SEARCH

Found 486 related files. Current in page 1

contoh outline metode penelitian kualitatif

SMART SOLUTION TIPS TRIK Mengerjakan Soal SBMPTN 2013

Kumpulan SMART SOLUTION dan TRIK SUPERKILAT TIPS dan TRIK Pengerjaan Soal SBMPTN Pilihan Ganda, Sebab-Akibat, dan Pernyataan By Pak Anang (http://pak-anang.blogspot.com) PETUNJUK A Mari kita amati petunjuk pada tipe soal ini: Pilih jawaban yang paling benar (A, B, C, D atau E) Sudah jelas bahwa kita hanya memilih satu jawaban saja di antara kelima jawaban. Khusus untuk mata pelajaran Matematika Dasar dan Matematika IPA, tipikal soal yang selalu muncul memiliki pilihan jawaban yang sangat penuh jebakan. Karena ketika adik-adik melewatkan satu konsep dasar yang penting maka akan jatuh terpeleset pada jawaban yang kurang tepat. Sangat disarankan untuk menguasai konsep dasarnya dulu sebelum menelan mentah-mentah metode cara cepatnya. Karena SBMPTN (dulu bernama SNMPTN) sangat berbeda dengan UN yang adik-adik jalani kemarin. Kalau soal-soal di UN kemarin memang memberikan peluang untuk bisa diselesaikan dengan cara cepat yang sangat melimpah. Hal ini dikarenakan indikator soal UN yang diujikan sudah jelas tertera pada kisikisi SKL UN yang selalu dibagikan tiap tahun. Rata-rata dalam setiap soal UN hanya memuat satu konsep dasar saja. Sementara itu, tipikal soal SBMPTN adalah dapat memuat lebih dari satu konsep yang saling terkait. Misalnya, dalam topik soal ”Barisan dan Deret” ternyata masih memuat konsep ”Logaritma”. Hal tersebut tidak hanya berlaku pada pelajaran IPA seperti Fisika, Kimia maupun Biologi, namun juga berlaku untuk beberapa pelajaran IPS lainnya. Berdasarkan pengalaman pada SBMPTN tahun-tahun sebelumnya bahwa porsi jawaban atau perbandingan banyaknya jawaban soal SBMPTN hampir selalu sama. Artinya jika pada pelajaran KIMIA terdapat 15 soal, maka kurang lebih akan terdapat masing-masing 3 buah jawaban A, B, C, D, atau E. Begitu juga untuk pelajaran yang lain.

SBMPTN 2013 Biologi - Bisa Kimia

Doc. Name: SBMPTN2013BIO999 Doc. Version : 2013-10 | 01. Contoh keberadaan satwa pada suatu habitat yang dijaga dengan baik sebagai upaya pelestarian ex situ adalah… (A) Orang utan di hutan Kalimantan. (B) Cendrawasih di hutan Papua. (C) Rusa di Kebun Raya Bogor. (D) Pesut diSungai Mahakam. (E) Anoa di Pulau Sulawesi 02. Komunitas mikroba yang melekat pada suatu substrat/benda sehingga dapat merusak substrat/benda tersebut disebut… (A) Biodegradator. (B) Bioaktivator. (C) Biokatalis. (D) Biodeposit. (E) Biofilm. 03. Bagian sistem pencernaan yang berperan dalam memecah polipeptida menjadi oligopeptida adalah… (A) Duodenum. (B) Usus besar. (C) Lambung. (D) Jejunum. (E) Ileum. 04. Asam absisat melindungi tanaman yang mengalami kekurangan air melalui mekanisme… (A) Peningkatan pembentukan kutikula. (B) Penurunan tekanan turgor sel penjaga. (C) Peningkatan kecepatan pembelahan sel. (D) Penurunan kecepatan pembentangan sel. (E) Penghambatan pemanjangan sel epidermis. halaman 1 05. Pernyataan yang salah mengenai fotofosforilisasi siklik dan non siklik adalah… (A) Pada fotofosforilisasi non siklik sumber elektron yang memasuki Fotosistem II adalah molekul air, pada fotofosforilisasi siklik, sumber dari elektron adalah Fotosistem I. (B) Pada fotofosforilisasi non siklik penerima elktron terakhir adalah NADP, pada fotofosforilisasi siklik, penerima elektron terakhir adalah Fotosistem I. (C) Hasil dari fotofosforilisasi non siklik adalah ATP, NADPH, dan O2, sedangkan hasil dari fotofosforilisasi siklikhanya ATP. (D) Fotofosforilisasi non siklik melibatkan Fotosistem I dan II, fotofosforilisasi siklik hanya melibatkan Fotosistem II. 06. Perhatikan diagram saluran kreb berikut! Tahap dimana berlangsung hidrasi adalah (A) 1 dan 4 (B) 1 dan 5 (C) 2 dan 6 (D) 3 dan 7 (E) 3 dan 8 Kunci dan pembahasan soal ini bisa dilihat di www.zenius.net dengan memasukkan kode 3117 ke menu search. Copyright © 2013 Zenius Education SBMPTN 2013 Biologi, Kode Soal doc. name: SBMPTN2013BIO999 halaman 2 doc. version : 2013-10 | 07. Perhatikan gambar tahapan mitosis berikut! 10. Grafik berikut menunjukan kinerja insulin sintetis. Tahap telofase, metaphase, anaphase dan profasen ditunjukan oleh urutan angka…

LM34 Precision Fahrenheit Temperature Sensors - Texas Instruments

The LM34 series are precision integrated-circuit temperature sensors, whose output voltage is linearly proportional to the Fahrenheit temperature. The LM34 thus has an advantage over linear temperature sensors calibrated in degrees Kelvin, as the user is not required to subtract a large constant voltage from its output to obtain convenient Fahrenheit scaling. The LM34 does not require any external calibration or trimming to provide typical accuracies of ± 1⁄2˚F at room temperature and ± 11⁄2˚F over a full −50 to +300˚F temperature range. Low cost is assured by trimming and calibration at the wafer level. The LM34’s low output impedance, linear output, and precise inherent calibration make interfacing to readout or control circuitry especially easy. It can be used with single power supplies or with plus and minus supplies. As it draws only 75 µA from its supply, it has very low self-heating, less than 0.2˚F in still air. The LM34 is rated to operate over a −50˚ to +300˚F temperature range, while the LM34C is rated for a −40˚ to +230˚F range (0˚F with improved accuracy). The LM34 series is available packaged in hermetic TO-46 transistor packages, while the LM34C, LM34CA and LM34D are also available in the plastic TO-92 transistor package. The LM34D is also available in an 8-lead surface mount small outline package. The LM34 is a complement to the LM35 (Centigrade) temperature sensor.

New I/O in JDKTM 7 - OpenJDK - Java.net

2008 JavaOneSM Conference | java.sun.com/javaone |. 2. Learn about the new File System API,. Asynchronous I/O, and the many other updates to the New I/O ... New I/O in JDK TM Alan Bateman Sun Microsystems Inc. Carl Quinn Google Inc. TS-5686 7 Learn about the new File System API, Asynchronous I/O, and the many other updates to the New I/O APIs 2008 JavaOneSM Conference | java.sun.com/javaone | 2 Outline File System API Channels API • Updates to socket channel API • Asynchronous I/O Miscellaneous Topics Conclusion 2008 JavaOneSM Conference | java.sun.com/javaone | 3 Outline File System API Channels API • Updates to socket channel API • Asynchronous I/O Miscellaneous Conclusion 2008 JavaOneSM Conference | java.sun.com/javaone | 4 What's wrong with java.io.File? 2008 JavaOneSM Conference | java.sun.com/javaone |

Tags: Java 7, Software,
IBM Java 7 and WAS v8.5: Features and benefits - WebSphere User ...

IBM's statements regarding its plans, directions, and intent are subject to change or withdrawal at IBM's sole discretion. Information regarding potential future products is intended to outline our general product direction and it should not be relied on in making a purchasing decision. The information mentioned regarding potential future products is not a commitment, promise, or legal obligation to deliver any material, code or functionality. Information about potential future products may not be incorporated into any contract. The development, release, and timing of any future features or functionality described for our products remains at our sole discretion. Performance is based on measurements and projections using standard IBM benchmarks in a controlled environment. The actual throughput or performance that any user will experience will vary depending upon many factors, including considerations such as the amount of multiprogramming in the user's job stream, the I/O configuration, the storage configuration, and the workload processed. Therefore, no assurance can be given that an individual user will achieve results similar to those stated here. © 2013 International Business Machines Corporation

Tags: Java 7, Software,
LAPORAN PENELITIAN Pola Kecenderungan Penempatan Kunci ...

Populasi yang diambil untuk penelitian ini adalah soal-soal ujian matakuliahmatakuliah pada program studi Statistika Terapan dan Matematika FMIPA yang mempunyai tipe D - melengkapi berganda. Dugaan semula bahwa ada kecenderungan penulis soal meletakkan kunci jawaban soal di tengah-tcngah (menurut Dorothy C. Adkins), setelah melalui penelitian ini kecenderungan tersebut ternyata bahxva penulis lebih tertarik menempatkan kunci jawaban pada option 1, 2 dan 3 benar atau kunci jawaban D. Soal tes/ujian sebagai salah satu alat pengukuran pendidikan disusun untuk tujuan mengukur sampai seberapa jauh kedua fungsi pendidikan terscbut berhasil dicapai. Bcntuk soal ujian yang dipakai oleh Universitas Terbuka pada umumnya pilihan berganda, hanya sebagian saja dalam bentuk essay (uraian). Dalam hal ini FMIPA Universitas Terbuka sampai dengan masa ujian 90.1 telah mengembangkan sebanyak 61 matakuliah, sebagian besar soal ujian dalam bentuk pilihan berganda kecuali 12 matakuliah yang bentuk soal ujiannya adalah essay (uraian). Universitas Terbuka, dalam penyelenggaraan ujiannya, mcnctapkan 5 (lima) macarn tipe soal ujian yaitu:...

Tragic Solutions: The 9/11 Victim Compensation Fund, Historical ...

Eleven days after the terrorist attacks on September 11, 2001, Congress passed the Air Transportation Safety and Stabilization Act (hereinafter “Act” or “Stabilization Act”)1 to protect air carriers from tort lawsuits that threatened to cripple air travel in America. The Act capped tort lawsuits against the airlines at their pre-existing liability insurance limits and limited jurisdiction for tort claims to the United States District Court for the Southern District of New York. Moreover, the Act established the September 11th Compensation Fund of 2001 (hereinafter “Fund” or “9/11 Fund”), in which victims of the attacks could opt to waive all federal and state tort claims and receive administrative relief through a predetermined formula, under the discretion of the Fund administrator. That the airlines were so concerned about their liability exposure, and the Congress so willing to act promptly upon that concern, is a testament to the mess our modern civil justice system has become.2 This paper will: (1) outline the contours of the “litigation explosion” in the United States, and the problems it creates; (2) examine briefly the historical precedents for administrative remedies designed to replace common law tort actions; (3) expand this analysis to survey the 9/11 Fund experience; and (4) discuss the implications of this experience for possible policy solutions to the liability crisis.

POWERPOINT BEYOND THE BASICS Making interactive, non ...

In the first PowerPoint tutorial you learned how to create and save a new presentation (the Screenbeans slide show). You saw a sample slide show (The Tudor Monarchs). You learned how to prepare an outline, you typed text for each slide, added clip art, and set timings. You added an effect to enhance the slide transition, you selected a color scheme, and may have even created a new background effect. You changed the printer settings so that you can print out handouts rather than just individual slides of your shows. For many classrooms and for most K-12 students, what you learned in chapter 9 is just fine; it’s all you need to know. But, if you're ready to take the next step and learn some more advanced skills with PowerPoint, or if you teach computer-savvy students who want more challenging skills to master, this chapter's for you. Most PowerPoint presentations you see in school or at work are what are called linear presentations. That is, each slide is designed to proceed one slide right after another. The first slide transitions to the second, which transitions to the third, and so forth. For many educational tasks, this is fine. But, what if... What if you want your students to create an interactive story, where, for example, younger kids could read on Slide One a story about a dragon, then choose, on Slide Two, any one of three possible places that the dragon could go? By clicking on the word "desert," the show would move to a slide describing what happens to the dragon in the desert. If the student clicks on the word "forest," a different slide sequence appears with another ending. The learner thus participates, not by simply clicking on slide after slide in one, linear direction, but by making choices that affect what slide comes next, thus making the presentation interactive and non-linear.

PowerPoint PRESENTATIONS Creating slide shows and related ...

This lesson introduces you to the basic features of PowerPoint which are particularly valuable in the teaching and learning environment. You will learn how to use PowerPoint to capture your ideas in outline form and convert those ideas into multimedia presentations. You will also learn how to use the application to create your own presentations both from scratch and with the help of one of the PowerPoint Wizards. Most people think of a slide show as a way of presenting a series of still images or photographs using a slide projector. If you think about it, however, a slide does not have to be a still image; using PowerPoint it can also be an audio or video clip. For that matter, a slide does not have to be even a picture; it can also be text, an outline of ideas, whatever you want. PowerPoint provides an easy-to-use multimedia presentation production system, which you will no doubt enjoy learning and which you and your students will find useful for individual or group projects of all kinds. In the various courses that you take as an Education major you learn how to design curricula, with lesson plans and unit plans. You also learn methodologies for effective teaching. The better the teacher you are, the more PowerPoint will empower you in your work. Here, then, are the topics that will be covered in this lesson:

A Guide To Developing Crisis Management Plans - NTA

“The best defense is a well-planned offense.” The travel industry offers exciting opportunities for travelers to experience destinations across the globe. With this unique opportunity comes great responsibility, not only to your tour passengers, hotel guests or any visitor to your area, but also your company. A crisis management plan is designed to provide guidelines for a practical communications system that is adaptable for any crisis situation. It should be a working document – continually updated as the industry, the world and your company changes. One would assume that most companies have responded to the Sept.11 terrorist attacks by making crisis preparedness a high priority. However, according to the American Management Association, a recent survey on Crisis Management and Security showed that 51 percent of the organizations do not have a crisis management in place and 59 percent to not have written policies and procedures for crisis management. With the incidents of Sept. 11 and with NTA and many of its members moving toward a global marketplace, the need for such a crisis management plan to be in place and for companies, regardless of size, to be prepared for the unexpected is more important than ever before. The following will provide a model for developing a crisis management plan and will outline procedures to follow in a crisis situation. Getting Started A crisis management plan should be part of an overall safety and emergency preparedness plan and a standard part of your overall strategic planning process. As important as dealing with any emergency situation is dealing with perceptions – what the public thinks happened. This should be planned in the same way you would plan for damage to property or injuries to people. Planning for perception will also protect your company’s image/credibility and its ability to recover after a crisis.

« previous  123456789