 to label anyone an out-and-out villain. This play doesn't preach a party line. It practices profound empathy, with regard to all of its subjects.
World-Class Theater: Chris Jones, theater critic for the Chicago Tribune and one of the best theater critics in the country, chose American Theater Company's world-premiere production of "The Project(s)" — an exploration of the triangulation between housing policy, urban poverty and race in Chicago that was based on more than 100 interviews — as the best play he saw in Chicago in 2015. Ditto for me, for reasons that come through in my enthusiastic review of "The Project(s)" last May.
After returning to Milwaukee, it was Cecsarini who I first wrote to discuss this play, which "Twilight" is like in so many ways. We've come to associate work like this with Next Act; we're lucky we have an artistic director and a theater company willing to take the risks involved in taking it on.
Call "Twilight" an issues play, if you must; that's not inaccurate. But like "The Project(s)" — rated best of the best in a city that's itself the best theater town in America — such labels should never disguise or reduce what you'll see for yourself if you come see it: "Twilight" is also a great play, involving fully realized characters who will linger in your mind, long after the lights come down.<issue_start><issue_comment>Title: Add ability to specify Databricks cluster spec as JSON string, dict in CLI, Python API
username_0: Adds the ability to specify a Databricks cluster spec as a JSON string / dict in the `mlflow run` CLI and Python API, respectively. The ability to pass a dict in the Python API should simplify dynamically specifying attributes of a cluster against which to run a project (e.g. when running a script that kicks off runs of other projects on Databricks, you no longer need depend on the presence of a cluster spec file), and the ability to specify a JSON string in the CLI is included for parity.
<issue_comment>username_1: Looks good with the changes.<issue_start><issue_comment>Title: Choose an account dialog starts with no option initially selected.
username_0: #### Software and hardware versions 
Collect v1.12.x, Android v5.1.1, device used Oppo f1

#### Problem description
The "Choose an account" dialog starts with no option initially selected.

#### Steps to reproduce the problem
General settings -> Server -> Set type to Google drive,sheets -> Now select Google account

#### Expected behavior
The dialog should start with the previously selected google account (if it exists) or the first option.

#### Other information 
Found while working on #1777 
Certainly not a problem but most app have one option as a default one in radio options dialog.
<issue_comment>username_1: @opendatakit-bot claim
<issue_comment>username_1: @opendatakit-bot claim<issue_closed>This life revolves around plans we have, whether they be short-term or long-term. The truth is if we have no plans or goals it is clear that we are not moving towards anything of significant value. Life is not meaningful if you don't have something that you are working on or aiming for, to improve the overall quality of life.
The Word of God declares in Proverbs 29:18, "Where there is no vision the people perish." In Proverbs chapter 16 the Bible says, "The plans of the heart belong to man but the answer of the tongue is from The Lord. All the ways of a man are pure in his own eyes, but The Lord weighs the spirit. Commit your work to The Lord and your plans will be established."
As human beings, we tend to make a lot of plans for our lives, some good, some not so good. People will go to great lengths to make sure their plans succeed but God always has the last word as to what is right or best. When our plans do not go through or conflict with God it just means He had something better.
Join us this week as we explore ways of how we can ensure our plans succeed.Assign parts of a free-response (FR) question as is as the topic it tests is taught. Later, other parts from the same stem can be assigned. Including previously assigned parts is a spiraling technique. Once students see that you are doing this, they will be more likely to keep up to date on past topics.
Adapt and expand the questions is another way to use FR questions.
This summer I will be discussing how to do just that. Each week I will look at one of the released 2021 FR questions and suggest how to expand and adapt it. Each stem allows for many more questions than can be asked on any one exam. You have the luxury of asking other things based on the same stem.
This summer’s series of posts will take one question at a time discuss it and suggest additional questions or explorations that may be asked. I will not be presenting solutions. They are available on AP Community bulletin board here and here. I will link the posts to the scoring standards when they are published.
This is a Reimann sum and Table question (Type 5) and covers topics from Units 6 and 8 from the current Course and Exam Description. All four parts are fairly typical for this type problem. There is a little twist in part (b). The context is the density of bacteria growing in a petri dish.
Density is not listed in the Course and Exam Description. It is not covered well in many textbooks. Since it is not listed you need not teach it; exam questions referencing density have enough included information so that a student who has never seen the concept will still be able to answer the question. Keep this in mind as you look at each part; help your students see past the context and look at the calculus. More information on density see these posts Density Functions, and Good Question 15 and Good Question 16.
Part (a): Students were asked to estimate the value of the derivative of f at r = 2.25 and explain its meaning, including units, in the context of the problem. The expected procedure is to find the slope between the two values closest to r =2.25. The interpretation is the increase in density as you move away from the center. The units are milligrams per square centimeter per centimeter distant from the center.
AP exams have always asked this question at a value exactly half-way between two values in the table. You may change this to some other place such as r = 3 or r = 0.8.
Units of the derivative are always the units of the function divided by the units of the independent variable. Be sure your students understand this.
The units can be correctly written as, but here is a good change to discuss what the units mean. Why does “milligrams per square centimeter per centimeter distant from the center” make more sense?
Ask “Is there a point in the interval [2, 2.5] where the slope of the tangent line is 8? Justify your answer.” This makes use of the Mean Value Theorem.
Part (b) : As usual in this type of problem, students are asked to write a Riemann sum based on the intervals in the table. The difference here is that the integral being approximated,, has an “extra” factor of r in it.
The question asked for a right Riemann sum. You can easily adapt this by asking for a left Riemann sum, a midpoint Riemann sum, and/or a Trapezoidal approximation.
You may ask for a Riemann sum without the “extra” factor.
You may find a different Riemann sum problem and include an “extra” factor in it.
The integral is the integral for a radial density function. See the Density blog post cited above, example 2.
The radial density function looks like the integral for finding volumes by the method of cylindrical shells. This is more than a coincidence. Why?
Part (c): This part asked if the answer in (b) was an overestimate or an underestimate, with an explanation. For any approximation, some idea of its accuracy is important. In BC questions on power series approximations, a numerical estimate of the error bound is a common question.
Ask the same question for a different Riemann sum (left, midpoint, trapezoid).
A visual idea helps keep all this straight. Draw sketches showing the Riemann sum rectangles or trapezoids. Whether they lie above or below the graph of the function determines whether the approximation is an overestimate or underestimate.
Part (d): Typical of the Riemann sum table question is the final part with a related question based on a function and not based on the table.
This is a calculator allowed question. Students should not try to do the integration by hand.
The question asked for the average value of the function on an interval. Other question you could ask are find the rate of change (derivative) at a point, the total mass (note “extra” r), the average rate of change on an interval, etc.
← Summer … At last!
KANSAS CITY, Kan. – Kyle Busch overcame some anxious moments in practice, a throttle problem during the race and a few wild restarts Sunday to earn his first top five in a month.
So with a third-place finish at Kansas Speedway, did the Joe Gibbs Racing driver finally feel as if he had regained his mojo after stumbling through the first six races of the playoffs?
The regular