...New York State Common Core Mathematics Curriculum GEOMETRY • MODULE 1 Table of Contents1 Congruence, Proof, and Constructions Module Overview .................................................................................................................................................. 3 Topic A: Basic Constructions (G-CO.1, G-CO.12, G-CO.13).................................................................................... 7 Lesson 1: Construct an Equilateral Triangle ............................................................................................. 8 Lesson 2: Construct an Equilateral Triangle II ........................................................................................ 16 Lesson 3: Copy and Bisect an Angle........................................................................................................ 21 Lesson 4: Construct a Perpendicular Bisector ........................................................................................ 30 Lesson 5: Points of Concurrencies .......................................................................................................... 37 Topic B: Unknown Angles (G-CO.9) ..................................................................................................................... 43 Lesson 6: Solve for Unknown Angles—Angles and Lines at a Point ....................................................... 44 Lesson 7: Solve for Unknown Angles—Transversals .................................
Words: 4792 - Pages: 20
... ENG2602 Semesters 1 & 2 Department of English Studies IMPORTANT INFORMATION: This Tutorial Letter contains important information about your module. CONTENTS Page 1 INTRODUCTION .......................................................................................................................... 3 2 PURPOSE OF AND OUTCOMES FOR THE MODULE............................................................... 4 2.1 Purpose ........................................................................................................................................ 4 2.2 Outcomes .....................................................................................................................................4 3 LECTURER(S) AND CONTACT DETAILS................................................................................... 5 3.1 Lecturer(s) .................................................................................................................................... 5 3.2 Department ................................................................................................................................... 6 3.3 University ...................................................................................................................................... 6 4 MODULE-RELATED RESOURCES ............................................................................................. 6 4.1 Prescribed books ..........
Words: 5933 - Pages: 24
...ANTHROPOLOGY 101 Introduction to Cultural Anthropology Queens College / CUNY, Spring 2015 TuTh 12:15-1:30PM, Kiely 150 Professor: Ramona Lee Pérez, PhD Email: ramona.perez@qc.cuny.edu Office hours: Th 2-3 PM, PH 315H COURSE DESCRIPTION This course is an introduction to the range of human diversity through an exploration of the peoples of the world. We will cover the basic concepts, theories, and methods that anthropologists use to study variations in cultural norms and social practices, economic systems and rules of law, social organization and patterns of inequality, identity and worldview, and patterns of social and cultural change. Focusing on the culture concept and the method of ethnography, we begin with the historical foundations of anthropology and then follow its attempts to understand contemporary human cultures. Comparative analysis of multiple ethnographic case studies and major theoretical approaches illuminates the range of human diversity, the forces that shape cultures, and how people adapt to a rapidly changing modern world. The central objectives of this course are to develop your intellectual skills, your cross-cultural fluency, and your sense of civic and moral engagement in global society. I hope that this course inspires many of you to become anthropology majors or minors, and grants each of you an anthropological perspective on your own life. REQUIREMENTS This is an intensive course that requires full participation from every student...
Words: 9454 - Pages: 38
...CYAN MAGENTA YELLOW BLACK PANTONE 123 C BOOKS FOR PROFESSIONALS BY PROFESSIONALS ® Companion eBook Available Beginning Drupal 7 Beginning Dear Reader, • How to configure the different elements of a Drupal 7 site • How to make your site truly interactive • How to customize the look of your site using themes • How to securely administer your Drupal 7 site In my 35-year career in the IT industry there have been very few technologies that have excited me as much as Drupal. I decided to write this book because my clients frequently ask how they could quickly get up to speed on the Drupal platform so that they could begin building rich and sometimes complex solutions. To address the need, I’ve taken all of my experiences of helping dozens of clients through the Drupal learning process and have embedded that knowledge and experience into this book. I hope you’ll walk with me as I take you through the journey of learning how to build rich and powerful web sites using Drupal 7. You’ll learn everything from installing Drupal to managing your site once you’ve completed it. If you stick with me along the path you’ll walk away with enough experience under your belt to quickly and easily create functionally rich and beautifully designed Drupal 7 sites on your own. Companion eBook Drupal 7 Drupal is one of the fastest-growing web development frameworks. It’s extremely powerful, capable of hosting high-traffic, high-security sites like whitehouse...
Words: 85710 - Pages: 343
...MKT1111 Principles of Marketing Module Handbook Academic Year 2012/2013 Module Leader: Dr. Olga Mourouti Student Name: | | OR Student Number: | | Seminar Class Details: | Name of Seminar Tutor: | Day: | Time: | Room: | Principles of Marketing 1. WELCOME 2 2. CONTACT DETAILS 2 3. AIMS OF THE MODULE 3 4. LEARNING OUTCOMES 3 4.1 Knowledge 3 4.2 Skills 4 5. SYLLABUS 4 6. LEARNING METHODS 4 7. LEARNING MATERIALS & SUGGESTED TEXTS 5 8. LECTURE & SEMINAR SCHEDULE 9 LECTURE PROGRAMME 9 SEMINAR PROGRAMME 11 9. ASSESSMENT SCHEME 14 10. GUIDELINES ON HARVARD REFERENCING SYSTEM 26 11. INSTRUCTIONS FOR SUBMITTING YOUR WORK ELECTRONICALLY 27 12. ACADEMIC MISCONDUCT 27 13. REGULATIONS 28 14. MARKING SCHEME 29 15. GRADING SCALE 31 13. ASSESSMENT AND GRADING FEEDBACK FORMS 32 14. Lecture Slides 38 1. Welcome Welcome to Principles of Marketing. I hope you find this module a valuable learning experience. The challenges of providing superior customer value and gaining a competitive advantage have become crucial issues to a diverse range of companies. Delivering value and achieving a competitive advantage requires, among other things, a thorough...
Words: 8314 - Pages: 34
...Collecting and displaying data 4. Numbers and patterns 5. Parts of a whole 6. Addition and subtraction of fractions and decimals 7. More on decimals 8. Metric units 9. Imperial units 10. Introducing geometry ( all the topics done in the class) English Literature 1. 'No Turning Back' by Beverley Naidoo: Chapters 1-6 2. Short Stories: Uncle Podgers by Jerome K. Jerome and The Kite-maker by Ruskin Bond 3. Poem: Abou Ben Athem by James Leigh Hunt English Language Syllabus Paper 1 Comprehension passage Antonyms and Synonyms Editing Vocabulary Writing Skills- Diary Writing and letter writing Paper 2 Comprehension passage Antonyms and Synonyms Editing Vocabulary Writing Skills- Story Writing and descriptive writing Chemistry Ch 8: The states of matter Ch 9: Properties of matter and materials Physics Ch 13: Measurements Ch 14: Forces and motion till page 212 excluding how springs stretch. Biology Ch 1 - The Characteristics of living things Ch 2 - Major organ systems Ch 7 - Classification and Variation History Unit 1 - Introductory unit—what’s it all about Unit 2 - How did medieval monarchs keep control Unit3 - How hard was life for medieval people in town and country Geography Unit 1(a,b,c)-What is Geography? Unit 2 (a,b,c)- Settlements Unit 4 (a,b,c)-Coasts ihndI Aw-vaaiYa-k ParIxaa paz\yaËma [pic] GERMAN 3L Written : 80Marks Orals : 20...
Words: 469 - Pages: 2
...[pic] MKT 4100 Strategic Marketing Management Module Handbook Academic Year 2012/2013 Dubai Coordinator: Dr. Doug Young School of Business |Student Name: | | | OR |Student Number: | | | |Seminar Class Details: | |Name of Seminar Tutor: | |Day: | |Time: | |Room: | Lectures: Tuesday from 6:30 - 9:30 PM in KV Block 17, Room 009 ...
Words: 5537 - Pages: 23
...Catalog Description: LIB 111 focuses on writing clear and coherent summaries, analyses, and essays. The course also stresses the ability to understand, use, and document college-level non-fiction readings as evidence for effectively formulating and accurately supporting a thesis. Course Description and Goals: No man is an island! To communicate effectively with colleagues and communities, we must first learn how to accurately interpret the conversation around us and articulate our own thoughts so we can join the dialogue and make contributions to the world both as professionals and active citizens. In LIB 111 you will learn to analyze writings and argue with authors of literary, journalistic, and academic non-fiction. Through assignments in summary, critique, synthesis, and persuasion, you will progress your ability to formulate and share ideas efficiently. Together we will write, revise, workshop, and revise again, learning as much from each other as from the authors we read in class. As part of our commitment to helping students reach their full potential in their academic, professional, and civic lives, Arts and Sciences faculty believe that learning in all disciplines is an integrative process, a synthesis of critical reading, thinking, and writing. For this reason, as we guide you in your studies in LIB 111, we will use a Writing Intensive approach that emphasizes mastery of information and concepts AND the application of what you have learned in a variety of forms: you will...
Words: 1815 - Pages: 8
...The mnemonic is “RADD” which means, restate the question, answer the question, detail, and detail to support your answer. Sharon explained that she learned this mnemonic at a professional development workshop which was to help their students receive fours on their ELA state test response. However, teachers can have students practice this concept through the NYS ELA Modules and Lucy Calkins. Sharon explained that this concept is taught throughout the whole year because they expand the idea of responding to the text and make it more complex. For example, students go from learning to write a single paragraph to writing an essay and they learn the proper way to organize and respond to the essay...
Words: 1405 - Pages: 6
...Prepare a 5-minute speech including a Q & A session. This is an individual in-course assignment weighted at 25 % for the English for Academic Purposes (EAP) Module. You may choose a topic of your choice. Please ensure the topic of your speech and its contents are presented with the utmost respect for your audience. Support your statements with relevant evidence. Aims 1. Fluency and coherence: Your ability to speak at a normal speed without much hesitation and your ability to plan and structure a speech in a logical way, based on a chosen topic. 2. Your ability to use a wide range of vocabulary accurately and appropriately to express meaning 3. Your ability to use an appropriate range of grammar accurately and appropriately. 4. Your ability to speak with clear pronunciation to be easily understood. 5. Your ability to support and elaborate your points through research. 6. You ability to interact with and respond confidently to the audience through a question and answer session. Format criteria: 1. Cover page 2. Font: Times New Roman 12 with 1.5 spacing 3. Align text to both the left and right margins 4. Relevant documents - Script and slides handout 5. Referencing Test procedure 1. The test will be administered during your tutorial classes in Weeks 13-14. 2. Please hand in the following items to your lecturer, on the first day of the test: a. a hard copy of your complete script, including references...
Words: 330 - Pages: 2
...closings (natural disasters, etc.) call 352-291-4499 or 800-831-9244 or check our website www.cf.edu.” II. Course Description This course introduces the student to the study of behavior as a science, the design of experiments, statistical analysis of data, basic vocabulary, classical experiments, major contributors, and current trends in the discipline. Required Text: Feldman, R, Essentials of Understanding Psychology, 7th Edition or later. Extensive use of Supplemental materials: Internet resources III. Course Objectives At the successful completion of the course the student will be able to 1. Apply psychological concepts to everyday life 2. Demonstrate the ability to think critically about human behavior 3. Describe the history and subfields of psychology 4. Identify and describe concepts associated with learning, sensation, emotions, and behavior 5. Apply the concepts of personality and development to themselves 6. Demonstrate a basic understanding of mental and emotional disorders and their treatment 7. Develop a plan for stress management 8. Assess the impact of familial, societal, and cultural impact on human behavior. 9. development IV. Assessment Discussions 13@2 26 Internet Assignments 6@4 24 Tests 2@10 **...
Words: 1557 - Pages: 7
...CALL Software and Website Evaluation Forms Evaluating CALL software and websites is covered in the following sections of the ICT4LT website: • Section 3.8, Module 1.4 – Evaluating CALL software • Section 6, Module 1.5 – Evaluating websites • Section 3.3, Module 2.2 – Evaluating multimedia software Evaluating software and websites for teaching and learning foreign languages is not a straightforward job. It’s quite different from evaluating printed materials. A good deal of the contents of a software package or website will not be immediately visible and will only appear if the user follows a particular route. In addition, there are factors such as screen design, user-friendliness and nature of the interaction to take into account. The first of the following forms is designed mainly for evaluating software packages that are intended to be used offline and are started from a hard disk on a stand-alone computer, from a network server, or from a CD-ROM or DVD-ROM. The second of the forms is designed for evaluating websites and Web pages that contain interactive materials. You may begin by asking the following questions: • Does the software/website offer anything extra that cannot be done in more traditional ways, e.g. with pencil and paper or chalk and talk? • Do you intend to use the software/website for whole-class teaching, e.g. using a computer plus projector and wall screen / interactive whiteboard? • Do you intend to use the software/website in a computer...
Words: 1100 - Pages: 5
...Evaluating CALL software and websites is covered in the following sections of the ICT4LT website: • Section 3.8, Module 1.4 – Evaluating CALL software • Section 6, Module 1.5 – Evaluating websites • Section 3.3, Module 2.2 – Evaluating multimedia software Evaluating software and websites for teaching and learning foreign languages is not a straightforward job. It’s quite different from evaluating printed materials. A good deal of the contents of a software package or website will not be immediately visible and will only appear if the user follows a particular route. In addition, there are factors such as screen design, user-friendliness and nature of the interaction to take into account. The first of the following forms is designed mainly for evaluating software packages that are intended to be used offline and are started from a hard disk on a stand-alone computer, from a network server, or from a CD-ROM or DVD-ROM. The second of the forms is designed for evaluating websites and Web pages that contain interactive materials. You may begin by asking the following questions: • Does the software/website offer anything extra that cannot be done in more traditional ways, e.g. with pencil and paper or chalk and talk? • Do you intend to use the software/website for whole-class teaching, e.g. using a computer plus projector and wall screen / interactive whiteboard? • Do you intend to use the software/website in a computer lab, i.e. where each learner...
Words: 1108 - Pages: 5
...We mean business! Windesheim Business School 1st year (Major 1/2) [pic] First year English module M1 (CEF: B1) Windesheim Business School Authors: Dinand Warringa, Marianne van Vlierden, Ellen Keates August 2014, revised 1. Introduction For you, personally, the question is whether or not your English meets the requirements demanded of a student in Higher Education. In terms of the Common European Framework of Reference (CEF) this means this module aims at reaching the B1 level of proficiency in Business English. However, regardless of your previous field of study, no exemption will be granted for following the Start-Up English module as we thoroughly prepare you for all other Business English modules you may have in the future. The module consists of seven two-hour lessons in which you will be able to display your language skills: reading, writing, listening and speaking. Whether or not you have the necessary knowledge to meet the required level of proficiency will be tested in a written (multiple choice) examination during the exam period. The final grade must be at least 5.5 for you to be awarded the 2 credits available for this module. Again, this module serves as the starting point for all English courses at the Windesheim Business School, irrespective of your field of study. We believe it is of vital importance to not only acquire passive language skills but also practise and acquire active skills in English. Make sure that you...
Words: 9648 - Pages: 39
...This publication may not be reproduced, in whole or in part without permission in from University College Dublin. Module Co-ordinators: Evelyn Roche & Mogan Swamy Contact details Tel: 65-3095755 Office: 65-3095755 Email: e.roche1954@gmail.com Email: mogan.swamy@kaplan.com 2 1. TABLE OF CONTENTS PAGE Welcome message 1. INTRODUCTION a. Background details b. Module aims 2. MODULE OUTLINE a. Module learning outcomes b. Themes and topics c. Learning supports 3. MODULE DELIVERY SCHEDULE a. Session arrangements b. Student engagement c. Office hours arrangements 4. ASSESSMENT DETAILS a. Assignments b. Module assessment components i. Assignment 1 – Individual Assignment ii. Assignment 2 - Group Project iii. Assignment 3 – Written Examination 4 5 6 10 13 5. GRADING a. University grading policy b. Grade descriptors for assessment components 6. CONCLUDING COMMENTS APPENDICES 17 24 25 3 Welcome message Welcome to the Managing Change module. Studying change management is important because factors such as the availability of credit, technological advances, increasing competitive pressures, changes in the boundaries of organizations, the development of new organizational forms, regulatory reforms and globalization are creating opportunities and threats that organizations need to manage if they are to survive and prosper. This module is designed to address a broad range of issues that will ensure the successful management of...
Words: 7865 - Pages: 32
