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Why do the Islamic fundamentalists in general—and followers of al Qaeda in particular—resort to terrorist tactics against Americans and other Westerners around the globe? This question has haunted Americans since 9/11 and prompted a host of antiterrorist policies throughout the world. Much has been written and spoken on the subject, and more will be written and spoken in the years ahead. Political geography offers a frame of reference to learn about al Qaeda and other militant Islamic groups and their anti-West, anti–U.S. posture. To explore the point of view propounded by Osama bin Laden and others, this case study uses the ﬁve levels of analysis introduced in chapter three, examined here from a geopolitical perspective. The ﬁve levels of analysis are the: 1) international system, 2) regional, 3) state, 4) substate (tribal groups), and 5) individual. INTERNATIONAL SYSTEM LEVEL From the international system perspective, consider the following historical context of al Qaeda’s militant Islam. Militant Islamic fundamentalists and followers of Islam are heirs to one of the great civilizations of the world. While...
This review was originally written for my Calculus I class but it should be accessible to anyone needing a review in some basic algebra and trig topics. The review contains the occasional comment about how a topic will/can be used in a calculus class. If you aren’t in a calculus class you can ignore these comments. I don’t cover all the topics that you would see in a typical Algebra or Trig class, I’ve mostly covered those that I feel would be most useful for a student in a Calculus class although I have included a couple that are not really required for a Calculus class. These extra topics were included simply because the do come up on occasion and I felt like including them. There are also, in all likelihood, a few Algebra/Trig topics that do arise occasionally in a Calculus class that I didn’t include. Because this review was originally written for my Calculus students to use as a test of their algebra and/or trig skills it is generally in the form of a problem set. The solution to the first problem in a set contains detailed information on how to solve that particular type of problem. The remaining solutions are also fairly detailed and may contain further required information that wasn’t given in the first problem, but they probably won’t contain explicit instructions or reasons for performing a certain step in the solution process. It was my intention in writing the solutions to make them detailed enough that someone needing to learn a particular topic should be able to pick the topic up from the solutions to the problems. I hope that I’ve accomplished this.
Troubleshoot common drive shaft problems. ○ Check ... Remove and replace a drive shaft assembly. ○ Replace ... Drive Shaft Vibration can be caused by. Learning Objectives Troubleshoot common drive shaft problems. Check universal joint wear. Measure drive shaft runout. Remove and replace a drive shaft assembly. Replace universal joints. Perform basic service operations on a transfer case. Cite and practice good safety procedures. Chapter 60 1. Because a Transfer Case is heavy, use a transmission jack when removing. 2. Before disassembling a Universal Joint, Joint scribe/mark each component. Transfer Case Removal Use a hoist and transmission jack Transfer Case Oil Check the oil condition and level first. Replace dirty or contaminated oil
My short-term goal is to obtain work experience and a two-year degree in horticulture. My long-term goal is to operate my own landscaping business in my hometown. Education Completed a landscaping design course at the local community college. Attended a three-day night course through the Cooperative Extension Service. Toured two local greenhouses. FFA Leadership activities/awards Star Greenhand, freshman year Chapter in Agribusiness, junior year Chairman, spring flower and bulb sale committee Chapter reporter, junior year Section reporter, senior year School leadership activities/awards Class treasurer, freshman year Cross country team, sophomore–senior year Band and chorus, freshman–senior year National Honor Society, senior year Community leadership activities/awards Assistant superintendent, horticulture department at county fair Member, United Methodist Church Volunteer worker, annual Lions Club fund-raiser Professional associations Junior member, National Turf Growers Association Subscriber, Landscaper International Member, Ducks Unlimited Other accomplishments First place, floriculture arrangement, county fair, sophomore year References John Doe 5678 Second Place Here, XX 00000 555-000-0000 Mary Jay 1234 First Place There, XX 00000 555-555-5555 Don Done 9101 Third Street Over, XX 00000 000-555-5555 Part 3: Stars and National Officer Candidates 57 Sample Résumé #2 ERICA WISE 200 West Bloom Street Fresno, CA 93722 555-555-5555 Fresno-Central FFA Chapter, California Association FFA CAREER OBJECTIVE I am attending California State University—Fresno (CSUF), majoring in agricultural education/ communications. Upon graduation from CSUF, it is my goal to work in journalism with a focus on agriculturally-related news. QUALIFICATIONS • Proven writing skills • Ability to work independently or with a multidisciplinary team • Experience in program presentation EMPLOYMENT HISTORY F & F Contracting, Inc. June 2002–present Office Assistant The Maize September 2005–October 2005 Cashier The Fresno Bee September 2006–present Reporter EDUCATION California State University Fresno Majoring in agricultural education/communications August 2006–present Central High School—West Campus
Nexgeneracers (NXG) give boys and girls an opportunity to learn about auto racing and have a “hands-on” experience in a supervised and controlled environment. We offer three class levels in our Lucas Oil/NXG Youth Motorsports Program scheduled from April to September. Most classes are conducted over the weekend. Each class serves up to 20 student participants in both on-track and classroom activities. Parents, family & friends are welcome and encouraged to attend as spectators on our competition Sundays. Class Levels Level 1 - Introduction to Motorsports: Provides an overview of the motorsports industry, racing terminology and go-kart driving instruction. Prerequisite: Proficient in 5th grade level math & English. For boys and girls 11-15 years of age. (No previous driving experience required.) Level 2 - Competitive Driving Techniques: Covers basic driving skills and go kart racing techniques. Tests individual performance and knowledge and includes racing competition. Prerequisite: Introduction to Motorsports course, or previous go kart driving experience and approval of Chief Instructor. For boys and girls 11-15 years of age. Level 3 – Advanced Performance Driving Class: Focuses on: vehicle dynamics, race driving skill development and auto racing competition knowledge. Driving exercises and competitive go kart racing are conducted. Prerequisite: Competitive Driving Techniques course and approval of Chief Instructor. For boys and girls 11-16 years of age. Typical Weekend Schedule & Activities Registration and Orientation (Level 1 only) is held on Saturday mornings typically from 8:00-8:30pm, parents should attend with students.
Human interference with the climate system is occurring,1 and climate change poses risks for human and natural systems (Figure SPM.1). The assessment of impacts, adaptation, and vulnerability in the Working Group II contribution to the IPCC’s Fifth Assessment Report (WGII AR5) evaluates how patterns of risks and potential benefits are shifting due to climate change. It considers how impacts and risks related to climate change can be reduced and managed through adaptation and mitigation. The report assesses needs, options, opportunities, constraints, resilience, limits, and other aspects associated with adaptation. Climate change involves complex interactions and changing likelihoods of diverse impacts. A focus on risk, which is new in this report, supports decision-making in the context of climate change, and complements other elements of the report. People and societies may perceive or rank risks and potential benefits differently, given diverse values and goals. Compared to past WGII reports, the WGII AR5 assesses a substantially larger knowledge base of relevant scientific, technical, and socioeconomic literature. Increased literature has facilitated comprehensive assessment across a broader set of topics and sectors, with expanded coverage of human systems, adaptation, and the ocean. See Background Box SPM.1.2 Section A of this summary characterizes observed impacts, vulnerability and exposure, and adaptive responses to date. Section B examines future risks and potential benefits. Section C considers principles for effective adaptation and the broader interactions among adaptation, mitigation, and sustainable development. Background Box SPM.2 defines central concepts, and Background Box SPM.3 introduces terms used to convey the degree of certainty in key findings. Chapter references in brackets and in footnotes indicate support for findings, figures, and tables. Figure SPM.1: Illustration of the core concepts of the WGII AR5. Risk of climate-related impacts results from the interaction of climate-related hazards (including hazardous events and trends) with the vulnerability and exposure of human and natural systems. Changes in both the climate system (left) and socioeconomic processes including adaptation and mitigation (right) are drivers of hazards, exposure, and vulnerability. [19.2, Figure 19-1]...
The future climate change results assessed in this chapter are based on a hierarchy of models, ranging from AtmosphereOcean General Circulation Models (AOGCMs) and Earth System Models of Intermediate Complexity (EMICs) to Simple Climate Models (SCMs). These models are forced with concentrations of greenhouse gases and other constituents derived from various emissions scenarios ranging from nonmitigation scenarios to idealised long-term scenarios. In general, we assess non-mitigated projections of future climate change at scales from global to hundreds of kilometres. Further assessments of regional and local climate changes are provided in Chapter 11. Due to an unprecedented, joint effort by many modelling groups worldwide, climate change projections are now based on multi-model means, differences between models can be assessed quantitatively and in some instances, estimates of the probability of change of important climate system parameters complement expert judgement. New results corroborate those given in the Third Assessment Report (TAR). Continued greenhouse gas emissions at or above current rates will cause further warming and induce many changes in the global climate system during the 21st century that would very likely be larger than those observed during the 20th century. Mean Temperature All models assessed here, for all the non-mitigation scenarios considered, project increases in global mean surface air temperature (SAT) continuing over the 21st century, driven mainly by increases in anthropogenic greenhouse gas concentrations, with the warming proportional to the associated radiative forcing. There is close agreement of globally averaged SAT multi-model mean warming for the early 21st century for concentrations derived from the three non-mitigated IPCC Special Report on Emission Scenarios (SRES: B1, A1B and A2) scenarios (including only anthropogenic forcing) run by the AOGCMs (warming averaged for 2011 to 2030 compared to 1980 to 1999 is between +0.64°C and +0.69°C, with a range of only 0.05°C). Thus, this warming rate is affected little by different scenario assumptions or different model sensitivities, and is consistent with that observed for the past few decades (see Chapter 3).
Food + Mouth = Survival. Simple math...you'd think. But the task of feeding yourself can seem like Mission: Impossible once you step off the continent. Language, culture and availability make finding animal-free nosh a massive ordeal that can swallow up a whole afternoon of your hard-earned vacation/travel time. And when your blood sugar starts to dip, after a long bus ride or a day traipsing around some ruins, the difficulty and frustration involved in finding vegetarian food can wreck your day.
Instructor's Resource Manual. Section 0.1 1. CHAPTER 0. Preliminaries. 0.1 Concepts Review. 1. rational numbers. 2. dense. 3. If not Q then not P. 4. theorems. CHAPTER 0 0.1 Concepts Review 1. rational numbers Preliminaries 1 ⎡ 2 1 ⎛ 1 1 ⎞⎤ 1 8. − ⎢ − ⎜ − ⎟ ⎥ = − 3 ⎣ 5 2 ⎝ 3 5 ⎠⎦ ⎡ 2 1 ⎛ 5 3 ⎞⎤ 3 ⎢ − ⎜ − ⎟⎥ ⎣ 5 2 ⎝ 15 15 ⎠ ⎦ 2. dense 1 ⎡ 2 1 ⎛ 2 ⎞⎤ 1 ⎡2 1 ⎤ = − ⎢ − ⎜ ⎟⎥ = − ⎢ − ⎥ 3 ⎣ 5 2 ⎝ 15 ⎠ ⎦ 3 ⎣ 5 15 ⎦ 1⎛ 6 1 ⎞ 1⎛ 5 ⎞ 1 =− ⎜ − ⎟=− ⎜ ⎟=− 3 ⎝ 15 15 ⎠ 3 ⎝ 15 ⎠ 9 3. If not Q then not P. 4. theorems 2 Problem Set 0.1 1. 4 − 2(8 − 11) + 6 = 4 − 2(−3) + 6 = 4 + 6 + 6 = 16 2. 3 ⎡ 2 − 4 ( 7 − 12 ) ⎤ = 3[ 2 − 4(−5) ] ⎣ ⎦ = 3[ 2 + 20] = 3(22) = 66 3. –4[5(–3 + 12 – 4) + 2(13 – 7)] = –4[5(5) + 2(6)] = –4[25 + 12] = –4(37) = –148 4. 5 [ −1(7 + 12 − 16) + 4] + 2 = 5 [ −1(3) + 4] + 2 = 5 ( −3 + 4 ) + 2 = 5 (1) + 2 = 5 + 2 = 7 5. 6. 7. 5 1 65 7 58 – = – = 7 13 91 91 91 3 3 1 3 3 1 + − = + − 4 − 7 21 6 −3 21 6 42 6 7 43 =− + − =−
2D Drawing 3D Modeling Hand Sketching Randy H. Shih Oregon Institute of Technology INCLUDES: AUTODESK INVENTOR PART FILES SDC PUBLICATIONS FOR THE VEX Robot Kit www.SDCpublications.com Schroff Development Corporation Tools for Design with VEX Robot Kit: AutoCAD and Autodesk Inventor Chapter 7 Parametric Modeling Fundamentals Using Autodesk® Inventor® Create Simple Extruded Solid Models Understand the Basic Parametric Modeling Procedure Create 2-D Sketches Understand the “Shape before Size” Approach Use the Dynamic Viewing Commands Create and Edit Parametric Dimensions 7-1 7-2 Tools for Design with VEX Robot Kit: AutoCAD and Autodesk Inventor Getting Started with Autodesk Inventor Autodesk Inventor is composed of several application software modules (these modules are called applications), all sharing a common database. In this text, the main concentration is placed on the solid modeling modules used for part design. The general procedures required in creating solid models, engineering drawings, and assemblies are illustrated. How to start Autodesk Inventor depends on the type of workstation and the particular software configuration you are using. With most Windows systems, you may select Autodesk Inventor on the Start menu or select the Autodesk Inventor icon on the desktop. Consult your instructor or technical support personnel if you have difficulty starting the software. The program takes a while to load, so be patient. The tutorials in this text are based on the assumption that you are using Autodesk Inventor’s default settings. If your system has been customized for other uses, contact your technical support personnel to restore the default software configuration. Parametric Modeling Fundamentals Using Autodesk Inventor 7-3 The Screen Layout and Get Started toolbar Once the program is loaded into the memory, the Inventor window appears on the screen with the Get Started toolbar options activated. Note that the Get Started toolbar contains helpful information in regards to using the Inventor software. For example, clicking the What’s New option will bring up the internet browser, which contains the list of new features that are included in this release of Autodesk Inventor.