...In the book, The Devil’s Arithmetic, by Jane Yolen, Hannah Stern, changes drastically. She started out as an ill-mannered and arrogant 13 year old, but towards the end she became more appreciative and knowledgeable about her religion and family. The book begins with Hannah being disinterested in, and even embarrassed by, her Jewish heritage and family. “All Jewish holidays are about remembering, Mama. I’m tired of remembering” Says Hannah (Yolen pg 4). While at the dinner table Hannah is very disrespectful, and impolite. “It isn’t fair! She realized suddenly that she’d spoken the last words out loud and everyone heard.” (Yolen pg 15). At Shmuel’s house Hannah is doubtful and reluctant, yet sad and observant. (Yolen 30) While at the dinner table, everything seemed so real, yet Hannah wouldn’t believe that she was living. (Yolen pg 30) “-she had to keep reminding herself it was all a...
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...The Devil's Arithmetic has changed the way I foresee the Holocaust. The word remember has a new meaning. Remembering is not letting something bad happen over again. Remembering is letting your family culture pass on. Remembering is passing it on. Analyzing and contradicting the book The Devil’s Arithmetic to the movie The Devil’s Arithmetic by the characters, theme, and plot can be problematic. The Devil’s Arithmetic is about an adolescence named Hannah Stern, who starts out not caring about her Jewish culture. Half way through her family gathering for Passover, Hannah is asked to open the door for the prophet Elijah. After she opens the door, she time travels back to the time of the holocaust and she thinks it was just a dream from drinking...
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...Getting thrown into a different life, lost on who you are or what you are supposed to be, confused and scared, is all the things Hannah has had to deal with. In the novel The Devil's Arithmetic by Jane Yolen Hannah is a young girl at the age of 12, but follows the Jewish religion, but doesnt appreciate the religion. After giving all of her wine to the prophet elijah, her Grandpa Will tells her she can open the door for him, but she doesn't know what awaits the other side of the door. When she opens the door she is brought into another life, Chayas life, and she can't get back her her life back in New rochelle. Hannah now has to live a life of which she is a Tyro at; living a life as another girl named Chaya is troubling for her. After Hannah changed to...
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...Name Isaiah Wiggin Teacher Mrs. Feller Class ELA Date Literary Analysis of Touching Spirit Bear and The Devil’s Arithmetic “ Often those that criticise others reveal what he himself lacks” said Shannon Alder. Often strong inter conflicts lead into deeper inner conflicts. “Touching Spirit Bear” and “Devil's Arithmetic” have similar conflicts they separate when the conflicts lead into the deep inner conflicts. They both face disapproval from people they love. In “Touching Spirit Bear” Cole faces disapproval from his father and his father abuses him and isnt close with him cole says “ … I bet my dad can’t tell you when my birthday is.”.This proves his father isnt close with him. In “Devil’s Arithmetic” Chaya faces disapproval from her Grandpa...
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...How do you feel about your heritage? Well Hannah from the book The Devil’s Arithmetic by Jane Yolen was trying to reject her jewish heritage before she travels into the past. Although many people think as Hannah turns into Chaya she is still rejecting her heritage, but I know she is accepting. As Hannah travels back into the past she tastes the food that ancestors had. Some people who think she is still rejecting her heritage believe that she is having food because she needs to eat something. "And how, my brother, do we put weight on those bones when she doesn't eat?" Shmuel says while Hannah was picking at her food. Hannah had to eat something because if she did not that would be rude, and plus she couldn’t starve. As she tasted the food her ancestor’s ate when they were growing up she was re-living the lives of her ancestors. “She was surprised when it tasted real, not like dream food should have tasted.” When Hannah ate that food she knew she wasn’t in a dream, but in history....
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...The Devil's Arithmetic was a great book and movie! There are many differences though to the movie and the book, but there is also a plethora of similarities. I will be showing you the similarities, and the differences all in this essay. So come along and relive the book with me! The Devil’s Arithmetic book was written by Jane Yolen and the movie was directed by Donna Deitch in 1999. In summary, I would describe this story by saying that it is amazing, inspirational, and well written. The story is about a jewish girl named Hannah, when she is at a dinner party called Seder something happens. Hannah opens a door to a whole new world, literally. When she is transported to the year 1945, she is confused but she will soon learn that this is just the beginning. While her uncle named Shmuel is getting married, something happens. The Nazis kidnap them and take them to a concentration camp to work for the rest of their lives! But when Hannah switches out for a friend, she is killed and gets transported back to see her family...
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...arguments for approval of the project. On the other hand, the current market for commercial airplanes was depressed because of terrorism risks, war, and SARS, a contagious illness that resulted in global travel warnings. Boeing’s board of directors would need to weigh those considerations before granting final approval to proceed with the project. The task for students is to evaluate the 7E7 project against a financial standard, the investors’ required returns. The case gives internal rates of return (IRR) for the 7E7 project under base-case and alternative forecasts. The students must estimate a weighted-average cost of capital (WACC) for Boeing’s commercial-aircraft business segment in order to evaluate the IRRs. As a result of that analysis, the students identify the key value drivers and distinguish, on a qualitative basis, the key gambles that Boeing is making. The general objective of this case is to exercise students’ skills in estimating a weighted-average cost of capital and cost of equity. The need for students to estimate a segment WACC draws out their abilities to critique different estimates of beta and to manipulate the levered-beta formulas. Boeing competes in both the commercial aircraft and the defense business. Thus, deriving the appropriate benchmark WACC for the 7E7 project requires isolating the commercial aircraft component from Boeing’s overall corporate WACC. In doing so, students...
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...arguments for approval of the project. On the other hand, the current market for commercial airplanes was depressed because of terrorism risks, war, and SARS, a contagious illness that resulted in global travel warnings. Boeing’s board of directors would need to weigh those considerations before granting final approval to proceed with the project. The task for students is to evaluate the 7E7 project against a financial standard, the investors’ required returns. The case gives internal rates of return (IRR) for the 7E7 project under base-case and alternative forecasts. The students must estimate a weighted-average cost of capital (WACC) for Boeing’s commercial-aircraft business segment in order to evaluate the IRRs. As a result of that analysis, the students identify the key value drivers and distinguish, on a qualitative basis, the key gambles that Boeing is making. The general objective of this case is to exercise students’ skills in estimating a weighted-average cost of capital and cost of equity. The need for students to estimate a segment WACC draws out their abilities to critique different estimates of beta and to manipulate the levered-beta formulas. Boeing competes in both the commercial aircraft and the defense business. Thus, deriving the appropriate benchmark WACC for the 7E7 project requires isolating the commercial aircraft component from Boeing’s overall corporate WACC. In doing so,...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...SOLUTIONS MANUAL CRYPTOGRAPHY AND NETWORK SECURITY PRINCIPLES AND PRACTICE FOURTH EDITION WILLIAM STALLINGS Copyright 2006: William Stallings -2- © 2006 by William Stallings All rights reserved. No part of this document may be reproduced, in any form or by any means, or posted on the Internet, without permission in writing from the author. -3- NOTICE This manual contains solutions to all of the review questions and homework problems in Cryptography and Network Security, Fourth Edition. If you spot an error in a solution or in the wording of a problem, I would greatly appreciate it if you would forward the information via email to ws@shore.net. An errata sheet for this manual, if needed, is available at ftp://shell.shore.net/members/w/s/ws/S. W.S. -4- TABLE OF CONTENTS Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 5: Chapter 6: Chapter 7: Chapter 8: Chapter 9: Chapter 10: Chapter 11: Chapter 12: Chapter 13: Chapter 14: Chapter 15: Chapter 16: Chapter 17: Chapter 18: Chapter 19: Chapter 20: Introduction ..................................................................................................5 Classical Encryption Techniques ...............................................................7 Block Ciphers and the Date Encryption Standard ................................13 Finite Fields .................................................................................................21 Advanced Encryption Standard ...................
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...Preface Let me begin this preface with a confession of a few of my own biases. First, I believe that theory and the models that flow from it should provide the tools to understand, analyze, and solve problems. The test of a model or theory then should not be based on its elegance but on its usefulness in problem solving. Second, there is little in corporate financial theory that is new and revolutionary. The core principles of corporate finance are common sense and have changed little over time. That should not be surprising. Corporate finance is only a few decades old, and people have been running businesses for thousands of years; it would be exceedingly presumptuous of us to believe that they were in the dark until corporate finance theorists came along and told them what to do. To be fair, it is true that corporate financial theory has made advances in taking commonsense principles and providing structure, but these advances have been primarily on the details. The story line in corporate finance has remained remarkably consistent over time. Talking about story lines allows me to set the first theme of this book. This book tells a story, which essentially summarizes the corporate finance view of the world. It classifies all decisions made by any business into three groups—decisions on where to invest the resources or funds that the business has raised, either internally or externally (the investment decision), decisions on where and how to raise funds to finance...
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...CURRICULUM OF BUSINESS ADMINISTRATION FOR BBA, BBS, MBA & MS HIG HER EDUC ATIO N CO MM ISSION (2012) HIGHER EDUCATION COMMISSION ISLAMABAD 1 CURRICULUM DIVISION, HEC Prof. Dr. Syed Sohail H. Naqvi Mr. Muhammad Javed Khan Malik Arshad Mahmood Dr. M. Tahir Ali Shah Mr. Farrukh Raza Mr. Abdul Fatah Bhatti Executive Director Adviser (Academics) Director (Curri) Deputy Director (Curri) Asstt. Director (Curri) Asstt. Director (Curri) Composed by: Mr. Zulfiqar Ali, HEC, Islamabad 2 CONTENTS 1. Introduction……………………………………...........6 2. BBA Programme....................................................11 a. Structure of BBA Programme..……………....12 b. Layout for BBA Programme..........................13 c. Semester-wise Breakup for BBA…...............14 3. Bachelor of Business Studies (BBS)......................15 4. MBA Programme....................................................16 a. Structure of MBA Programme........................17 b. Semester-wise Breakup for MBA...................19 5. MS in Management Sciences................................20 a. Structure of MS Programme...........................20 b. Eligibility for Non-business Degree Holders...21 6. Roadmap for Business Education…………............24 7. BBA Course outlines...............................................25 a. Compulsory Courses for BBA...…….…..........25 b. Foundation Core Courses...........…....…....... 41 c. Major Core Courses........................................59 d. Major...
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...Colorado at Boulder Aamodt, M. G., & Kimbrough, W. W. (1982). Effects of group heterogeneity on quality of task solutions. Psychological Review, 50, 171-174. Abbey, D. S. (1982). Conflict in unstructured groups: An explanation from control-theory. Psychological Reports, 51, 177-178. Abele, A. E. (2003). The dynamics of masculine-agentic and feminine-communal traits: Findings from a prospective study. Journal of Personality and Social Psychology, 85, 768-776. Abele, A., Gendolla, G. H. E., & Petzold, P. (1998). Positive mood and in-group—out-group differentiation in a minimal group setting. Personality and Social Psychology Bulletin, 24, 1343-1357. Aberson, C. L., Healy, M., & Romero, V. (2000). Ingroup bias and self-esteem: A meta-analysis. Personality and Social Psychology Review, 4, 157-173. Abougendia, M., Joyce, A. S., Piper, W. E., & Ogrodniczuk, J. S. (2004). Alliance as a mediator of expectancy effects in short-term group psychotherapy. Group Dynamics: Theory, Research, and Practice, 8, 3-12. Abraham, A. (1973a). Group tensions as measured by configurations of different self and transself aspects. Group Process, 5, 71-89. Abraham, A. (1973b). A model for exploring intra and interindividual processes in groups. International Journal of Group Psychotherapy, 23, 3-22. Abraham, A. (1974-1975). Processes in groups. Bulletin de Psychogie, 28, 746-758. Abraham, A., Geffroy, Y., & Ancelin-Schutzenberger, A. (1980). A method for analyzing group interaction: Development...
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...A BRIEF CONTENTS PART 1 • GETTING STARTED 1. Becoming a Public Speaker 2. From A to Z: Overview of a Speech 3. Managing Speech Anxiety 4. Ethical Public Speaking 5. Listeners and Speakers 1 2 8 1 4 23 30 PART 2 • DEVELOPMENT 6. Analyzing the Audience 7. Selecting a Topic and Purpose 8. Developing Supporting Material 9. Locating Supporting Material 10. Doing Effective Internet Research 1 Citing Sources in Your Speech 1. 36 37 49 57 64 73 83 PART 3 • ORGANIZATION 1 Organizing the Speech 2. 1 Selecting an Organizational Pattern 3. 1 Outlining the Speech 4. 92 93 103 1 10 PART 4 • STARTING, FINISHING, AND STYLING 15. Developing the Introduction and Conclusion 16. Using Language 1 22 1 23 1 31 PART 5 • DELIVERY 1 Choosing a Method of Delivery 7. 18. Controlling the Voice 19. Using the Body 1 39 1 40 1 44 1 48 PART 6 • PRESENTATION AIDS 20. Types of Presentation Aids 21. Designing Presentation Aids 22. A Brief Guide to Microsoft PowerPoint 154 155 161 164 PART 7 • TYPES OF SPEECHES 23. Informative Speaking 24. Persuasive Speaking 25. Speaking on Special Occasions 1 74 1 75 188 21 7 PART 8 • THE CLASSROOM AND BEYOND 230 26. Typical Classroom Presentation Formats 27. Science and Mathematics Courses 28. Technical Courses 29. Social Science Courses 30. Arts and Humanities Courses 31. Education Courses 32. Nursing and Allied Health Courses 33. Business Courses and Business Presentations 34. Presenting in Teams 35. Communicating in Groups 231 236 240 243 246 248 25 1 253 258...
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...ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand in selecting. STAD (Student Teams-Achievement Divisions) is used in grades 2-12. Students with varying academic abilities are assigned to 4- or 5-member teams in order to study what has been initially taught by the teacher and to help each reach his or her highest level of achievement. Students are then tested individually. Teams earn certificates or other recognition based on the degree...
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