...is the country’s Center of Excellence in the health sciences; UP Los Baños is a distinguished center of academic excellence in agriculture, forestry and related sciences in Asia; UP Visayas is noted for its program in fisheries which is recognized as one of the best in Asia; UP Baguio is noted for its Cordillera Studies program; and the UP Open University provides educational opportunities beyond the boundaries of a conventional university (i.e., through distance learning). As the premier State University, UP offers a wide range of degree programs. Some degree programs are offered in only one campus (e.g., BS Nursing, BA Filipino) while others are offered in two or more campuses (e.g., B Fine Arts, BS Statistics). Most of these require qualification through the UP College Admission Test (UPCAT). To maintain its high standard of education and to maximize its limited resources, UP has had to limit slots for freshman admission to each campus and to its various degree programs. Some programs are in much greater demand than others so that their freshman slots are often more quickly filled. Other programs may not be as much in demand so that their...
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...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
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...What To Expect From This Class This class is delivered entirely online. That means that everything for the class (course content, course discussions, assignments, links, images, PPTS, study guides, pre-tests and exams) will be completed online. Each week is presented in its own learning module. Course Requirements Weekly Learning Modules will contain the following items: Reading Assignments and Lessons: A Chapter or chapters that are connected by period, culture or style of art. Each contains a summary of the chapter, key concepts, a list of images you should be able to identify and a PPT presentation of for each chapter again with images, key concepts, links, questions and important information within the note area. This will change once the lectures can be recorded. You should use these guides to help you focus your reading and note taking. You will be tested on this material as well as from the textbook and any extra videos or reading assignments given for each chapter. Note that artworks are influenced by the time and place in which they were created. Even though chapters might separate geographical areas, there were connections through travel and trade. There is a definite thread that connects art through time and through cultures. A Discussion Forum and /or Journal Entry: These will sometimes involve you having to answer questions compare images, watch a video, or visit a web site before completing the discussion or journal entry. For each discussion, you...
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...Passed +2 (Intermediate) or equivalent examination. 801 Passed +2 (Intermediate) or equivalent examination. 1-Year (2-Semester) PG Diploma in Language Technology (Full time) 923 Graduation./ Post-graduation in Linguistics/Languages/ Psychology/Mathematics/ Computer Science/ Information Technology/Electronics/Physics with 50% marks or above. Bachelor Degree (10+2+3) with 50% marks in aggregate Department/Centre where the course is available (5) Rajiv Gandhi South Campus, Barkachha, Mirzapur & Faculty of Arts (both) Rajiv Gandhi South Campus, Barkachha, Mirzapur & Faculty of Arts (both) Deptt. of Linguistics, Faculty of Arts No. of Seats Fee (6) Max. 46+46 Min. 10+10 (7) Rs.5000/per annum Max. 46+46 Min. 10+10 Rs.5000/per annum Max. 12 Min. 03 Rs.6000/per annum Deptt. of Library & Information Science Faculty of Arts Max. 20 Min. 05 Rs.12,000/- per annum Rs.24,000/- per annum for NRI/Foreign Nationals Department of Journalism & Mass Communication, Faculty of Arts, BHU Department of Journalism & Mass...
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...Comparative Literature 153: “International Cultures: Film and Literature” Dr. Thomas Jay Lynn * Penn State Berks * Fall 2015 * MWF 12:00-12:50 Franco 101 * Office Meeting Period MWF 1:15-2:15 (For an office meeting during this or a different time, please e-mail, phone, or speak to me in advance, if possible.) Office: 117 Franco * Office Phone: (610) 396-6298 * E-mail: TJL7@PSU.EDU Please note: This syllabus and various other course documents (including essay guidelines) will be posted online at our ANGEL course site. “I am proud of my humanity when I can acknowledge the poets and artists of other countries as my own. Let me feel with unalloyed gladness that all the great glories of man are mine.” ~ Rabindranath Tagore Course Overview Official Penn State description of CMLIT 153: “Comparison of narrative techniques employed by literature and film in portraying different cultures, topics may vary each semester.” This Fall 2015 offering of CMLIT 153, “International Cultures: Film and Literature,” focuses on cultural tensions in varied parts of the world. Among the tensions that these films and novels explore are ones that arise in relation to poverty and wealth (class tensions); changing female and male gender roles; concepts of love and marriage; family dynamics; traditional and modern identities; work and education; and shifting political realities. In your approach to the works considered in this course, moreover, please consider how such tensions...
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...Post-exposure Prophylaxis May 2007 NACO Ministry of Health & Family Welfare Government of India Assessment and Management of HIV-Infected Person No Is HIV infection confirmed? Send to ICTC for confirmation of HIV status Yes Perform history taking and physical examination (see p 9 ) Evaluate for signs and symptoms of HIV infection or OIs and WHO clinical staging (see p 10) Provide appropriate investigations/treatment of OIs (see p 13 ) If pregnant, refer to PPTCT Screen for TB Screen for STI Identify need for: CTX prophylaxis (see p 16 ) ART (see p 18 ) No Pre ART care (see p 15 ) Yes Give patient education on treatment and adherence (see p 54 ) Arrange psychosocial, nutrition and community support (see p 56) Start ART, (see p 19 ) Arrange follow-up + monitoring (see p 25 ) Assess adherence every visit Provide positive prevention advice and condoms Provide patient information sheet on the ART regimen prescribed (see annex 7, 8) Antiretroviral Therapy Guidelines for HIV-Infected Adults and Adolescents Including Post-exposure Prophylaxis May 2007 NACO National AIDS Control organisation Ministry of Health and Family Welfare Government of India with support from CDC . Clinton Foundation . WHO TAble of T A b l e o f Acronyms and Abbreviations Introduction....... ............................................................................................................................................................................ 1 Objectives...
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... Overwhelming evidence in numerous studies demonstrated the value of student performance linked with their ability to take and review notes. Teachers have sought the best way to provide notes for student. In 2006, Harnett County Schools adopted an alternative approach to note taking and instructional delivery called the Social Studies Solutions. It was found that the Social Studies Solutions enhanced the Civics and Economics End of Course Test results by implanting the new instructional delivery and method of note taking for students. Introduction In the game of high stakes testing in the classroom, teachers are judged on their ability to help students pass standardized tests. Teacher autonomy on material taught has slowly dwindled away in North Carolina with the Standard Course of Study. Teachers must teach their subject within guidelines set by the state. Additionally, teacher discretion on a child’s knowledge is reduced with the standardized tests that decide if a child has received a “sound, basic education (Brief History of the Leandro Case, 2007).” Standardized tests have become essential to insure all children learn the same material in accordance with the North Carolina Standard Course of Study. Additionally, schools are evaluated upon their ability to help students pass said exams. Their performances on these tests establish their ability to meet the all important Adequate Yearly Progress (AYP) in accordance with the No Child Left Behind Legislation passed...
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...Journal #2: Self-Regulation & Will What are the behaviors, thoughts, and feelings that interfere with your academic success? Becoming aware of these behaviors, thoughts, and feelings is the first step in learning to use self-regulated learning strategies. List five academic behaviors that interfere with your academic success. Sample: I watch too much television. 1. Spending time with my friends 2. Social networks 3. Texting on my IPhone too much 4. Work 5. Constantly watching movies on Netflix List five academic thoughts that interfere with your academic success. Sample: Before I take an exam, I always think I m going to fail. 1. There’s no point in studying because it’s too much material to cover 2. I have so many things to do today and I don’t have time to do homework . 3. Every test I take is difficult and I always feel like I am going to fail. 4. I don’t understand the subject, but I might just wing the test. 5. I find it hard to concentrate during class because I stress over work and my personal life List five emotions (feelings) that interfere with your academic success. Sample: I have continual fear of not succeeding when I am in a math course. 1. I feel that I have test anxiety 2. Sometimes I fear that I will never succeed in college 3. I get intimated when others progress and I fail. 4. At times tend to think negative when it comes to school 5. fear of always failing and never getting anything done Do you have conscious control over your...
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...Table of Contents General IP Policy/theory 1 Trademarks 2 Foreign Treaties 4 Types of Marks 4 Infringement (Polaroid Test) 9 Defenses 10 Internet/UDRP 12 Dilution 13 Remedies 14 Copyrights 16 Derivative Works 19 Moral Rights 21 Renewal/Termination 23 Infringement (tests) 24 Fair Use/Defenses 15 DMCA 27 Remedies 29 Publicity/Misappropriation 32 Patents 34 Patent Prosecution 36 Utlity/Novelty /Non-Obvious 38 Priority 39 Statutory Bars 40 Infringement 41 Defenses 43 Remedies 44 Trade Secrets 46 IP In General I. Origins a. Patents began in Venice b. Copyright began in England - Publisher competition c. Trademarks - Guild System would mark the bottom of product so that people would know from whom they were purchasing II. Federal Authority a. Copyright/Patent Authority Article I Sec.1 cl. 8 i. “Progress of science and useful arts” 1. Science is copyright, and useful arts is patents 2. In the days of the Constitution means “knowledge.” ii. Utilitarian clause – not based on the moral rights iii. Most protection is pretty much on federal level. iv. Certain States with particular businesses adopted their own laws, which Congress eventually incorporated...
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... 3. Psychological reasons: defensive forgetting Generally, unpleasant things are remembered better than pleasant things (especially by pessimists) and both pleasant and unpleasant things are remembered better than materials we are indifferent to. Freudian theory holds that unpleasant things are often barred from consciousness. This is often referred to as active forgetting. 4. Disuse Memories fade away rapidly when not reviewed or used. The curve of forgetting is like a playground slide; we forget most immediately after we learn -in the first 24 hours; then it proceeds slowly. Motor learning seems to be better retained than verbal learning because a motor act has to be completely done to be done at all and so requires a higher degree of organization and competency which involves over-learning. But "forgotten" material can be relearned in less time than is required for the original learning, even after many years' disuse. EVEN MATERIAL THAT WE DO NOT RELEARN HAS UNDOUBTEDLY BEEN TRANSFORMED INTO ATTITUDES AND VALUES THAT FORM THE FOUNDATIONS OF OUR JUDGMENT. EDUCATION PAYS IN SPITE OF ALL THE DETAILS THAT ARE FORGOTTEN. Forgetting through disuse is normal and unavoidable. The mind is a marvelous instrument, but not a perfect instrument. 5. Interference Forgetting was formerly thought to be mainly the result of disuse, but now it is believed that disuse may be a less important factor than interference due to...
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...fiction and non-fiction in a meaningful way as a means to improve both your written and verbal expression. All lesson plans will be firmly based on Florida’s Sunshine State Standards and East River High School’s Benchmarks for Language Arts IV. Students will also further study and practice writing skills, sentence patterns skills, grammar and usage skills, vocabulary skills, and oral communication skills. Students will be expected to participate actively, so that they may master these essential skills that are vital to succeed in the future. FLORIDA SUNSHINE STATE STANDARDS For Language Arts (English), the Florida Department of Education has revised certain standards and benchmarks for the 2011-12 school year. Students should accomplish these standards and benchmarks during his / her studies. The Language Arts curriculum has been broken down into six major strands: 1 = Reading Process 2 = Literary Analysis 3 = Writing Process 4 = Writing Applications 5 = Communication 6 = Information & Media Literacy Supplies: Notebook paper (College Ruled) Blue or Black ink pens (No other colors or metallic colors are allowed) Highlighters (4 different colors) Post-it Notes Plastic Paper Covers 1 three ring binder with 5 dividers is a must so that notes and assignments can be organized Jump drive (suggested) Black and White Composition Book or single subject spiral MLA Style Handbook, College Level Dictionary and Thesaurus (Suggested) ***You will need to purchase or borrow...
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...enrollment rules not LUO) and has taken GNED/BVWV 101. 4. 90+ credits on unofficial transcripts. 5. Student has broken enrollment from LUO within the last three catalog years. Rationale This course provides an orientation to the online classroom, learning strategies, and technology skills required for success in online learning. This course offers the student an opportunity to develop and strengthen the skills necessary for academic achievement within Liberty University’s online program. I. Prerequisites None II. Required Resource Purchase Hassenpflug, A. S., Traphagen, A. D., & Conner, H. J. (2015). Breaking ground: Keys for successful online learning (2nd ed.). Dubuque, IA: Kendall/Hunt Pub. ISBN: 9781465274397. Note: Because this is a single-use worktext, the textbook must be purchased new....
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...assessed Lab 5 Built-in functions and methods ASSESSMENT INFORMATION This worksheet is one of the seven assessed lab sheets. It can be assessed within the next 5 weeks. Let me know in advance when you’d like to be assessed. Deadline: Thursday, 17th of July. Do not forget to have it ‘signed off’ after you have been assessed. 1 introduction This laboratory worksheet covers the use of built in functions, methods and classes within the Java programming environment. This laboratory involves the creation of a number of Java programs. Make sure that you save any code you write. Also make sure you save any results or notes that you observe about your work. Note that you are unlikely to complete this worksheet in just one laboratory session. 2 Preliminaries Create a project in Eclipse called CS1002_Lab5 and create a corresponding class (say CS1002_Lab5). Try and organise your work (from the following exercises) into separate methods as we did in the previous worksheet. 3 Strings Copy the following code into your project and run the program. public static void main(String args[]) { double number = 1.0/3.0; System.out.println(number); DecimalFormat number_format = new DecimalFormat("#.##"); String formatted_string = number_format.format(number); System.out.println(formatted_string); } Is it showing you an error? Can you fix it? The DecimalFormat class enables us to format numbers (and other classes) in a variety of ways. In the above example we are formatting the number to...
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...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................
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...retard technological innovation in the long run. This Article reveals that the common wisdom is only half correct. The nonobviousness standard is not too low, but both too high and too low. It is indeterminate. Three principal factors produce nonobviousness indeterminacy: a failure to identify the quantum of innovation necessary to satisfy the standard, a failure to define the baseline level of ordinary skill against which to measure an innovation, and the epistemic infeasibility of requiring a technologically lay decision maker to judge from the perspective of a more highly trained and educated person of ordinary skill in the art. This Article introduces a mathematical model of innovation and patenting to analyze the effects of nonobviousness indeterminacy. Based on the model, indeterminacy in nonobviousness decisions has several unexpected consequences. First, indeterminacy results in an excessive total number of patent grants, and in many patent grants on obvious inventions. Second, indeterminacy leads to too many patent applications on obvious inventions and too few applications on non-obvious inventions. ∗ Professor of Law, Temple University — Beasley School of Law. I am grateful for comments on earlier drafts from David Adelman, Rochelle Dreyfuss, Mark Lemley, Robert Merges, Joseph Miller, and Katherine Strandburg, and for feedback from participants at the Nonobviousness — The Shape of Things to Come, Lewis & Clark Law School Business Forum, and the Works in Progress — Intellectual...
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