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Whether you purchase MS Office online, or from a store, in order to activate it you need to visit the activation link: office.com/setup and enter the assigned product key of your Office to verify it. You should have an active Microsoft account and a valid office setup product key to redeem or verify it. When you visit Office.com/setup you will get an option to create a new Microsoft account or to sign in with your existing one.

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Want more security? Then configure the login using the public key and without the use of a password - this will protect against attempts to break through by brute force and no one can enter the system without having a copy of the private key. First you need to create an encrypted key pair, on Linux you can do this using the ssh-keygen command.

A growing program of research in science education acknowledges the beginnings of disciplinary reasoning in students' ideas and seeks to inform instruction that responds productively to these disciplinary progenitors in the moment to foster their development into sophisticated scientific practice. This dissertation examines secondary school students' ideas about energy for progenitors of disciplinary knowledge and practice. Previously, researchers argued that students' ideas about energy were constrained by stable and coherent conceptual structures that conflicted with an assumed unified scientific conception and therefore needed to be replaced. These researchers did not attend to the productive elements in students' ideas about energy. To analyze the disciplinary substance in students' ideas, a theoretical perspective was developed that extends Hammer and colleagues' resources framework. This elaboration allows for the identification of disciplinary productive resources---i.e., appropriately activated declarative and procedural pieces of knowledge---in individual students' utterances as well as in the interactions of multiple learners engaged in group learning activities. Using this framework, original interview transcripts from one of the most influential studies of students' ideas about energy (Watts, 1983. Some alternative views of energy. Physics Education, 18/5, 213-217) were analyzed. Disciplinary productive resources regarding the ontology of energy, indicators for energy, and mechanistic reasoning about energy were found to be activated by interviewed students. These valuable aspects were not recognized by the original author. An interpretive analysis of video recorded student-centered discourse in rural Maine middle schools was carried out to find cases of resource activation in classroom discussions. Several cases of disciplinary productive resources regarding the nature of energy and its forms as well as the construction of a mechanistic energy story

New theoretical and experimental results have prompted a reinvestigation of the HCO(+)/HOC(+) abundance ratio in dense interstellar clouds. These results pertain principally but not exclusively to the reaction between HOC(+) and H2, which was previously calculated by DeFrees et al. (1984) to possess a large activation energy barrier. New calculations, reported here, indicate that this activation energy barrier is quite small and may well be zero. In addition, experimental results at higher energy and temperature indicate strongly that the reaction proceeds efficiently at interstellar temperatures. If HOC(+) does indeed react efficiently with H2 in interstellar clouds, the calculated HCO(+)/HOC(+) abundance ratio rises to a substantially greater value under standard dense cloud conditions than is deduced via the tentative observation of HOC(+) in Sgr B2. 2b1af7f3a8