...Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...Rancangan Mengajar Semester Course Outline PBL Process First meeting minute Member`s Organization Chart, Directory & Group`s Rules Facilitator Facilitator Facilitator Learning member`s Facilitator & Learning member`s 3 4 5 6 7 Present the problem Identify and clarify problem Describe the problem Idea Student design a plan Generation Inquire the possible ideas (solve the problem) Learning Determine what needs to be learnt in order to understand or solve the Issue problem Generate learning issue and action plan Identify resources Self – Inquire the research sources Directed Seek and summarize relevant information Learning Produce Self- assessment checklist with criteria on what, why and how the problem is solved Synthesis Discuss, develop and justify solution and explanation: and Conduct peer sharing of information Application Evaluate sources of information for credibility and validity(critique resources) Apply relevant knowledge to the problem Develop more learning issue, if necessary...
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...[pic] School of Management Semester 1, Academic Session 2015/2016 Bachelor of Management COURSE OUTLINE ATW 395/3 – International Business Lecturer: Dr.Shankar Chelliah (DBA) Day/Time/Venue: Monday/9.00-10.50am/DK S email: shankarchelliah1@gmail.com Tel: 04 653 3426/012-4618731 Office: Level 2, Room 216, School of Management COURSE SYNOPSIS The course aims to introduce the core knowledge of international business as a core subject in the bachelor program. The students will be exposed to globalization, international business theories, government intervention in international business, emerging market, foreign market entry strategies and the existence of regional economic integration that affect international business. COURSE OBJECTIVES The objectives of the course are: 1. To enable students to understand the impact of globalisation and the key issues facing international businesses 2. To explain the environment in international business such as politics and law, emerging market and the regional economic integration 3. To make students appreciate the existence and use of fundamental international business theories and its evolution 4. To enable students to understand the various entry modes available to capture international market LEARNING OUTCOMES At the end of the course, students will be able to: 1. Acquire the pre-requisite knowledge of venturing a business at international level and describe the key concepts that driving globalization...
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...THE COOPER UNION FOR THE ADVANCEMENT OF SCIENCE AND ART ALBERT NERKEN SCHOOL OF ENGINEERING Adjustable Subband Allocation Algorithm for Critically Sampled Subband Adaptive Filters by Adam Shabti Charles A thesis submitted in partial fulfillment of the requirements for the degree of Master of Engineering May 6, 2009 Advisor Dr. Fred L. Fontaine THE COOPER UNION FOR THE ADVANCEMENT OF SCIENCE AND ART ALBERT NERKEN SCHOOL OF ENGINEERING This thesis was prepared under the direction of the Candidate’s Thesis Advisor and has received approval. It was submitted to the Dean of the School of Engineering and the full Faculty, and was approved as partial fulfillment of the requirements for the degree of Master of Engineering. Dr. Eleanor Baum Dean, School of Engineering Dr. Fred L. Fontaine Candidate’s Thesis Advisor Acknowledgments I would like to thank my advisor, Dr. Fred Fontaine, for his guidance and patience throughout this process. Without his teachings I would not be where I am today. I would also like to thank the rest of the faculty, as well as my friends and peers at The Cooper Union Albert Nerken School of Engineering. A special thanks is due to David Nummey, Deian Stefan, Ashwin Kirpalani, Stefan M¨nzel and Matthew Epstein, all u of whom gave their time to listen patiently to my ideas and help me improve this thesis into what it is today. I would also like to thank Dr. Jack Lowenthal for keeping me motivated with his interest...
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...cu MOVEIN BUSINESS INTELLIGENCE AND ANALYTICS REPORT me nt ap A Business Plan on the Role of Business Intelligence and Analytics for MoveIn Pty Ltd Th ink sw Do TABLE OF CONTENTS Executive Summary ........................................................................................................................ 2 1 -‐ Introduction .............................................................................................................................. 3 2 -‐ Role of Business Intelligence ..................................................................................................... 3 2.1 -‐ Business Intelligence -‐ Overview ............................................................................................... 3 2.2 -‐ Business Intelligence Tools ........................................................................................................ 4 2.2.1 -‐ On-‐line Analytical Processing .............................................................................................. 4 2.2.2 -‐ Data Mining ........................................................................................................................ 5 ...
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...Cambridge Resources for the IB Diploma Paper 1 (SL and HL) markschemes Examples of markschemes for Exam practice: paper 1 in the Economics for the IB Diploma CD-ROM are provided below. Paper 1 section A: Microeconomics Chapter 2 Competitive markets: demand and supply SL/HL core topics Part (a) questions 2.3 (a) Answers may include: • Definitions of demand and quantity demanded. • Theory of demand: law of demand with reference to changes in demand and factors that can cause changes in demand. • Demand and supply diagram showing initial equilibrium price and quantity, and a leftward shift in the demand curve, resulting in a lower equilibrium price and quantity and showing that there is no contradiction. • Examples of demand curve shifts and movements along a demand curve. Answers may include: • Definitions of supply and quantity supplied. • Theory of supply: the law of supply with reference to changes in supply and factors that can cause changes in supply. • Demand and supply diagram showing initial equilibrium price and quantity, and a rightward shift in the supply curve, resulting in a lower equilibrium price and greater equilibrium quantity. • Examples of supply curve shifts and movements along a supply curve. Answers may include: • Definitions of normal good, excess demand, reallocation of resources. • Theory of demand and supply with reference to excess demand, the factors that can cause shifts in the demand curve and the role...
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...VHDL IMPLEMENTATION OF FLOATING POINT MULTIPLIER USING VEDIC MATHEMATICS I.V.VAIBHAV1, K.V.SAICHARAN1, B.SRAVANTHI1, D.SRINIVASULU2 1 Students of Department of ECE,SACET, Chirala, AP, India Associate Professor of the Dept ECE, SACET, Chirala, AP, India 3 Electronics and Comunication Department, St.Ann‟s college of engineering & Technology, Chirala, india. E-mail:innamurivaibhav1@gmail.com, kota.saicharan@gmail.com, sravanthi.408b@gmail.com, seenu_dasari@rediffmail.com 2 Abstract: This project presents a binary floating point multiplier based on Vedic algorithm. To improve power efficiency a new algorithm called URDHVA-TRIYAKBHYAM has been implemented for 24 X 24 bit multiplier design. By using this approach number of components can be decreased and complexity of hardware circuit can be decrease. In this project, Vedic multiplication technique is used to implement IEEE 754 floating point multiplier. The Urdhava-Triyakbhym sutra is used for the multiplication of Mantissa i.e., 24x24 bits. The sign bit of the result is calculated using one XOR gate and a Carry Save Adder is used for adding the two biased Exponents. The underflow and overflow cases are handled. The inputs to the multiplier are provided in IEEE 754, 32 bit format. The multiplier is implemented in VHDL and Spartan3E FPGA is used. The result consists of 32 bit binary number of which MSB represent sign, next 8 bit represents Exponent and remaining 23 bits represents Mantissa. Keywords: Vedic Mathematics...
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...tourism the need for a sustainable development and management increased worldwide (Cooper, 2012). Disproving the general believe of tourism harming the environment Mensah and Amuquandoh (2010) state that tourism is still seen as the greatest engine for an economy to generate quick revenue. The resulting question is now whether tourism can be seen as a blessing or a curse. This paper will provide an insight into the topic. It will be structured looking at the three areas of economic, cultural and environmental influence tourism has in different cases. Looking at the economic impacts of tourism an ever-increasing number of tourism expenditures can be listed (WTO, 2012). Due to a constantly growing number of destinations and investments in tourism the industry became a driver of economic progress. Creating jobs and businesses such as accommodation transportation and entertainment tourism became one of the largest and fastest-growing sectors around the globe (WTO, 2012). Moreover, other business sectors profit indirectly from tourism within a destination. An improved infrastructure is only one example. Export revenues of the tourism industry encompass six percent of the world’s exports (WTO,...
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...still seem to be the norm. To gain insight into the problem, library instruction environments of nineteen high schools were explored. The schools were selected based on whether their graduates did well or poorly on information-skills assignments integrated in a required first-year college course. The librarians in the nineteen schools were asked to characterize their working relationships with teachers, estimate their students’ information-literacy achievement, and provide data on their staffing and budgets. Findings suggest that school librarians are seldom in a position to adequately collaborate with teachers and that their opportunities to help students achieve information literacy are limited. Introduction The study reported in this paper was inspired by observations made by students in the Master’s in Library and Information Science (MLIS) program at Rutgers-The State University of New Jersey in the United States. For many years, MLIS students in both the Information Literacy: Learning and Teaching and the Field Experience courses commented that undergraduates whom they encountered as part of their assignments were poor users of academic library resources. This was true at Princeton as well as Rutgers and New Jersey...
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...Fluidity of Computer Science. Gender Norms & Racial Bias in the Study of the Modern "Computer Science" Computer science or computing science designates the scientific and mathematical approach in computing. A computer scientist is a scientist who specialises in the theory of computation and the design of computers. Its subfields can be divided into practical techniques for its implementation and application in computer systems and purely theoretical areas. Some, such as computational complexity theory, which studies fundamental properties of computational problems, are highly abstract, while others, such as computer graphics, emphasize real-world applications. Still others focus on the challenges in implementing computations. For example, programming language theory studies approaches to description of computations, while the study of computer programming itself investigates various aspects of the use of programming languages and complex systems, and human-computer interaction focuses on the challenges in making computers and computations useful, usable, and universally accessible to humans. Computer science deals with the theoretical foundations of information, computation, and with practical techniques for their implementation and application. History The earliest foundations of what would become computer science predate the invention of the modern digital computer. Machines for calculating fixed numerical tasks such as the abacus have existed since antiquity. Wilhelm...
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...Naturwissenschaften (2004) 91:255–276 DOI 10.1007/s00114-004-0515-y REVIEW Ulrich Kutschera · Karl J. Niklas The modern theory of biological evolution: an expanded synthesis Published online: 17 March 2004 Springer-Verlag 2004 Abstract In 1858, two naturalists, Charles Darwin and Alfred Russel Wallace, independently proposed natural selection as the basic mechanism responsible for the origin of new phenotypic variants and, ultimately, new species. A large body of evidence for this hypothesis was published in Darwin’s Origin of Species one year later, the appearance of which provoked other leading scientists like August Weismann to adopt and amplify Darwin’s perspective. Weismann’s neo-Darwinian theory of evolution was further elaborated, most notably in a series of books by Theodosius Dobzhansky, Ernst Mayr, Julian Huxley and others. In this article we first summarize the history of life on Earth and provide recent evidence demonstrating that Darwin’s dilemma (the apparent missing Precambrian record of life) has been resolved. Next, the historical development and structure of the “modern synthesis” is described within the context of the following topics: paleobiology and rates of evolution, mass extinctions and species selection, macroevolution and punctuated equilibrium, sexual reproduction and recombination, sexual selection and altruism, endosymbiosis and eukaryotic cell evolution, evolutionary developmental biology, phenotypic plasticity, epigenetic inheritance and...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...astro-ph/0301505 UMN–TH–2127/03 TPI–MINN–03/02 January 2003 arXiv:astro-ph/0301505v2 25 Jan 2003 TASI LECTURES ON DARK MATTER∗ KEITH A. OLIVE† William I. Fine Theoretical Physics Institute, School of Physics and Astronomy, University of Minnesota, Minneapolis, MN 55455 USA E-mail: olive@umn.edu Observational evidence and theoretical motivation for dark matter are presented and connections to the CMB and BBN are made. Problems for baryonic and neutrino dark matter are summarized. Emphasis is placed on the prospects for supersymmetric dark matter. 1. Lecture 1 The nature and identity of the dark matter of the Universe is one of the most challenging problems facing modern cosmology. The problem is a long-standing one, going back to early observations of mass-to-light ratios by Zwicky1 . Given the distribution (by number) of galaxies with total luminosity L, φ(L), one can compute the mean luminosity density of galaxies L= which is determined to be2 L ≃ 2 ± 0.2 × 108 ho L⊙ M pc−3 (2) Lφ(L)dL (1) where L⊙ = 3.8 × 1033 erg s−1 is the solar luminosity. In the absence of a cosmological constant, one can define a critical energy density, ρc = 3H 2 /8πGN = 1.88 × 10−29 ho 2 g cm−3 , such that ρ = ρc for three-space curvature k = 0, where the present value of the Hubble parameter has been defined by Ho = 100ho km Mpc−1 s−1 . We can now define a critical mass-to-light ratio is given by (M/L)c = ρc /L ≃ 1390ho(M⊙ /L⊙ ) (3) ∗ Summary of lectures given at the Theoretical Advanced...
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