...Extra Credit Exercises from Munson & Black The Elements of Reasoning Chapter 1 UIN 860-86-1652 Page # Question # Answer 10 A2. A simple argument. The premises are the first two sentences. The conclusion indicator is “Thus.” 10 A4. Not an argument. 10 A6. A simple argument. The premises are the first two sentences. The conclusion indicator is “That makes it obvious that…” 10 A8. A simple argument. The first part of the sentence is the conclusion. The rest of the sentence is supporting the conclusion. The premise indicator is “because.” 11 A10. A simple argument. The first sentence is the conclusion. The second sentence is the premise. The argument has no premise or conclusion indicators. 11 A12. A simple argument. The first...
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...Specimen Papers and Mark Schemes for English Literature For first AS Examination in 2009 For first A2 Examination in 2010 Subject Code: 5110 Contents Specimen Papers Assessment Unit AS 2 Assessment Unit A2 1 Resource Booklet Assessment Unit A2 2 1 3 9 15 25 Mark Schemes Assessment Unit AS 2 Assessment Unit A2 1 Assessment Unit A2 2 29 31 61 95 Subject Code QAN QAN 5110 500/2493/0 500/2421/8 A CCEA Publication © 2007 Further copies of this publication may be downloaded from www.ccea.org.uk Specimen Papers 1 2 ADVANCED SUBSIDIARY (AS) General Certificate of Education 2009 English Literature Assessment Unit AS 2 assessing The Study of Poetry Written after 1800 and the Study of Prose 1800-1945 SPECIMEN PAPER TIME 2 hours INSTRUCTIONS TO CANDIDATES Write your Centre number and Candidate Number on the Answer Booklet provided. Answer two questions. Answer one question from Section A and one question from Section B. Section A is open book. INFORMATION FOR CANDIDATES The total mark for this paper is 120. All questions carry equal marks, ie 60 marks for each question. Quality of written communication will be assessed in all questions. 3 Section A: The Study of Poetry Written after 1800 Answer one question on your chosen pairing of poets. Heaney: Opened Ground Montague: New Selected Poems 1 John Montague and Seamus Heaney both write about the Irish past. Compare and contrast the two poets’...
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...TESTS English Grammar (Tests) © 2003—2006 www.english-test.net 1. elementary-1 English Grammar / Incomplete Sentences / Elementary level # 1 Speaking already Q1 Can you hear what he is .......? (a) saying Q2 (d) watched (b) next (c) by (d) nearby (c) similar (d) same (c) least (d) later (c) did (d) make (c) real (d) whole (c) in (d) on (c) in (d) on (b) like (b) latest (b) done I want you to tell me the ....... truth. (a) all Q9 (c) viewed I only ....... one mistake in last night's test. (a) made Q8 (b) looked This television gives you the ....... news. (a) last Q7 (d) till She looks ....... a famous film star. (a) as Q6 (c) yet (b) already We live ....... the city centre. (a) near Q5 (d) talking I ....... TV yesterday evening. (a) saw Q4 (c) telling She hasn't come home ........ (a) still Q3 (b) speaking (b) exact He is looking ....... a present to buy his girlfriend. (a) for (b) at Q10 That's what I would like ....... Christmas. (a) for (b) at © 2003—2006 www.english-test.net 2. elementary-2 English Grammar / Incomplete Sentences / Elementary level # 2 Drive carefully Q1 You must not drink and then ....... a car. (a) lead Q2 (c) dislike (d) mind (b) lend (c) loan (d) owe (b) bring (c) fetch (d) remove (b) over (c) through (d) on (b) on (c) in ...
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...Contents GCSE History Exemplars for Controlled Assessment 2015-2016 Topic Area 1: Political, social and economic developments in Wales and England in the nineteenth century and the twentieth centuries This document contains the WJEC set controlled assessment exemplars for topic area 1 that are available for award up to 2016. This should be used alongside the general guide to controlled assessment available on the WJEC website. Topic Area 1: Political, social and economic developments in Wales and England in the nineteenth century and the twentieth centuries Exemplar Tasks 1. The Rebecca Riots 2. Jack the Ripper’s London 3. The Depression of the 1930s 4. Quarrying in North Wales 5. Life in the 1960s Introduction Controlled Assessment is a compulsory unit for GCSE History. Please note the following advice: These exemplars are written in a consistent style to ensure comparability of demand. These exemplars can be used for entry in any year of the current specification. Centres must change their controlled assessment tasks each year Centres must submit a proposal form for each two year cycle demonstrating to WJEC that they are using different tasks in consecutive years. Centres who are not studying any British history in their examined units must select controlled assessment tasks that focus on British history. Centres cannot mix and match parts (a) and (b) from different tasks. The controlled assessment unit can only be entered at the end of the course....
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...ETHICAL AND RELIGIOUS LANGUAGE ‘Good’ is difficult to define. The dictionary defines good in a great many different ways: 'having the right or desired qualities; satisfactory, adequate. (of a person) efficient, competent. (of a thing) reliable, efficient. (of health etc) strong. kind, benevolent. morally excellent; virtuous. charitable. well-behaved. enjoyable, agreeable. thorough, considerable.' Moral philosophy also uses the word 'good' in a variety of ways, sometimes as a noun, sometimes as an adjective. GOOD CAN MEAN: A. An inherent quality which is widely beneficial.. B. The opposite of bad or evil. C. Something one person (or more) approves of. D. Useful, in that the good action/concept/attitude enriches human life. E. God-like, or what God wants. For each of these five types of usage (and the list is not exhaustive) it is possible to see room for differences of interpretation. Usage A will vary, depending on how 'widely' and' beneficial' are defined. 'Widely' could mean anything from 'often in the life of one person' to 'universal, to every being'. 'Beneficial' could mean any of pleasant, healthy, productive, useful, life-enhancing/ enriching. Usage B depends entirely on the person's view of what is evil. Usage C will probably be different in detail for every single individual, and will be dependent .on the background of the person concerned. Usage D depends on the long-term and ultimate goals that a person has in life. A person aiming...
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...Year 12 Henry VIII Revision Guide 1 How to answer questions on the Tudors Section A Essays: How far do the sources agree that? Introduction: Explain what you can learn from each source Briefly cross reference the sources Provide an argument in response to the question Main paragraphs: State a similarity or difference between the sources – make sure you focus on ‘How Far’ Select relevant information from the sources to support this point Place this in context using your brief own knowledge Use provenance to explain this similarity/difference Conclusion: Sum up how far the sources agree based on content and provenance Section B Essays: Do you agree with the view that? Introduction: State your line of argument – how far do you agree with the view? State the main similarities and differences between the sources Main paragraphs: State a reason for yes/no. Make sure you phrase this in a way that links to your line of argument and answers the question. Remember that each source will suggest a different reason for yes/no. Support this reason with evidence from the sources and your own knowledge Cross-reference between the sources Weigh up the evidence of the sources. Consider provenance for primary sources and judge secondary sources based on the evidence included and the weight given to certain evidence Link back to your line of argument Conclusion: Explain how your argument has been proven with reference to the sources and your own knowledge...
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...Acids, bases and salts yl:chemistry FRANCINE TAYLOR-CAMPBELL Contributor YOU SHOULD BE ABLE TO: f Define acid, acid anhydride, base, alkali, salt, acidic, basic, amphoteric and neutral oxides f Relate acidity and alkalinity to the pH scale f Discuss the strengths of acids and alkalis on the basis of their completeness of ionisation f Investigate the reactions of non-oxidising acids with metals, carbonates, hydrogen carbonates, bases f Investigate the reaction of bases with ammonium salts f Identify an appropriate method of salt preparation based on the solubility of the salt f Distinguish between acid salts and normal salts POINTS TO NOTE f Non-metals form acidic oxides, while metals form basic oxides. f Amphoteric oxides show both basic and acidic properties, while neutral oxides show neither. f Non-metallic oxides dissolve in water to form acids. f Metallic oxides are basic oxides and dissolve in water to form alkalis. f Acids combine with bases to form salt and water only. f Salts can be formed from the reaction of acids with carbonates, hydrogen-carbonates, alkalis and metals. f The pH of a substance indicates how acidic or basic (alkaline) its aqueous solution is. The pH scale goes from 0 - 14 with a pH less than 7 described as acidic and a pH greater than 7 described as basic or alkaline. One can use pH paper (litmus) or indicator solutions, such as methyl orange and phenolphthalein, to determine whether substances are alkaline...
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...Face Interviews Confidently! Technical Aptitude Questions Table of Contents Data Structures Aptitude ............................................................................. 3 C Aptitude .................................................................................................. 12 C++ Aptitude and OOPS ............................................................................ 75 Quantitative Aptitude............................................................................... 104 UNIX Concepts ......................................................................................... 121 RDBMS Concepts ..................................................................................... 135 SQL .......................................................................................................... 153 Computer Networks ................................................................................. 161 Operating Systems .................................................................................. 169 2 Copyright©: Vyom Network (http://www.vyomworld.com) - All Rights Reserved Technical Aptitude Questions Data Structures Aptitude Data Structures Aptitude 1. What is data structure? A data structure is a way of organizing data that considers not only the items stored, but also their relationship to each other. Advance knowledge about the relationship between data items allows designing of efficient algorithms for the manipulation of data...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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...Introductory Physics I Elementary Mechanics by Robert G. Brown Duke University Physics Department Durham, NC 27708-0305 rgb@phy.duke.edu Copyright Notice Copyright Robert G. Brown 1993, 2007, 2013 Notice This physics textbook is designed to support my personal teaching activities at Duke University, in particular teaching its Physics 141/142, 151/152, or 161/162 series (Introductory Physics for life science majors, engineers, or potential physics majors, respectively). It is freely available in its entirety in a downloadable PDF form or to be read online at: http://www.phy.duke.edu/∼rgb/Class/intro physics 1.php It is also available in an inexpensive (really!) print version via Lulu press here: http://www.lulu.com/shop/product-21186588.html where readers/users can voluntarily help support or reward the author by purchasing either this paper copy or one of the even more inexpensive electronic copies. By making the book available in these various media at a cost ranging from free to cheap, I enable the text can be used by students all over the world where each student can pay (or not) according to their means. Nevertheless, I am hoping that students who truly find this work useful will purchase a copy through Lulu or a bookseller (when the latter option becomes available), if only to help subsidize me while I continue to write inexpensive textbooks in physics or other subjects. This textbook is organized for ease of presentation and ease of learning. In particular, they are...
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...Probability & Statistics for Engineers & Scientists This page intentionally left blank Probability & Statistics for Engineers & Scientists NINTH EDITION Ronald E. Walpole Roanoke College Raymond H. Myers Virginia Tech Sharon L. Myers Radford University Keying Ye University of Texas at San Antonio Prentice Hall Editor in Chief: Deirdre Lynch Acquisitions Editor: Christopher Cummings Executive Content Editor: Christine O’Brien Associate Editor: Christina Lepre Senior Managing Editor: Karen Wernholm Senior Production Project Manager: Tracy Patruno Design Manager: Andrea Nix Cover Designer: Heather Scott Digital Assets Manager: Marianne Groth Associate Media Producer: Vicki Dreyfus Marketing Manager: Alex Gay Marketing Assistant: Kathleen DeChavez Senior Author Support/Technology Specialist: Joe Vetere Rights and Permissions Advisor: Michael Joyce Senior Manufacturing Buyer: Carol Melville Production Coordination: Lifland et al. Bookmakers Composition: Keying Ye Cover photo: Marjory Dressler/Dressler Photo-Graphics Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and Pearson was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Probability & statistics for engineers & scientists/Ronald E. Walpole . . . [et al.] — 9th ed. p. cm. ISBN 978-0-321-62911-1...
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...A2 Religious Studies Revision Booklet To be used alongside the textbook and your classnotes. Contents G581: Philosophy of Religion Religious Language......................................................………p.1 Religious Experience........................................................…...p.7 Miracles..................................................................…………...p.12 Nature of God............................................................………...p.16 Life and Death.........................................................…………..p.20 G582: Religious Ethics Meta-ethics...........................…………………………………….p.25 Free Will and Determinism………………………………….……p.28 Conscience.......................…………………………………….…p.32 Virtue Ethics………………………………………………………..p.36 Sexual Ethics…………………………………………………...….p.40 Environment and Business Ethics……………………………….p.44 Religious Language Introduction The problems of religious language: • If we use language univocally about God, then we are limiting him / making him like a human • If we use language equivocally about God, we cannot be sure what the word means when applied to God • Are statements about God supposed to be cognitive – if so, what evidence proves / disproves them? • Are statements about God supposed to be non-cognitive – if so, do they have any meaning? The Verification...
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...updated: April 26, 2016 Logical Reasoning Bradley H. Dowden Philosophy Department California State University Sacramento Sacramento, CA 95819 USA ii iii Preface Copyright © 2011-14 by Bradley H. Dowden This book Logical Reasoning by Bradley H. Dowden is licensed under a Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License. That is, you are free to share, copy, distribute, store, and transmit all or any part of the work under the following conditions: (1) Attribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. The current version has been significantly revised. If you would like to suggest changes to the text, the author would appreciate your writing to him at dowden@csus.edu. iv Praise Comments on the earlier 1993 edition...
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...iCHAPTER 1 TEACHING NOTES You have substantial latitude about what to emphasize in Chapter 1. I find it useful to talk about the economics of crime example (Example 1.1) and the wage example (Example 1.2) so that students see, at the outset, that econometrics is linked to economic reasoning, if not economic theory. I like to familiarize students with the important data structures that empirical economists use, focusing primarily on cross-sectional and time series data sets, as these are what I cover in a first-semester course. It is probably a good idea to mention the growing importance of data sets that have both a cross-sectional and time dimension. I spend almost an entire lecture talking about the problems inherent in drawing causal inferences in the social sciences. I do this mostly through the agricultural yield, return to education, and crime examples. These examples also contrast experimental and nonexperimental data. Students studying business and finance tend to find the term structure of interest rates example more relevant, although the issue there is testing the implication of a simple theory, as opposed to inferring causality. I have found that spending time talking about these examples, in place of a formal review of probability and statistics, is more successful (and more enjoyable for the students and me). 3 CHAPTER 2 TEACHING NOTES This is the chapter where I expect students to follow most, if not all, of the algebraic derivations. In class I like to...
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...CHAPTER 1 TEACHING NOTES You have substantial latitude about what to emphasize in Chapter 1. I find it useful to talk about the economics of crime example (Example 1.1) and the wage example (Example 1.2) so that students see, at the outset, that econometrics is linked to economic reasoning, if not economic theory. I like to familiarize students with the important data structures that empirical economists use, focusing primarily on cross-sectional and time series data sets, as these are what I cover in a first-semester course. It is probably a good idea to mention the growing importance of data sets that have both a cross-sectional and time dimension. I spend almost an entire lecture talking about the problems inherent in drawing causal inferences in the social sciences. I do this mostly through the agricultural yield, return to education, and crime examples. These examples also contrast experimental and nonexperimental data. Students studying business and finance tend to find the term structure of interest rates example more relevant, although the issue there is testing the implication of a simple theory, as opposed to inferring causality. I have found that spending time talking about these examples, in place of a formal review of probability and statistics, is more successful (and more enjoyable for the students and me). 3 CHAPTER 2 TEACHING NOTES This is the chapter where I expect students to follow most, if not all, of the algebraic derivations. In class I like to derive...
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