5S Numbers Game
The Numbers Game 数字人生
The Numbers Game数字人生The Numbers Game数字人生by Marcus MauriceIf someone is in need of help, do groups of people help them quicker than individual people?如果某人需要帮助，一群人会比一个人更快伸出援手吗？The next time someone tells you that you look average, thank them. Why? On the street, Jack Porway, who is the host of National Geographic Channel's The Numbers Game, surprised a lot of people on the street when he conducted an experiment. He stuck up five male and five female pictures and had passersby vote on the most beautiful and handsome person by sticking hearts on the pictures. In the end, the third picture on each side won.Then, Porway surprised everyone. He dropped the curtains to reveal justfour people on each side. Missing from each side was the person inpicture three, which was the one everyone thought was the best looking.The reason for this was because picture number three was not real.Instead, the third picture was just a composite of allfour of the other people. In studies around the world and in Porway'sexperiment, people prefer the average composite rather than an actualperson.Another test that Porway does on The Numbers Game is called the bystander effect.In a restaurant with hidden cameras, an actor falls on the floor. Porway tests to see how long it takes individual people or groups ofpeople to help the fallen man. He finds that people who are eating alonehelp the man in three seconds or less. However, those in groups tend totake three times as long, which can be almost 10 seconds. The bystandereffect shows that people in groups look at each other first to see ifsomeone else is going to help. This delays their decision to step up to be a hero. Learn about money, sex, marriage, and mortality on The Numbers Game this month on NGC. be in need of...需要……If you see someone who is in need of help, you should take matters into your own hands.你若看见有人需要帮助，就应该挺身而出。
5S 数字游戏
这些随之而来的工作表展示了我们现在工作地方的状态 （请不要偷看) The Worksheet on the following page represents the Current State of our Work Place [no peeking!] / 你的工作是用一支圆珠笔或者一支铅笔按照正确顺序“勾划”掉1 到 49 . 例如: 1 2 3 / Your job is to use a pen or pencil and “Strike Out” the numbers 1 to 49 in correct Sequence. Example: 1 2 3 / 给你30秒钟完成这项任务 / You will have 30 seconds to complete the task / 所指派的掐表人员将会告诉你什么时候开始和30秒后结束的时间 / The designated time keeper will tell you when to start and announce the end of your task at the 30 second mark / 当时间到了的时候，每一个人说出自己划出的最高数字并记录到各自的画板图表里。 / When time is up, each person says the highest number they crossed out and record this individual scores on an easel chart / 圈出“最低得分”- 这个分数将是本轮的团队官方分数 / Circle the “Lowest Score” – this is the Team’s Official Score for this round / [你将会有很多次机会! … 很快] / [You will have more chances! … Soon]
腾讯马拉松编程赛题
4500 小Q系列故事——屌丝的逆袭Time Limit: 0.1 Seconds Memory Limit: 65536K一段时间以后，随着对工作环境以及同事的熟悉，小Q逐渐放松下来，在工作间隙，他细细观察了自己的工作环境，发现整个工作室是一个N行M列的矩形布局，或者是因为屌丝的本性逐步暴露，他还暗自给每个同事在心里进行了魅力值评分（为区别男女，男生一律用负整数表示，女生一律用正整数表示）。
现在，小Q把所有人的数据记录下来，并且这样定义一个位置的价值：一个位置的价值只和其上下左右四个邻居的魅力值有关（对于靠边的位置，只考虑其存在的邻居）；如果某位置的邻居和该位置主人性别不同，则总分加上邻居魅力值的绝对值，否则减去；对周围所有邻居的数据处理后，最终的得分即为这个位置的最终得分，得分越高，则该位置越好；现在你能帮助小Q计算一下哪里才是最佳位置吗？Input 输入包含多组测试数据；每组测试数据的第一行包含2个整数N和M，表示工作室的布局是N行M列；接下来的N行，每行有M个整数，分别表示对应位置员工的魅力值数据Ki，正整数表示女生的魅力值，负整数表示男生的魅力值；N和M为0的时候表示输入数据结束。
[Technical Specification] N<=20 M<=20 -100<=Ki<=100Output 请计算并输出最佳位置的行列号以及对应的得分，如果得分最高的位置有多个，则请输出行号最小的那个，行号还相同的话，再比较列号，只输出列号最小的那个即可。
Sample Input Sample Output2 3 1 2 1110025 -4 3-6 3 74501 小明系列故事——买年货Time Limit: 2.0 Seconds Memory Limit: 65536K还没看完通知，小明就高兴的要死，因为他就是都尚的会员啊。
迫不及待的小明在超市逛了一圈发现超市里有n件他想要的商品。
终极MRP安装教程
Python小游戏代码
Python5个小游戏代码1. 猜数字游戏import randomdef guess_number():random_number = random.randint(1, 100)attempts = 0while True:user_guess = int(input("请输入一个1到100之间的数字："))attempts += 1if user_guess > random_number:print("太大了，请再试一次！")elif user_guess < random_number:print("太小了，请再试一次！")else:print(f"恭喜你，猜对了！你用了{attempts}次尝试。
")breakguess_number()这个猜数字游戏的规则很简单，程序随机生成一个1到100之间的数字，然后玩家通过输入猜测的数字来与随机数进行比较。
如果猜测的数字大于或小于随机数，程序会给出相应的提示。
直到玩家猜对为止，程序会显示恭喜消息，并告诉玩家猜对所用的尝试次数。
2. 石头、剪刀、布游戏import randomdef rock_paper_scissors():choices = ['石头', '剪刀', '布']while True:user_choice = input("请选择（石头、剪刀、布）：")if user_choice not in choices:print("无效的选择，请重新输入！")continuecomputer_choice = random.choice(choices)print(f"你选择了：{user_choice}")print(f"电脑选择了：{computer_choice}")if user_choice == computer_choice:print("平局！")elif (user_choice == '石头' and computer_choice == '剪刀') or \(user_choice == '剪刀' and computer_choice == '布') or \(user_choice == '布' and computer_choice == '石头'):print("恭喜你，你赢了！")else:print("很遗憾，你输了！")play_again = input("再玩一局？（是/否）")if play_again.lower() != "是" and play_again.lower() != "yes":print("游戏结束。
Unit2NumbersReading素材-辽宁省法库县东湖第二初级中学牛津深圳版（广州沈阳通用）八年级英语上册备课资源（课文翻译+思维导图+课文解析+配套习题+单词短语）
8A Unit 2 Reading 备课资源★教材原文The king and the rice国王和米A long time ago, there was a king in India. The king's favourite game was chess.很久以前，印度有一个国王。
国王最喜欢的游戏是国际象棋。
One day, a wise old man came to the palace and the king challenged him to a game.一天，一个聪明的老人来到王宫，国王向他挑战了一场比赛。
The king promised the old man, “You can have any prize if you win the game.”国王向老人承诺：“如果你赢了这场比赛，你可以获得任何奖金。
”The old man said, “If I win the game, I'd like one grain of rice for the first square of the chessboard,老人说：“如果我赢了这场比赛，我想要棋盘上的第一格一粒米，two for the second, four for the third, and then double the amount for each of the rest of the squares.”第二格两粒米，第三格四粒米，余下的每个格都要加倍的数量。
”“Is that all?” asked the king. “Wouldn't you like gold or silver instead?”“就这些吗？”国王问“你不喜欢金或银吗？““No, just rice,” replied the old man.“是的，只要米，”老人回答说。
The king and the old man played the game for a long time.国王和老人用了很长的时间玩了一局。
10 Towards Children 游戏说明书
TowardsChildren use PCM D as a game board, and choose one grid each to play on.They take turns to roll two dice, add the numbers rolled and multiply the total by 6. They shade the product on their chosen grid.The first player to have four shaded squares in a diagonal line wins the game.to spot the patterns multiples of 6 make on PairsSecuringSame as Towards, but this time children predict the total value their groups of 11p will be able to make before they begin to pair up the 10p coins and 1p coins.DeeperHow many groups of 11p do you have? So how can you work out the total? Do you always need the same number of 10p coins and 1p coins to make sets of 11p?Estimating amounts of money is animportant skill. We use it when we look in our purse or wallet to see if we have enough change to pay for things in a shop. Children may estimate the number of one type of coin they have, ideally the lower number, and estimate the total based on that.How many groups of 11p do you think you will be able to make? How will you make your estimate?pairsTotal: 66pTotal: 44pTowardsGive each child a copy of PCM N and ask them to cut out the large square. Guide them through the instructions to make the origami sevens game.Then they take turns to play the following game with a partner.The first child puts their fingers inside their folded sevens game, and moves their fingers one way and then the other. They make 7 moves, then show their partner the inside. The second child points to one of the facts they can see and gives the answer. The first child looks under the flap to see if the answer is correct.SecuringSame as Towards, but this time, when the second child points to a fact, they say the whole fact, for example, ‘6 times 7 is 42’. Then the first child responds by saying a related fact, for example, ‘7 times 6 is 42’.DeeperSame as Securing, but this time children need to give a related or a derived fact from the fact they choose, for example, if they choose 11 × 7, they could say ‘11 × 70 = 770’, or for 6 × 7 they could say ‘half of 6 × 7 is 21’.to improve recall of ×7 table factsPairsHow many related facts can you say?2? 3? More?SecuringIn pairs, children draw their own sorting diagram on an individual whiteboard or on paper to match the diagram described in Towards.One child writes the multiples of 3 in the correct place in the diagram and the other writes the multiples of 4 in the correct place on the diagram.They keep going beyond the 12th multiples of the ×3 and ×4 tables in order to generate greater multiples of 12.DeeperChildren choose any multiple of 12 and record themultiplication facts for ×3, ×4 and ×12 tables as shown.Where do the numbers which are multiples of 3 and 4 belong? What can you say about these numbers – do they belong in another times table?Are all the multiples of 12 also multiples of 3 and 4? How do you know? Can you predict which will be the next number that belongs in both groups? How do you know?Would you expect a remainder if you divided amultiple of 12 by 3? Why not?multto recognise that numbers that are multiples of both 3 and 4 are multiples of 12whole classPCM N1267891035Assessment: Mixed tables 31 T here are 12 stickers on a page, and there are 5 pages ineach pack. How many stickers are in a pack?2W rite the next three numbers in the sequence.1 T here is enough water in a jug to fill 6 cups. Sadiq needs tofill 36 cups. How many times must he fill the jug?1 One quarter of the cakes in a box of 40 have been eaten.How many are left?missing number.Use the four numbers in each set to make calculations that have the same answer. One side must be multiplication or division by 7between 3 and 9 but they are not in the right order. The numbers in the top row are between 12 and 22 but they areHow do you find the numbers missing from the top row?。
最新8A牛津版Unit 2 Numbers课文及重点教学文案
最新8A牛津版U n i t 2N u m b e r s课文及重点Unit 2 NumbersThe king and the riceA long time ago, there was a king in India. The king’s favourite game was chess.One day, an old wise man came to the palace and the king challenged him to a game. The king promised the old man, “ You can have any prize, if you win the game.”The old man said “If I win the game, I’d like one grain of rice for the first square of the chessboard, two for the second, four for the third and then double the amount for each of the rest of the squares.“Is that all?” asked the king. “ Wouldn’t you like gold or silver instead?”“ No, just rice,” replied the old man.The king and the old man played the game for a long time. Finally, the old man won. So the king ordered his men to collect a bag of rice. He put one grain on the first square, two on the second , and so on. The king quickly realized the problem-------even with all the rice in the country, he would still not have enough rice to put on all the squares!1.check in 登记check up 检验check out 办清手续后离开2.基数词+单位名称（metre, feet, kilometer等）+adj（long, wide, high等）3.play chess 下象棋play with 玩耍4.favourite adj. 最喜欢的，（无比较级和最高级）5.one day (过去，将来）的某一天some day (将来）的某一天6.the rest of 剩余的……have a rest 休息下7.promise sb sth 答应给某人某物promise sb to do sth 答应某人做某事make a promise 许诺8.would like sth 想要某物would like to do sth 想要做某事would like sb to do sth 想要某人做某事9.instead （句首，句末）代替，而不是instead of 代替，而不是10.特殊疑问词 +to do11.realize sth 意思到……realize that 意思到……12.enough +n. 或n.+ enough足够多的……Adj+enough 足够……13.talk to sb 和某人谈话（暗含上级对下级的意思）talk with sb 和某人谈话talk about sth 谈论某事14.advice n.（不可数） some advice 一些建议a piece of advice 一条建议give sb advice 给某人建议15. follow/take one’s advice 听从某人的建议16.a bag of ...一包……17.and so on 等等Counting before numbersBefore the invention of written numbers, people used many different ways to count things.At first, people use their fingers, and even their toes. However, they could only count small numbers in this way.After that, they began to make small marks on sticks and bones. This helped them count bigger numbers. They used them to count the days of the month, the amount of food and the number of animals they have.Then people began to use tokens made from clay or small stones. This helped them count even bigger numbers. They often put the tokens on pieces of string so that they could carry them around easily. This developed into tools like the abacus.Finally, people began to develop systems of written marks to show different numbers, and this led to the Hindu---Arabic system(0-9). We are still using this system today.1.at first 起初，开始2. a piece of string 一根绳子3.develop into 发展成……4.lead sb to ...带某人去……lead sb to do sth 带领某人做某事5.agree with sb 同意某人agree to do sth 同意做某事6.not ...any more =no more = not....any longer= no longer不再7.take place 发生 happen 发生8.at once 立刻9.as usual 和往常一样10.keep your dream 坚持你的梦想11.not.....at all 一点也不12.besides 除了……还有except for 除了……（不同类）except 除了……（同类）but 除了13.be late for 迟到14.all year round 全年，整年15.order sb to do sth 命令某人做某事。
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• We’re going to ignore “Shine” for this exercise. • Let’s assume for this task that we were not disciplined enough to maintain our behaviors and that we lost the gains we had made. • We will be returning to our original work area and for this assignment we have a quality problem, two numbers are missing. • We cannot complete our process without these numbers - so first we have to find them. • Start a clock running and every 20 seconds, tell them how many “shifts” they have been “down” looking for the appropriate numbers.
Thห้องสมุดไป่ตู้ 5S numbers game.
• This sheet represents our current work place. • Our job during a 20 second shift, is to strike out the numbers 1 to 49 in correct sequence. Example: 1 2 3 • The team score will be represented by the highest individual score achieved. • Give the sheets out face down and have someone keep time. • Ask each person to call out their individual scores and mark them on a flipchart. Circle the highest and therefore team score. • Ask if they are happy with the score
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• Having achieved some improvement, we now need to move onto the next step ”Set In Order”. • We have installed some racking, and we have organized the items so that with Number 3 in the top right hand corner, the numbers are located from left to right and top to bottom - examples 1 in the top left, 2 in the top middle, and 3 in the top right. • Same rules apply 20 second shift, lowest individual score equals team score etc…
Numbers from 1 to 49
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• Now how much easier is it to find the quality problems?
Numbers from 1 to 49
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• For our first action, we are going to implement 5S in this area. • The first step of this is “Sort” and so we have removed from the area everything that is not needed. • Same rule apply. Strike out numbers 1 to 49 in sequence during a 20 second shift.
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• Now let’s go back and assume we have the discipline to implement “Standardize”. • Since we are dealing with numbers 1 to 49 in sequence, it seems logical to re-organize them in a standard way that makes the completion of the work task as easy as possible. • This should ensure that everyone is able to complete the task (and therefore produce a team score of 49.)