... College of Natural Sciences Course Design Guide MTH/208 Version 5 College Mathematics I Copyright Copyright © 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. 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. Course Topics & Objectives Week One: Fundamentals of Expressions • Identify real and variable elements. • Classify real numbers. • Solve problems...
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...L. Sessions, Instructor Week-4: Class Quiz 4.1 4-11-2012 Student Name: ________________________ 1. Which number is a usable host number? 192.168.1.224 /28 192.168.1.047 /28 192.168.1.160 /28 192.168.1.192 /28 Answer: __________________________________________ 2. What does the Magic Number mean in networking? A. The octet number. B. The number of hosts per subnet. C. The number of subnet masks. D. The number to subtract from 255/ Answer: ___________________________________________ 3. What is the magic number for CIDRs 26? A. 128 B. 16 C. 32 D. 64 Answer: _____________________________________________ 4. How many hosts are in a Class B network? A. 16,777,216 B. 2048 C. 65536 D. 512 Answer: ________________________________________________ 5. What subnet does 192.168.74.232 /28 belong? A. 192.168.74.32 B. 192.168.74.240 C. 192.168.74.192 D. 192.168.74.224 Subnet: _____ Network #: _____ Broadcast #: ____ Magic #: _____ # of Bits | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 | Power | 27 | 26 | 25 | 24 | 23 | 22 | 21 | 20 | Value/Magic # | 128 | 64 | 32 | 16 | 8 | 4 | 2 | 1 | Octet Mask | 255 | 254 | 252 | 248 | 240 | 224 | 192 | 128 | Binary | 11111111 | 11111110 | 11111100 | 11111000 | 11110000 | 11100000 | 11000000 | 10000000 | 1. #-of-Bits: is the number of bits per octet. 2. Shows the bit power, i.e., 23 represents 2 * 2 * 2 = 8 or 2 to the power of 3. 3. Value/Magic # represents the...
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...|[pic] |Course Syllabus | | |College of Natural Sciences | | |MTH/208 Version 6 | | |College Mathematics I | | |HEFOUN88 | Copyright © 2012, 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 will be held responsible for understanding and adhering to all policies contained within the following two documents: ...
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...Course Syllabus MTH/208 – College Mathematics 1 Course: X Course Start Date: X Course End Date: X Campus/Learning Center : X |[pic] |Syllabus | | |College of Natural Sciences | | |MTH/208 Version 6 | | |College Mathematics I | Copyright © 2012, 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 will be held responsible for understanding and adhering to all policies contained within the following two documents: ...
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...all the available educational opportunities because of their inability to control their inappropriate behaviors. In 2004, IDEA was amended a second time due to congressional realization that positive behavior intervention support helps prevent exclusion and improve academic results ("School wide," 2013). Now, positive behavior interventions and supports promote positive school environment for all students across all school settings not just in the area of students with disabilities. Briefly looking at positive behavior interventions and supports there are three levels of intervention used for implementation. Those levels consist of level 1 primary or universal prevention, level 2 is secondary or small group prevention, and finally level 3 is tertiary or also known as individualized...
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...Mathematics Excellence 9 Step-By-Step Math Review 9 ALEKS Running Start - Practice 10 Building Math Confidence 12 Student Labs 13 Learning Team Toolkit 15 Useful Links 21 Submit a Paper for Review 21 WritePoint® 21 CWE Review 21 Plagiarism Checker 22 Reference and Citation Generator 22 APA Information 23 Sample Paper 24 Reference and Citation Examples 24 Reference and Citation Generator 24 APA Style Blog 24 Title Page Template 24 Riverpoint Writer 24 Grammar and Writing Guides 25 Student Resources Guide 25 o Math Resources 25 o Writing Resources 25 o Formatting and Writing Guidelines 25 o Technical Services 25 o Student Workshops and Labs 25 o University Library 26 o Learning Teams 26 o Critical Thinking 26 o University Disability Services 26 o Career Services 26 o University Perks 26 References 27 Library. (2013). Retrieved from https://portal.phoenix.edu/library.html 27 Online Access to Course Textbooks The University of Phoenix provides access to course materials and textbooks online. These materials can be printed, downloaded or viewed from your student web. Access is granted any time day or night and is available the day before your classes start. Early availability gives students time to print out the materials and start preparing for class. To access the class materials: 1. Log into your student website. 2. Select the materials tab. 3. Materials are...
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...|[pic] |Syllabus | | |College of Natural Sciences | | |MTH/208 Version 5 | | |College Mathematics I | | | | | |Group Number: ON11BCJ01 | | |Course Start Date: 07/28/2011 | | |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...
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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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...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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...The Journal of Psychology, 2011, 145(3), 229–245 Copyright C 2011 Taylor & Francis Group, LLC Are Math Readiness and Personality Predictive of First-Year Retention in Engineering? LAURIE MOSES CATHY HALL KARL WUENSCH KAREN DE URQUIDI PAUL KAUFFMANN WILLIAM SWART STEVE DUNCAN GENE DIXON East Carolina University ABSTRACT. On the basis of J. G. Borkowski, L. K. Chan, and N. Muthukrishna’s model of academic success (2000), the present authors hypothesized that freshman retention in an engineering program would be related to not only basic aptitude but also affective factors. Participants were 129 college freshmen with engineering as their stated major. Aptitude was measured by SAT verbal and math scores, high school grade-point average (GPA), and an assessment of calculus readiness. Affective factors were assessed by the NEO–Five Factor Inventory (FFI; P. I. Costa & R. R. McCrae, 2007), and the Nowicki–Duke Locus of Control (LOC) scale (S. Nowicki & M. Duke, 1974). A binary logistic regression analysis found that calculus readiness and high school GPA were predictive of retention. Scores on the Neuroticism and Openness subscales from the NEO-FFI and LOC were correlated with retention status, but Openness was the only affective factor with a significant unique effect in the binary logistic regression. Results of the study lend modest support to Borkowski’s model. Keywords: calculus readiness, college retention, engineering students, Five Factor Model, Locus of Control, STEM fields ...
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...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 student website. Reminder: Use the checkbox in the assignments link to acknowledge participation in the team during the week. Syllabus 2 MTH/209 Version 6 Week One: Polynomials Details Objectives 1.1 1.2 1.3 1.4 Simplify polynomials. Use the distribution...
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...Learning and Individual Differences 19 (2009) 596–608 Contents lists available at ScienceDirect Learning and Individual Differences j o u r n a l h o m e p a g e : w w w. e l s ev i e r. c o m / l o c a t e / l i n d i f Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population Tatiana V. Kornilova, Sergey A. Kornilov ⁎, Maria A. Chumakova Department of Psychology, Moscow State University (Lomonosov University), Mokhovaya St., 11/5, 125009, Moscow, Russian Federation a r t i c l e i n f o a b s t r a c t The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N =300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of intelligence and academic self-concept had incremental predictive value over conventional intelligence when predicting achievement accounting for more than 50% of its variance. The obtained pattern of results is presented via structural equation models and interpreted within a dynamic regulative systems framework suggesting the importance of further studying complex sets of achievement predictors that include ability, personality and mediating constructs. © 2009 Elsevier Inc. All rights reserved. Article history: Received 12 November...
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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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...WAKE TECHNICAL COMMUNITY COLLEGE ARTS, HUMANITIES AND SOCIAL SCIENCES DIVISION Sociology 210: Introduction to Sociology (section #’s 0008 and 0009; 3 credit hours) Fall 2011 Location of course: Online at https://dist-ed.waketech.edu/webapps/ login/ Instructor: Mara Fryar Office: Modular Unit (MOD) 120E **I am an adjunct instructor and do not hold regular office hours. Please email or call me to set up a time to meet in person if you wish. Phone: 919-795-3880 E-mail: mffryar@waketech.edu Department Head: Kim Breivogel 919-866-5203 or kbbreivogel@waketech.edu Course Delivery/Location: Delivery of this online course will take place through Blackboard. Students must log in and check Blackboard regularly for class policies, resources, assignments, and essential communications from your instructor. Blackboard can be accessed at https://dist-ed.waketech.edu/webapps/ login/. Wake Tech email (mywaketech.edu) will also be used and must be checked regularly. **This syllabus is subject to change. IMPORTANT DATES : All online students are expected to enter this class on the first day of class : Wednesday, September 14, 2011. Week 1 Assignments must be completed by midnight on Tuesday, September 20, 2011. 10% date : Wednesday, September 21, 2011 If a student fails to complete the assignments for Week 1 or does not communicate with the instructor by September 21, 2011, he or she will be dropped from the course by the instructor. Withdrawing with a...
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...The effects of music on children and young people. 1. The effect of music on IQ Campabello, Nicolette; De Carlo, Mary Jane; O'Neil, Jean; Vacek, Mary Jill Music Enhances Learning. Dissertations/Theses; Tests/Questionnaires. 2002 An action research project implemented musical strategies to affect and enhance student recall and memory. The target population was three suburban elementary schools near a major midwestern city: (1) a kindergarten classroom contained 32-38 students; (2) a second grade classroom contained 23 students and five Individualized Education Program (IEP) students; and (3) a fifth grade classroom. Students exhibited difficulty recalling facts and information in a variety of subject areas evidenced through an inability to gain mastery of grade level skill areas. Research suggests that young students have difficulty understanding concepts and lack the ability and desire to learn. A successful program needs to be developed to teach these concepts. A review of solution strategies suggests that the following musical techniques proved to be helpful for increasing student recall because the songs helped with phonemic training, mnemonics, setting desired skills to familiar tunes, and linking connection to cultural themes. Research has shown that preschool children taught with an early exposure to music through games and songs showed an IQ advantage of 10 to 20 points over those children taught without exposure to the songs. In the same study, students at age...
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