...Syllabus 1 MTH/209 Version 6 Course Syllabus College of Natural Sciences MTH/209 Version 6 College Mathematics II Copyright © 2012, 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course continues the demonstration and examination of various algebra concepts that was begun in MTH/208: College Mathematics I. It assists in building skills for performing more complex mathematical operations and problem solving than in earlier courses. These concepts and skills should serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • • University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Rockswold, G. K., & Krieger, T. A. (2013). Beginning and intermediate algebra with applications and visualization. (3rd ed.). Boston, MA: Addison-Wesley. All electronic materials are available on the...
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...reserved. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. This course is the first half of the college mathematics sequence, which is completed in MTH/209: College Mathematics II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently...
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... | | |Course End Date: 08/25/2011 | Copyright © 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. This course is the first half of the college mathematics sequence, which is completed in MTH 209: College Mathematics II. Policies Faculty and students/learners will be held responsible for understanding and adhering...
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...reserved. Course Description This course begins a demonstration and examination of various concepts of algebra. It assists in building skills for performing specific mathematical operations and problem solving. These concepts and skills serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. This course is the first half of the college mathematics sequence, which is completed in MTH/209: College Mathematics II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently...
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...Does your career plan include a world of lifelong success? Program of Professional Studies THE CERTIFIED GENERAL ACCOUNTANTS ASSOCIATION OF BRITISH COLUMBIA We see more than numbers. Choose a career that places you on the path to lifelong success. It’s all about opportunity. Accounting professionals can work in any sector, anywhere in the world. And when you choose CGA, you’ll gain the leadership, problem-solving and technical skills that are sought after by organizations in the private, public and not-for-profit sectors. The CGA Program of Professional Studies gives you the tools to succeed in business, no matter where your career takes you. You’ll enter the workforce with the applied knowledge and demonstrated expertise that employers want, including specialized technical knowledge, sectorspecific competencies, problem-solving skills and the ethical integrity to lead. CGA’s competency-based curriculum is simply your best way to prepare for a rewarding career in financial management. Flexible study options and the freedom to choose the career you want CGA is all about choice. You choose the professional-studies path and real-world experience that best match your career goals and interests. We give you the skills and freedom to work in any type of organization, in any industry, at any level of management. With a CGA designation, your opportunities—both professional and personal, at home and around the world—are limitless. Take your place as a highly respected...
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...Helena Clay Williams Helena Clay Williams UMUC Biology 102/103 Lab 1: Introduction to Science INSTRUCTIONS: * On your own and without assistance, complete this Lab 1 Answer Form electronically and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus). * To conduct your laboratory exercises, use the Laboratory Manual that is available in the WebTycho classroom (Reserved Reading or provided by your instructor) or at the eScience Labs Student Portal. Laboratory exercises on your CD may not be updated. * Save your Lab 1 Answer Form in the following format: LastName_Lab1 (e.g., Smith_Lab1). * You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility. Exercise 1: Data Interpretation Table 1: Water Quality vs. Fish Population Dissolved Oxygen (ppm) | 0 | 2 | 4 | 6 | 8 | 10 | 12 | 14 | 16 | 18 | Number of Fish Observed | 0 | 1 | 3 | 10 | 12 | 13 | 15 | 10 | 12 | 13 | (hint: ppm stands for “parts per million”) 1. What patterns do you observe based on the information in Table 1? Ans. The quality of fish increase as (ppm) increase to a point while the quality of water continue to increase 2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water. Ans: If oxygen or ppm in the water increase more fish will be produce 3. What would your experimental approach be...
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...TYPE YOUR FULL NAME: Clarence Loveless TYPE YOUR FULL NAME: Clarence Loveless UMUC Physical Science 101/103 Lab 1: Introduction to Science INSTRUCTIONS: * On your own and without assistance, complete this Lab 1 Answer Form and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus). * To conduct your laboratory exercises, use the Laboratory Manual that is available in the classroom. Laboratory exercises on your CD may not be updated. * Save your Lab 1 Answer Form in the following format: LastName_Lab1 (e.g., Smith_Lab1). * Submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility. Exercise 1: Data Interpretation Table 1: Water Quality vs. Fish Population Dissolved Oxygen | 0 | 2 | 4 | 6 | 8 | 10 | 12 | 14 | 16 | 18 | Number of Fish Observed | 0 | 1 | 3 | 10 | 12 | 13 | 15 | 10 | 12 | 13 | 1. What patterns do you observe based on the information in Table 1? One pattern I observe was in the number of increments. ie….0,1,1,4,4,3,3,4,4,5. The increments would stay the same between for two observation periods with the exception of the 1st and last observation period. 2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water. If the amount of dissolved oxygen increases in water then the amount of fish will also increase. 3. What would your experimental approach...
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...Antidote of Math Phobia Version:1 Antidote of Math phobia 1)Among120 students of a class, numbered 1 to 120, all even numbered students opt for bangla,whose numbers are divisible by 5 opt for English and those numbers are divisible by 7 opt for math. How many opt for none of these 3 subjects? 2)Two pipes A and B fill a tank in 20 & 30 minutes respectively . Both pipes being open, find when A must be turned off so that the tank may be just filled in 15 minutes.? 3)In a class, the number of boys is more than the number of girls by 12% of the total student. The ratio of boys to girl is? 4) A and B working alone can do a practice in 9 and 12 days respectively If they work for a day alternately, A beginning, in how many days the work will be completed?? 5) A does half as much work as B and C does half as much work as A and B together. If C alone can finish the work in 40 days, then together will finish the work in how many days?? 6)Sazzad can complete a work in 4 days. Whereas karim can complete it in 6 days. Farook works 1and1/2 times as fast as Sazzad. How many days will it take for the three together to complete the work???? 7) The ratio between the rates of travelling of A and B is 2:3 and therefore a takes10 min more than the time taken by B to reach a destination. If A had walked at double speed. He would have covered the distance in 8) A train leaves Sylhet at 6 am and reaches Dhaka at 10 am. Another train leaves Dhaka at 8 am and reaches Sylhet at 11.30 am. At what time does...
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...CHAPTER 2—DESCRIPTIVE STATISTICS: TABULAR AND GRAPHICAL DISPLAYS MULTIPLE CHOICE 1. The minimum number of variables represented in a bar chart is a.|1| b.|2| c.|3| d.|4| ANS: A PTS: 1 2. The minimum number of variables represented in a histogram is a.|1| b.|2| c.|3| d.|4| ANS: A PTS: 1 3. Which of the following graphical methods is most appropriate for categorical data? a.|ogive| b.|pie chart| c.|histogram| d.|scatter diagram| ANS: B PTS: 1 4. In a stem-and-leaf display, a.|a single digit is used to define each stem, and a single digit is used to define each leaf| b.|a single digit is used to define each stem, and one or more digits are used to define each leaf| c.|one or more digits are used to define each stem, and a single digit is used to define each leaf| d.|one or more digits are used to define each stem, and one or more digits are used to define each leaf| ANS: C PTS: 1 5. A graphical method that can be used to show both the rank order and shape of a data set simultaneously is a a.|relative frequency distribution| b.|pie chart| c.|stem-and-leaf display| d.|pivot table| ANS: C PTS: 1 6. The proper way to construct a stem-and-leaf display for the data set {62, 67, 68, 73, 73, 79, 91, 94, 95, 97} is to a.|exclude a stem labeled ‘8’| b.|include a stem labeled ‘8’ and enter no leaves on the stem| c.|include a stem labeled ‘(8)’ and enter no leaves on the stem| d.|include a stem labeled ‘8’ and enter...
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...VINCENNES UNIVERSITY CATALOG Vol. LXIX August, 2010 No. 61 A COMPREHENSIVE TWO-YEAR COLLEGE OFFERING ASSOCIATE DEGREES IN THE LIBERAL ARTS, SCIENCES, EDUCATION, ENGINEERING, AND TECHNOLOGY AND OFFERING BACCALAUREATE DEGREES IN SPECIALIZED AREAS Accreditation The North Central Association of Colleges and Schools 30 North LaSalle Street, Suite 2400, Chicago, IL 60602 (312) 263-0456 www.ncacihe.org FAX 312-263-7462 Accreditation Review Council on Education in Surgical Technology and Surgical Assisting American Bar Association American Board of Funeral Service Education American Health Information Management Association Association of Collegiate Business Schools and Programs Commission on Accreditation of Allied Health Educational Programs Commission on Accreditation in Physical Therapy Education Federal Aviation Administration Higher Education Coordinating Board of the State of Washington Indiana State Board of Nursing Joint Review Committee on Education In Radiologic Technology National Alliance of Concurrent Enrollment Partnerships National Association of Schools of Art and Design National Association of Schools of Theatre National League for Nursing Accrediting Commission Printing Industries of America, Inc. Approved for Veterans Membership The American Association of Community Colleges Aviation Technician Education Council The Council of North Central Two Year Colleges The Higher Education Transfer Alliance The National Academic Advising Association The North Central Association...
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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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...Module Study Guide Research Methods in Psychology 2 Deadlines: 1st Report Week 6, Thurs 6th March 12noon 2nd Report Week 10, Thurs 17th April 12noon Lectures: Fridays 1pm-2pm TC102 Workshops: Mondays in Paragon NB – check for changes to this in weeks 10, 11 and 13 due to the Bank Holidays. School of Psychology, Social Work and Human Sciences School of Psychology, Social Work and Human Sciences Research Methods in Psychology 2 Module Study Guide |Module Code |SS40003E | |Level |4 | |Credits |20 | 2014 Version No 01 © UWL 2013 Research Methods in Psychology 2 Module Study Guide Contents | |Page No. | |Module Leader and Teaching Team Details |3 | | | | |Facts and figures |5 | | | | |Section A Overview and Content...
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...1 Academic performance and Self-efficacy of Filipino Science High School Students on Mathematics and English subjects Angelo R. Dullas Central Luzon State University Electronic copy available at: http://ssrn.com/abstract=2152791 Academic Performance and Self-efficacy of Science High School Students Abstract 2 Primarily, the study was conducted to determine the relationship between self-efficacy and academic performances on Math and English subject of science high school students. The objectives are (a) to find what level of self-efficacy do High school students have and (b) to explore if there is gender difference among high school students in terms of their self-efficacy and academic performance. The data are gathered using survey type questionnaire which is composed of two domains, English efficacy and Math efficacy to find if there is significant relationship between academic performance and their self-efficacy. Data was analyzed using mean and test of difference (t-test). Result showed that students‟s performance on Math subject posed a high significant relationship with their self-efficacy beliefs with statistical interpretation as positive substantial relationship (p=.615**, a=.000). On the other hand, students registered a significant relationship and a moderate relationship (p=.401*; a=.015) on their self-efficacy and academic performance on English subject. The researcher also found out that Filipino science high school students possess a high level of...
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...COVER SHEET TO BE SUBMITTED WITH ASSIGNMENTS NAME | Sumera Baakza | STUDENT ID | | MODULE NO | 1 | DATE SUBMITTED | | By submitting this form electronically, you are agreeing to all the following statements. I have stayed within length specifications. The number of words (excluding references and appendices) is ……………………… | I have included a Title page, which contains the necessary information, including my name and student number, the name of my course, the title of the assignment, module title and tutor | Where appropriate, I have included a Contents page | I have divided the work into sections with headings | The references in the body of text follow academic conventions | The references list is complete and follows academic conventions | I have proof-read the work carefully | I have made use of the tutorial support available to me | My supervising tutor has approved the title of my work | I give permission for this assignment to be used for training purposes by my tutor, provided it has first been made anonymous | I have read the School’s information on plagiarism and this piece of work conforms to those requirements | In submitting this assignment I understand that my work may be put through Turnitin plagiarism software | My Ideal Classroom within my Ideal School Student Name: Sumera Baakza PGCE International – Dubai 5 (Education) (UK) (12-13) Module 1 Assignment Tutor Name: Ms. Alison Day Table of Contents ...
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...TREINAMENTOS Lógica de Programação Lógica de Programação 16 de setembro de 2013 As apostilas atualizadas estão disponíveis em www.k19.com.br Esta apostila contém: • 238 exercícios de fixação. • 82 exercícios complementares. • 4 desafios. • 61 questões de prova. i Sumário Sobre a K19 Seguro Treinamento Termo de Uso Cursos 1 Introdução 1.1 O que é um Computador? . . . . . . . 1.2 Formato Binário . . . . . . . . . . . . . 1.3 Unidades . . . . . . . . . . . . . . . . . 1.4 Arquiteturas de Processadores . . . . . 1.5 O que é um Programa? . . . . . . . . . 1.6 Linguagem de Máquina . . . . . . . . 1.7 Linguagem de Programação . . . . . . 1.8 Compilador . . . . . . . . . . . . . . . . 1.9 Máquinas Virtuais . . . . . . . . . . . . 1.10 Hello World em Java . . . . . . . . . . . 1.11 Hello World em C# . . . . . . . . . . . . 1.12 Método Main . . . . . . . . . . . . . . . 1.13 Exercícios de Fixação Com Java . . . . 1.14 Exibindo mensagens . . . . . . . . . . 1.15 Comentários . . . . . . . . . . . . . . . 1.16 Indentação . . . . . . . . . . . . . . . . 1.17 Engenharia Reversa (Conteúdo Extra) 1.18 Ofuscadores (Conteúdo Extra) . . . . . 1.19 Exercícios de Fixação Com Java . . . . 1.20 Erro: Não Fechar os Blocos . . . . . . . 1.21 Erro: Trocar Maiúsculas e Minúsculas 1.22 Erro: Esquecer o Ponto e Vírgula . . . 1.23 Erro: Esquecer o Main . . . . . . . . . 1.24 Exercícios de Fixação Com C# . . . . . 1.25 Exercícios Complementares . . . . . . 1.26 Desafios . . . . . . . . . ....
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