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Download the 2013-2014 Daniels Scholarship ... - The Daniels Fund

I n establishing the Daniels Scholarship Program, Bill Daniels wanted to find outstanding young people from Colorado, New Mexico, Utah, and Wyoming who possess tremendous strength of character, the passion to succeed, a willingness to work hard, and a commitment to actively engage in their communities. Each year, 250 new Daniels Scholars are selected from among thousands who apply. They go through a rigorous application, interview, and selection process. The reward of being selected for the program is the opportunity to obtain a 4-year college education at a nonprofit college or university in the United States, complete with financial and personal support throughout the college journey. The Daniels Scholarship Program offers our students resources, encouragement, and inspiration far beyond financial assistance provided to help them earn a college degree. Our goal is not only to help Daniels Scholars succeed in college, but to ensure that they thrive beyond their years in college. The Daniels Scholarship Program is both exciting and challenging, and we encourage you to read on to see if the Daniels Scholarship Program might be right for you. Daniels Scholarship Application Deadline: Friday, November 15, 2013 4:00 p.m. DF_Student_4pg_13.indd 1 ...

A Guide to Joe DiNapoli's D-Levels™ Studies Using GFT's - Beursbrief

Important notice: GFT and Coast Investment Software, Inc. are separate and independent companies. GFT makes the DiNapoli Level Studies™ available to its customers as an additional service within its DealBook® FX 2 software program. However, GFT is not responsible for the DiNapoli Level trading strategies, for which Coast Investment Software, Inc. is solely responsible. Nor is GFT responsible for any representations made through the methods of analysis of Coast Investment Software, Inc., including any past performance information. Forex trading presents substantial risk of loss with or without the use of DiNapoli Level Studies™. Past results are not necessarily indicative of future results. The information contained herein is subject to change without notice and was obtained from sources believed to be reliable, but is not guaranteed as to accuracy or completeness. Those using the materials for trading purposes are responsible for their own actions. No guarantee is made that trading signals or methods of analysis will be profitable or will not result in losses. It should not be assumed that performance will equal or exceed past results. Trademarks and Copyrights. FibNodes, DiNapoli Levels, Oscillator Predictor, DiNapoli MACD Predictor and D-Levels are trademarks of Coast Investment Software Inc. All contents of this website are Copyrighted © 1998-2004, Coast Investment Software Inc. All Rights reserved worldwide.

A Guide to Joe DiNapoli's D-Levels™ Studies Using GFT's ...

A Guide to Joe DiNapoli’s D-Levels™ Studies Using GFT’s DealBook FX® 2 Based on the book: Trading with DiNapoli Levels The Practical Application of Fibonacci Analysis to Investment Markets Important notice: GFT and Coast Investment Software, Inc. are separate and independent companies. GFT makes the DiNapoli Level Studies™ available to its customers as an additional service within its DealBook® FX 2 software program. However, GFT is not responsible for the DiNapoli Level trading strategies, for which Coast Investment Software, Inc. is solely responsible. Nor is GFT responsible for any representations made through the methods of analysis of Coast Investment Software, Inc., including any past performance information. Forex trading presents substantial risk of loss with or without the use of DiNapoli Level Studies™. Past results are not necessarily indicative of future results. The information contained herein is subject to change without notice and was obtained from sources believed to be reliable, but is not guaranteed as to accuracy or completeness. Those using the materials for trading purposes are responsible for their own actions. No guarantee is made that trading signals or methods of analysis will be profitable or will not result in losses. It should not be assumed that performance will equal or exceed past results. Trademarks and Copyrights. FibNodes, DiNapoli Levels, Oscillator Predictor, DiNapoli MACD Predictor and D-Levels are trademarks of Coast Investment Software Inc. All contents of this website are Copyrighted © 1998-2004, Coast Investment Software Inc. All Rights reserved worldwide.

Auto Fibonacci Phenomenon
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Please be aware of the loss, risk, personal or otherwise consequences of the use and application of this book’s content. The author and the publisher are not responsible for any actions that you undertake and will not be held accountable for any loss or injuries. U.S. Government Required Disclaimer - Commodity Futures Trading Commission Futures and Options trading has large potential rewards, but also large potential risks. You must be aware of the risks and be willing to accept them in order to invest in the futures and options markets. Don't trade with money you can't afford to lose. This is neither a solicitation nor an offer to Buy/Sell futures or options. No representation is being made that any account will or is likely to achieve profits or losses similar to those discussed on this web site. The past performance of any trading software or methodology is not necessarily indicative of future results. CFTC RULE 4.41 - HYPOTHETICAL OR SIMULATED PERFORMANCE RESULTS HAVE CERTAIN LIMITATIONS. UNLIKE AN ACTUAL PERFORMANCE RECORD, SIMULATED RESULTS DO NOT REPRESENT ACTUAL TRADING. ALSO, SINCE THE TRADES HAVE NOT BEEN EXECUTED, THE RESULTS MAY HAVE UNDER-OR-OVER COMPENSATED FOR THE IMPACT, IF ANY, OF CERTAIN MARKET FACTORS, SUCH AS LACK OF LIQUIDITY. SIMULATED TRADING PROGRAMS IN GENERAL ARE ALSO SUBJECT TO THE FACT THAT THEY ARE DESIGNED WITH THE BENEFIT OF HINDSIGHT. NO REPRESENTATION IS BEING MADE THAT ANY ACCOUNT WILL OR IS LIKELY TO ACHIEVE PROFIT OR LOSSES SIMILAR TO THOSE SHOWN. No representation is being made that any account will or is likely to achieve profits or losses similar to those shown. In fact, there are frequently sharp differences between hypothetical performance results and the actual results subsequently achieved by any particular trading program. Hypothetical trading does not involve financial risk, and no hypothetical trading record can completely account for the impact of financial risk in actual trading. All information on this website or any e-book purchased from this website is for educational purposes only and is not intended to provide financial advice. Any statement about profit or income, expressed or implied, does not represent a guarantee. Your actual trading may result in losses as no trading software is guaranteed. You accept full responsibilities for your actions, trades, profit or loss, and agree to hold Auto Fibonacci Phenomenon and any authorized distributors of this information harmless in any and all ways. The use of this software constitutes acceptance of my user agreement.

Calvary Addiction Recovery Center

Calvary Addiction Recovery Center incorporates the spiritual principles of the 12-step program with a biblical approach to recovery. The Calvary Program offers two separate yet overlapping tracks of treatment: Christian and Traditional 12-step.

Resource Map of Expenditures for Tennessee Children ... - TN.gov

STATE OF TENNESSEE TENNESSEE COMMISSION ON CHILDREN AND YOUTH Andrew Johnson Tower, Ninth Floor 710 James Robertson Parkway Nashville, Tennessee 37243-0800 (615) 741-2633 (FAX) 741-5956 1-800-264-0904 TO: FROM: DATE: RE: Members of the Tennessee General Assembly and Other Readers Linda O’Neal, Executive Director January 28, 2011 Resource Mapping 2010 Report Revised As required by TCA 3703-116, on April 15, 2010, the Tennessee Commission on Children and Youth transmitted the first Resource Mapping Report to the General Assembly. We have continued to review and discuss the resource mapping information with a variety of stakeholders across Tennessee. There has been great interest in this report and the information it reveals. As a result of the diligence and persistence of Melissa Staley, TCCY resource mapping director, in January 2011, we discovered there was a major omission from the report. The Department of Education was extremely diligent in reporting its expenditures for the many programs and services it provides to Tennessee schools and Tennessee children. In fact, it provided the highest level of detail in reporting expenditures of any department. However, in the focus on programs and services, submission of the most substantial part of DOE expenditures, and indeed the most substantial overall expenditure Tennessee makes for children, funds for the Basic Education Program (BEP), were not submitted. BEP funds in FY 2007 and FY 2008 were more than $3 billion each year. Upon discovering this omission, the Department of Education immediately submitted the BEP expenditure data, and TCCY staff revised the 2010 Report to include the information. The inclusion of BEP dollars results in changes in many of the charts and graphs that are now included in this report. To the best of our knowledge, the Resource Mapping 2010 Report Revised now includes all state and federal expenditures for children in the Tennessee state budget. Collection of such a massive amount of data continues to be a very challenging process. We are grateful for the collaborative support from staff in the 25 state agencies that submit data for these reports. Data submission for the 2011 report is well underway. We look forward to providing a report in April 2011 that includes expenditures for FY 2009 and FY2010. We continue to stand ready to answer questions and appreciate feedback regarding ways we can improve this report. STATE OF TENNESSEE TENNESSEE COMMISSION ON CHILDREN AND YOUTH Andrew Johnson Tower, Ninth Floor 710 James Robertson Parkway Nashville, Tennessee 37243-0800 (615) 741-2633 (FAX) 741-5956 1-800-264-0904

Global Climate Change - U.S. Global Change Research Program

Global Climate Change Key Messages: • Human activities have led to large increases in heat-trapping gases over the past century. • Global average temperature and sea level have increased, and precipitation patterns have changed. • The global warming of the past 50 years is due primarily to human-induced increases in heat-trapping gases. Human “fingerprints” also have been identified in many other aspects of the climate system, including changes in ocean heat content, precipitation, atmospheric moisture, and Arctic sea ice. • Global temperatures are projected to continue to rise over this century; by how much and for how long depends on a number of factors, including the amount of heat-trapping gas emissions and how sensitive the climate is to those emissions. This introduction to global climate change explains very briefly what has been happening to the world’s climate and why, and what is projected to happen in the future. While this report focuses on climate change impacts in the United States, understanding these changes and their impacts requires an understanding of the global climate system. Many changes have been observed in global climate over the past century. The nature and causes of these changes have been comprehensively chronicled in a variety of recent reports, such as those by the Intergovernmental Panel on Climate Change (IPCC) and the U.S. Climate Change Science Program (CCSP). This section does not intend to duplicate these comprehensive efforts, but rather to provide a brief synthesis, and to integrate more recent work with the assessments of the IPCC, CCSP, and others. 800,000 Year Record of Carbon Dioxide Concentration Lüthi et al.; Tans; IIASA 2 Analysis of air bubbles trapped in an Antarctic ice core extending back 800,000 years documents the Earth’s changing carbon dioxide concentration. Over this long period, natural factors have caused the atmospheric carbon dioxide concentration to vary within a range of about 170 to 300 parts per million (ppm). Temperature-related data make clear that these variations have played a central role in determining the global climate. As a result of human activities, the present carbon dioxide concentration of about 385 ppm is about 30 percent above its highest level over at least the last 800,000 years. In the absence of strong control measures, emissions projected for this century would result in the carbon dioxide concentration increasing to a level that is roughly 2 to 3 times the highest level occurring over the glacial-interglacial era that spans the last 800,000 or more years. 13 Global Climate Change Impacts in the United States U.S. Global Change Research Program Human activities have led to large increases in heat-trapping gases over the past century. These emissions are thickening the blanket of heat-trapping gases in Earth’s atmosphere, causing surface temperatures to rise. The Earth’s climate depends on the functioning of a natural “greenhouse effect.” This effect is the result of heat-trapping gases (also known as greenhouse gases) like water vapor, carbon dioxide, ozone, methane, and nitrous oxide, which absorb heat radiated from the Earth’s surface and lower atmosphere and then radiate much of the energy back toward the surface. Without this natural greenhouse effect, the average surface temperature of the Earth would be about 60°F colder. However, human activities have been releasing additional heat-trapping gases, intensifying the natural greenhouse effect, thereby changing the Earth’s climate. Heat-trapping gases Carbon dioxide concentration has increased due to the use of fossil fuels in electricity generation, transportation, and industrial and household uses. It is also produced as a by-product during the manufacturing of cement. Deforestation provides a source of carbon dioxide and reduces its uptake by trees and other plants. Globally, over the past several decades, about 80 percent of human-induced carbon dioxide emissions came from the burning of fossil fuels, while about 20 percent resulted from deforestation and associated agricultural practices. The concentration of carbon dioxide in the atmosphere has increased by roughly 35 percent since the start of the industrial revolution.3  ...

The Psychological Effects of Global Warming on the United States:

The Psychological Effects of Global Warming on the United States: And Why the U.S. Mental Health Care System Is Not Adequately Prepared ©Perrush / Fotolia.com National Forum and Research Report February 2012 Kevin J. Coyle, JD and Lise Van Susteren, MD, National Wildlife Federation Climate Education Program With Support from the Robert Wood Johnson Foundation Copyright © 2011 National Wildlife Federation Preface Dear Friends and Colleagues, Having the reality of the destructive forces presented by climate change fully register with people, so they will to act with the needed urgency, is indeed a challenge. And, while the physical and environmental effects of global warming are studied and described, what has rarely been addressed, and is as compelling a topic as any, are the psychological impacts. This report aims both to fill in the gap in our awareness of the psychological impacts of climate change, and by exposing the emotional side of the issue, to find the place in our hearts that mobilizes us to fly into action, forewarned, determined, relentless. It also is a call for professionals in the mental health fields to focus on this, the social justice issue of all times, with their capacity to work through denial and apathy, to bring insight and commitment before it is too late. The language of science is, admittedly, not a stirring call to action. Scientists are by nature cautious, and restrained. While this report does not aim to present the forum participants as flame throwers, for this work to accomplish a primary goal, the reader will need to feel something in reading it. The language used here, and some of the questions asked, may feel uncomfortably probing, as they pierce our armor. After all, most of us want to be patriotic, to be optimist about the future. But we need to fully confront certain realities. If we continue the adolescent-like disregard for the dangers we are being warned of, driving green house gasses up with only casual concern, there will be consequences. As our world begins to unravel and our role is undeniable, all eyes will be on us. Questions beg to be asked: • What will the rest of the world think of us? • Where will we be safe? • How will we feel about ourselves? The interplay between the climate realities we likely face and the potential psychological fallout from them was the subject of a conference convened in Washington D.C., in March 2009. A highly respected group of experts offered insights. Their thoughts, recommendations and supporting evidence are presented in this report. We extend our heartfelt thanks to the RWJ Foundation and to our forum participants. We also note the sad death of forum participant and friend Dr. Jerilyn Ross. She added her characteristic straight talk, practical knowledge, and bright intellect to the discussion. Sincerely, Lise van Susteren, MD, Forensic Psychiatrist Kevin J. Coyle, JD Vice President for Education The Psychological Effects of Global Warming on the United States The Psychological Effects of Global Warming

Mata Pelajaran : BAHASA INGGRIS - Universitas Esa Unggul

BAHASA INGGRIS : XII IPA/IPS : 90 menit Mata Pelajaran Kelas/ Program Waktu Choose A, B, C, D, or E for the correct answer. Listening Section In this section of the test, you will have the chance to show how well you understand spoken English. There are three parts to this section with special directions for each part. Part I Questions 1 to 5 Directions: In this part of the test, you will hear some dialogues or questions spoken in English. The dialogues or questions will be spoken two times. They will not be printed in your test book so you must listen carefully to understand what the speakers say. After you hear a dialogue and the question about it, read the five possible answers and decide which one would be the best answer to the question you have heard. Now listen to a sample question. You will hear: Man : How about exercising tomorrow morning? Woman : Alright. Pick me up at 6. You will also hear: Narrator : What will the man do? You will read in your test book: a. Do exercise at 6. b. Go with six women. c. Take exercise alone. d. Leave the woman alone. e. come to the woman’s house. The best answer to the question is “Come to the woman’s house.” Therefore, you should choose answer (e). 1. a. She cut herself quite badly. b. She wasn’t given any help. c. She cried while slicing onions. d. She sliced the onions hurriedly. e. She was going to make fried rice. 2. a. Do his assignment b. See a book fair. c. Buy a history book. d. Offer the woman a book. e. Go to the woman’s house. 3. a. To buy a novel. b. To read a novel. c. To lend a novel. d. To go to a bookstore. e. To finish reading a novel. 4. a.1 b.2 c.3 d.4 e.5 Latihan Soal UN dan Ujian SNMPTN /PTS 2012/2013 1 5. a.1 b.2 c.3 d.4 e.5 PART II Questions 6 to 10 Directions: In this part of the test, you will hear a statement or a question spoken in English, foolowed by four responses, also spoken in English. The statement or question and the responses will be spoken two times. They will not be printed in your test book, so you must listen carefully to understand what the speakers say. You have to choose the best response to each statement or question. Now listen to a sample question: You will hear: Woman : Good morning, John. How are you? Man : …… You will also hear: a. I am fine, thank you. c. Let me introduce myself. b. I am in the living room. d. My name is John Travolta. 6. 7. 8. 9. 10. The best answer to the question “How are you?” is choice (a), “I’m fine, thank you.” Therefore, you should choose answer (a). Mark your answer on your answer sheet. Mark your answer on your answer sheet. Mark your answer on your answer sheet. Mark your answer on your answer sheet. Mark your answer on your answer sheet. Part III Questions 11 to 15 Directions: In this part of the test, you will hear several monologues. Each monologue will be spoken two times. They will not be printed in your test book so you must listen carefully to understand what the speakers say. After you hear a monologue and the questions about it, read the five possible answers and decide which one would be the best answer to the questions you have heard. 11. a. b. c. Goose hunting An unfaithful dog An unusual accident d. A mathematics teacher e. Chambers Country Policeman 12. a. b. c. Arthur Houston Labrador d. Perry Price e. Joe LaRive Latihan Soal UN dan Ujian SNMPTN /PTS 2012/2013 2 13. a. b. c. It lies on high land. It is densely populated. It lies on a flat low plain area. d. The climate is hot and humid. e. It is at the mouth of the Ciliwung River. 14. a. b. c. James’ pet dog Muggs’ characteristics Muggs’ strange behavior d. The night when Muggs died e. Browny, the Cocker Spaniel 15. a. b. c. Andre Muggs James d. Browny e. George This is the end of the listening section Reading Section Text 1 is for number 16 Miss Ratu, I’m going to have a business trip to Surabaya and Jakarta. I’d like to go by train from here to Surabaya this afternoon and spend two days there. Then I’d like to fly to Jakarta and stay there for three nights. 1. Please book an executive class train ticket and seat reservation to Surabaya. 2. Please book single room with bath for three nights (Wed 1, Thurs 2, Fri 3) at Sulthan Hotel, Jakarta Selatan. Thanks, Raja 16. What is the message about? A. B. C. D. E. Mr. Raja’s request to his secretary. Ratu’s plan to Surabaya. A business trip to Surabaya. Mr. Raja’s schedule to Jakarta. A reservation for a train ticket. Text 2 is for number 17 Hi, Guys! 78 shs will hold a Fund Raising Activity next month. It is intended to help victims of earthquake in several areas in Aceh. Everyone who is interested in this activity, please join us. You are also invited to donor your used clothes. For further information, please contact Teuku as the chief program cocoordinator at his office or to the following numbers: 021- 7996070 081318777056 17. What is the activity for? A. Collecting used clothes B. Helping their raising activity C. Joining fund raising activity D. Helping victims of earthquakes E. Inviting neighbor to donor used clothes Text 3 is for number 18 The University of Australia The University of Australia has an international reputation for educational professionals and applied research. It is Australia’s largest university, with six campuses, including a specialized technology campus. The university places particular importance on the quality of its teaching and learning programs, and on its working links with industry, business and government. 18. Which information is NOT TRUE about the University of Australia? Latihan Soal UN dan Ujian SNMPTN /PTS 2012/2013 3 A. B. C. D. E. It has an international educational reputation It also has a specialized technology campus It has six technology campuses It is Australia’s largest university It has good relation with industry Text 4 is for number 19 and 20 Quake Rocks Southern Philippines Philippines: A 5,3-magnitude earthquake struck the southern Philippines on Thursday, the U.S. Geological Survey said, but there were no reports of casualties or damage. The undersea quake struck at 11:20 a.m. (03200 GMT) around 96 kilometers south east of the southern city of General Santos on the island of Mindanao, the U.S. agency said. The quake was felt in various cities in Mindanao but was not large enough to cause any major damage or panic, said the Philippine Institute of Volcanology and Seismology (Phivolcs). The archipelago nation, made up of more than 7,000 islands, sits on the Pacific “Ring of fire” where continental plates collide, causing frequent seismic and volcanic activity. (Adapted from the Jakarta Post, December 2008) 19. How do we know that the quake was not considered as a big one? Because .... A. It was an undersea quake B. There was no victims or damage C. The quake was less than 5,3 magnitute D. The distance was deep down the sea E. The quake rocked the center of Mindanao, ...

Soal dan Pembahasan Matematika IPA SNMPTN 2011

Soal-Soal dan Pembahasan SNMPTN Matematika IPA Tahun Pelajaran 2010/2011 Tanggal Ujian: 01 Juni 2011 1. Diketahui vektor u = (a, -2, -1) dan v = (a, a, -1). Jika vektor u tegak lurus pada v , maka nilai a adalah ... A. -1 B. 0 C. 1 D. 2 E. 3 Jawab: Vektor: vektor u tegak lurus pada v maka u . v = 0 u = −2 , v = −1 −2 . −1 −1 (a – 1) (a-1) = 0 maka a = 1 −1 = a2 – 2a + 1 = 0 (a - 1)2 = 0 Jawabannya adalah C 2. Pernyataan berikut yang benar adalah ... A. Jika sin x = sin y maka x = y B. Untuk setiap vektor u , v dan w berlaku u . ( v . w ) = ( u . v ). w C. Jika b  f ( x) dx = 0, maka a D. Ada fungsi f sehingga E. 1 – cos 2x = 2 cos2 x f ( x )= 0 Lim f(x) ≠ f(c) untuk suatu c xc www.belajar-matematika.com - 1 Jawab: Trigonometri, vektor, integral, limit A. Ambil nilai dimana sin x = sin y  sin α = sin (1800 – α ) ambil nilai α = 600  sin 600 = sin 1200 ; tetapi 600 ≠ 1200 Pernyataan SALAH B. Operasi u . ( v . w ) tak terdefinisi karena v . w = skalar, sedangkan u = vektor vektor . skalar = tak terdefinisi Pernyataan SALAH C. Ambil contoh cari cepat hasil dimana b  f ( x) dx = 0 ; a 1 Didapat b = 1 dan a = -1 maka f(x)= x   x dx = 0  1 terbukti : f(x) = x bukan f(x) = 0 x2 | Pernyataan SALAH D. Ambil contoh f(x) = Lim xc f(x) = Lim x 1 ( ( = ( ( ) ( )( ) = ) ( ) Lim f(x) ≠ f(c)  2 ≠ 1 xc ) ( )( ) = ) ( ) =2 Pernyataan BENAR E. 1 – cos 2x = 1 – ( 2cos2 x – 1) = 1 + 1 - 2cos2 x = 2 - 2cos2 x = 2 ( 1 – cos2 x) Pernyataan SALAH Jawabannya adalah D www.belajar-matematika.com - 2 = (1 – 1) = 0 3. Luas daerah di bawah y = -x2 +8x dan di atas y = 6x - 24 dan terletak di kuadran I adalah.... a. ∫ (− b. ∫ (− c. ∫ (− +8 ) +8 ) +8 ) d. ∫ (6 − 24) e. ∫ (6 − 24) Jawab: Integral: +∫ ( + ∫ (− + ∫ (− + ∫ (− + ∫ (− − 2 − 24) + 2 + 24) + 2 + 24) +8 ) +8 ) kuadran I titik potong kedua persamaan : y1 = y2 -x2 +8x = 6x-24 -x2 +8x - 6x+24 = 0 -x2 +2x + 24 = 0 x2 -2x - 24 = 0 (x - 6) (x+4)0 x = 6 atau x = -4  karena di kuadran I maka yang berlaku adalah x = 6  y = 6.6 – 24= 12 berada di titik (6,12) www.belajar-matematika.com - 3 L = ∫ (− = ∫ (− +8 ) +8 ) + ∫ ((− + ∫ (− Jawabannya adalah B + 8 ) − (6 − 24)) + 2 + 24) 4. sin 350 cos 400 - cos 35 sin 400 = A. cos 50 B. sin 50 C. cos 950 D. cos 750 E. sin 750 Jawab: Trigonometri: Pakai rumus: sin (A - B) = sin A cos B - cos A Sin B A= 350 ; B = 400 = sin (350 - 400) = sin -50 Cos (90 0 -  ) = sin   rumus Cos (90 0 - (-50) ) = sin -50   = -50 Cos 950 = sin -50 Jawabannya adalah C 5. Diketahui g(x) = ax2 – bx + a – b habis dibagi x – 1. Jika f(x) adalah suku banyak yang bersisa a ketika dibagi x – 1 dan bersisa 3ax + b2 + 1 ketika dibagi g(x), maka nilai a adalah...... A. -1 B. -2 C. 1 D. 2 Jawab: Suku Banyak: g(x) = ax2 – bx + a – b habis dibagi x – 1  g(1) = 0 g(1) = a . 1 – b .1 + a – b = 0 =a–b+a–b=0 2a – 2b = 0 2a = 2b  a = b karena a = b maka: g(x) = ax2 – ax + a – a = ax2 – ax www.belajar-matematika.com - 4 E. 3 f(x) dibagi dengan f(x-1) sisa a  f(1) = a f(x) dibagi dengan g(x) sisa 3ax + b2 + 1 f(x) dibagi dengan ax2 – ax sisa 3ax + b2 + 1 f(x) dibagi dengan ax(x – 1) sisa 3ax + b2 + 1 teorema suku banyak: Jika suatu banyak f(x) dibagi oleh (x- k) akan diperoleh hasil bagi H(x) dan sisa pembagian S  f(x) = (x- k) H(x) + S f(x) dibagi dengan ax(x – 1) sisa 3ax + b2 + 1 f(x) = ax (x - 1) H(x) + (3ax + b2 + 1) substitusikan nilai nol dari pembagi yaitu x = 0 dan x = 1  dari ax (x - 1) ambil x = 1  untuk x = 1 f(1) = a . 1 (1 – 1) H(0) + 3a.1 + b2 + 1 a = 0 + 3a + b2 + 1  diketahu a = b, masukkan nilai a = b a = 3a + a2 + 1 a2 + 2a + 1 = 0 (a+1)(a+1) = (a+1)2 = 0 a = -1 Jawabannya adalah A 6. Rotasi sebesar 450 terhadap titik asal diikuti dengan pencerminan terhadap y = -x memetakan titik (3,4) ke .... A. √ B. − Jawab: ,√ √ ,√ C. D. √ √ ,−√ ,−√ E. − Transformasi Geometri:  cos  Rotasi sebesar 450 terhadap titik asal =   sin    sin    cos     0  1 pencerminan terhadap y = -x    1 0     www.belajar-matematika.com - 5 √ ,√

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