...Foundations Brigham Young University–Idaho 2013-2014 This is an exciting time to be associated with Brigham Young University-Idaho as it continues on a steady, upward course of academic innovation. Dedicated administrators and faculty members are continually working to prepare students to be well educated academically as well as spiritually. One of the university’s academic developments is our general education program called Foundations. Just as the name suggests, Foundations is designed to provide a strong base for the rest of your university experience and throughout your life. Foundations presents a focused approach to general education, allowing students to explore specific aspects of diverse subjects, delving deep into each topic. The courses are interdisciplinary and have been created through countless hours of faculty collaboration to provide you with the most effective learning outcomes. Foundations courses are divided into five groups: Eternal Truths, Academic Fundamentals, Science, Cultural Awareness, and Connections. While some courses are required, others are left to personal preference. You will be blessed as you enter these inspired classes with an open mind and willing heart. I invite you to carefully review the Foundations courses available and determine which classes will benefit you most. I wish you success in this and every other endeavor here at BYU-Idaho. Best regards, Kim B. Clark President, Brigham Young University-Idaho 47 Foundations Brigham...
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...GBIO 151 3 BIOL 152 1 GBIO 153 3 BIOL 154 1 MIC 205 3 MICL 207 1 3 GBIO 200 3 3 GBIO 312 3 GBIO 241 _____ 1______ GBIO 341______1______ GBIO 441** 1 Upper-level Courses (20 hrs) page 2 ______ ______ 1 2 MATHEMATICS (9) MATH 161 3 MATH 162 3 MATH 163 3 1,3 SOCIAL SCIENCES (6) (Anth, Econ,Geog, Psyc, Poli, Soc) ________________3_________ ________________3_________ or 1MATH 165 and 200 (8) MATH 165 3 MATH 200 5 PHYSICS (8) PHYS 191 PLAB 193 PHYS 192 PLAB 194 ENGLISH (12) ENGL 101 3 or 121H ENGL 102 or 122H 3 ENGL 230 or 231 or 232 3 ENGL 322 3 3 1 3 1 ______ ______ CHEMISTRY (16) CHEM 121 3 CLAB 123 1 CHEM 122 3 CLAB 124 1 CHEM 265 or 261 ___3____ CLAB 267 or 263 ___1_____ CHEM 266 or 281 ___3 CLAB 268 or 283 ___1_______ 3 OTHER (12) FOR. LANGUAGES (12) 101 3 102 3 201 3 202 3 ELECTIVES (4) _____________________ ART ELECTIVE (Mus,Art,Dnc,Thea) 3 LS 102 1 COMM211 3 HIST 3 SE 101 2 SE 101 is not required of transfer or readmitted students with 30 hrs or more. These students are required to take two additional hrs of electvies (i.e., 6 hrs instead of 4 hrs). TOTAL HOURS 120 NOTES: 1Students with Math...
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...Transforming Lives Communities The Nation …One Student at a Time Disclaimer Academic programmes, requirements, courses, tuition, and fee schedules listed in this catalogue are subject to change at any time at the discretion of the Management and Board of Trustees of the College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT). The COSTAATT Catalogue is the authoritative source for information on the College’s policies, programmes and services. Programme information in this catalogue is effective from September 2010. Students who commenced studies at the College prior to this date, are to be guided by programme requirements as stipulated by the relevant department. Updates on the schedule of classes and changes in academic policies, degree requirements, fees, new course offerings, and other information will be issued by the Office of the Registrar. Students are advised to consult with their departmental academic advisors at least once per semester, regarding their course of study. The policies, rules and regulations of the College are informed by the laws of the Republic of Trinidad and Tobago. iii Table of Contents PG 9 PG 9 PG 10 PG 11 PG 11 PG 12 PG 12 PG 13 PG 14 PG 14 PG 14 PG 14 PG 15 PG 17 PG 18 PG 20 PG 20 PG 20 PG 21 PG 22 PG 22 PG 22 PG 23 PG 23 PG 23 PG 23 PG 24 PG 24 PG 24 PG 24 PG 25 PG 25 PG 25 PG 26 PG 26 PG 26 PG 26 PG 26 PG 26 PG 27 PG 27 PG 27 PG 27 PG 27 PG 27 PG 28 PG 28 PG 28 PG 28 PG 28 PG 33 PG 37 Vision Mission President’s...
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...OUR) ####################### UNIVERSITY OF THE PHILIPPINES Diliman, Quezon City APPENDIX E18 Page 1/2 BACHELOR OF ELEMENTARY EDUCATION TEACHING IN THE EARLY GRADES College of Education 145 units FIRST YEAR 1st Semester GE (AH 1) Eng 10 GE (SSP 1) Anthro 10 GE (MST 1) Math 1/Math 2 18 units 3 3 3 3 3 3 (2) (3) Grade 2nd Semester GE (AH 2) Comm 3 GE (SSP 2) Philo 1 GE (MST 2) EEE 10 EDLR 101 EDTECH 101 EDUC 100 EDH 115 PE NSTP 21 units 3 3 3 3 3 3 3 (2) (3) Grade EDCO 101 EDH 100 Psych 101 PE NSTP #DIV/0! SECOND YEAR 1st Semester GE (AH 3) Fil 40* GE (SSP 3) Kas 1* GE (MST 3) Free Choice EDR 121 EDL 122/EDP 128 EDFD 116 Language 1 PE NSTP 21 units 3 3 3 3 3 3 3 (2) (3) #DIV/0! THIRD YEAR 1st Semester GE (AH 5) Free choice GE (SSP 5) Free choice GE (MST 5) STS EDTEG 101 EDSC 126 EDL 101/105 18 units 3 3 3 3 3 3 #DIV/0! OFFICIAL CHECKLIST prepared by the Office of the University Registrar #DIV/0! Grade 2nd Semester GE (AH 4) Free choice GE (MST 4) Free choice GE (SSP 4) Free choice EDR 110 EDFD 120 EDUC 101 Language 2 PE NSTP 21 units 3 3 3 3 3 3 3 (2) (3) Grade #DIV/0! Grade 2nd Semester EDSP 101 EDRE 101 EDTEG 102 EDSSE 161 EDL 121 EDART 175 18 units 3 3 3 3 3 3 Grade #DIV/0! APPROVAL (to be filled out by the OUR) ####################### UNIVERSITY OF THE PHILIPPINES Diliman, Quezon City APPENDIX E18 Page 2/2 Grade FOURTH YEAR 1st Semester EDR 169 EDSP 122 EDRE146 EDUC 190 PI 100 Elective...
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...College of Economics and Management 85 COLLEGE OF ECONOMICS AND MANAGEMENT Libornio S. Cabanilla, Dean Jose V. Camacho, Jr., Associate Dean Agnes T. Banzon, College Secretary Reynaldo L. Tan, Chair, Dept. of Agribusiness Management Cesar B. Quicoy, Chair, Dept. of Agricultural Economics Amelia L. Bello, Chair, Dept. of Economics The College of Economics and Management (CEM) was formally created in the 996th UP-BOR meeting, February 1987. However, the College traces its roots to the Institute of Agricultural Development and Administration (IADA)which was established in 1975, with three departments – Agricultural Economics (DAE), Economics (DE), and Management (DM), and was elevated to the College of Economics and Management from the merger of IADA with the Agricultural Credit and Cooperative Studies and the Agrarian Reform Institute in 1978. At present, CEM is composed of three departments – the Department of Agricultural Economics, the Department of Economics and the Department of Agribusiness Management. The college sees itself as a center of excellence in undergraduate and graduate instruction, research and extension in economics, agricultural and applied economics, and agribusiness management in Asia. It envisions to be an institution of higher learning that can serve as an active catalyst for economic and social transformation. Its two-fold mission is to produce graduates and future leaders with strong training in economics, agricultural and applied economics, and in agribusiness...
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...curriculum in effect during their first semester of matriculation at the Academy of Art University. The Academy of Art University agrees to accept the following Contra Costa College courses in lieu of the Academy of Art University Liberal Arts courses listed. This transfer guide is not reciprocal. Contra Costa College does not agree to accept Academy of Art University’s courses. Academy of Art University Contra Costa College LIBERAL ARTS CORE TO BE TAKEN BY ALL BFA MAJORS (21 units): ENGLISH COMPOSITION (9 units): LA 108: English Composition - Composition for the Artist LA 110: English Composition – Narrative Storytelling LA 202: English Compostion – Research, Footnotes, Bibliog. ART HISTORY (9 units): LA 120 Art History thru 15th Century LA 121 Art History thru 19th Century LA 222 Art History thru 20th Century Updated...
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...MATHEMATICS IN INDIA The history of maths in india is very great & eventful.Indians gave the system of numerals, zero, geometry & equations to the world. The great Indian mathematician Aryabhata (476-529) wrote the Aryabhatiya ─ a volume of 121 verses. Apart from discussing astronomy, he laid down procedures of arithmetic, geometry, algebra and trigonometry. He calculated the value of Pi at 3.1416 and covered subjects like numerical squares and cube roots. Aryabhata is credited with the emergence of trigonometry through sine functions. Around the beginning of the fifteenth century Madhava (1350-1425) developed his own system of calculus based on his knowledge of trigonometry. He was an untutored mathematician from Kerala, and preceded Newton and Liebnitz by a century. The twentieth-century genius Srinivas Ramanujan (1887-1920) developed a formula for partitioning any natural number, expressing an integer as the sum of squares, cubes, or higher power of a few integers. Origin of Zero and the Decimal System The zero was known to the ancient Indians and most probably the knowledge of it spread from India to other cultures. Brahmagupta (598-668),who had worked on mathematics and astronomy, was the head of the astronomy observatory in Ujjain, which was at that point of time, the foremost mathematical centre in India; he and Bhaskar the second (1114-1185), who reached understanding on the number systems and solving equations, have together provided many rules for arithmetical...
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...Janel Adrianne D. Dihiansan TH 121 – DD Ms. Puen November 27, 2013 Revelation in Our Midst In general, God reveals Himself through His creations. It is God’s self-communication, which is accessed in faith through grace. It is a gift. It is directed to the entire human race, and it is a matter of how we receive His message and interpret it in our own ways. The truths revealed may be inaccessible to the human mind – mysteries, even when revealed; the intellect of an ordinary man is incapable of fully penetrating. God reveals Himself in word and in deed. The essence of revelation lies in the fact that it is the direct speech of God to His people. Revelation does not stop even if someone else is delivering the message of God. The best example for this is Jesus Christ. Jesus was sent to us by His Father to proclaim His words and wisdom. He is the sole and universal mediator between God and all of humanity. Jesus is both human and divine. He is divine in the sense that He is the Incarnate Son of God. He is human in the sense that He walked this very earth and preached His Father’s teachings in a language understandable to all. Honestly, I do not have a very strong faith in God. Yes, I believe in Him and His teachings; I believe they are right and just. But if I actually think about it more realistically, is God really controlling every thing that is happening around us? Is He always in the “behind the scenes” part of our lives and our decision making process? For...
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...MATH 102 – College Algebra FACTORING polynomials Factoring polynomials is simply the reverse process of the special product formulas. Thus, the reverse process of special product formulas will be used to factor polynomials. To factor polynomials will mean to express it as a product of positive integral powers of distinct prime factors. TYPES OF FACTORING Type 1. Common Monomial Factor Examples: 3x2 (4 – 3x) 1. 12x2 – 9x3 = 2. -10a6b5 – 15a4b6 – 20a3b4 Solution: The common factor of -10, -15 and -20 is -5; For a6, a4, a3, the common factor is a3 For b5, b6 and b4, the common factor is b4 Therefore, the common monomial factor of the given polynomial is -5a3b4 After getting the common monomial factor, divide the given polynomial by this to get the other factor. -10a6b5 – 15a4b6 – 20a3b4 = -5a3b4(2a3b + 3ab6 + 4) ax + ay = a(x + y) Type 2. Difference of Two Squares The difference of two squares is equal to the product of the sum and difference of the square roots of the terms. x – y = (x + y) (x – y) 2 2 Examples: 1. x 2 − 9 = x 2 − 9 x 2 + 9 = (x - 3) (x + 3) 2. 16x4 – 81y4 = (4x2)2 – (9y2)2 = (4x2 – 9y2) (4x2 + 9y2) = (2x – 3y) (2x – 3y) (4x2 + 9y2) 3. –ax2 + 9a = -a (x2 – 9) = -a (x – 3)(x + 3) Type 3. Perfect Square Trinomial The square of any binomial is a perfect square trinomial where the first and the last terms are the square of the first and square of last term of the binomial and the other term is a plus (or minus) the...
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... Torry Dulaney University of Phoenix Reasoning for Business 2 Quantitative Reasoning for Business Upon first glance at the Quantitative Reasoning for Business Overview, I was initially like a deer caught in headlights. What did I sign up for? But after research, I found out that my reaction was not unusual for nonmathematical majors. If you haven’t noticed yet math was not one of my favorite courses. However, upon further review the QRB is essential in preparing for future courses in economics, finance, accounting, operations and research. QRB focuses on practical applications of mathematics, in college, career and life. The QRB topics include, for example, income taxes, statistical reasoning, mathematics, voting theory, and exponential growth. Using and understanding the QRB will assist me in being successful in math in the rapidly changing workforce. The QRB should improve my critical thinking and problem solving skills. It also should prepare me to identify and intelligently face problems that I may encounter in my daily life that require quantitative reasoning. “With quantitative reasoning skills, one can integrate deductive logic aspects from multiple knowledge dimensions into program evaluation and research” (Patton, 1990). With quantitative analysis, it is especially important to understand the units of measurement...
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...paired up based on level of knowledge on the subject, learning styles, and/or behavioral and social patterns. (Allsopp 1-3) The benefits of class-wide peer tutoring are that groups of students can operate at different levels of curriculum in the same classroom. This allows advanced students to work on advanced problems while non-advanced students work on simpler problems. Students also simultaneously receive one-on-one mentoring and tutoring with corrective feedback. This increases the mastery and fluency of algebraic topics. This type of class tutoring also allows students with disabilities to participate in the classroom setting. (Kamps 120-121) A study on class-wide...
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...oranges. Each student has taken on a different job. They will be using materials to construct the pyramid to get the answer to their questions. Theories from both Piaget and Vygotsky will play part in their thinking. As well as help from the teacher. Using manipulatives allow the students to create their own cognitive models. Not only do the use of mathematical manipulatives have the advantage of engaging students, it also heightens the interest and enjoyment of mathematics. (hand2mind, 2017). The National Council of Teachers of Mathematics (NCTM) (as cited in hand2mind, 2017) advocate the use of manipulates within the classroom, they believe this allows students to construct their own awareness of math, eg students are able to explore, develop, test discuss and apply the ideas of math concepts. The four students have used the manipulatives and from there found there is a pattern. Each student had different abstract ideas on how they can reach the desired shape using the materials supplied. Remy began with trying to guess how many layers the object would need by adding a series of number together, but he became confused. Eliza recognised that the number was increasing by 2 each time, while Jake made his peers aware that each square was increasing by 1 each time. Instead of telling the students how to do the task, the teacher offered extra materials [an actual square-based pyramid] for the students to use as a visual. Even though the teacher realised there was a pattern, she allowed...
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...Michelle Hill Sales assistant resume KNOWLEDGE OF Customer service Merchandising High Street brands Cashing up procedures ACADEMIC QUALIFICATIONS Up selling Birmingham South High School Promoting new products Report writing Product launches Maths English Geography Business studies Computer Technology 2008 - 2012 Pass Pass Pass Pass Pass CAREER OBJECTIVE A well presented, articulate and smart individual who is very keen on a career in the retail sector. Michelle has a comprehensive understanding of what is takes to be an outstanding sales assistant, and is sure to be a valuable resource to any company that she works for. Right now she is seeking a challenging and rewarding position where she will not only be able to contribute to the improved efficiency and profitability of a company but will also be able upgrade her skills and experience as well. REATILING SKILLS AQUIRED WHILST STUDYING PERSONAL SKILLS Friendly and approachable manner Organised Trustworthy Reliable Articulate Team player Attention to detail Quick learner Giving a friendly and welcoming service. Able to accurately determine a customer’s needs. Knowledge of health and safety issues. Operating tills accurately and efficiently. Meeting high standards of display and visual merchandising. Spotting sales opportunities and then taking advantage of them. Knowledge of retailing laws and regulations. How to deal with customer complaints. Giving information about the features, quality and availability...
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...communication pertaining to technical drawing interpretation. | √ | √ | 3. To teach and train students the importance of humanistic values and respect of cultural differences through humanities and social sciences. | √ | √ | 4. To impart high ethical standards to the students through assimilation and incorporation in the learning activities. | √ | √ | 5. To infuse students with enhanced computer concepts and expertise through incorporating competent applications and disciplines. | √ | √ | 6. To acquire the total human development according to its physical, mental, emotional, social aspects in promoting a healthy lifestyle. | √ | √ | COURSE SYLLABUS 1. Course Code : MATH 121 2. Course Title : Analytic Geometry 3. Pre-Requisite : MATH 111, MATH 112 4. Co-Requisite : MATH 122, MATH 123 5. Credit/Class Schedule : 3 units 6. Course Description : Slope of a line; distance between two...
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...ENGLISH 121 Paper #2 Higher Education Submitted by Kenneth Jones Paper submitted to Professor: David Bushelle KENNETH JONES PROFESSOR: DAVID BUSHELLE ENGLISH 121 HIGHER EDUCATION Should a High School Graduate seek a higher education? If so what kind or type, for some years now it has been a lot of controversy on why should every high school graduate go to a college or university. What about trade school or apprenticeships at a company. Students who enter the workforce immediately upon high school graduation now need at least the same level of skills and knowledge as students entering college, as both universities and employers seek the same core abilities. We could trace higher education back to the sixth century B.C. Even then they taught skills to live by not thing that a person would not use in his or her life time. Here is a brief history on Higher Education that I found very interesting I hope you do too. “The oldest institutions of higher (college or university) education were started on the island of Cos, Greece, in about the sixth century B.C. These schools primarily taught medicine but also covered topics concerning the nature of humanity and the universe. A group called the Pythagoreans, who were followers of the Greek philosopher and mathematician Pythagoras (c. 580–500 B.C.), started the first schools of higher education in Italy. They taught philosophy and math in Greek. The great Greek philosophers Socrates (470–399 B.C.), Plato...
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