size (contraction) when cooled


Input: [Date] 2 weeks 4 days ago [Body] There might be one or two stories that pop up when the news gets slow in Detroit, but nain rouge definitely wins that comparison. [Title]

Output: Nain Rouge


Input: [Date] 12 weeks 5 days ago [Body] Well crap. I can't read apparently. [Title]

Output: Well crap. I can't read


Input: [Date] 12 weeks 6 days ago [Body] I'm referring to the misspelled version being included on the considered list and the correct spelling being put on the not considered list, but if the misspelled is included solely based on the reasoning provided then who cares. [Title]

Output: I'm referring to the


Input: [Date] 12 weeks 6 days ago [Body] "Abominable snowmen" is on the not considered list, but "abdominal snowmen" is on the considered list with the reasoning "because fuck it why not, it's basically the north pole there" Solid spellchecking, NoDak. [Title]

Output: Then there's this


Input: [Date] 14 weeks 3 days ago [Body] If I remember correctly Michigan dominated the game and Colgate's goalie put on a clinic. [Title]

Output: That Colgate game was my first ever at Yost


Input: [Date] 22 weeks 4 days ago [Body] Explained in this article. Essentially, he wasn't doing well in class, wanted to play a higher level of football, and wanted to move back some place that was warmer/closer to home. [Title]

Output: Explained in this article


Input: [Date] 22 weeks 5 days ago [Body] It was more of a survey. The idea was pitched to the group by the Maize Rage and The Zone, if I remember correctly. The results ended up being 2-1 or 3-1 in favor of not going official (which is exactly how it should be). Even if they inexplicably had been in favor I doubt it would have happened. [Title]

Output: It wasn't really an attempt


Input: [Date] 24 weeks 2 days ago [Body] Zingerman's is overrated. [Title]

Output: Zingerman's is massively


Input: [Date] 26 weeks 5 days ago [Body] Because if I had a kid (and I don't), I could teach him (or her) a lesson using parenting skills that I would never dream of doing to another kid (i.e. I can't ground someone else's kid for a month, take away priveleges, etc.). [Title]

Output: Because if I had a kid (and I


Input: [Date] 26 weeks 5 days ago [Body] Double post. [Title]

Output: Stupid mouse


Input: [Date] 26 weeks 5 days ago [Body] Your PS line makes no sense. Of course you're not going to call the police if your kid destroyed your property. Except in this case it was someone else's property. Invalid argument. [Title]

Output: Your PS line makes no sense.


Input: [Date] 26 weeks 6 days ago [Body] The Pointes also banned Poles during that time as well. I'm well over half Polish and never had a problem while growing up. People know the history, and the vast majority put it behind them because it just doesn't matter as much anymore. It is nowhere near as prevalent as it used to be. Those days are dead. Is there still a sense of entitlement? Absolutely. Are you going to be run out of town for being Jewish/Black/etc.? No. [Title]

Output: Give it up


Input: [Date] 26 weeks 6 days ago [Body] Grosse Pointe South is fine. North has had its issues over the past few years and was never as good as South (note: I went to South so bias does play a bit of a role). It's slid backwards a bit since I left (late 2000s) but it's still a good district. [Title]

Output: Grosse Pointe South is fine.


Input: [Date] 29 weeks 6 days ago [Body] People who have worked at Michigan in the past (like Tolbert) but are no longer around still have uniquenames. For example, Hunter Lochmann still has a uniquename even though he is no longer working at Michigan. Ty Wheatley Sr. also has a uniquename, but he's listed as an alum. The interesting one is Fred Jackson, who, if this is accurate, is listed as a retiree. https://mcommunity.umich.edu/#profile:fredjack [Title]

Output: Uniquenames are hit and miss


Input: [Date] 34 weeks 1 day ago [Body] This was the Blue Water to Port Huron. [Title]

Output: It wasn't


Input: [Date] 34 weeks 2 days ago [Body] But almost no one remembers that particular gesture anymore. [Title]

Output: It's still said


Input: [Date] 36 weeks 5 days ago [Body] But it's my understanding that Dekers essentially got absorbed by the AD. It still exists, but as a shell of its former self. [Title]

Output: Someone else can better explain this


Input: [Date] 36 weeks 5 days ago [Body] There was a noticeable difference going into the 2012-13 season from the previous year. The whole place just felt different, and not in a good way. And that was before the team tanked [Title]

Output: As someone who was a student pre and post renovations


Input: [Date] 41 weeks 3 days ago [Body] I fully agree that, in the end, his intention shouldn't matter. Unfortuantely, he's driven a wedge so deep in between himself and students/alumni/fans that decisions like this are questioned almost instantly, even though they should be looked upon in a positive light. It's hard for people to overlook being misled/blown off at almost every turn and not question something like this, especially given the timing. Is it right? Not necessarily. Is it understandable? Absolutely. [Title]

Output: It shouldn't matter, but it does


Input: [Date] 41 weeks 3 days ago [Body] Good for him. It's about time. And credit to him for finally getting that part right, even if I don't entirely believe that he did this on his own. I will, however, shit on him for not pursuing this relationship with students in the first place. He never should have waited four years to do stuff like this. He never should have blown them off in the first place. It's too late to call this relationship "important" and not be laughed at. If it were actually important, he shouldn't have destroyed it in the first place. [Title]

Output: I won't shit on him for lowering prices


Input: [Date] 41 weeks 4 days ago [Body] It's in Flint. Link. [Title]

Output: 3:00 PM


Input: [Date] 41 weeks 6 days ago [Body] See if they'd be willing to scrap the validation fee required for the student section. That should eliminate a few (or a lot) of the no shows since students can sell their tickets, and those who buy won't have to worry about paying an extra $40 or $50 in addition to the ticket. [Title]

Output: I'd add one other thing


Input: [Date] 42 weeks 3 days ago [Body] Fine. Here. The Free Press report was full of holes, misconstrued quotes, and other irregularities (to put it nicely). The entire student body knew it and therefore didn't take it seriously. Perhaps you forgot that the old BOX house put up a sign that said "Rosenberg punches dolphins" in response to the story. Athletics never gave anyone a real reason to protest those games because everyone involved knew the article was crap. Contrast that with the attitude of the athletic department since Brandon has taken over. The students have been treated like crap. Donors feel alienated. The only ones who seem to be happy are the athletes themselves (I don't blame them for that) and those who have an obscene amount of money to donate. [Title]

Output: You want an actual rebuttal?


Input: [Date] 42 weeks 3 days ago [Body] I've wanted Brandon gone since 2012. And I know I'm not the only one. [Title]

Output: Except it's not


Input: [Date] 43 weeks 3 days ago [Body] If your relationship with the students was actually "outstanding" then they wouldn't be protesting at the president's house calling for your resignation/firing. [Title]

Output: Hey Dave


Input: [Date] 43 weeks 5 days ago [Body] As of about five minutes ago. [Title]

Output: It's over 10,000


Input: [Date] 44 weeks 6 days ago [Body] H/T 11 Warriors [Title]

Output: This remains one of the best things ever posted


Input: [Date] 45 weeks 15 hours ago [Body] Yes, but if the band alone is responsible for getting a Weather Channel anchor to show up then I'll be shocked. [Title]

Output: Yes, but if the band alone is


Input: [Date] 45 weeks 15 hours ago [Body] Yes, because Michigan really needs someone from the Weather Channel to create a wow experience at halftime. That's definitely going to create a good memory for everyone and make them want to come back. [Title]

Output: Yes, because Michigan really


Input: [Date] 45 weeks 15 hours ago [Body] A large portion of the student body would line up for that, as would most recent alumni. Then add everyone else... [Title]

Output: Possibly quite long?


Input: [Name] Outcome [Type] Outcome [Description]

Output: The BioAssay activity outcome

AID 220153 - Specificity for protein kinase-I and protein kinase-II - PubChem BioAssay Summary


Input: [TID] 1 [Name] Specific activity activity comment [Type] String [Description]

Output: Specific activity activity comment

AID 220153 - Specificity for protein kinase-I and protein kinase-II - PubChem BioAssay Summary


Input: [TID] 2 [Name] Specific activity standard flag [Type] Integer [Description]

Output: Specific activity standard flag

AID 220153 - Specificity for protein kinase-I and protein kinase-II - PubChem BioAssay Summary


Input: [TID] 3 [Name] Specific activity qualifier [Type] String [Description]

Output: Specific activity qualifier

AID 220153 - Specificity for protein kinase-I and protein kinase-II - PubChem BioAssay Summary


Input: [TID] 4 [Name] Specific activity published value [Type] Float [Description]

Output: Specific activity published value

AID 220153 - Specificity for protein kinase-I and protein kinase-II - PubChem BioAssay Summary


Input: [TID] 5 [Name] Specific activity standard value [Type] Float [Description]

Output: Specific activity standard value

AID 220153 - Specificity for protein kinase-I and protein kinase-II - PubChem BioAssay Summary


Input: [Exlplanation] It's takes more force to get something moving than to keep it moving [Question]

Output: For a given object on a given surface is the coefficient of static friction or kinetic friction greater?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] The change in velocity of an object moving in a circle at any given point is inward pointing [Question]

Output: Centripetal acceleration goes in what direction relative to it's circular path of motion?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] That's intuitive, but momentum is mass times velocity [Question]

Output: If they have the same velocity, which object has more momentum: a car or a feather?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] No matter the distance between objects, there is some fraction of gravitational force between them [Question]

Output: Is every single particle in the universe gravitationally attracted to every other particle in the universe?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] He's for sure one of the smartest people alive [Question]

Output: What physicist united the five 'versions' of string theory and introduced M theory?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] Photons can be thought of as pure energy [Question]

Output: Do photons have mass?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] Black holes by definition are not able to be seen [Question]

Output: True or False: Scientists will someday be able to construct telescopes powerful enough to see a black hole?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] If you move 3 steps left, then 9 right, the vector of your displacement is 6 steps right [Question]

Output: What can a quantity be labeled if it essentially measures volume, and has both direction and magnitude?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] He defined inertia as a property of matter by which it remains at rest or in uniform motion in the same straight line unless acted upon by some external force [Question]

Output: What does Newton's first law of motion define? (one word answer)

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] This is due to principles of quantum mechanics [Question]

Output: The Heisenberg uncertainty principle states that you cannot know what two things about an electron?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] F=ma [Question]

Output: What will a force acting on an object (not in equilibrium) cause it to do?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] newtons are kilogram meters per second squared, aka mass times acceleration [Question]

Output: What units is force commonly measured in?

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] a mile is farther than a kilometer, so moving farther than a kilometer in the same amount of time means greater speed [Question]

Output: Which is faster, an object moving at 1 kilometer per hour, or 1 mile per hour

Physics knowledge Quiz - By sixtyseveners


Input: [Exlplanation] Essentially the mass is more spread out (less dense), so the planet has less gravitational force [Question]

Output: Does a planet with a radius twice that of earth but the same mass have greater or lesser gravitational attraction?

Physics knowledge Quiz - By sixtyseveners


Input: [Course #] MIS 201 [Credit] 4 [Lab] 2 [Lecture] 2 [Study Hours] 8 [Course Name]

Output: Fundamentals of Information Systems This course provides an introduction to systems and development concepts, information technology and application software. It explains how information is used in organizations and the effects IT has on the organization’s structure, processes, employees, customers, and suppliers. In addition, the course describes how IT enables improvement in quality, timeliness, and competitive advantage. Structure and functions of computers and telecommunications systems are also examined.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 410 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 3 [Course Name]

Output: Designing Information Systems This course covers information systems design and implementation. Students will demonstrate their mastery of the design process acquired in earlier courses by engaging in the physical design and implementation process for an information system of a limited scope.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 430 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 3 [Course Name]

Output: Integrating Information Systems This course focuses on the relationships and the interdependencies among networks, hardware, data, and applications. The students will learn how to design in the large, make appropriate choices about architecture in relationship to overall organization goals, understand the different mechanisms for coordination available, and create a process for establishing and maintaining an ongoing enterprise architecture.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 440 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 3 [Course Name]

Output: Information Networks This course provides an in-depth knowledge of data communications and networking requirements including networking and telecommunications technologies, hardware, and software. Emphasis is upon the analysis and design of networking applications in organizations. Management of telecommunications networks, cost-benefit analysis, and evaluation of connectivity options are covered. Students learn to evaluate, select, and implement different communication options within an organization.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 460 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 3 [Course Name]

Output: IT Strategy: Strategic Issues in IT Management This course introduces students to the use of computerized information systems to satisfy strategic business needs. It outlines the concepts of information systems for competitive advantage, data as a resource and IS and IT planning and implementation. It concentrates on developing the students’ competency in current/emerging issues in creating and coordinating the key activities necessary to manage the day-to-day IT functions of a company. Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 500 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Practicum Oral and Written Communication Competency Students will be graded on several team and individual oral presentations and written reports which demonstrate their competency in both oral and written communications. Each student will have an oral/written report card. (0.6 credits)

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 501 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Information Management A technical and managerial perspective that considers the management of an Information Technology (IT) organization for students with little or no academic or professional IT experience. Topics include: hardware, software, data/information, networks, applications, organization considerations, and frameworks for managing. Students assess applications, analyze case studies, and explore an important aspect of their company's information technology environment. This non-credit, web based course is in place to prepare MSIS students that do not have IT experience. It (or equivalent experience) is a prerequisite for any MSIS course. No credit towards a graduate degree for departmental majors. Undergraduates are not allowed to enroll in this course.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 502 [Credit] 3 [Course Name]

Output: Introduction to Accounting, Microeconomics, Statistics and Finance This non-credit, self-paced, web-based course is provided as a prerequisite to the required finance course for MSIS students. It introduces students to four important business disciplines: Accounting, Microeconomics, Statistics, and Financial Statements. It is intended for students without the respective background from either previous course work or work experience.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 610 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Managing Enterprise Systems This course offers a broad survey of Enterprise Systems technology and IS management considerations with emphasis on the mainframe. The course takes a strategic management perspective in exploring the mainframe’s architectural capabilities and impacts. Specific topics of study include Introduction to the Mainframe Environment, Total Cost of Ownership, Cost of Downtime, Scalability, Security, Access Management, and Mainframe Careers. Enterprise Systems case studies are explored throughout the course.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 620 [Credit] 3 [Course Name]

Output: Analysis and Development of Information Systems This course presents and analyzes various approaches to information analysis and development of organizational information systems within a system development life-cycle (SDLC), e.g. the waterfall, concentric, and prototyping approaches. Topics include strategic planning for SDLC, front-end and back-end phases of SDLC, project management, CASE methodologies, and balancing user, organizational, and technical considerations.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 630 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Data and Knowledge Management This course deals with strategic uses of data, data structures, file organizations and hardware as determinants of planning for and implementing a enterprise-wide data management scheme. Major course topics include data as valuable enterprise resource, inherent characteristics of data, modeling the data requirements of an enterprise, data repositories and system development life cycles.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 635 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Designing the Knowledge Organization This course will focus on the design and management of the knowledging organization organizations that generate and apply knowledge. A central theme of this course is the design of knowledge work. We concentrate on both micro- and macro-design and their interrelationships: individual, team, task, process, and organization levels. This courses comprises what is generally termed knowledge management and by extension the learning organization.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 636 [Credit] 3 [Course Name]

Output: Data Warehousing and Business Intelligence This course focuses on the design and management of data warehouse (DW) and business intelligence (BI) systems. The course is organized around the following general themes: Knowledge Discovery in Databases, Planning and Business Requirements, Architecture, Data Design, Implementation, Business Intelligence, Deployment, Maintenance and Growth, and Emerging Issues. Practical examples and case studies are presented throughout the course.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 637 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Knowledge Discovery in Databases 1 This course will focus on Data Mining & Knowledge Discovery Algorithms and their applications in solving real world business and operation problems. We concentrate on demonstrating how discovering the hidden knowledge in corporate databases will help managers to make near-real time intelligent business and operation decisions. The course will begin with an introduction to Data Mining and Knowledge Discovery in Databases. Methodological and practical aspects of knowledge discovery algorithms including: Data Preprocessing, k-Nearest Neighborhood algorithm, Machine Learning and Decision Trees, Artificial Neural Networks, Clustering, and Algorithm Evaluation Techniques will be covered. Practical examples and case studies will be present throughout the course. Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 638 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Knowledge Discovery in Databases II This course will focus on Data Mining & Knowledge Discovery Methods and Models. We concentrate on both methods and applications. The course will begin with a n introduction to probability, statistics, and sampling techniques. Methodological and practical aspects of knowledge discovery tools and techniques including: Principle Components, Linear Regression, Logistic Regression, Naive Bayes Estimations and Bayesian Networks will be covered. Practical examples and case studies will be present throughout the course. Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 640 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Network Management This course introduces the technical, as well as managerial, aspects of distributed information systems. The emphasis is on synthesizing the underlying technologies (networks, databases, and applications) with management approaches (planning, staffing, and organizing). Topics include: opportunities and challenges of distributed information systems, review of network technologies (LANs, WANs, MANs, high-speed networks), network architectures, client/server computing, distributed databases, distributed applications, open systems standards, and the management of distributed information systems. Case studies are introduced to illustrate different challenges and approaches to solutions.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 650 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: IT Outsourcing Governance The purpose of this course is to describe the important governance considerations necessary to manage IT outsourcing. The material in this course will be valuable to students/companies who are undertaking IT outsourcing activities and to students/companies who serve as the outsourcing vendors. Topics will include strategic decision making, feasibility considerations, day-to-day management functions (such as managing Service Level Management using dashboards effectively, measuring and assessing value, project prioritization, resource allocation), and the “sunset” decision to close out an outsourcing agreement and reintegrate the functions and processes within the firm. Students can combine the knowledge and skills gained in this course with the more specialized knowledge in the other three IT outsourcing courses to create a valuable skill set for today’s marketplace for all organizations: foreign and domestic, corporate, non-profit, and government.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 651 [Credit] 3 [Course Name]

Output: Legal Issues in IT Outsourcing The purpose of this course is to acquaint students with the specialized legal aspects of IT outsourcing needed to manage contract negotiation and for ongoing relationship management and measurement, regulation, off-shoring, and termination of IT outsourcing. Successful completion of the course allows the student to achieve a useful level of specialized management knowledge.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 652 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Relationship Management and IT Outsourcing This course will cover the many variations and complex manifestations of Relationship Management (RM) in the 21st century corporation in the context of IT outsourcing. Students will be exposed to both theoretical models and practical case studies to more fully develop a set of knowledge and skills to help them with RM related issues. Students will learn how to place outsourcing relationships within the general context of RM and identify the unique aspect of Outsourcing relative to other areas of RM. The issue of offshore outsourcing will particularly be discussed in the context of RM.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 661 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Marketing Online This course provides a basic understanding of social network theories and the way they are applied in online marketing. Students will develop this understanding from three aspects: (1) social network theories and marketing theories, (2) the techniques and best practices of online marketing, and (3) social network analysis. The specific topics include the representation of networks and basic concepts of network theories, such as strength of weak ties, centrality, clustering coefficient, small world network. These topics also include online marketing techniques: such as email marketing, search engine optimization, social media marketing, etc. Also students will be expected to conduct quantitative analysis of marketing data, such as MDS, cluster analysis and opinion mining.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 662 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Legal Issues for the IT Professional The course is a study of every major area of law that has an impact on the IT professional. The focus is on issues pertaining to electronic commerce and other technology-intensive business practices. The course discusses basic commercial law, jurisdictional issues and the contracting environment for online activity, including UCITA, intellectual property law, domain names, the protection of databases, privacy and publicity rights, and government regulation, including content-based restrictions, criminal law, and the prospective taxation of e-commerce. The goal of the course is to provide basic background in these issues for non-lawyers, and to promote sensitivity to the technological and business scenarios in which legal issues arise, enabling better management of their technological resources and commercial opportunities.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 663 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Discovering and Exploiting Entrepreneurial Opportunities In this course, students will evaluate and create their own prospective business strategies. They will develop an understanding of entrepreneurship and innovation in starting and growing a business venture. Students will be given an opportunity to actually start their own business or create a business in their company by learning how to take advantage of the new order of business opportunities of the information age. This course’s main objective is to show students how to identify these opportunities, be able to formulate and evaluate both qualitatively and quantitatively whether the opportunity is worth pursuing, and, of course, how it may be pursued. Actual case studies and experiences will be intertwined with the course content.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 664 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Issues and Trends in Information Technology Law and Enterprise Management MIS 664 is a survey course that provides a comprehensive exploration of how developments in law and policy impact management and IT. The discussion will address current events in order to see how recent legislation, judicial decisions, rulemaking, and other events have a bearing on the adoption and execution of IT business models, business decision-making at the level of IT ventures, enterprise management, and corporate governance.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 669 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Analyzing and Leveraging Social Media Websites The growing use of websites, such as Facebook and Twitter, allows everyone to generate and share content. These social media tools have become integral to our everyday lives. Students will learn various techniques for analyzing user behavior in social media websites by applying prominent theories that influence human behavior in these environments. They will examine these websites and evaluate their positive and negative impacts on society. The skills and knowledge that students acquire in this course will allow them to make recommendations for leveraging websites and other products/services that involve social media technologies.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 681 [Credit] 3 [Course Name]

Output: Financial Service Industry Trends and Issues This course concentrates on IT trends and issues in the financial services industry. Due to the diversity of this industry (banking, brokerage, and insurance), along with the assortment of customer characteristics (i.e. retail vs. institutional), we will modularize the lectures by industry and customer partitions. This segregation will provide for a better understanding of this ever-changing industry. Upon successful completion of this course, students will have a solid understanding of the industry, market dynamics, and how their roles in technology have an immense impact in the industry. This course will cover the structure and functioning of financial services, from the perspective of banking, insurance, capital markets, and brokerage. Topics include industry consolidation and globalization, investment banking, fixed-income markets, the equity markets, the regulatory environment, and financial analysis approaches. Trends in IT and its effect on each of these areas will be discussed.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 683 [Credit] 3 [Course Name]

Output: Financial Services Industry Back Office This course is designed to provide the student with an in-depth understanding of the back-office trade process and the role of information technology (IT) in this process, with the goal of helping the student to be an effective provider of information system development and operations in this arena. The various phases of the trade process will be described, including key regulatory requirements. The current contributions of IT to the process will be reviewed, including straight-through processing, T+1 and foreign exchange trades. Topics include the structure and vocabulary of a trade and trade processing, the street-side view of a process flow, global processing, regulatory and compliance, back-office best practices, improving efficiencies and real-time processing.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 684 [Credit] 3 [Course Name]

Output: Financial Services Industry Marketing and Sales This course concentrates on effective selling and marketing IT strategies in the financial services industry. Due to the diversity of this industry (banking, brokerage, and insurance), along with the multiplicity of customer characteristic (retail vs. institutional), we will modularize the lectures by industry and customer partitions. This segregation will provide for a better understanding of this ever-changing industry. Upon successful completion of this program, students will identify client constituent�s product needs and the ability for financial services companies to deliver this product (service) in a timely, cost-effective fashion. Corporate branding and marketing strategies will be reviewed and challenged by the student. Topics include the "sell-side", the "buy-side", the selling distribution process, e-business selling strategies, marketing strategies and corporate bonding, the role of data warehousing and sales data mining, and partnership with the client.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 685 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: The Healthcare Value Chain This course has been designed to provide foundational knowledge about the healthcare industry for information technology (IT) professionals working in (or aspiring to work in) the healthcare industry. After an introduction to the U.S. healthcare system from a stakeholder perspective, students learn about the information and communication needs of key interdependent stakeholders: healthcare providers (hospitals, physicians), suppliers of surgical and non-surgical equipment and drugs, third-party insurers and payers (including government), and the healthcare consumer (patients). The course materials include readings by current thought leaders, in-depth case studies, background summaries prepared by the instructor, and public Web-based resources. Students gain up-to-date knowledge about current healthcare IT solutions used by key players in the healthcare valuechain, and also learn about resources for understanding future IT-related trends in this fast-changing industry. This course is also a pre-requisite for three MIS courses that focus on specific types of HIT applications and the process changes and healthcare data needed to support them: MIS 686, MIS 687, and MIS 688 Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 686 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Administrative Systems in Healthcare The course begins with an overview of systems acquisition, implementation and support issues, including project management tools and vendor management practices. We then discuss business to business (B2B) applications, including those pertaining to group purchasing, electronic data interchange (EDI); enterprise portals and regional health information organizations (RHIOs); systems pertaining to financial management including supply chain management (SCM) and revenue cycle management (RCM); and the discipline of evidence-based medicine (EBM), including analytical tools to support operational decision-making such as data mining and predictive modeling. Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 687 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Clinical Systems in Healthcare This course focuses specifically on healthcare IT to support clinical workflows and point-of-care decision-making. Students gain an in-depth understanding of implementation, individual and group adoption, and evaluation issues for clinical systems in different types of healthcare settings. Exercises involving case analyses and workflow design are provided and ethical, social, and policy issues are examined. The course materials include readings by current thought leaders, healthcare informatics and information systems researchers, and in-depth case studies of HIT in both U.S. and non-U.S. contexts. Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 688 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Patient-centered e-Health Systems This course focuses on the effective design and usage of patient-centered information technology solutions to improve healthcare outcomes. Technology adoption frameworks are used to assess the potential capabilities of a broad range of applications, including different types of personal health records (PHRs); Internet tools for patient communications; and telehealth applications for diagnosis, monitoring, and disease management. In addition to selected course readings and Web-based tool demonstrations, invited guest experts will share their insights about the effective technical design and implementation of e-Health solutions from the perspective of one or more stakeholders in the healthcare value chain.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 689 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: IT Management for the Healthcare Professional This course has been designed to provide the healthcare professional (physicians, nurses, allied health, and other healthcare professionals) with a foundation in information management. The adoption of clinical systems (electronic medical records, computerized physician ordering, e-prescribing) by healthcare providers, and the growth of evidence-based decision support systems within healthcare providers, suppliers, insurers, and payers in the healthcare value chain, is expected to significantly increase. For the effective utilization of these investments, healthcare professionals who have a mastery of IT management fundamentals are needed to participate in the design, development, and support of all of these types of IT investments. Students will gain an up-to-date knowledge about managing healthcare IT (HIT), and also become familiar with resources for keeping up-to-date with IT terminology and trends in this fast-changing industry. Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 690 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Supply Chain Management and Strategy This course serves as the foundation course for studying strategic supply chain management within the Howe School. The course explores the major elements of the supply chain, and exposes students to leading edge thinking on supply chain strategy as well as practical tools and methods for its implementation. Topics covered include: Supply Chain Management Principles and the Customer; Supply Chain Networks and Organizations; Product Lifecycle Implications to Supply Chains; Forecasting and Inventory Management; Supply Chain Processes; Supply Chain Information Systems; Supply Chain Performance and Metrics; Lean Supply Chains; Risk Management; and Legal and Ethical Issues.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 691 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Procurement and Supplier Management The Procurement and Supplier Management course explores the strategic issues in procurement and supply management, including the purchasing process, procurement cycle, purchasing research, relationships with suppliers, negotiation, commodity planning, as well as price and value analysis. The course covers the organizational, strategic, and operational aspects of procurement and supply management, along with an integrated view of how product/service supply networks are being designed and deployed to meet the needs of a highly differentiated customer base.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 692 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Distribution and Logistics Management The Distribution and Logistics Management course explores the strategic issues in order, transportation, and distribution management, including the provisioning of finished goods and services to meet planned or actual demand. The course covers in-depth Distribution and Logistics Principles; Customer Fulfillment; Product Lifecycle Management; Distribution and Logistics Processes; Information Systems; Future Trends; as well as, Regulatory and Import/Export Issues.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 699 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Managing Emerging Information Technology IT organizations must be able to leverage new technologies. This course focuses on how organizations can effectively and efficiently assess trends and emerging technologies in data and knowledge management, information networks, and analyzing and developing application systems. Students will learn how to help their organizations define, select, and adopt new information technologies.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 710 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Process Innovation and Management This course focuses on the role of Information Technology (IT) in reengineering and enhancing key business processes. The implications for organizational structures and processes, as the result of increased opportunities to deploy information and streamline business systems, are covered.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 712 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Advanced Business Process Management The course addresses the techniques and concepts required to map, implement, automate, and evaluate business processes. Focusing on the technical and implementation aspects of Business Process Management, the course leads students from technical process design through the implementation and management of workflows to the structure of process-aware information systems. It discusses the distinction between business processes and business rules and outlines how they can be supported by technology. It details the technical structure of process-aware applications and provides an overview of technology standards that affect BPM systems. Modules on the run-time monitoring of processes and post-execution evaluation techniques complete this course. Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 714 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Service Innovation This course leads students through the identification, analysis, definition, and deployment of service opportunities within public and private organizations. Each of these phases is analyzed in detail to encompass the principal activities, methods, tools and techniques applied in the respective phase. Students will learn how to identify appropriate supporting techniques and information technologies for the different phases of the service life cycle, assess the role of technology, and gauge the organizational impact of service-focused operations. The objective of the course is to enable students to identify, implement and evaluate innovative service offerings in their organization.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 722 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Research Seminar: Process Management & Innovation The course introduces PhD students to research areas surrounding the design, implementation, and improvement of organizational processes. The process-oriented analysis of organizations serves as a focal point for the integration of business requirements (in form of business processes) with technology capabilities (in form of process support systems). Research topics within the area of process innovation range from organization theory and workplace design to control theory and the formal representation of processes. Students will discuss seminal research papers in the individual course modules and develop a research paper of their own on a topic related to process innovation (Prerequisite: MIS 710 or permission of the instructor)Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 723 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Research Seminar: Knowledge Management The course introduces PhD students to research areas surrounding the design, implementation, and management of knowledge organizations. The theory of organizational knowledge creation serves as a focal point for the elucidation and integration of knowledge subjects. Research topics within the area of knowledge management range from the design of knowledge processes and work to knowledge-oriented technologies and cultures. Students will discuss seminal research papers in the individual course modules and develop a research paper of their own on a topic related to knowledge management. This is a required course for PhD IM students.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 730 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Integrating Information System Technologies This course focuses on the issues surrounding the design of an overall Information Technology architecture. The traditional approach in organizations is to segment the problem into four areas - network, hardware, data, and applications. Instead, this course concentrates on the interdependencies among these architectures. In addition, this course will utilize management research on organizational integration and coordination. The student will learn how to design in the large, make appropriate choices about architecture in relationship to overall organization goals, understand the different mechanisms for coordination available, and create a process for establishing and maintaining an ongoing enterprise architecture.Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 731 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Integrating Information Technologies for Large-Scale Computing This course focuses on ways of designing an integrated enterprise architecture. The course explains the different forms of corporate information systems and their interaction. Mainframe systems will be the focus of the architecture. While in the past, mainframe systems were often self-contained, in current systems, it is more likely that such systems are part of an overall architecture including many smaller hardware devices and operating systems. The student will learn about the building blocks of current enterprise architectures, and then will learn how to connect them to solve the problems of large companies.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 735 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Managing IT Service Processes MIS 735 entails the examination of architecture and process considerations for maximizing the quality and integrity of IT services and software, including measurements, compliance testing, and audits. The course maps to the Service Strategy and Service Design domains of ITIL.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 736 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Managing IT Service Operations MIS 736 entails the examination of architecture and process considerations for maximizing the quality and integrity of IT services and software, including measurements, compliance testing, and audits. The course maps to the Service Transition, Service Operation, and Continual Service Improvement domains of ITIL.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 750 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Managing IT Resources The objective of this course is to investigate and understand the organizational infrastructure and governance considerations for Information Technology (IT). It concentrates on developing the students’ competency in current/emerging issues in creating and coordinating the key activities necessary to manage the day-to-day IT functions of a company. Topics include: IT’s key business processes, IT governance, IT organizational structure, value of IT, role of the CIO, outsourcing, systems integration, managing emerging technologies, change management, and human resource considerations. Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 757 [Credit] 0 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Practicum-Effective Communication for Managers In this workshop lab, students will learn several skillsto help them present and write more effectively. Specific topics include components of effective writing, ten steps for effective presentations, using advanced computer technologies in oral presentations, and portraying the correct image.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 758 [Credit] 0 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Practicum - Oral and Written Communication Comptency Students will be graded on several team and individual oral presentations and written reports which demonstrate their competency in both oral and written communications. Each student will have an oral/written report card.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 760 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Information Technology Strategy The objective of this course is to address the important question, "How does one improve the alignment of business and Information Technology strategies?" The course is designed for advanced graduate students. It provides the student with the most current approaches to deriving business and Information Technology strategies, while ensuring harmony among the organizations. Topics include business strategy, business infrastructure, IT strategy, strategic alignment, methods/metrics for building strategies, and achieving alignment. Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 800 [Credit] 1 [Lab] 0 [Lecture] 1 [Study Hours] 0 [Course Name]

Output: Special Problems in MIS (MS) With permission of the instructor. Limit of six credits for the degree of Master of Science.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 810 [Credit] 3 [Lab] 0 [Lecture] 3 [Study Hours] 0 [Course Name]

Output: Special Topics in Management of Information Systems A participating seminar on topics of current interest and importance in Management of Information Systems.

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 850 [Credit] 3 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Research in Managing IT Strategic, Tactical and Operational Issues This course provides the student with the opportunity to research current and emerging seminal trends in the responsibilities of the lead IT executive. It addresses IT topics such as alignment, strategy, governance, value, processes, outsourcing, organization and human resources, and managing emerging technologies. Students will be required to seek out and review current seminal research that defines the job of the CIO and the IT organization as it strives to align with the business. In particular, because this course is for doctoral students only, there is an emphasis on investigating these topics, becoming familiar with leading researchers and publications in the area, and presenting the results of individual assessments. Syllabus

Courses | School of Business - Stevens Institute of Technology


Input: [Course #] MIS 900 [Credit] 0 [Lab] 0 [Lecture] 0 [Study Hours] 0 [Course Name]

Output: Thesis in MIS (MS) For the degree of Master of Science. Six to 12 credits with departmental approval.

Courses | School of Business - Stevens Institute of Technology


Input: [Agency/Location] NCHRP 346 (7) [Comments] The low level criteria evaluated used values similar to those most recently proposed. The cost factors used in the analysis reflect costs for that time period. Some costs have gone down, few materials included. Based upon a broadly gathered sample of signs. Overhead and street name signs not addressed. [Implications] Minor impact conclusion. Concluded that impact costs should not include process improvement costs. Supports long term implementation to minimize costs to agencies. Cites need for research on field methods, degradation rates, and liability issues. [Reported Impacts]

Output: Low level criteria will have minor impact over a 10 year implementation. Many agencies have implemented sign management processes. Cost model can be useful to assess impacts over differing sign system conditions.

Maintaining Traffic Sign Retroreflectivity: Impacts on State and Local Agencies - FHWA-HRT-07-042


Input: [Agency/Location] USDOT Highway Safety Evaluations (14) [Comments] Conclusions based upon several years of data, but reporting process was not uniform. The data does not isolate the nature of sign improvements, so the relation to nighttime visibility cannot be determined. [Implications] Evidence that improved signing reduces crashes leading to a highly positive safety benefit. [Reported Impacts]

Output: Sign projects are among the highest payoff safety projects based upon evaluation reports submitted between 1978 and 1996. B/C ratio for sign projects 22.4 to 1.

Maintaining Traffic Sign Retroreflectivity: Impacts on State and Local Agencies - FHWA-HRT-07-042


Input: [Agency/Location] Texas DOT (8) [Comments] The AASHTO Task Force participated in these exercises and similarly found the need to replace about three times more signs than would needed to satisfy the minimum levels. Usefulness of the visual inspections method led to the proposal that agencies be allowed to use it instead of measurement methods. TF agreed that it may be appropriate to alter the contrast criteria. [Implications] The results suggest that the minimum values will not affect agencies as much as might be expected. The field exercises demonstrated the value of night inspections to find a multitude of possible problems that adversely affect night visibility. [Reported Impacts]

Output: Texas DOT sign crews reviewing 50 signs in training program suggested replacement of more signs than might be necessary under the proposed FHWA minimum requirements. Findings raised questions about the appropriateness of the contrast ratio aspect of the requirements.

Maintaining Traffic Sign Retroreflectivity: Impacts on State and Local Agencies - FHWA-HRT-07-042


Input: [Agency/Location] FHWA Impacts Report (5) [Comments] Impacts analyses based upon estimates of the number of signs based on a small sample. The sample was obtained from agencies who volunteered to provide the data leading to possible bias. The minimum levels considered were similar to the most recently proposed levels. Survey feedback indicated a widespread range of perceived impacts and highly variable costs. [Implications] This study added evidence that the impacts of the requirements would be minor. The range of perceived costs is great. Efforts may be needed to assist agencies in estimating more specifically their costs. [Reported Impacts]

Output: Nineteen agencies provided feedback on survey about sign management efforts in State & local agencies. They provided feedback on the expected impacts of the new requirements. Seven of these agencies provided data for a sample of their signs that was used to estimate overall impacts. Estimates of the impact led to the conclusion that the requirement would not have major impacts if implemented over a long period.

Maintaining Traffic Sign Retroreflectivity: Impacts on State and Local Agencies - FHWA-HRT-07-042


Input: [Agency/Location] Indiana DOT (9) [Comments] The data collection did follow ASTM procedures, but it is not believed that this had an impact on the conclusions. The agency only uses Type II material, so the results are less generally applicable. [Implications] Impacts of new requirements considered low. Good example of how data can be used to justify extending replacement cycle. Useful insights on wiping effects that can be included in the procedures. [Reported Impacts]

Output: Retroreflectivity was field measured for a sample of signs in five parts of the State. Data indicated that more than 90% of the signs met or exceeded the minimum levels proposed by FHWA in 1998. Data analysis found no effect for cleaning of signs before measurement and no effect associated with differences in environmental factors in different parts of the State. Recommendation to the State to increase the replacement cycle for all but stop signs to 12 years.

Maintaining Traffic Sign Retroreflectivity: Impacts on State and Local Agencies - FHWA-HRT-07-042


Input: [Agency/Location] Mendocino, CA (15) [Comments] This study relied on CHP data which covered a ten year period. There was a limited number of sections, but the safety experience of State roads in the area were used as a control. The effects of signing and marking improvements was not isolated. [Implications] Some skepticism is needed relative to the order of magnitude of the benefits, but it there would seem to be ample evidence of the value of good delineation and signing. Detailed of the review process and reasons for 3 year frequency should be pursued. [Reported Impacts]

Output: Road safety reviews which focused on sign and markings led to crash reductions savings in excess of $11 million. B/C ratio of 1:159 reported. Program cost were approximately $160,000, but calculated crash savings ranged from $12.8 to $23.7 million.

Maintaining Traffic Sign Retroreflectivity: Impacts on State and Local Agencies - FHWA-HRT-07-042


Input: [Agency/Location] North Carolina DOT (11) [Comments] The report contains a good summary of information on sign inventory and management systems. A lot of options considered in the development of NCDOT strategy. Useful critiques of estimating tools. Good long-term life-cycle cost analyses. [Implications] Recommendations suggest a large impact on the State, but the bulk of the costs are associated with putting a comprehensive SIMS in place. Less than 10% of their signs estimated to need replacement. [Reported Impacts]

Output: The agency undertook an extensive analysis of current sign practices and options available. It was estimated that there are over 3.2 million signs on the streets and highways in the States. Estimates of sign condition were generated from sample studies. Less than 10% of the State’s signs were believed to be below the minimum levels. The State already conducts regular night sign inspections. After considering a broad range of alternatives, it was recommended that the State undertake a comprehensive sign inventory and develop a full-function SIMS. Price over $4 million.

Maintaining Traffic Sign Retroreflectivity: Impacts on State and Local Agencies - FHWA-HRT-07-042


Input: [0] Field [2] Description [1]

Output: Type


Input: [0] height [2] height of the image in pixels [1]

Output: Number


Input: [0] width [2] width of the image in pixels [1]

Output: Number


Input: [0] ymin [2] Y-Axis value for the bottom of the image (default: 0) [1]

Output: Number


Input: [0] ymax [2] Y-Axis value for the top of the image (default: auto) [1]

Output: Number


Input: [0] nbuckets [2] Number of buckets in the vertical dimension [1]

Output: Number


Input: [0] selected [2] Array of field values to highlight, isolate or exclude [1]

Output: Array


Input: [0] isolate [2] If true, only draw selected values [1]

Output: Boolean


Input: [0] exclude [2] If true, don't draw selected values at all [1]

Output: Boolean


Input: [0] hues [2] Array of colors for highlighting selected field values [1]

Output: Array


Input: [0] decompose_all [2] highlight all field values (possibly reusing hues) [1]

Output: Boolean


Input: [Verse] 1 Thus, amongst such a large crowd of witnesses, let us set aside all anxiety and sin that distract us, and let us run with perseverance the race given us, [Analysis] fascinating first sentence [King James Version]

Output: Wherefore seeing we also are compassed about with so great a cloud of witnesses, let us lay aside every weight, and the sin which doth so easily beset us, and let us run with patience the race that is set before us,

Epistle to the Hebrews (Translated) - Conservapedia


Input: [Verse] 2 inspired by Jesus, the creator and perfecter of our faith, who endured the cross for the triumphant finish, rising above the shame, and now sits at the right hand of God's throne. [Analysis] χαρά is a challenge here: try "triumphant" due to the context [King James Version]

Output: Looking unto Jesus the author and finisher of our faith; who for the joy that was set before him endured the cross, despising the shame, and is set down at the right hand of the throne of God.

Epistle to the Hebrews (Translated) - Conservapedia


Input: [Verse] 3 Think of how He endured so much opposition by sinners against himself, so that you do not tire and lose heart. [Analysis] ἀναλογίζομαι: "think of" is the best modern rendition [King James Version]

Output: For consider him that endured such contradiction of sinners against himself, lest ye be wearied and faint in your minds.

Epistle to the Hebrews (Translated) - Conservapedia


Input: [Verse] 4 You have not yet shed blood in resistance and striving against sin. [Analysis] rare verse that is longer here than in KJV [King James Version]

Output: Ye have not yet resisted unto blood, striving against sin.

Epistle to the Hebrews (Translated) - Conservapedia


Input: [Verse] 5 And you have forgotten the exhortation which speaks to you as to children, My son, despite not you the chastening of the LORD, nor faint when you are rebuked of him [King James Version]

Output: And ye have forgotten the exhortation which speaketh unto you as unto children, My son, despise not thou the chastening of the Lord, nor faint when thou art rebuked of him

Epistle to the Hebrews (Translated) - Conservapedia


Input: [Verse] 6 For those whom the LORD loves he disciplines, and scourges every son who he recieves. [Analysis] "those whom," not "those that" - people should be referenced as "who" or "whom" [King James Version]

Output: For whom the Lord loveth he chasteneth, and scourgeth every son whom he receiveth.

Epistle to the Hebrews (Translated) - Conservapedia


Input: [Verse] 7 If you endure discipline, God deals with you as with sons; for what son is never disciplined by his father? [King James Version]

Output: If ye endure chastening, God dealeth with you as with sons; for what son is he whom the father chasteneth not?

Epistle to the Hebrews (Translated) - Conservapedia


Input: [Verse] 8 But if you are not disciplined, whereof all are partakers, then you are bastards, and not sons. [King James Version]

Output: But if ye be without chastisement, whereof all are partakers, then are ye bastards, and not sons.

Epistle to the Hebrews (Translated) - Conservapedia


Input: [Verse] 9 Furthermore, we have had fathers like us who corrected us, and we gave them reverence shall we not much rather be in subjection to the Father of spirits, and live? [King James Version]

Output: Furthermore we have had fathers of our flesh which corrected us, and we gave them reverence shall we not much rather be in subjection unto the Father of spirits, and live?

Epistle to the Hebrews (Translated) - Conservapedia