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Middle Byzantine Architecture - Saylor.org

It is difficult to succinctly characterize Middle Byzantine architecture because the Byzantine Empire was so expansive during this period that regional building traditions exerted just as strong an influence over building styles as did contemporary trends.1 Therefore, rather than studying “Middle Byzantine architecture,” it is more useful to study “Middle Byzantine architecture in the West,” “Middle Byzantine architecture in Greece,” etc. By way of introduction to architecture in this period, this reading assignment will provide you with examples of major architectural monuments from three different regions in the Byzantine Empire: Greece, Constantinople (modern-day Istanbul), and the West. Although it is difficult to ascribe particular styles to Middle Byzantine architecture, there are a few general features that are associated with architecture of this period. To begin with, societal changes that had taken hold by the early days of the Middle Byzantine Period changed the purpose, function, and patronage of Byzantine churches. The population had declined and there was greater instability in the culture, owing in part to the chaos and unrest of the earlier iconoclastic period. Christian services became smaller and more intimate, and with the growth of monasticism, patronage shifted away from church authorities towards monasteries. Ultimately, this shift resulted in the emergence of smaller, more intimate churches and the development of a condensed, centralized church plan. Worship also became a quieter, more individual experience involving private prayer, in contrast to the large-scale, public services of the Early Byzantine period. This new type of worship necessitated a new church style with more than just a large hall for Christian ceremony. The newer churches, which tended to be smaller than the earlier counterparts, included a number of secondary spaces for private worship and contemplation.2 Other features common to Middle Byzantine churches include brick construction, a cross-in-square plan, and extensive interior mosaic decoration. Myrelaion Church, Istanbul, 10th Century relevant images of this building: Exterior.) ...

ISBM Sample Exam Questions
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Examples of the kinds of questions that will be asked are shown below. Sample Questions For each question indicate the single best answer out of the five possible options. 1.In a study, over a period of two months, 5 out of 100 men aged 30-35 years old reported having migraine headaches. Over a period of four months, 20 of 100 women aged 30-35 years old reported having migraine headaches. In this study, the relative risk of women developing headaches compared to men was (a) (b) (c) (d) (e) 2.A new serological test has been developed for diagnosis of bovine paratuberculosis. This test was used on 200 dairy cattle known to be infected with bovine paratuberculosis based on isolation of Mycobacterium paratuberculosis from fecal samples, and 300 dairy cattle designated free of disease. Among the 200 dairy cattle known to be infected with bovine paratuberculosis, 120 had a positive test. and 80 had a negative test. Among the 300 dairy cattle designated free of bovine tuberculosis, 30 had a positive test and 270 had a negative test. The sensitivity of the serological test for detecting bovine paratuberculosis is (a) (b) (c) (d) (e) 3.The major purpose of random assignment in a clinical trial is to: (a) (b) (c) (d) (e) 4.Help ensure that study subjects are representative of the general population Help ensure double blinding Help ensure that the study groups are comparable on baseline characteristics Facilitate adherence to the intervention Facilitate measurement of the outcome variables A case control study is characterised by all the following except: (a) (b) (c) (d) (e) 5.A study to test the hypothesis that volcanic dust causes silicosis is to be tested by comparing the population of an island very close to a volcanic eruption with the population of an island not so exposed. After 5 and 10 years the incidence of silicosis will be measured and compared in both populations. This study is (a) (b) (c) (d) (e)  ...

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, ...

Factors that help to hire the best private detective:

There are many private detectives who can help you to collect the required information. You should hire a licensed and reliable private investigator for your assignment. Make sure that the company you hire is capable of handling all the types of cases.

iOS programming assignment (advanced)
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In this assignment, you will build a data visualizer for Twitter, based on the location of the most recent tweets that have geolocation information. In particular, you will use the Twitter framework to get the most recent tweets within a 1-mile radius of the user’s current location and display it on a map.1 Be sure to make network requests asynchronously; synchronous requests will lock up the user interface until the request is completed! On this separate view, the user should have the option of favoriting or retweeting that particular tweet (this can also be accomplished using the Twitter Framework). The assignment will be graded on the following criteria: 1. User Experience a. Flow of the user experience b. Negligible latency in user interaction c. Error Handling 2. Efficient use of network calls and available information a. Asynchronous network calls b. Careful network calls that request only necessary data c. Resourceful reuse of information 3. Code quality and style There are sample projects for each of the resources above if you need some help or inspiration. Just click “Sample Code” on the left hand side to access it. As always, let me know if you have any questions. My email address is mds2161@columbia.edu, and my office hours are Tuesdays from 2:00-3:00 PM in the CS help room on the first floor of Mudd. Additionally, I’ll be holding one or two more lab sessions before this assignment is due. Information about those will be sent to you when they’re planned.

Your Simple Guide to the Sample Research Paper: - Luther Rice ...

Your Simple Guide to the Sample Research Paper is offered as a companion document to be used with the paper “Hell: The Necessity and Nature of Divine Retribution.” A student of Luther Rice Seminary wrote the latter paper some years ago as a class assignment. With that student’s permission, the paper was slightly revised and has been used for several years to help other students see how to format a research paper according to the guidelines published in Kate L. Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations, 6thed., rev. John Grossman and Alice Bennett (Chicago: University of Chicago Press,1996). Mrs. Sandra Kinnebrew has always had a heart for struggling ministerial students, and there is probably no task that causes as much consternation for a new student as that of mastering the rules of academic writing. Seeing this, Mrs. Kinnebrew began conducting a two-hour tutorial on the LRS campus to teach local students how to write a Turabian-style paper. As the tutorial students look at what has come to be known simply as “that hell paper,” Sandy explains pointby-point the various form and style issues reflected there. Students participating in the tutorial have always been very vocal in their enthusiastic appreciation of the instruction afforded them. Many, even on the doctoral level, have testified that it was the most important two hours of their student career! Though there is no substitute for the personal attention offered at the tutorial, the present document follows the broad outlines of Mrs. Kinnebrew’s instruction and is offered to those who cannot attend in person. With “that hell paper” in one hand and the PC mouse in the other, the student will walk through the sample paper noticing important aspects of seven different items as they are pointed out in the Guidebook. It would be a good idea to take notes right on the “hell paper.” (There will be a test!) The instructional tour begins on the first page with the course cover sheet and ends with the final page, the Selected Bibliography. Though it’s not a difficult trip, there is a good bit of ground to cover; so let’s take a walk!

TUMOR and STAGING DATA cont. AJCC TNM Staging ... - Mass.Gov

TUMOR and STAGING DATA cont. Extensive material in this section comes with permission from the AJCC Cancer Staging Manual, Sixth Edition, Springer-Verlag, New York 2002. See the Permissions page. AJCC TNM Staging System At this time, it is the COC's plan to continue collection of "manual" TNM staging even after Collaborative Staging goes into effect. The MCR now plans to NOT collect these fields for diagnoses made beginning in 2004. The AJCC staging fields are all required for pre-2004 diagnoses for the MCR. Cases diagnosed beginning in 2003 are TNM-staged using the AJCC Cancer Staging Manual, Sixth Edition (with updates). The codes used to record the staging information can be found in the FORDS Manual and this MCR Manual. Both the staging manual and a coding manual must be used to record AJCC staging fields. Both clinical and pathologic staging fields are collected by the MCR. If you have enough information to specifically stage a case clinically and pathologically, then both stages should be specifically reported. The FORDS Manual, on its p. 23, and the AJCC Cancer Staging Manual, Sixth Edition note that both clinical and pathologic staging should be recorded. Use the codes for "unknown" and "not applicable" to complete the staging fields whenever appropriate. Some physicians seem to feel that a case with an unknown stage (for example, only an incisional biopsy of the primary tumor has been done) "cannot be staged"; everyone should be aware that a case with a correct "unknown" or "not applicable" stage assignment has been staged and can be recorded with appropriate codes (that do not appear in the Cancer Staging Manual)....

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