...Having crossed many challenges at every stage of its development, the technology used in garage door openers is now using transmitters (remotes) and receivers set to a certain frequency for their operation. The most recent frequency used in these garage remotes is 315MHz. This frequency provides the most secure and hack-proof system for operating garages. The frequencies at which these transmitters and receivers were operated are usually in the range of 300-400MHz. To know why 315MHz is the best operation frequency, let's delve into the stages through which the technology evolved. Initial models for remote operation, simply transmitted and received radio waves of a certain frequency. The main drawback of this system was that, as the usage of remotes in a locality increased, the remotes interfered with the other receivers in the area. Hence, more than one garage door could be opened with a single remote. Therefore it turned out to be a threat to the safety of the garage. To resolve this issue of singleton operation (so that your remote does not open the neighbor's garage), a remote had to send signals which can be recognized by only one receiver, the receiver of the garage of the respective home. For introducing this singularity in the remote-signals, a code was sent along with the signal and this code was fixed and unique for a transmitter and receiver pair. Due to technical limitations of the transmitter circuit, only a small range of 256 codes could be set. This solved the...
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...in-class and outside classes. Teaching Methods and Materials Students are expected to actively participate in classroom activities and discussion on relevant business topics. Activities such as individual, pair (role-play), and group work (simulation) are usually conducted in class. The instruction and class activities throughout the semester are based on the course textbook entitled Business Result by John Hughes and Jon Naunton (2007), Oxford University Press. Ten units are covered during this course: five units before the midterm and another five before the final. In addition to participating in class activities, students are encouraged to (1) practice their listening after class and (2) review their lessons using the interactive workbook CD accompanying the textbook. Course Evaluation 1. Coursework 1.1 Attendance and Participation 10 points 1.2 Assignments 30 points 2. Midterm Examination 2.1 Listening 15 points 40 points Students are to be assessed through their in-class activities. In total 6 activities (5 points each) will be counted toward the assignments component. The activity...
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...INDE499B, Midterm #1 1 MIDTERM #2: INFORMATION SYSTEMS (INDE499B) Dr. Jennifer Turns Autumn 2000 Name: ____________________________ General Instructions: a. Total Time: You will have a total of 50 minutes for this midterm. b. Point Values: The questions are weighted differently. The point values are listed next to each question. Please take this into account when pacing yourself. c. Use of Resources: This is a close book, closed note test – with one exception. You may use the two page “logical design” handout (i.e., the one describing the steps required to transform an ER diagram into a relational database schema). d. A Hint: Be certain to read the questions carefully and respond to all portions of the question. e. GOOD LUCK INDE499B, Midterm #1 2 QUESTION 1: THE DATA DESIGN PROCESS (25 points). Imagine that you have been assigned to a team that will be developing an inventory tracking system. As part of the project startup, your manager has asked each team leader to bring a basic work plan to the next meeting. At that meeting, these work plans will be analyzed to determine the overall project timeframe, costs, personnel requirements and software requirements. For now, as the team leader for the data design team, you have been asked to bring a work plan that identifies the phases of data design and includes the following information for each phase: a). a description of the data design phase, b). the inputs of the phase, c). the outputs of the phase, d). a key issue addressed...
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...PhysRozz Midterm 2012 1. Which is not a vector quantity? 1) electric charge 2) displacement 5. As the angle between two concurrent forces decreases, the magnitude of the force required to produce equilibrium 1) decreases 3) velocity [via06-07] 2) increases 3) remains the same 4) magnetic field strength 2. An astronaut standing on a platform on the Moon drops a hammer. If the hammer falls 6.0 meters vertically in 2.7 seconds, what is its acceleration? 6. A child walks 5.0 meters north, then 4.0 meters east, and finally 2.0 meters south. What is the magnitude of the resultant displacement of the child after the entire walk? 1) 4.4 m/s 2 2) 1.6 m/s 2 1) 1.0 m 2) 5.0 m 3) 2.2 m/s 2 4) 9.8 m/s 2 3) 3.0 m 4) 11.0 m 3. A 2.00-kilogram object weighs 19.6 newtons on Earth. If the acceleration due to gravity on Mars is 3.71 meters per second 2 , what is the object’s mass on Mars? 1) 2.64 kg 2) 2.00 kg 3) 19.6 N 7. The diagram above represents a spring hanging vertically that stretches 0.075 meter when a 5.0newton block is attached. The spring-block system is at rest in the position shown. 4) 7.42 N 4. A car moves with a constant speed in a clockwise direction around a circular path of radius r, as represented in the diagram above. The value of the spring constant is 1) 38 N/m When the car is in the position shown, its acceleration is directed toward the 1) south 2) east 3) west 2) 650...
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...MIDTERM: CS 6375 INSTRUCTOR: VIBHAV GOGATE October, 23 2013 The exam is closed book. You are allowed a one-page cheat sheet. Answer the questions in the spaces provided on the question sheets. If you run out of room for an answer, use an additional sheet (available from the instructor) and staple it to your exam. • NAME • UTD-ID if known • SECTION 1: • SECTION 2: • SECTION 3: • SECTION 4: • SECTION 5: • Out of 90: 1 CS 6375 FALL 2013 Midterm, Page 2 of 13 October 23, 2013 CS 6375 FALL 2013 Midterm, Page 3 of 13 October 23, 2013 SECTION 1: SHORT QUESTIONS (15 points) 1. (3 points) The Naive Bayes classifier uses the maximum a posteriori or the MAP decision rule for classification. True or False. Explain. Solution: True. The decision rule for the Naive Bayes classifier is: P (Xi |Y = y) arg; max P (Y = y) y i One can think of P (Y = y) as the prior distribution and P (Xi |Y = y) as the data likelihood. Note that when we do the learning, we are using the MLE approach. The decision rule is using MAP inference but the learning algorithm is using the MLE approach. Make sure you understand what this distinction means. 2. (6 points) Let θ be the probability that “Thumbtack 1” (we will abbreviate it as T1) shows heads and 2θ be the probability that “Thumbtack 2” (we will abbreviate it as T2) shows heads. You are given the following Dataset (6 examples). T1 Tails T2 Heads T1 Tails T1 Tails T2 Heads T2 ...
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...Humanities 332: American Humanities Fall 2015 Professor Kim Codella PhD. Office Phone 916-691-7633 Office SOC #128 Office Hours MW 4:30PM-5:30PM TTH 4-5:30PM, online 11-12 pm Friday. codellk@crc.losrios.edu Required Text. The House made of Dawn by N. Scott Momaday. This book is available in the bookstore for you and there is also a copy in the library for your use. In addition there will be weekly online readings in D2L. You must do the required reading to pass the class. Students must attend lectures and take notes. Participation, i.e., your attention is required. Course description: This course examines the arts and ideas taken from the American experience in the 20th century and today. Material covered includes literature, art, music, philosophy and history of the twentieth century. The course draws upon the arts of African American, Native American, Asian American, Anglo and Latino cultures as avenues for understanding issues of ethnicity, class and gender as they intersect with mainstream American values. Course presentation: Lecture, discussion, audio-visual materials and readings from the text, online, and material to be supplied by the instructor. In addition an extra-credit will be offered. Attendance: Required, a student missing more than 5.4 class hours may be dropped from the course (this is four class sessions). Because of the recent budget situation instructors are encouraged to drop students who are not attending class. Basic Rules: ...
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...DESRIPTION: This course explores the travel industry by developing an understanding of the reference materials used to market cruise for domestic and international destinations. Course Credit: 3 units lecture Contact Hours: 3 hours lecture/week 54 hours of lecture/term III. COURSE RATIONALE Cruising has been considered a global phenomenon; statistic shows the growing popularity of the cruise industry. This course aims to study the essential feature of cruises and how it contributes to the Tourism Industry. IV. COURSE OBJECTIVES By the end of the course, students should be able to: 1. Analyze the past, present and future of the cruise industry; 2. Analyze the services of the cruise industry from a traveler’s perspective. Identify routes, schedules, fare specials, and vacation packages; 3. Reflect on the issues affecting the cruise line industry and explain the psychology of selling cruises to prospective clients; 4. Observe the importance of capitalizing in the sale of cruise vacation packages to a much wider audience; and 5. Exert effort in producing cruise brochures in relation to the travel. V. COURSE CONTENT UNIT 1. Contemporary Cruise Operations 3 hours – June 16-17, 2011 A. Specific Learning Objectives: At the end of the unit, the students should be able to: 1. Define elements of cruising. 2. Identify the history of cruising. 3. Critically reflect on the image of cruising and consider different...
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...March 14, 2012 [AEROELASTICITY MIDTERM PROJECT-FLUTTER ANALYSIS ] Objective: To conduct flutter analysis of a typical section model of an airfoil using the parameters as discussed in lecture. Consider both the case without the ̇ ̇ term and the case with the term in the aerodynamic model. Create the Eigen value plot for both the cases. Answer: Introduction to Flutter: Flutter is a dangerous phenomenon encountered in flexible structures subjected to aerodynamic forces. This includes aircraft, buildings, telegraph wires, stop signs and bridges. Flutter occurs as a result of interactions between aerodynamics, stiffness and inertial forces on a structure. In an aircraft, as the speed of the wind increases, there may be a point at which the structural damping is insufficient to damp out the motions which are increasing due to aerodynamic energy being added to the structure. This vibration can cause structural failure and therefore considering flutter characteristics is an essential part of designing an aircraft. ̇ Case 1 : Flutter Analysis when there is no additional term ( ) in the aerodynamic damping For the case of simplicity we consider the following typical section model Equations of motion for this model are: ̈ ̈ ̈ (E1) ̈ (E2) where m=modal mass matrix =static unbalance =moment of inertia =spring constant Page 1 [AEROELASTICITY MIDTERM PROJECT-FLUTTER ANALYSIS ] March 14, 2012 =constant of torsional spring =displacement...
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...ACC 312 Fundamentals of Managerial Accounting Midterm Exam 1, Spring 2014 Test Form A SOLUTION Name ______________________________________________________________________ UTEID ____________________________________ Instructor ____________________________________________ Class Days ___________________ Time ______________________ DO NOT OPEN until given instructions to do so. Instructions Pages are numbered sequentially, including this page. Confirm that you have 11 pages. 1. Answers to Multiple-Choice Questions (first two sections) should be recorded on the Scantron. A. On your Scantron answer sheet, write and bubble in your name, UTEID, and the “Test Form” letter noted above. B. Use a #2 pencil only to mark your responses on your Scantron answer sheet. Mark clearly and erase completely as needed. Only the multiple-choice answers marked on your Scantron answer sheet will be graded. C. The time allotted for an exam includes the time required to “bubble-in” your Scantron answer sheets. It is cheating to take extra time to bubble in the answer sheet after time is up for the exam. 2. Answers to Problems should be recorded on the exam where indicated. Show your work legibly in the space provided or attach scratch paper. 3. Cell phones, books, notes, PDAs and programmable calculators are NOT allowed at your desk during the exam. Calculators capable of storing text are NOT allowed. 4. In the interest of minimizing disruptions and making sure all...
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...November 2, 2014, Kasdan Company has cash sales of $6,000 from merchandise having a cost of $3,600. The entries to record the day's cash sales will include: • a $3,600 credit to Cost of Goods Sold. • a $6,000 credit to Cash. • a $3,600 credit to Inventory. • d a $6,000 debit to Accounts Receivable. Question 3 Glenn Company purchased merchandise inventory with an invoice price of $9,000 and credit terms of 2/10, n/30. What is the net cost of the goods if Glenn Company pays within the discount period? • $8,100 • $8,280 • $8,820 • $9,000 Question 4 When a seller grants credit for returned goods, the account that is credited is • Sales Revenue. • Sales Returns and Allowances. • Inventory. • Accounts Receivable. Question 5 An aging of a company's accounts receivable indicates that $14,000 are estimated to be uncollectible. If Allowance for Doubtful Accounts has a $1,100 credit balance, the adjustment to record bad debts for the period will require a • debit to Bad Debt Expense for $14,000. • debit to Allowance for Doubtful Accounts for $12,900. • debit to Bad Debt Expense for $12,900. • credit to Allowance for Doubtful Accounts for $14,000. Find the Complete exam answers click here ACC 557 Week 1 Complete Question 6 The basic issues in accounting for notes receivable include each of the following except • analyzing notes receivable. • disposing of notes receivable. • recognizing notes receivable. • valuing notes receivable. Question 7 Three...
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...sets of algebraic in one variable: linear, quadratic, polynomial of degree n, fractional, radical equations, radical in form, exponential and logarithmic equations; decomposition of fractions into partial fractions; solution sets of systems of linear equation involving up to three variables. Pre-requisite Subject : None Credit Units : 3 units (3 hrs. lecture) General Objectives : At the end of the term, the students should be able to: 1. Operate and simplify algebraic expressions; 2. Determine the solution sets of all types of algebraic equations and logarithmic equations; and inequalities. 3. Use the manipulative and analytical skills acquired in Objectives 1 to 2 to solve word problems; and 4. Identify the domain and range of a given relation/function. Topic/Coverage |Specific Objectives (Cognitive, Affective, Psychomotor) |NCBTS Domain |Teaching Strategies/ Learning Activities |Values Statement/ Value Indicators | Instructional Materials/ References |Evaluation | |MIDTERM: I. Set of Real Numbers A. Integer Exponents B. Polynomials, Operations, Sepcial Products C. Binomial Expansion (Binomial Theorem) D. Factoring Polynomials II. Rational Expressions A. Rules of Exponents; Simplification of Rational Expressions; Operations on Rational Expressions B. Properties of Radicals; Simplification of Radicals C. Operations...
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...Institute Logo FAR EASTERN UNIVERSITY Institute of ______________ NOTE: use Font 12, Times New Roman, SHOULD BE LEARNER-CENTERED Course Title | | Course Code | | Credits | | Course Prerequisite | | Course Description: (2-3 sentences indicating the number of units, can be based from CHED prototype) It is a three-unit course covering ... | Course Outcomes | At the end of this course, the learner will be able to:(Note: minimum of 3 - cognitive, affective, psychomotor, use only HOTS, start with behavioral verb in small letter) 1. Cognitive; 2. Affective common to all syllabi as TATAK TAMARAW –“Exemplify fortitude, excellence and uprightness through ……(cite particular activity in the course that demonstrate FEU core values)” ; and 3. Psychomotor. (use proper punctuations) | Time FrameWeek/Day | Learning Outcomes | Topics | Methodology | Resources | Assessment | 1 | At the end of this lesson, the learner will be able to: * Note: combination of HOTS AND LOTS. All topics should have cognitive. But not all should have affective and psychomotor. For science subjects wherein the lecture and laboratory are integrated, all topics should have psychomotor. Preamble should be stated in all lesson. | Note: Use bullet for subtopics | Note: activity to be done by the learners to achieve the learning outcomes. DOES NOT INCLUDE TEACHING STRATEGY. Not all methodology has corresponding assessment BUT all assessment has corresponding...
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...UNIVERSITY OF LIBERAL ARTS BANGLADESH SCHOOL OF BUSINESS MBA PROGRAM ANALYTICAL TECHNIQUES (MBA 303) TONMOY TOUFIC CHOUDHURY tonmoy.tc@gmail.com ;P-01611297296 SPRING 2012 UNIT DESCRIPTION Analytical techniques at this level attempts to supplement earlier study of the elements of statistical sampling and other mathematical techniques. While, this unit provides opportunities for students to deal with situations involving probability, descriptive and inferential statistics, regression analysis and other basic mathematical tools used by business analysts at their workplaces, it intends to further expand student’s ability and interest into the area of economic research. Though the unit may seem mathematical at first there are certain characteristics that distinguish it from any mathematics unit. The unit provides students with the necessary tools to interpret results rationally. Finally, it provides the basis for a unit in econometrics at the higher level. The student shall be able to: • • • • • • • • • • • Differentiate the two general bodies of methods that together constitute the subject called statistics: descriptive and inferential statistics Understand the usage of graphical descriptive methods to summarise and describe sets of data understand the usage of numerical descriptive measures to summarise and describe sets of data Manage the data collection and sampling process Understand the basic concepts behind the rules and techniques of probability Acquire knowledge on the...
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...Administration DESCRIPTIVE TITLE : Quantitative Techniques YEAR AND SECTION: 3A, 3B, 3C, 3D CREDIT : 3 Units SCHOOL YEAR: 1ST SEMESTER 2013-2014 COURSE DESCRIPTION: This course is designed for Commerce and Accountancy students which deals with the basic algebraic expressions, linear equations and inequalities, solving problems in a linear programming involving graphical method, simplex method, transportation method and assignment method, the break even analysis, the decision theory, business forecasting and inventory. GRADING SYSTEM: To obtain a passing mark, students should at least master 75% of the lesson. Computations of grades are shown below: For Prelim, Midterm and Final: |Class Standing (70%) |Examination (30%) | |Quizzes (20%) |Assignment (10%) |Project(20%) |Participation(20%) | | |Tentative Grade = Class standing + Examination | |Final Grade = Prelim (30%) + Midterm (30%) + Final (40%) | COURSE CONTENT: |Time Allotment |Unit Content |Specific Objectives ...
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...University’s productions and discussing them: students will be encouraged to build their own opinions and share them with the rest of the class. This course will foster the students’ personal creativity while promoting an understanding of the theatrical process and the integral role of theatre in society. Goals: 1. To gain an appreciation for theatre as a fine art. 2. To become familiar with the components of theatre. 3. To become familiar with the various types of theatre artists who collaborate to create the art form. 4. To develop a critical and informed appreciation for theatre in performance. 5. To understand the importance of working collaboratively. Texts: Wainscott, Ronald and Kathy Fletcher. Theatre Collaborative Acts. 3rd ed. Boston: Pearson, 2009. Evaluation: Participation at my discretion Syllabus approval 5 points Play Attendance and Responses 45 points (15 points each) Play Reaction Papers 40 points (20 points each) Group Presentation 50...
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