... 239 SURFACE AREAS AND VOLUMES 13 13.1 Introduction From Class IX, you are familiar with some of the solids like cuboid, cone, cylinder, and sphere (see Fig. 13.1). You have also learnt how to find their surface areas and volumes. Fig. 13.1 In our day-to-day life, we come across a number of solids made up of combinations of two or more of the basic solids as shown above. You must have seen a truck with a container fitted on its back (see Fig. 13.2), carrying oil or water from one place to another. Is it in the shape of any of the four basic solids mentioned above? You may guess that it is made of a cylinder with two hemispheres as its ends. Fig. 13.2 File Name : C:\Computer Station\Class - X (Maths)/Final/Chap-13/Chap-13 (28th Nov. 2006) 240 MATHEMATICS Again, you may have seen an object like the one in Fig. 13.3. Can you name it? A test tube, right! You would have used one in your science laboratory. This tube is also a combination of a cylinder and a hemisphere. Similarly, while travelling, you may have seen some big and beautiful buildings or monuments made up of a combination of solids mentioned above. If for some reason you wanted to find the surface areas, or volumes, or capacities of such objects, how would you do it? We cannot classify these under any of the solids you have already studied. Fig. 13.3 In this chapter, you will see how to find surface areas and volumes of such objects. 13.2 Surface Area of a Combination...
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...SCHAUM’S OUTLINE OF THEORY AND PROBLEMS OF INTERMEDIATE ACCOUNTING II Second Edition BARUCH ENGLARD, M.S., M.B.A., CPA Associate Professor of Accounting The College of Staten Island The City University of New York SCHAUM’S OUTLINE SERIES New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2007, 1992 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. 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. 0-07-151048-6 The material in this eBook also appears in the print version of this title: 0-07-146974-5. 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 eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212) 904-4069. TERMS OF...
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...Mid-Term Assignment Penny S. Weaver Kaplan University Mid-Term Assignment 1. What are the methods of inquiry & how are they used in criminal investigation? After researching through the chapters that we have been reading, I believe that the methods of inquiry is basically finding out and utilizing the concepts of the five W’s. I do believe after all of the reading that they are the: who, what, when, where, why, and also how a crime was committed. You basically using what I call the five methods to reconstructing a crime that has been committed. As an investigator, it would be my responsibility to use the five methods to the fullest of my potential along with gut instinct and plain common sense. Of course using your gut instinct and common sense will get to certain places, you always have go with the evidence that you have because that is what a case is mainly about. Evidence, such as DNA, is rock solid along with fingerprints. I believe that when you are using the methods of inquiry that you are really gathering facts and evidence for a case that you are investigating. Using the methods of inquiry is how I believe that an investigator would use to gather all of the information that is needed to find out what type of crime was committed, who committed the crime, when did the crime take place, where did the crime take place, why did this crime happened and also how did the crime happen. You are reconstructing a crime, so you have to have all of the facts...
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...TA 600-BNCOC/05-002 THE ARMY TRAINING SYSTEM (TATS) COURSEWARE BNCOC SOLUTION TO PRACTICAL EXERCISES BASIC NONCOMMSSIONED COURSE PHASE I PREPARED BY UNITED STATES ARMY SERGEANTS MAJOR ACADEMY FORT BLISS, TEXAS 79918-8002 FOR THE ARMYY SCHOOL SYSTEM (TASS) INSTITUTIONS FIELDING DATE: OCT 04 THIS PAGE INTENTIONALLY LEFT BLANK BNCOC SOLUTION TO PRACTICAL EXERCISES PFN T321 T342 L327 L326 L330 L335 L328 L333 L336 L324 L338 L340 T323 W326 W332 T341 W323 W325 W321 W322 Table of Contents The Risk Management Process Cultural Awareness Considerations Enforce the Equal Opportunity Program Communicate Effectively in a Given Situation The Army Writing Style Develop Subordinate Leaders in a Unit Counsel Subordinates The Noncommissioned Officer Evaluation Reporting System Motivate Subordinates to Accomplish Unit Mission Ethical Behavior Apply the Ethical Decision-Making Method at Small Unit Level Develop a Cohesive Team Training Management at the Squad Level Intelligence and Electronic Warfare (IEW) Operations Establishment of a Check Point Casualty Evacuation Troop Leading Procedures Squad Tactical Operations Graphics and Overlays Plans, Orders, and Annexes THIS PAGE INTENTIONALLY LEFT BLANK U.S. ARMY SERGEANTS MAJOR ACADEMY (BNCOC) OCT 04 BNCOC SOLUTION TO PRACTICAL EXERCISES BNCOC BNCOC Stand Alone Common Core THIS PAGE INTENTIONALLY LEFT BLANK T321 PRACTICAL EXERCISE SHEET T321 Title Lesson Number/Title Introduction OCT 04 THE...
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...Presenter Notes for Power-point Decision Analysis Task 4A-E A. (Slide 1) Gloria Rodriguez, Shuzworld's retail development specialist, was looking at some possibilities of placing a Shuzworld store into a major target area and has three options to consider. The first option is to build a proposed stand-alone store, the second option is to open an Auburn Mall store, and the third option is to do nothing at the moment. (Slide 2) With the information given from Ms. Rodriguez, the stand-alone store could see profits for a favorable market of seven hundred thousand dollars; if the market was unfavorable the losses would be four hundred thousand dollars. The Auburn mall could see profits for a favorable market of three hundred thousand dollars, and if the market was unfavorable the losses would be fifty thousand dollars; this is having a probability of fifty-fifty for both choices of a favorable and unfavorable market. Of course, not doing anything or not opening a store, Shuzworld would not suffer any losses or make any profits. Shuzworld is considering market research and this can produce positive or negative impacts on the market or not purchase the research at all to have no effect. To purchase the market research it would come with a price of twenty thousand dollars with a sixty percent chance towards a favorable market and a chance of an unfavorable market of forty percent. Having a favorable market, if the survey is positive, can cause an incline to seventy percent...
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...management views. 1. What leadership style did Eve Yen use with her employees? Describe her actions that support your choice. (Chap 19) Eve Yen should have determined what she needed the employees to do before hiring them. Unless a person is trained, they cannot fulfill the requirements of the position in a new company. Her answer to the problem when individuals didn’t follow through as she expected them to do was to fire them and take everything back. Founders often are the creative force behind a business, but have trouble delegating to others. Eve Yen appears to follow this model fairly closely. The difference is that she was willing to hire someone in a general manager position as well as department heads and office assistants. Yen was somewhat impatient in light of the lack of preparation before hiring employees as well as the lack of training provided. Yen lacked the professional management skills to make the necessary changes to the business as it increased in size. Yen delegated tasks, but apparently did not empower people to do the tasks. Yen’s leadership style was commanding, but lacked the follow-through required to make this style work 2. What aspects of Eve’s leadership approach directly or indirectly affected the problems that developed? Clearly explain the connections between Eve’s behaviors and the resulting problems. (Chap 19) Eve Yen had no prior knowledge of being a business owner, nor did her team have the managerial experience. Ms. Yen didn’t have...
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...addition, TOP staff are available to assist you personally during office hours. Office Contact Details: TOP Education Institute Suite 1, Biomedical Building, 1 Central Ave Australian Technology Park Eveleigh NSW 2015 Tel: 02 9209 4888 Unit Overview This unit deals with key international marketing concepts, analytical methods and decision tools necessary for understanding the dynamic nature of international marketing situations facing different organisations, and to make international marketing decisions to deal with such international marketing situations. Its objective is to enable students to acquire relevant knowledge and techniques to deal with the various international marketing challenges, and to develop meaningful solutions to overcome such challenges. The unit offers students a practical, hands-on approach to analysing international marketing situations, to formulating international marketing recommendations, and to presenting and defending one’s international marketing recommendations via both oral and written communications. Assumed Knowledge This unit assumes that students have completed a unit in Marketing Management to at least university...
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...Taxation Finance Act 2009 Alan Melville S IT IN TH W EEN ON NO IFT ITI F ED ● ● 15th Annual Edition ● ● Class Tested Over 250 Worked Examples ● Over 250 Exercises and Questions On ACCA, CIPFA, AIA and IFA Reading Lists Taxation Supporting resources For instructors Visit www.pearsoned.co.uk/melville to find valuable online resources • Complete, downloadable Instructor’s Manual For more information please contact your local Pearson Education sales representative or visit www.pearsoned.co.uk/melville We work with leading authors to develop the strongest educational materials in accounting, bringing cutting-edge thinking and best learning practice to a global market. Under a range of well-known imprints, including Financial Times Prentice Hall, we craft high quality print and electronic publications which help readers to understand and apply their content, whether studying or at work. To find out more about the complete range of our publishing please visit us on the World Wide Web at: www.pearsoned.co.uk Taxation Finance Act 2009 Fifteenth edition Alan Melville FCA, BSc, Cert. Ed. Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk First published 1995 Fifteenth edition published 2010 © Pearson Professional Limited 1995, 1996 © Financial Times Professional Limited 1997, 1998 © Pearson Education Limited 1999...
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...accommodation need only make such a request before the end of the second week of class. Please call the Associate VP for Student Support- 872-3178. My intention is to honor all legitimate requests. The deadline is necessary to allow sufficient time for a meaningful solution. Exceptional circumstances will also be considered at any time during the semester. Student Evaluation: Tests – 2 tests (mid-term and final- 100 pts each) 200 pts Cases: 6 total cases Group Cases: You are leader- 1@ 50 pts 50 pts You are group member- 2@25 pts 50 pts Individual Cases- 3 @ 33.33 pts 100 pts Total Points 400 pts Textbooks: Arens, Elder and , Auditing & Assurance Services: An Integrated Approach 15th ed., Prentice-Hall, 2014 Trussel, John M. and Frazer, J. Douglas The Lakeside Company: Case Studies in Auditing, 12th edition, Prentice-Hall , 2012 Student Learning Objectives- The student will be able to: 1. incorporate professional standards into case analyses and essay responses. 2. perform as a group leader and as a group member to organize work and present it in a professional manner. 3. develop solutions in light of both general business ethics and the AICPA Professional Code of Conduct. 4. demonstrate facility with basic audit steps and the documentation of such work. 5. demonstrate how...
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...Unit 4 Homework Solutions Chapter 16 Writing a Textbook Case 1. Add any additional activities that you think are necessary to the project. No correct answer. 2. Draw the network diagram for this project. First, let us create a table of the information: Task # | Description | Follows: | Time (wks) | 1 | Write prospectus | - | 4 | 2 | Discuss with publisher | 1 | 1 | 3 | Conduct focus groups | 1 | 1 | 4 | Select publisher | 2 | 2 | 5 | Update prospectus | 3,4 | 4 | 6 | Negotiate with publisher | 5 | 3 | 7 | Write Chaps 1 – 8 | 6 | 4 wks per chapter | 8 | Write Chaps 9 – 16 | 6 | 4 wks per chapter | 9 | Review chapters | As chapters are avail | 4 wks per chapter | 10 | Revise 1 - 8 | As reviews avail | 2 wks per chapter | 11 | Revise 9 – 16 | As reviews avail | 2 wks per chapter | 12 | Photo list | As chapters avail | 24 weeks | 13 | Select other writers | 6 | 4 | 14 | Define CD | 6 | 2 | 15 | Write IM | As soon as ½ revise | 12 | 16 | Write TB | As soon as ½ revise | 12 | 17 | Write Soln Manual | As soon as ½ revise | 12 | 18 | Write PowerPoint | As soon as ½ revise | 12 | 19 | Design cover | 6 | 8 | 20 | Design Mktg | 6 | 6 | 21 | Produce galley proofs | 10, 11 | 6 | 22 | Proofread galley proofs | 21 | 4 | 23 | Produce CD | 15, 17, 18 | 4 | 24 | Print texts | 20, 21 | 16 | 3. Determine how long it should take to complete the project. The network on the next page shows the order of operations. However, it...
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...Supply Chain Management and Advanced Planning Hartmut Stadtler ´ Christoph Kilger (Eds.) Supply Chain Management and Advanced Planning Concepts, Models, Software and Case Studies Third Edition With 173 Figures and 56 Tables 12 Professor Dr. Hartmut Stadtler FG Produktion und Supply Chain Management FB Rechts- und Wirtschaftswissenschaften TU Darmstadt Hochschulstraûe 1 64289 Darmstadt Germany stadtler@bwl.tu-darmstadt.de Dr. Christoph Kilger j&m Management Consulting AG Kaiserringforum Willy-Brandt-Platz 5 68161 Mannheim Germany christoph.kilger@jnm.de Cataloging-in-Publication Data Library of Congress Control Number: 2004110194 ISBN 3-540-22065-8 Springer Berlin Heidelberg New York ISBN 3-540-43450-X 2nd edition Springer Berlin Heidelberg New York This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilm or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must always be obtained from Springer-Verlag. Violations are liable for prosecution under the German Copyright Law. Springer is a part of Springer Science+Business Media springeronline.com ° Springer Berlin ´ Heidelberg 2000, 2002, 2005 Printed...
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...Taxation Finance Act 2009 Alan Melville S IT IN TH W EEN ON NO IFT ITI F ED ● ● 15th Annual Edition ● ● Class Tested Over 250 Worked Examples ● Over 250 Exercises and Questions On ACCA, CIPFA, AIA and IFA Reading Lists Taxation Supporting resources For instructors Visit www.pearsoned.co.uk/melville to find valuable online resources • Complete, downloadable Instructor’s Manual For more information please contact your local Pearson Education sales representative or visit www.pearsoned.co.uk/melville We work with leading authors to develop the strongest educational materials in accounting, bringing cutting-edge thinking and best learning practice to a global market. Under a range of well-known imprints, including Financial Times Prentice Hall, we craft high quality print and electronic publications which help readers to understand and apply their content, whether studying or at work. To find out more about the complete range of our publishing please visit us on the World Wide Web at: www.pearsoned.co.uk Taxation Finance Act 2009 Fifteenth edition Alan Melville FCA, BSc, Cert. Ed. Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk First published 1995 Fifteenth edition published 2010 © Pearson Professional Limited 1995, 1996 © Financial Times Professional Limited 1997, 1998 © Pearson Education Limited 1999...
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...Education SOC101 Sheila Schmitz May 7, 2012 Education is the key to success in a person’s life. Not being educated people would be hurting just to try and get through day to day life situations. There are three main theories that help with understanding education and that is functionalist theory, the conflict theory, and the interactionist theory. Theory helps us comprehend why different groups may disagree about how they view social problems, but why they all believe they are right (Vissing, Y., 2011, Chap 1.6). Education could be the difference from getting a low paying job or a high paying job. Education also plays a huge role in helping you to understand things better, it helps your social skills, the way people view you and also the way you view yourself. Functionalism Functionalism approach held that all social structures (institutions or stable units of society) exist because they fulfill some specific functions (Vissing, Y., 2011, Chap 1.6). They view schools as an institution to educate the next generation to give them the knowledge and skills to prepare the youth in their future occupational jobs and leadership roles. The functionalist theory also views all the ways education serves the need of society. Functionalists such as Parsons and Durkheim believe that the school environment is a microcosm (small version) of the adult occupational world and therefore prepare students for their future (Casey Kingsland, 2009, Par.2). In other countries, the...
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...system. Once developed and validated, a model can be used to investigate a wide variety of “what-if” questions about the realworld system. Potential changes to the system can first be simulated in order to predict their impact on system performance. Simulation can also be used to study systems in the design stage, before such systems are built. Thus, simulation modeling can be used both as an analysis tool for predicting the effect of changes to existing systems, and as a design tool to predict the performance of new systems under varying sets of circumstances. In some instances, a model can be developed which is simple enough to be “solved” by mathematical methods. Such solutions may be found by the use of differential calculus, probability theory, algebraic methods, or other mathematical techniques. The solution usually consists of one or more numerical parameters which are called measures of performance of the system. However, many real-world systems are so complex that models of these systems are virtually impossible to solve mathematically. In these instances, numerical, computer-based simulation can be used to imitate the...
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...Module Information Booklet Taylor’s University Taylor’s Business School Degree Programmes August Semester 2014 UCM60502U2 Understanding Information Systems For Businesses Contents Introduction Module Overview Learning Resources Assessments Resit Assessments Assessment Offences Extenuating Circumstances Assignment and Guidelines Module Calendar Assignment Cover Assignment Feedback Form Introduction Welcome Welcome to Understanding Information Systems for Businesses (UIS). This module emphasizes on the importance of information systems in business today and how they have transformed businesses on the world stage. Learner will gain an appreciation of how information systems have strategic impacts for organisations and their people, particularly with the increasing prevalence of global networked systems. To successfully complete this module, learners have to be intentional and responsible in their own learning. Learners are expected to be receptive to online tutorials by participating in discussion forums, and other e-learning approaches. In addition, learners are to read the prescribed textbook chapters, complete weekly assigned work including group assignment, and participate in online tutorial forum weekly. Dr. Choo Wou Onn Senior Lecturer Contact details Lecturer cum Tutor Dr. Choo Wou Onn Room No...
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