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Kunci Jawaban Soal OSK 2014 bidang Komputer. Nb : Kunci Jawaban ini belum tentu resmi, hanya berdasarkan yang saya dapat lewat internet. 1. B. 26. B. 2. Kunci Jawaban Soal OSK 2014 bidang Komputer Nb : Kunci Jawaban ini belum tentu resmi, hanya berdasarkan yang saya dapat lewat internet 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. B D B A E D E B C C E C E C C E E C A E C B A B D 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. B C A B C D A C D D B D C A E B A E A B E D A D B
Create assemblies faster with new in-context Quick Mate toolbar Section View—Include/Exclude selected components Significantly improved Section View performance Create part Slot features with Hole Wizard and speed up assembly creation with new Slot Mate • Add rotation in Explode Steps so parts will automatically rotate Benefits Create and view assemblies faster and easier. SolidWorks® Simulation automatically leverages data for simulations: Streamline simulation and eliminate duplication of effort to enable concurrent engineering. • Toolbox fasteners definition, with position, bolt materials, and preloads, for Bolt Connectors in SolidWorks Simulation • Thermal properties and PCB definition from electrical components in SolidWorks Flow Simulation • In-mold residual stress and temperature data from SolidWorks Plastics in SolidWorks Simulation Benefits • Create angular running dimensions • Set automatic limits for rows in tables • Turn a part drawing into an assembly drawing without Perform faster and more automated drawing detailing. losing references • Slot callout notes
Timing and Sample Qualifications • This report discusses the findings for 1,441 College Students (age 18–24) and 1,412 Employees (21–29) who completed an online survey between May 13 and June 8, 2011. • The survey was translated and fielded in 14 countries to gain approximately 100 completes for each subgroup in each country (~200 total completes per country). • Countries: United States, Canada, Mexico, Brazil, United Kingdom, France, Spain, Germany, Italy, Russia, India, China, Japan, Australia • Respondents were screened to meet the following criteria: – College Graduate or Higher – Employed Full Time in a Non-IT role – Does not work for a company in the Market Research or Non Profit Industry – Works for an organization that employs 10+ people worldwide • Quotas were set to ensure an even distribution of completes by gender. Subgroup Analysis • Statistical differences between country subgroups were tested at the 95% confidence level and are indicated with capital letters in the analysis that follows. © 2011 Cisco and/or its affiliates. All rights reserved. 2 © 2011 Cisco and/or its affiliates. All rights reserved. 3 The Internet Students and Young Professionals share similar perceptions on the importance of the Internet. For most, accessing the Internet through their computer is their primary information and news source and an integral part of their daily life. • Roughly half of Students (49%) and End Users (47%) consider the Internet to be ‗close‘ in importance to water, food, air, and shelter in their lives; and one-third of respondents in each subgroup consider the Internet to be as important as these critical needs.
• In Fall 2010, Cisco Systems partnered with InsightExpress for the execution of a research initiative that effectively gathered insights and feedback across End User and ITDM populations in 12 countries. • Overall, the research was targeted towards understanding the challenges companies face in an increasingly mobile and security risk-prone world. • In support of these efforts, the following investigation explores similar issues among a younger demographic—End Users and College Students between 18–29 years old. © 2011 Cisco and/or its affiliates. All rights reserved. 3 Timing and Sample Qualifications • This report discusses the findings for 1,441 College Students (age 18–24) and 1,412 End Users (21–29) who completed an online survey between May 13 and June 8, 2011. • The survey was translated into local languages and fielded in 14 countries to gain approximately 100 completes for each subgroup in each country (~200 total completes per country). • End Users were screened to meet the following criteria: – College Graduate or Higher – Employed Full Time in a Non-IT role – Does not work for a company in the Market Research or Non Profit Industry – Works for an organization that employs 10+ people worldwide • Quotas were set to ensure an even distribution of completes by gender. Subgroup Analysis • Statistical differences between country subgroups were tested at the 95% confidence level and are indicated with capital letters in the analysis that follows. © 2011 Cisco and/or its affiliates. All rights reserved. 4 © 2011 Cisco and/or its affiliates. All rights reserved. 5
Salsa Garden with Support Structures Each square equals 1-square foot Sample Bed is 12 feet by 20 feet Tomatoes come in determinate (they stop growing) and indeterminate (they grow all season long) types. Determinates take up less room and include patio varieties. Basically, a tomatoes will require about 9 square feet per plant unless trellised. For trellised plants, plant every 4 feet. Peppers need about 1 square feet per plant. Can plant started plants or start seeds indoors. Onions and garlic can be planted 12 per square foot. Can plant started plants or start seed indoors. Herbs-depending on type and variety, most herbs can be planted one plant per foot. Can plant started plants or start seed indoors. Walkways Walkways Adding supports frees up more space so you can add more plants! Commonly started directly outdoors as seeds: Beans Peas Carrots Squash Corn Watermelon Cucumbers Lettuce
This is a sample of the kinds of stuff that you might use to build your Junk Drawer Robotics robots. The items listed and shown are some of the things and parts that can be useful for the robotics activities in this curriculum. This is not a complete list and should be used just as a reference and source for other ideas. Most of the items do not have to be exactly the same as the ones listed or shown and can be whatever you can find or have locally. You can browse in the grocery, hardware, office supply and the “dollar” stores to find different items that can be used by the youth. Sometimes inexpensive items can be used in constructing other items. A cheap toy vehicle can be taken apart. The axles and wheels, and motor if it has one, can be used to make the robots cheaper than buying new parts. Other items like a bicycle, IPod, tongs, or pliers that might be used in some activities can be borrowed for that activity. A collection of old parts and equipment can become a great learning experience for young explorers. They can find and frame problems and develop creative solutions from such items.
The research reports on results of an initial application of the Love Attitude Scale (Hendrick & Hendrick, 1986) in Serbia. The study was conducted on the sample of 127 respondents, mainly of adolescent age, from Subotica, Serbia. We explored the factor structure of the Love Attitude Scale, analyzed relationships between its subscales, and examined relevant correlates of its dimensions. We also performed extensive item analysis of the scale, and proposed several new items for the use in the revised Love Attitude Scale for Serbia. Correlates of the revised subscales correspond to those obtained with the original scale and in other countries. The results confirm cross-cultural stability of the six-dimensional structure of the Love Attitude Scale. It was concluded that the Serbian adaptation was successful, and that the translated and slightly revised scale can be used as a valid instrument for the assessment of the six love styles. Keywords: Love styles; factor analysis; romantic behavior; Serbia For many years academic psychologists had not been interested in research on love. However, the last two decades witnessed rising interest in this aspect of human psychology with many developments and research programs. One of the outcomes is a number of operationalizations of different attitudes to love, love styles, or dimensions of love. Some examples are Rubin's (1970) Love Scale, the Love Scale developed by Munro and Adams (1978), the „Erotometer‟ developed by Bardis (1978), and Sternberg‟s Triangular Love Scale (1986, 1987, 1997).
•Analyze all the items showing high stress levels and figure out how to rein them in, particularly if you feel your health is being significantly affected. But keep in mind that any such scale, along with its categories, is subjective and that some stressors, such as deadlines, can actually have positive consequences. • Remember that stress differs for all of us. Things like bungee jumping that are distressful for some may be pleasurable for others. Similarly, no stress-reduction technique works for everyone. Jogging, meditation or yoga are great for some but can actually prove stressful when arbitrarily imposed on others. Find out what works for you. • Don't automatically assume that your headaches or other complaints are stressrelated just because you have a high job stress score. A physician should always be consulted if you experience new symptoms, or if past problems seem to be getting worse, because they may be due to something else that is much easier to treat in its early stages. • Finally, although stress is difficult to define, the feeling of having little control is always distressful. Anything you can do to gain more control over your daily activities will provide powerful stress reduction rewards.
© 2010 by CustomGuide, Inc. 3387 Brownlow Avenue, Suite 200; Saint Louis Park, MN 55426 This material is copyrighted and all rights are reserved by CustomGuide, Inc. No part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language or computer language, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, or otherwise, without the prior written permission of CustomGuide, Inc. We make a sincere effort to ensure the accuracy of the material described herein; however, CustomGuide makes no warranty, expressed or implied, with respect to the quality, correctness, reliability, accuracy, or freedom from error of this document or the products it describes. Data used in examples and sample data files are intended to be fictional. Any resemblance to real persons or companies is entirely coincidental. The names of software products referred to in this manual are claimed as trademarks of their respective companies. CustomGuide is a registered trademark of CustomGuide, Inc.
In the first PowerPoint tutorial you learned how to create and save a new presentation (the Screenbeans slide show). You saw a sample slide show (The Tudor Monarchs). You learned how to prepare an outline, you typed text for each slide, added clip art, and set timings. You added an effect to enhance the slide transition, you selected a color scheme, and may have even created a new background effect. You changed the printer settings so that you can print out handouts rather than just individual slides of your shows. For many classrooms and for most K-12 students, what you learned in chapter 9 is just fine; it’s all you need to know. But, if you're ready to take the next step and learn some more advanced skills with PowerPoint, or if you teach computer-savvy students who want more challenging skills to master, this chapter's for you. Most PowerPoint presentations you see in school or at work are what are called linear presentations. That is, each slide is designed to proceed one slide right after another. The first slide transitions to the second, which transitions to the third, and so forth. For many educational tasks, this is fine. But, what if... What if you want your students to create an interactive story, where, for example, younger kids could read on Slide One a story about a dragon, then choose, on Slide Two, any one of three possible places that the dragon could go? By clicking on the word "desert," the show would move to a slide describing what happens to the dragon in the desert. If the student clicks on the word "forest," a different slide sequence appears with another ending. The learner thus participates, not by simply clicking on slide after slide in one, linear direction, but by making choices that affect what slide comes next, thus making the presentation interactive and non-linear.