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Packaging design as a Marketing tool and Desire to ... - Theseus

Ksenia Polyakova Packaging design as a Marketing tool and Desire to purchase, 72 pages, 2 appendices Saimaa University of Applied Science Faculty of Business Administration, Lappeenranta Degree Programme in International Business Bachelor’s Thesis 2013 Instructor: Mr. Riku Hytönen Senior Lecturer, Saimaa University of Applied Sciences The purpose of the study was to examine the consumer perception on different design elements of a milk package and to provide essential information for the companies about the consumer attraction and importance of design attributes from the consumer point of view. The theoretical framework was based on the secondary data (articles and books) and included core concepts of packaging, packaging design, consumer behavior, consumer perception, and consumer attraction. The mixed method was selected for acquiring and analyzing the research results. Quantitative data was collected from 30 questionnaire responses and was analyzed with the computer program Excel. Qualitative data was obtained from two interviews conducted with the companies, Valio Ltd and Tetra Pak Ltd. The results of the study revealed the importance of packaging design in consumer buying behavior. By examining the consumer perception, it was found out that packaging design elements such as graphics, color, and product information play a key role in decision making and ensure consumer’s attention. Based on the findings, it was defined that successful milk packaging design could be created by the cooperation between the consumer and the company. Further research could investigate other product packages’ design elements.

XBugBot - FlowStone
by JonyB 0 Comments favorite 3 Viewed Download 0 Times

This project came about when trying to make a low cost autonomous robot for use in education. The idea being that students would be able to identify with the Xbox controller and enjoy hacking it into something far more interesting! The Concept: This was a concept to make a low cost autonomous programmable robot for education using low cost every day things that the students could identify with – ie. The Xbox Controller. There are of course several existing product in this market most notably the Lego NXT and the Vex Systems. Both of these allow users to build and program autonomous robots, but there are two key differences, 1) On the XBugBot the programming and the processor are not separate! 2) The price! The XBugBot can be build for around 1/10th of the cost of the competing products! The humble Xbox Controller. What is the Xbox controller? Well once connected to the PC it becomes a low cost wireless DAQ (Data Acquisition System), it has several digital inputs (Buttons) and several analogue inputs (Joy Sticks etc.), plus two motor control outputs (Vibration Motors). What can it become? - Meet XBugBot: Hack your Xbox Controller and add a couple of wheels and sensors and you get an XBugBot! How is it Controlled? Using the FlowStone graphical programming language from DSPRobotics: (www.dsprobotics.com ) FlowStone is an awesome teaching tool for science, technology, engineering and mathematics (STEM) as is graphical so students can easily relate and understand it. Also the Xbox Controller is already pre-programmed into FlowStone so you can just use the Xbox Module and start programming your Bot. Programming and Processor:...

Algebra 2/Trigonometry - Regents Exams

The following procedures are to be followed for scoring student answer papers for the Regents Examination in Algebra 2/Trigonometry. More detailed information about scoring is provided in the publication Information Booklet for Scoring the Regents Examinations in Mathematics. Do not attempt to correct the student’s work by making insertions or changes of any kind. In scoring the open-ended questions, use check marks to indicate student errors. If the student’s responses for the multiple-choice questions are being hand scored prior to being scanned, the scorer must be careful not to make any stray marks on the answer sheet that might later interfere with the accuracy of the scanning. Unless otherwise specified, mathematically correct variations in the answers will be allowed. Units need not be given when the wording of the questions allows such omissions. Each student’s answer paper is to be scored by a minimum of three mathematics teachers. No one teacher is to score more than approximately one-third of the open-ended questions on a student’s paper. On the student’s separate answer sheet, for each question, record the number of credits earned and the teacher’s assigned rater/scorer letter. Schools are not permitted to rescore any of the open-ended questions on this exam after each question has been rated once, regardless of the final exam score. Schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Raters should record the student’s scores for all questions and the total raw score on the student’s separate answer sheet. Then the student’s total raw score should be converted to a scale score by using the conversion chart that will be posted on the Department’s web site at: http://www.p12.nysed.gov/apda/ on Tuesday, June 19, 2012.

Algebra 2 and Trigonometry - Forest Hills High School

Algebra 2 and Trigonometry is a new text for a course in intermediate algebra and trigonometry that continues the approach that has made Amsco a leader in presenting mathematics in a modern, integrated manner. Over the last decade, this approach has undergone numerous changes and refinements to keep pace with ever-changing technology. This textbook is the final book in the three-part series in which Amsco parallels the integrated approach to the teaching of high school mathematics promoted by the National Council of Teachers of Mathematics in its Principles and Standards for School Mathematics and mandated by the New York State Board of Regents in the Mathematics Core Curriculum. The text presents a range of materials and explanations that are guidelines for achieving a high level of excellence in their understanding of mathematics. In this book: ✔ The real numbers are reviewed and the understanding of operations with irrational numbers, particularly radicals, is expanded. ✔ The graphing calculator continues to be used as a routine tool in the study of mathematics. Its use enables the student to solve problems that require computation that more realistically reflects the real world. The use of the calculator replaces the need for tables in the study of trigonometry and logarithms. ✔ Coordinate geometry continues to be an integral part of the visualization of algebraic and trigonometric relationships. ✔ Functions represent a unifying concept throughout. The algebraic functions introduced in Integrated Algebra 1 are reviewed, and exponential, logarithmic, and trigonometric functions are presented. ✔ Algebraic skills from Integrated Algebra 1 are maintained, strengthened, and expanded as both a holistic approach to mathematics and as a bridge to advanced studies. ✔ Statistics includes the use of the graphing calculator to reexamine range, quartiles, and interquartile range, to introduce measures of dispersion such as variance and standard deviation, and to determine the curve that best represents a set of bivariate data.

Algebra 2 and Trigonometry - Valley Central School District

Algebra 2 and Trigonometry is a new text for a course in intermediate algebra and trigonometry that continues the approach that has made Amsco a leader in presenting mathematics in a modern, integrated manner. Over the last decade, this approach has undergone numerous changes and refinements to keep pace with ever-changing technology. This textbook is the final book in the three-part series in which Amsco parallels the integrated approach to the teaching of high school mathematics promoted by the National Council of Teachers of Mathematics in its Principles and Standards for School Mathematics and mandated by the New York State Board of Regents in the Mathematics Core Curriculum. The text presents a range of materials and explanations that are guidelines for achieving a high level of excellence in their understanding of mathematics. In this book: ✔ The real numbers are reviewed and the understanding of operations with irrational numbers, particularly radicals, is expanded. ✔ The graphing calculator continues to be used as a routine tool in the study of mathematics. Its use enables the student to solve problems that require computation that more realistically reflects the real world. The use of the calculator replaces the need for tables in the study of trigonometry and logarithms. ✔ Coordinate geometry continues to be an integral part of the visualization of algebraic and trigonometric relationships. ✔ Functions represent a unifying concept throughout. The algebraic functions introduced in Integrated Algebra 1 are reviewed, and exponential, logarithmic, and trigonometric functions are presented. ✔ Algebraic skills from Integrated Algebra 1 are maintained, strengthened, and expanded as both a holistic approach to mathematics and as a bridge to advanced studies. ✔ Statistics includes the use of the graphing calculator to reexamine range, quartiles, and interquartile range, to introduce measures of dispersion such as variance and standard deviation, and to determine the curve that best represents a set of bivariate data.

Rhode Island College
by klinsy 0 Comments favorite 28 Viewed Download 0 Times

Jeanne A. Boichat Eligibility Technician 600 Mt. Pleasant Avenue Providence, RI 02908-1991 (401) 456-8212 jboichat@ric.edu www.ric.edu 2007-2009 CATALOG Bachelor of Arts African/Afro-American Studies Anthropology Art-Studio (Ceramics, Graphic Design, Metalsmithing and Jewelry, Painting, Photography, Printmaking, Sculpture) Art History Biology Chemistry Communications (Graphic Communications, Public and Professional Communication, Public Relations, Speech and Hearing Sciences, Mass Media Communications Computer Science Dance Performance Economics Elementary Education w/ content majors (English, French, General Science, Geography, History, Mathematics, Political Science, Social Studies, Spanish, Theatre) Elementary Education w/ majors (Biology, Chemistry, Economics, Physics) English Film Studies French Geography History Justice Studies (Criminal Justice, Justice and Society) Labor Studies Latin American Studies Mathematics Music Philosophy Physics Political Science Political Science (Public Administration) Psychology Secondary Education (Anthropology, Biology, Chemistry, English, French, General Science, Geography, History, Mathematics, Physics, Political Science, Social Science, Sociology, Spanish) Sociology Spanish Spanish (Latin American Studies) “NEW” Theatre (Design/Technical, General Theatre, Musical Theatre, Performance) Women’s Studies Bachelor of Fine Arts Art Studio (Painting / Printmaking, Photography / Graphic Design, Sculpture / Ceramics / Metalsmithing and Jewelry) Bachelor of General Studies Bachelor of Music in Performance Bachelor of Social Work Bachelor of Science Accounting Art Education Chemical Dependency/Addiction Studies Chemistry Clinical Laboratory Science Computer Information Systems Computer Science

Sample Resume - High School - No Work ... - Office on Youth

Education Arlington High School, Arlington, Virginia 2002 - 2006 Experience Pet Sitter 2004 - Present • Provide pet sitting services including dog walking, feeding and yard care. Child Care 2002 - Present • Provide child care for several families after school, weekends and during school vacations. Achievements • National Honor Society: 2004, 2005, 2006 • Academic Honor Roll: 2002 - 2006 Volunteer Experience • Big Brother / Big Sisters • Arlington Literacy Program • Run for Life Interests / Activities • Member of Arlington High School Tennis Team • Girl Scout • Piano Computer Skills • Proficient with Microsoft Word, Excel, and PowerPoint, and Internet 1 Sample Teen Resume First Last Name Street Address, City, State, Zip Phone (Cell/Home) Email Address Objective: To obtain knowledge of the day-to-day work of a business through a part time job, summer internship and/or job shadowing experience. Education: Main St. High School, Philadelphia, PA Selected Courses: Early Childhood Development (2005) - Freshman Year Urban Education (2006) - Sophomore Year Urban Education - Psychology (2006-07) - Junior Year Urban Education - Instructional Internship (2007-08) - Senior Year Dance and Art Electives Activities:     Modeling Club (2005) MSHS JROTC Drill Team (2005) MSHS Drama Club (2005) MSHS Cheerleading (2005-2008) MSHS Volunteer Work and Job History: McDonald's Fast Food Restaurant (2007) Philadelphia, PA Boutique, summer (2007) Philadelphia, PA Beacon Program, summer (2006) Philadelphia, PA Convenient Store, summer (2006) Philadelphia, PA Skills and Languages:     Spanish - Beginners level French - Beginners level Communication skills Experience in child caring - intermediate 2 Sample Resume - High School FirstName LastName 6 Pine Street, Arlington, VA 12333 home: 555.555.5555 cell: 566.486.2222 email: phjones@vacapp.com Education Arlington High School, Arlington, Virginia 2002 – 2006

Sample Resume # 1 - Ramapo College of New Jersey

To obtain a position as a legislative assistant SUMMARY OF QUALIFICATIONS Intelligent, motivated, and personable individual seeks a full-time career opportunity that utilizes extensive academic and pre-professional experience while employing excellent research, writing, and presentation skills. EDUCATION Ramapo College of New Jersey, Mahwah, New Jersey Candidate for Bachelor of Arts degree, May 2009 Major: Political Science GPA 3.7/ 4.0 HONORS AND AWARDS Ramapo College Dean’s List, Academic Excellence, Spring 2007- present Omicron Delta Kappa Honor Society, Leadership Honors, May 5, 2008 Francis J. Dwyer Memorial Scholarship, Academic Excellence/Community Service, April 24, 2007 RELEVANT COURSEWORK Senior Seminar: Election Year Business & Society Political Science Seminar Public Policy Critical Thinking State & Local Government ASSOCIATED RESEARCH PROJECTS “Political Chess: Nationalizing the District Method as the Standard for the Electoral College” 2008 “Enemies of State: A European Political Spectrum from the French Revolution to Nazi Germany” 2007 COMPUTER SKILLS Proficient in Microsoft Windows, Word, Excel, PowerPoint, and Internet; Experienced with IBM PCs RELATED EXPERIENCE Office of State Senator Joseph Kyrillos, Jr., Middletown, New Jersey Legislative Intern April 2008-present • Advise constituent callers on governmental services and political issues • Implement a computer-based library information system • Expedite recognition letter for high school graduates within the district OTHER WORK EXPERIENCE Trivett’s Sunoco, Atlantic Highlands, New Jersey Service Station Manager June 2006-September 2007 • Supervised daily operations of automotive service station and provided customer service • Maintained up-to-date records of all customer repair orders, billed services, and inventory prices • Scheduled automotive service repair appointments and performed mechanical services VOLUNTEER SERVICE Atlantic Highlands Fire Department, Atlantic Highlands, New Jersey Volunteer Firefighter September 2007-present • Provide fire protection for residents and their property • Special Certifications: Haz-Mat First Responder; WMD Emergency De-con • Top 10 Call Club Award (Ranked #5 for total alarm calls responded to in 2007), ...

Scholarship Information and Application - College of Staten Island

College of Staten Island scholarships are awarded to students in recognition of both academic excellence and College and community service. Scholarships are offered through the generosity of the College of Staten Island, the CSI Foundation, and the many College academic departments and associations. Memorial scholarships, honoring individuals and organizations who value higher education, are also offered. Eligibility requirements are explained below. Macaulay Honors College students are NOT ELIGIBLE to apply for a CSI Scholarship. However, other scholarship opportunities may be available. CSI Scholarships are nonrenewable. Students must re-apply every year, unless otherwise stated in the contract. Students must be in good standing with the College to be eligible for application. Students attending CSI for more than four years are not eligible for a scholarship, nor will scholarships be awarded to students seeking a second Baccalaureate degree from CSI. Current Students • Complete the enclosed application and provide all supporting documentation, including a résumé • Maintain a cumulative GPA of 3.25 (with some exceptions) • Register for and successfully complete 12 or more credits for the fall term and spring term • Document school and/or community service as part of completed application Transfer Students • Complete the enclosed application and provide all supporting documentation, including an official copy of your transcript and a résumé • Transfer a minimum of 28 credits from previous college(s) • Maintain a minimum cumulative transfer GPA of 3.25 (with some exceptions) • Pass the three CUNY Assessment Tests in reading, writing, and mathematics

Operational Diagrams of Radio Transmitters & Receivers

The purpose of these diagrams is to graphically explain the overall operation of AM, PM, and FM communications systems using very little mathematics. This explanation is accomplished by tracing a simple sinusoidal signal through all stages of each system. Although students who are "mathematically challenged" will find these diagrams very helpful, most students who are beginning the study of electrical communications systems can benefit from these same diagrams. More advanced courses can also use these diagrams as a basis on which to organize and present abstract mathematics. ● S  tudents: M. B. Suranga Perera, Nikolay Ostrovskiy and Johnny Lam. They produced the professional graphics in these vector art diagrams and created the pages. To pay these students, the following persons or organizations at NYCCT generously offered financial advice or funds: The unique features of these diagrams are the following: presenting the signal in both the time domain and frequency domain together at each stage of the communication process ● using a color code to show the distribution of information in the signals in both the time domain and frequency domain simultaneously. ● Former Dean Phyllis Sperling of the School of Technology & Design ● ● Former Dean Annette Schaefer of the School of Arts and Sciences ● Professor  Joseph Rosen, head of the Freshman Year Program at NYCCT and current acting Dean of the School of Liberal Arts and Sciences The history of preparing this booklet is a long one. Before beginning the arduous work of producing these diagrams, we inspected about 70 standard textbooks on electrical communications to determine whether we could save ourselves a lot of effort by simply using their diagrams; but none of those books contained the above simultaneous diagrams. Some of the basic ideas underlying these diagrams were presented by us in 2001 at a conference of FIE (Frontiers In Education) in Reno, Nevada. Completion of this booklet took about three more years of devoted labor, research, and collaboration. Ms. Jewel Escobar, Executive Director of NYCCT Foundation

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