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Interactive Furniture Layout Using Interior Design Guidelines

You are moving into a new home and need to arrange the living room furniture. You have a sofa, armchairs, coffee table, end tables, ottomans, and a media center. What arrangement will create the most comfortable and visually pleasing setting for your home? Furniture placement is challenging because it requires jointly optimizing a variety of functional and visual criteria. Skilled interior designers follow numerous high-level guidelines in producing furniture layouts [Lyons 2008; Ward 1999]. In a living room for example, the furniture should support comfortable conversation, align with prominent features of the space, and collectively form a visually balanced composition. In practice these guidelines are often imprecise and sometimes contradictory. Experienced designers learn to balance the tradeoffs between the guidelines through an iterative trial-and-error process. Yet most people responsible for furnishing a new home have no training in interior design. They may not be aware of interior design guidelines and they are unlikely to have the tacit knowledge and experience required to optimally balance the tradeoffs. Instead such amateur designers rely on intuitive rules such as pushing large furniture items against the walls. These intuitive rules often lead to functionally ineffective and visually imbalanced arrangements [Lyons 2008]. The resulting furniture layouts “simply don’t look or feel right,” and even worse the amateur designer “can’t pinpoint what the problems are” [Ward 1999]. In this paper, we identify a set of interior design guidelines for furniture layout and develop an interactive system based on these guidelines. In our system, the user begins by specifying the shape of a room and the set of furniture that must be arranged within it. The user then interactively moves furniture pieces. In response, the system suggests a small set of furniture layouts that follow the interior design guidelines. The user can interactively select a suggestion and move any piece of furniture to modify the layout. Thus, ...

Expert Voice Instruction & Coaching

Robert Wendell offers the Charlotte area music training services that range from teaching beginning singers to coaching accomplished professionals in multiple styles. Expert guidance in Italian, French, and German repertoire, style, expression and diction! Improve vocal agility for baroque ornamentation, fast, clean, complex runs, melismas, etc.

Graphic Standard Style Guide - Gibson
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The objective of this Graphic Standards Style Guide is to provide standards of usage for the Gibson Corporate Logo. A corporate logo symbolizes a company’s strength, confidence, promise of quality and competence. Proper treatment of a corporate logo ensures that it will be recognized amid communications clutter. Graphic standards are a visual expression of our Company, and serve as the foundation for our overall communications strategy. A well-managed Graphic Standards program provides a consistent message and image. It is extremely important that these standards be followed precisely to maintain the uniformity of presentation necessary for successful promotional and sales efforts. Do not deviate, under any conditions, from the standards set forth in this Guide. This Guide outlines the core elements of logo usage and how to apply them to printed and promotional materials. Possession of this Graphic Standards Style Guide does not relieve the holder from the responsibility of obtaining corporate approval. Items of any kind that bear a Gibson logo may not be produced prior to approval by the Creative Services Department at creativeservices@gibson.com. There are no exceptions to this procedure. Every employee is responsible for helping to make the Company’s communications strategy a success. Please contact the Creative Services Department if you have questions about the policies or standards in this manual. ...

Some Calculus Problems - Penn Math
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—... A por whi™h re—l x does this improper integr—l ™onvergec ˜A ƒhow th—t G(x + I) = xG(x) —nd dedu™e th—t G(n + I) = n3 for —ny integer n ! HF QIF ƒ—y g(t ) X R 3 R2 de¢nes — smooth ™urve in the pl—neF —A sf g(H) = H —nd kgH (t )k ™ D show th—t for —ny „ ! HD kg(„ )k ™„ F woreoverD show th—t equ—lity ™—n o™™ur if —nd only if one h—s g(t ) = ™vt where v is — unit ve™tor th—t does not depend on t F ˜A sf g(H) = HD gH (H) = H —nd kgHH (t )k IPD give —n upper ˜ound estim—te for kg(P)k F ‡hen ™—n this upper ˜ound ˜e —™hievedc QPF vet r(t ) de¢ne — smooth ™urve th—t does not p—ss through the originF —A sf the point a = r(t0 ) is — point on the ™urve th—t is ™losest to the origin @—nd not —n end point of the ™urveAD show th—t the position ve™tor r(t0 ) is perpendi™ul—r to the t—ngent ve™tor rH (t0 ) F ˜A ‡h—t ™—n you s—y —˜out — point b = r(t1 ) th—t is furthest from the originc QQF gonsider two smooth pl—ne ™urves g1 ; g2 X (H; I) 3 R2 th—t do not interse™tF ƒuppose €1 —nd €2 —re points on g1 —nd g2 D respe™tivelyD su™h th—t the dist—n™e j€1 €2 j is miniE m—lF €rove th—t the str—ight line €1 €2 is norm—l to ˜oth ™urvesF R QRF vet h(x; y; z) = H de¢ne — smooth surf—™e in R3 —nd let € X= (—; ˜; ™) ˜e — point not on the surf—™eF sf  X (x; y; z) is — point on the surf—™e th—t is ™losest to € D show th—t the line € is perpendi™ul—r to the t—ngent pl—ne to the surf—™e —t  F QSF vet r(t ) des™ri˜e — smooth ™urve —nd let V ˜e — ¢xed ve™torF sf rH (t ) is perpendi™ul—r to V for —ll t —nd if r(H) is perpendi™ul—r to V D show th—t r(t ) is perpendi™ul—r to V for —ll t F QTF vet f (s) ˜e —ny differenti—˜le fun™tion of the re—l v—ri—˜le s F ƒhow th—t u(x; t ) X= f (x + Qt ) h—s the property th—t ut = Qux F ƒhow th—t u —lso s—tis¢es the w—ve equ—tion utt = Wuxx F QUF vet u(x; y) ˜e — smooth fun™tionF —A sf ux = H with u(H; y) = sin(Qy) D ¢nd u(x; y) F ˜A sf ux = Pxy with u(H; y) = sin(Qy) D ¢nd u(x; y) F ™A sf ux + uy = H with u(H; y) = sin(Qy) D ¢nd u(x; y) F ss there more th—n one su™h fun™tionc dA sf ux + uy = Q Pxy with u(H; y) = sin(Qy) D ¢nd u(x; y) F ss eA sf ux Puy = H with u(H; y) = sin(Qy) D ¢nd u(x; y) F ss there more th—n one su™h fun™tionc QVF vet r X= xi + yj —nd V(x; y) X= p(x; y)i + q(x; y)j ˜e @smoothA ve™tor ¢elds —nd g — R smooth ™urve in the pl—neF sn this pro˜lem s is the line integr—l s = C V ¡ d r F por e—™h of the followingD either give — proof or give — ™ounterex—mpleF —A sf g is — verti™—l line segment —nd q(x; y) = HD then s = HF ˜A sf g is — ™ir™le —nd q(x; y) = HD then s = HF ™A sf g is — ™ir™le ™entered —t the origin —nd p(x; y) = q(x; y) D then s = HF dA sf p(x; y) > H —nd q(x; y) > HD then s > HF QWF vet g denote the unit ™ir™le ™entered —t the origin of the pl—neD —nd h denote the ™ir™le of r—dius S ™entered —t (P; I) D ˜oth oriented ™ounter™lo™kwiseF vet  denote the ring region ˜etween these R ™urvesF sf — ve™tor ¢eld V s—tis¢es div V = HD show th—t the line R integr—l C V ¡ N ds = D V ¡ N ds = ‘„his extends immedi—tely to the situ—tion where g —nd h —re more gener—l ™urves —nd  is the region ˜etween themF por £uid £ow it is —n expression of ™onserv—tion of m—ssD sin™e div V = H me—ns there —re no sour™es or sinks in the region  F“...

BIOCHEMISTRY LABORATORY MANUAL CHE 4350 - Bonham ...

WELCOME TO THE BIOCHEMISTRY LABORATORY! This Biochemistry laboratory seeks to model work performed in a biochemical research laboratory. The course will guide you through basic lab techniques, investigations into DNA and enzyme kinetics, an intensive purification and characterization of an unreported protein, and will culminate in a formal research paper in the format of an article published in Biochemistry. Module 1 is concerned with basic lab skills. In these labs, we will learn how scientists think and write about biochemistry and perform experiments. We will also learn to accurately and precisely measure small volume of liquid while avoiding sample contamination. Lastly, we will learn to compute and create buffer solutions—a cornerstone of biochemistry. Module 2 will allow us to purify the protein cytochrome c from a yeast species (Saccharomyces cerevisiae) using various fractionation techniques including homogenization, centrifugation, and column chromatography. We will characterize our products using biochemical methods including gel electrophoresis, UV-Vis spectroscopy, and electrochemistry. Using modeling software on the computer, the structure and function of model, comparison cytochrome c proteins will be investigated. As a result of this project, we will determine the molecular weight, the approximate number and type of aromatic residues, characteristic UV-Vis spectra, and denaturation/renaturation properties of cyctochrome c. Module 3 looks into the processes used to isolate, purify, amplify, and characterize DNA. We will isolate and purify DNA from a bacterial source, and design and then use then use the polymerase chain reaction (PCR) to amplify a DNA region of interest to ascertain the nature of the DNA we purified. Finally, we will perform in silico studies of DNA cloning, followed by DNA restriction and ligation for transformation into a bacterial expression system—molecular cloning. Module 4 is focused on enzyme kinetics, the measurement of the extent and mechanism by which enzymes catalyze biological reactions. We will investigate these processes by looking at the activity of tyrosinase found in mushrooms, which catalyze oxidation of various substrates. We will also investigate the effect of enzyme inhibitors of these reactions. The emphasis of the lab is on learning to perform complex biochemical techniques, as well as on analyzing and interpreting data and using graphing programs. Lab instructions and report expectations are explained in the pages that follow.

Home pc Internet Security Five Easy Steps

Most individuals end up getting flipped up as soon as you condition the expression "computer internet based security". These guys rapidly jump in the realization it could basically be executed by any individual well-versed when it comes to portable computer comprehension otherwise you be forced to pay outside the money to do with computer system Internet security software software. Now this fearfulness is totally unfounded and in reality there are many different very easy, quality owning dysfunctions that any of us, having a bit of good compact get better at computer system systems, may do for you to have its personal computer Internet security software.

menggunakan buku pelajaran dengan efektif.pdf - Staff UNY

Buku pelajaran merupakan salah satu sumber belajar yang memberikan andil cukup besar dalam upaya memperluas kesempatan memperoleh pendidikan dan meningkatkan mutu proses dan hasil pembelajaran (B.P. Sitepu, 2005: 114). Kebutuhan akan buku pelajaran semakin terasa ketika jumlah dan mutu guru yang tersedia belum memadai. Di tempat-tempat tertentu, masih banyak guru yang mengandalkan buku pelajaran sebagai satu-satunya sumber belajar dan pembelajaran. Guru mempersiapkan, melaksanakan, dan mengevaluasi pembelajaran dengan mengacu sepenuhnya pada isi buku pelajaran. Siswa juga menggunakan buku pelajaran di sekolah dan di rumah sebagai sumber belajar utama. Kebijakan tiap sekolah dalam memberikan buku pelajaran secara gratis untuk setiap siswa didasarkan pada prinsip perlakuan yang sama dan kesetaraan kesempatan. Karena alasan inilah, buku pelajaran secara luas digunakan dan bisa dipastikan akan terus digunakan sampai tahun-tahun mendatang. Hal ini terlihat dari keberterimaan yang relatif luas terhadap buku pelajaran sebagai sumber belajar yang berharga, khususnya bagi mata pelajaran Ilmu Pengetahuan Sosial (IPS). Oleh karena itu, penting bagi guru untuk mulai belajar bagaimana menggunakan buku-buku ini dengan efektif. Tulisan ini mencoba menawarkan cara menggunakan buku pelajaran IPS dengan efektif kepada para guru di sekolah dasar sehingga sedapat mungkin mampu memenuhi tuntutan kurikulum serta dapat meningkatkan mutu proses dan hasil pembelajaran. Kompleksitas Materi dalam Buku Pelajaran IPS Buku pelajaran IPS SD merupakan buku pegangan guru dalam menyajikan materi kurikulum. Apabila dicermati, meskipun penulisan buku tersebut sudah disesuaikan dengan tingkat kemampuan pembacanya, masih ada saja permasalahan yang berkaitan dengan kesulitan membaca yang dihadapi siswa. Hal ini bisa terjadi karena buku-buku ini dirancang untuk menangani konten substantif. Artinya, istilah dan konsep yang berkaitan dengan subjek harus digunakan ketika menjelaskan ide-ide yang disajikan. Sebagai contoh, dalam buku dituliskan  ...

KAJIAN TEORI - Deskripsi Teoretik Buku Pelajaran

Buku merupakan salah satu media pembelajaran yang berupa tulisan yang dituangkan ke dalam kertas atau buku dapat digolongkan ke media pembelajaran berupa media cetak. Dalam salah satu hierarki media yang paling kompleks yaitu menurut Gagne (dalam Arief Sadiman, 2011: 23), Gagne mennggolongkan media yang dikaitkan dengan kemampuan memenuhi fungsi menurut hierarki belajar yang dikembangkan yaitu pelontar stimulus belajar, penarik minat belajar, memberi kondisi eksternal, contoh perilaku belajar, memberi kondisi eksternal, menuntun cara berpikir, memasukkan alihilmu, menilai prestasi, dan pemberi umpan balik. Dari beberapa fungsi tersebut, Media cetak memiliki keterbatasan pada aspek stimulus dan alih kemampuan. Sedangkan pada fungsi pengarah perhatian/kegiatan, contoh kemampuan terbatas yang diharapkan, isyarat eksternal, tuntutan cara berpikir penilaian hasil dan umpan balik sudah terdapat didalamnya. Proses belajar mengajar pada hakikatnya adalah proses mentransfer ilmu maupun nilai agar peserta didik bertambah nilai dirinya. Menurut Arief Sadiman (2011: 11-12), proses belajar mengajar adalah proses komunikasi, yaitu proses penyampaian pesan dari sumber pesan melalui saluran media tertentu ke penerima pesan. Dalam hal ini saluran media merupakan media pembelajaran. Menurut Umar Suwito (dalam Suharsimi Arikunto, 1987: 15) media pembelajaran adalah salah satu sarana yang digunakan untuk menampilkan pelajaran. Sedangkan pengretian lebih luasnya, media pendidikan adalah sarana pendidikan yang digunakan sebagai perantara dalam proses belajar mengajar untuk lebih mempertinggi efektivitas dan efisiensi dalam mencapai tujuan pembelajaran. Fungsi dari media pembelajaran adalah (1) memperjelas penyajian pesan agar tidak terlalu bersifat versibilatas, (2) mengatasi keterbatasan ruang, waktu dan daya indra, (3) penggunaan media pendidikan secara tepat dan bervariasi dapat mengatasi sikap pasif peserta didik, dan (4) dengan sifat yang unik pada setiap anaka ditambah lagi dengan lingkungan dan pengalaman yang berbeda, sedangkan kurikulum dan materi pendidikan ditentukan sama untuk setiap siswa, maka guru banyak mengalami kesulitan bilamana semuanya itu harus diatasi sendiri (Arief Sadiman, 2011: 17). Pengelompokan berbagai jenis media telah dikemukakan oleh berbagai ahli. Menurut Leshin, Pollock & Reigulth (dalam Azhar Arsyad, 2011: 36) mengklasifikasikan media menjadi 5 macam, yaitu: 1. Media berbasis manusia (guru, instruktur, tutor, main peran, field-trip, kegiatan kelompok), 2. Media berbasis cetak (buku, penuntun, buku latihan (worksheet), alat kerja bantu, lembar lepas), 3. Media berbasis visual (buku, alat bantu kerja, bagan grafik, peta, gambar transparansi, slide), 4. Media berbasis audio visual (video, film, ...

INTERIOR DESIGN - Orange Coast College
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Employment • About 26 percent are self-employed. • 26 percent of interior designers worked in specialized design services. • The rest of the interior designers provided design services in architectural and landscape architectural services. Job Outlook • Employment of interior designers is expected to grow about as fast as average for all occupations through 2016. • Economic expansion, growing homeowner wealth, and an increasing interest in interior design will increase demand for designers. California Employment Outlook • Job availability for any occupation can change with national and global economics, unexpected political events and natural disasters. Current events can change demand for jobs quickly. Check websites, local newspapers, magazines and international news to help you make informed career decisions. Earnings • According to the California Labor Market Information, the average annual salary for an Interior Designer in Orange County is $57,490. For further information and career exploration resources, please visit the Orange Coast College Career Services Department located in Watson Hall. For more information about our graduation rates, the median debt of students who completed the programs, and other important information, please visit our website at: gedd.cccd.edu Interior Design Interior Design Office: Consumer & Health Sciences Renée Kubiak Program Coordinator 714-432-5841 rkubiak@occ.cccd.edu Charlene Reed creed@occ.cccd.edu An application for admission into Orange Coast College is required for all students. Application forms are available on the OCC website, at the OCC Admissions Office, or by writing to the address below. For entrance requirements, please refer to the most recent Orange Coast College Catalog, available online at the OCC website. Information contained in this brochure reflects that of the Orange Coast College Catalog for 2012-2013. orangecoastcollege.edu Orange Coast College Office of Admissions & Records 2701 Fairview Rd., P.O. Box 5005 Costa Mesa, CA 92628-5005 714-432-5072 Dennis Harkins, Ph.D., President Orange Coast College is accredited by Accrediting Commission for Community and Junior Colleges (ACCJC), part of the Western Association of Schools and Colleges (WASC). The District is committed to the concept and principles of providing equal opportunity in education and employment for all persons, and does not discriminate unlawfully in providing educational or employment opportunities to any person on the basis of race, color, sex, gender identity, gender expression, religion, age, national origin, ancestry, sexual orientation, marital status, medical condition, physical or mental disability, ...

4.8. Solar cells - ECEE
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The solar spectrum under of AM1 conditions The solar spectrum as observed on earth is modified due to absorption in the atmosphere. For AM1 (normal incidence) the power density is reduced to 925 W/cm2 whereas for AM1.5 (45° above the horizon) the power density is 844 W/m2. The irregularities in the spectrum are due to absorption at specific photon energies. The corresponding cumulative photocurrent is presented in Figure 4.8.2 as a function of the photon energy. where Is is the saturation current of the diode and Iph is the photo current (which is assumed to be independent of the applied voltage Va ). This expression only includes the ideal diode current of the diode, thereby ignoring recombination in the depletion region. The short circuit current, Isc, is the current at zero voltage which equals Isc = -Iph . The open circuit voltage equals: … The total power dissipation is then: P = Va I = I s Va (eV a / V t − 1) − I phVa The maximum power occurs at power point are Vm and Im . This equation can be rewritten as: V m = V t ln[ I ph + I s Is V V 1 ] ≅ Vt [ oc − ln( 1 + m )] V Vt Vt 1+ m Vt by using equation (4.8.2) for the open circuit voltage Voc. A more accurate solution is obtained by solving this transcendental equation and substituting into equations (4.8.1) and (4.8.3). The maximum power can be approximated by: V V Pm = I mVm ≅ −I ph (1 − t )(Voc − Vt ln( 1 + m )) V V V V V Pm ≅ − I ph (Voc − Vt ln( 1 + m ) − oc t ) Vt Vm E Pm = −I ph m q (4.8.8) V V V Em = q (Voc − Vt ln( 1 + m ) − oc t ) Vt Vm The energy Em is the energy of one photon, …

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