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The POST Entry‐Level Law Enforcement Test Battery (PELLETB) measures skills that are associated with successful performance as a California peace officer. Because the PELLETB is an aptitude test, the skills measured are acquired gradually over a long period of time (usually years). There is no quick or easy way to improve these skills in preparation for the exam. The only way to predictably improve scores on an aptitude test is through extensive learning and practice (e.g., coursework, training). Because the PELLETB is primarily a language aptitude test, one must already possess solid language skills to perform well on the test. There are a few exercises that can be helpful in maximizing performance if solid language skills are already in place. This test preparation guide has been developed to provide helpful information about test format and content. This guide explains exactly what is tested in the exam and provides sample questions that can be used for practice. This guide also provides research‐based information on the best strategies for answering test questions.
Test Question Formats Single One Best Answer Questions This is the traditional, most frequently used multiple choice format. It consists of a statement or question followed by three to twenty-six options that are in alphabetical or logical order. The response options in this format are lettered (e.g., A, B, C, D, E). Examinees are required to select the best answer to the question. Other options may be partially correct, but there is only ONE BEST answer. Strategies for Answering Single One Best Answer Test Questions • • Read each question carefully. It is important to understand what is being asked. • Try to generate an answer and then look for it in the option list. • Alternatively, read each option carefully, eliminating those that are clearly incorrect. • Of the remaining options, select the one that is most correct. • If unsure about an answer, it is better to guess, since unanswered questions are automatically counted as wrong answers. This format consists of a series of questions related to a common topic. All matching sets contain setspecific instructions, a list of lettered response options, and at least two questions. There will be between four and twenty-six response options. Each set is preceded by a box that indicates the number of questions in the set associated with the response options that follow. Examinees are directed to select one answer for each question in the set. Questions will be presented one at a time, with instructions and response options repeated for each subsequent question. Strategies for Answering Matching Sets • Begin each set by reading through the option list to become familiar with the available responses. • Read each question carefully. • Within a set, some options may be used several times, while other options may not be used at all. Respond to each question independently. • For matching sets with large numbers of options, try to generate an answer to the question and then locate the answer in the option list. This is more efficient than considering each option individually.
DENTAL ADMISSION TESTING PROGRAM Sample Test Items Dental Admission Testing Program 211 East Chicago Avenue, Suite 600 Chicago, Illinois 60611 1-800-232-2162 American Dental Association www.ada.org ® These sample test items are reprinted for distribution in 2007 by the American Dental Association. © 2007 American Dental Association. All rights reserved. You may not reproduce or transmit, by any means or for any purpose, this publication, or any part of it, in print, electronic or other format without prior express written permission from the American Dental Association. DENTAL ADMISSION TEST PREPARATION MATERIALS How does one prepare for the DAT? There are no shortcuts to the process of learning, and these test preparation materials are not designed to provide the applicant with an opportunity to bypass the extensive process of absorbing basic information through class participation and months of study. These test preparation materials contain samples of the four tests used in the Dental Admission Testing Program. These are available to DAT applicants as a means of discovering possible areas of weakness in their comprehension of subjects covered by the test. They will also enable the candidates to become familiar with the types of material included in the test as well as with the general coverage and format of the various parts of the test battery. The entire DAT takes 4 hours and 45 minutes (including a 15-minute optional tutorial and break). In the real DAT, the time limit will be indicated in the upper right hand corner on the computer screen. Therefore, you will need to pace yourself as you proceed through each test in the Dental Admission Test. If you have time remaining for a section of the test, you can review your responses. When time expires, the computer screen will move to the next test or optional break period. The structure of the test is given below. You are encouraged to review the DAT Tutorial at www.ada.org/dat.aspx under Step 4 before taking the actual DAT. The tutorial provides some sample items and information on navigating through the test. Components of the Test Optional Tutorial Survey of the Natural Sciences Perceptual Ability Test Optional Break Reading Comprehension Test Quantitative Reasoning Test Dental Admission Test
Several IP Alarm providers have claimed for DNS-based1 solutions as the unique means for overcoming the typical challenges identified in a commercial IP Alarm Monitoring service: •In order to benefit from the most competitive rates, the CMS may need to change its Internet Service Provider to a new one. This change should be carried out with little effort in the CMS and should not imply manual reprogramming of the IP Communicator units. •During disasters, the IP Communicators should switch to an alternative CMS automatically. •IP Communicators on Alarm Panels should not be locked to a specific CMS. In other words, changing the IP Communicators to a new commercial CMS should not imply manual reprogramming of the units on the field. Although the DNS gives an answer to these challenges, it suffers from severe limitations that may put the IP Alarm Monitoring Service into jeopardy. As such, the FireLite IP Alarm System uses an alternative approach which not only gives an answer to these challenges, but also does not suffer from the inherent limitations of the DNS service. 1. DNS: Domain Name System. Among other services, the DNS public service translates the DNS name of a given IP machine into its IP address, so it can be contacted from any host on the Internet. 2. FireLite IP Alarm System description. FireLite IP Alarm System uses the Internet as the main communication path between the traditional Alarm Panel and the Central Monitoring Station (CMS from now on). As such, two new elements are added into the system: •The IPDACT is FireLite’s IP Communicator. This element is connected to the Fire Panel DACT2. The IPDACT formats the telephone alarm into IP and sends it over the Internet to the CMS. •The VisorALARM is FireLite’s IP Receiver. It is installed in the Network Server room, at the CMS private network, and it connects to the Automation Server over a serial line. The VisorALARM reformats the IP alarm received from the IPDACTs into a well known alarm format (Ademco-685, Sur-Gard and Radionics emulation) and retransmits it to the Automation Server. ...
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, ...
General Scope This course addresses Advanced Statics and Dynamic Analysis topics in Pipe Stress Analysis. We also have a 5-day Course that addresses Basic Statics Analysis. This presentation is based on hands-on solution of example problems in order to illustrate Pipe Stress Analysis using CAESAR software. Previous experience in Pipe Stress Analysis, plus experience in using CAESAR, or attendance of the Basic Statics Analysis Course is required. A discussion/question/answer format is also employed in order to maximize retention of course material and theoretical concepts. Persons attending the training should expect to leave the course with an advanced working knowledge of CAESAR II, and pipe flexibility analysis. Some of the specific topics covered are outlined below. Chempute Software will provide training venue, computers, training dongles, printed training notes, teas, lunches, course certificate. 5 CPD points are awarded according to the ECSA Continuing Professional Development program (Course Accreditation No: SAIMechE-032301/13) Advanced Stress Analysis Course Topics The course will include the following topics: Advanced Statics: * Fibreglass Reinforced Pipe * IGE TD/12 Analysis * Wind/Wave Analysis * Overland Transmission Pipelines * Buried Pipe * Jacketed Pipe Directors : David A. Wickham, Andrew Taylor. Reg No : 2004/017798/07 Dynamics: * Basic dynamics theory * Hot Reheat Piping Systems * Earthquake Spectrum Analysis * ASCE 7 Response Spectrums * Harmonic analysis * Vibration Amplitude, Dynamic Load Factor (DLF) and Damping * Eigensolutions * Time History Analysis * Impact Load analysis * Relief load response spectrum analysis Who should attend Engineers in the piping design and analysis field; advanced CAESAR users.
General Scope This course addresses Advanced Statics and Dynamic Analysis topics in Pipe Stress Analysis. We also have a 5-day Course that addresses Basic Statics Analysis. This presentation is based on hands-on solution of example problems in order to illustrate Pipe Stress Analysis using CAESAR software. Previous experience in Pipe Stress Analysis, plus experience in using CAESAR, or attendance of the Basic Statics Analysis Course is required. A discussion/question/answer format is also employed in order to maximize retention of course material and theoretical concepts. Persons attending the training should expect to leave the course with an advanced working knowledge of CAESAR II, and pipe flexibility analysis. Some of the specific topics covered are outlined below. Chempute Software will provide training venue, computers, training dongles, printed training notes, teas, lunches, course certificate. 5 CPD points are awarded according to the ECSA Continuing Professional Development program (Course Accreditation No: SAIMechE-032301/13) Advanced Stress Analysis Course Topics The course will include the following topics: Advanced Statics: * Fibreglass Reinforced Pipe * IGE TD/12 Analysis * Wind/Wave Analysis * Overland Transmission Pipelines * Buried Pipe * Jacketed Pipe Directors : David A. Wickham, Andrew Taylor. Reg No : 2004/017798/07 Dynamics: * Basic dynamics theory * Hot Reheat Piping Systems * Earthquake Spectrum Analysis * ASCE 7 Response Spectrums * Harmonic analysis * Vibration Amplitude, Dynamic Load Factor (DLF) and Damping * Eigensolutions * Time History Analysis * Impact Load analysis * Relief load response spectrum analysis Who should attend Engineers in the piping design and analysis field; advanced CAESAR users. About the Trainer Born in Zambia in 1957, Alan Stewart has been involved in Pipe Stress Analysis work for many years. He initially gained expertise in this field when he trained in Germany in the early 1980’s. He attended lectures in Finite Element Stress Analysis and General Stress/Strain theory given by Professor Dimitriou, at Wits University - 1984. Later, he attended formal CAESAR training conducted by Rex Evans (co-founder of Coade) in 1989, followed by training in FE/Pipe by Tony Paulin (co-founder of Coade and Paulin Research Group), and Advanced Caesar training by Dave Diehl (head of training at Coade). Alan has been presenting CAESAR training courses for Chempute Software for nearly 20 years, during which time he has presented around 50 training courses in both Basic and Advanced Topics, in South Africa, Nigeria, Kuwait, UAE, and Saudi Arabia. He is also a pipe stress consultant to companies such as Eskom, Babcock, Steinmuller, DB Thermal, Lurgi, Foster Wheeler, and Bateman. Directors : David A. Wickham, Andrew Taylor. Reg No : 2004/017798/07 Chempute Software (Pty) Ltd P.O.Box 856, Kloof, 3640, South Africa Tel : Intl +27-31-7646840 Fax : Intl +27-31-7645934 Email : firstname.lastname@example.org
MARK LEVINSON REFERENCE SURROUND The All-New Lexus LX 570 presents an advanced level of sophistication and performance in automotive entertainment systems. F E AT U R E H I G H L I G H TS Media Compatibility – DTS Music Discs, DVD Video and Audio, CD, CD-R. Format Compatibility – Dolby Digital 5.1, DTS 5.1, 2-channel surround, 2-channel stereo (analog and PCM), MP3, WMA and an auxiliary input for mobile audio devices such as MP3 players. 19 Speakers – Seven 1" tweeters, seven 4" midranges, two 6”x9" woofers, two 6.5" woofers and one 10" subwoofer. These transducers (except for the tweeter) were custom designed specifically for the Mark Levinson Reference Surround system. 15 Channels, 450 watts – The all-new ML3-16 Processor Power Amplifier produces 450 watts, all channels driven, 20-20kHz @ less than 0.1% Total Harmonic Distortion.* The amplifier circuitry in the ML3-16 is discrete, utilizing individual transistors, capacitors and resistors. This technique provides a level of electrical and sonic performance not available from the integrated power circuits typically used in automotive audio systems. High Power/Low Distortion Bass Reproduction – Bridged channels are used to provide 100 watts of power to each front door 6”x9" woofer and the rear quarter panel 10" subwoofer. This significantly reduces distortion and coloration while increasing the dynamic capability of the system for the reproduction of high energy transient events ever present in today’s music and movie performances. Matched Components – The 4" extended bandwidth midrange transducer combined with a 1" tweeter create a high-performance, timbre accurate 2-way system. The use of identical 2-way systems for each channel provides system-wide timbre matching for unprecedented fullbandwidth clarity and envelopment from each and every channel. 10" Cast Basket, High Power Subwoofer - This provides the deepest bass fundamentals from the most non-resonant package possible. The neodymium magnet subwoofer is housed in a 22 liter enclosure, enhancing performance ...
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