Notes, summaries, assignments, exams, and problems for Baccalaureate

Research Ethics and Methodology

3. 1C, 2A, 3F, 4G, 5H, 6B, 7D, 8E

1. A rule, policy, or… 2 GUI
2. DELINE
3. A person who is the… 6 HUMAN SUBJECT
4. Relating to someone’s… 1 MORAL
5. A study in which the… 7 OBSERVATIONAL STUDY
6. The process of using… 8 EXPERIMENTAL DATA
7. The positive or helpful… 3 BENEFIT
8. Relating to boundaries 4 DEFINED
9. A child… 5 MINOR

4. 1. Field experiment, 2. Interview, 3. Animal study, 4. Consent, 5. Ethical, 6. Regulations

Data Collection and Measurement

3. 1D, 2B, 3C, 4A, 5E

1. A digital program… 4 COMPUTER SIMULATION
2. The process… 2 DATA COLLECTION
3. A subset of… 3 RANDOM SAMPLE MEASUREMENT
4. A real-life event… 1 CASE STUDY
5. A characterization of data… 5 NOMINAL

4.

• Collection Methods: Archival search, self-report, survey
• Examination: Content

Uveitis Signs and Symptoms

Anterior Uveitis

• Reduced visual acuity (VA)
• Ciliary injection/flush around the limbus
• Miosis due to pupillary sphincter spasm
• Formation of posterior synechiae
• Anterior chamber cells and flare
• 'Spillover' of cells into the vitreous
• Hypopyon (white blood cell collection)
• Keratic precipitates (large/greasy suggest systemic; small suggest AAU)

Intermediate Uveitis

• Cells and flare
• Scattered keratic precipitates
• Vitreous cell spillover
• Vitreous snowballs and snow banking (white cells seen on fundus)
• Neovascularization and cystoid macular edema (CMO)

Grading Systems

Cells (/1x1 mm)

• 0: <1 | 0.5+: 1–5 | 1+: 6–15 | 2+: 16–25 | 3+: 26–50 | 4+: >50

Flare

• 0: None | 1+: Faint | 2+: Moderate (iris/lens clear) | 3+: Marked (iris/lens hazy)

Environmental Stewardship: Lessons from The Lorax

Treat it with care. Give it clean water. And feed it fresh air. Grow a forest. Protect it from axes that hack. Then the Lorax and all of his friends may come back.

Trátalo con cuidado. Dale agua limpia. Y aliméntalo con aire fresco. Haz crecer un bosque. Protégelo de las hachas que talan. Entonces el Lorax y todos sus amigos podrán regresar.

“They loved living here. But I can't let them stay. They'll have to find food. And I hope that they may. Good luck, boys,” he cried. And he sent them away.

“Les encantaba vivir aquí. Pero no puedo dejarlos quedarse. Tendrán que buscar comida. Y espero que la encuentren. ‘Buena suerte, chicos’, gritó. Y los envió lejos.”

Professional Interpretation

Revolution White Solera

• Grape: Chardonnay, Scheurebe, Riesling
• Style: Natural, oxidative-influenced white with solera aging
• Fermentation: Spontaneous fermentation with native yeasts
• Aging: Multi-vintage solera system in large neutral oak barrels
• Notes: Dried apple, orange peel, herbal tea, light nuttiness
• Acidity: Medium, balanced by texture and oxidative depth

2024 Scheurebe

• Grape: Scheurebe
• Style: Aromatic, precise dry white
• Fermentation: Stainless steel to preserve aromatics
• Aging: Short lees contact
• Notes: Grapefruit, passionfruit, cassis, subtle mineral tones
• Acidity: Vibrant, fresh and structured

2023 Albariño »Do Ferreiro«

• Grape: Albariño
• Style: Coastal, mineral-driven white
• Fermentation: Stainless steel with controlled temperatures
• Aging: Lees aging

Verb Tense Summary

Present Simple (Pres.S)

am/is/are + participle. He/She/It: do $\rightarrow$ does/doesn't. Will not.

Present Continuous (Pres.Cont)

am/is/are + being + participle.

Past Simple (Past.S)

was/were + participle.

Past Continuous (Past.Cont)

was/were + being + participle.

Present Perfect (Pres.Perf)

have/has + been + participle.

Past Perfect (Past.Perf)

had + been + participle.

Future Simple (Future.S)

will + be + participle.

Going To Future

am/is/are + going to + be + participle.

Auxiliary Verbs Summary

have/has/past: had.

Modal Verbs (Second Conditional Context)

Second Modals: might/may/could.

Examples: not buy $\rightarrow$ didn't buy. He/She/It WERE.

Participles

Third Participle: verb + ed. Go $\rightarrow$ gone. Be $\rightarrow$ have been.

Conditional

English Sentence Transformations

1. Managed to give
2. Were not allowed to enter
3. Too cold for us to
4. Need to be answered
5. Rarely remembers the date/day when
6. Am considering moving
7. Did not let their children
8. Stop speaking to him unless
9. Such an interesting novel
10. Is likely to end
11. Impressed by her fluency in
12. Looking forward to going
13. Success in spite of
14. Is worth seeing
15. See each other
16. Was called off by
17. Must be a church that you
18. Time we visited Lisbon was
19. Not fast enough to catch (or reach)
20. Film would already be
21. Ready to set off
22. Has not been replaced by
23. As long as he has (or takes)
24. He had been very amused
25. So sick that he decided
26. Had I arrived when
27. Is believed to have cancelled
28. I could play badminton well
29. Was not keen on going
30. Mind passing me
31. Nearly as expensive as
32. Denied having seen
33. Like

Closure Properties of Regular Languages

A class of languages is said to be closed under an operation if applying that operation on languages of the class results in a language that also belongs to the same class.

👉 Regular languages are closed under several operations.

1. Closure Under Union (∪)

Statement

If L₁ and L₂ are regular languages, then L₁ ∪ L₂ is also regular.

Explanation

• Since L₁ and L₂ are regular, there exist DFAs M₁ and M₂.
• Using product construction, a DFA can be built that accepts strings accepted by either M₁ or M₂.

✅ Hence, regular languages are closed under union.

2. Closure Under Intersection (∩)

Statement

If L₁ and L₂ are regular, then L₁ ∩ L₂ is regular.

Explanation

• Construct a product DFA.
• A

Operators

• Arithmetic: +, -, *, /, %
• Relation: ==, !=, >, <, >=, <=
• Logic: &&, ||, !
• Assignment: =, +=, -=, *=, /=, ?=
• Increment: ++, --
• Order of operations: (), *, /, %, +, -, <>, ==, !=

ASCII Conversions

• Lowercase to uppercase: 'x' - 32
• Uppercase to lowercase: 'x' + 32

Data Types

Constants

#define TAX 0.13
const int Max = 100;

Control Structures

Statements: if, else if, else

Switches

switch(x) {
    case 1: printf("One"); break;
    case 2: printf("Two"); break;
    default: printf("Other");
}

Loops: while, do while, for

For Loop Example

#include <stdio.

Transmission Line Fundamentals

Characteristic Impedance: These are important parameters connecting the source with the transmission line ending with the load.

VSWR (Voltage Standing Wave Ratio): The ratio of maximum to minimum voltage on the line. If Z_S = Z₀ = Z_L, this leads to minimum VSWR and maximum power transfer.

Reflection Coefficient (Γ): The ratio of reflected to incident voltage wave. Γ = zero means a perfect match.

Coaxial Cable vs. Waveguide Comparison

Coaxial Cable Usage

• Lower frequencies: Typically used for frequencies < 3 GHz.
• Lower power requirements: Suitable for applications with limited power needs.

Waveguide Usage

• Higher frequencies: Used for frequencies > 3 GHz.
• Lower loss: Required when signal attenuation must be minimized.