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UNC Charlotte - ITCS - 3182
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UNC Charlotte - ITCS - 3182
CS 250-01 Introduction to Computer Systems Class Test 3 1:00 pm - 1:50 pm, Wednesday April 23rd, 20034 pages. Do not use additional paper. Attempt all questions in the spaces provided. Do not refer to any materials (or anybody!) 1024 = 210 1 (a)Na
UNC Charlotte - ITCS - 3182
ITCS 3182 Computer Architecture Final8:00 am to 11:00 am Monday, Dec 13th, 2005 Name:. SEVEN pages (but lots of spaces!) Attempt all questions in the spaces provided. Do not use extra paper. Mark/40 CLEARLY SHOW HOW YOU OBAINED YOUR ANSWERS. NO MARK
UNC Charlotte - ITCS - 3182
CS 350-01 Introduction to Computer Organization Final12:00 pm to 2:30 pm Friday, May 7th, 2004. Name:. SEVEN pages (but lots of spaces!) Attempt all questions in the spaces provided. Do not use extra paper. Mark/60 CLEARLY SHOW HOW YOU OBAINED YOUR
UNC Charlotte - ITCS - 3182
CS 250-01 Introduction to Computer Systems Final 3:00 pm - 5:30 pm, Monday May 5th, 20036 pages. Do not use additional paper. Attempt all questions in the spaces provided. Do not refer to any materials (or anybody!)Name: ..Mark/60CALCULATORS NO
UNC Charlotte - ITCS - 4145
ITCS 4/5145 Parallel Programming (Cluster Computing) Test 1 3:30 pm - 4:50 pm, Tuesday September 25th, 2006 Name: .Part I is closed book. Do not refer to any materials for this part. Part II is open book. You may refer to any materials for this part
UNC Charlotte - ITCS - 4145
ITCS 3145 Parallel Programming (Cluster Computing) Test 1 3:30 pm - 4:50 pm, Tuesday September 27th, 2005 Name: .Part I is closed book. Do not refer to any materials for this part. Part II is open book. You may refer to any materials for this part (
UNC Charlotte - ITCS - 4145
CS493-02 Cluster Computing Test 1 2 pm - 2:50 pm, Monday September 29th, 2003 Name: .Part I is closed book. Do not refer to any materials for this part. Part II is open book. You may refer to any materials for this part (but not others in the class)
UNC Charlotte - ITCS - 4145
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UNC Charlotte - ITCS - 4145
CSCI 4/5/8145 Parallel Programming Mid Term Test Thursday March 16th, 2000, 7:30 pm - 8:50 pmTHREE pages. Attempt all questions in the spaces provided. Name: . Use additional paper if necessary. You may refer to the materials provided with this test
UNC Charlotte - ITCS - 4145
Teleclass - Introduction Parallel Programming Test 1 Thursday October 8th, 1998, 8:00 am to 9:20 amTHREE question pages. Attempt all questions in the spaces provided. Name: . Use additional paper if necessary. You may refer to the attached Appendix
UNC Charlotte - ITCS - 4145
ITCS 4145/5145/8145 Sample Class Test 1TWO pages. Attempt all questions in the spaces provided. Name: . Use additional paper if necessary. You may refer to the materials provided with this test. Do not refer to any other materials. Mark/30 Qu. 1 Ans
UNC Charlotte - ITCS - 4145
CS493-02 Cluster Computing Test 3 2 pm - 2:50 pm, Monday November 24th, 2003 Name: .Part I is closed book. Do not refer to any materials for this part. Return Part I to get Part II. Total /30Part IDo not refer to any materials for this part Qu. 1
UNC Charlotte - ITCS - 4145
Teleclass - Introduction Parallel Programming Test 2 Thursday November 17th, 1998, 8:00 am to 9:20 amThree pages. Name: . Attempt all questions in the spaces provided. Use additional paper if necessary. You may refer to the attached Appendix A "Basi
UNC Charlotte - ITCS - 4145
CS 493 Cluster Computing Sample Test 2 50 minutesThree pages. Attempt all questions in the spaces provided. Use additional paper if necessary.Name: .Total Mark/30Part IDo not refer to any other materials. Qu. 1 Answer each of the following bri
UNC Charlotte - ITCS - 4145
ITCS 4145/5145 Parallel Programming Final exam Wednesday Dec 13, 2006, 3:30 pm - 4:45 pm Name: .This test is closed book. Do not refer to any materials.Total /40Answer each of the following questions briefly: 1. According to Amdahl' law, what is
UNC Charlotte - ITCS - 4145
CSCI 3145 Introduction Parallel Programming Final exam Wednesday December 13th, 2000, 12:00 noon to 3:00 pmFOUR pages Attempt all questions in the spaces provided. Name: . Use additional paper if necessary. Do not refer to any materials except that
Minnesota - STAT - 2411
Stat 2411 Statistical MethodsSummer 2007Instructor: Deanna Riley Email: driley@d.umn.eduOffice: SCC 72Phone: 726-7200Web Site: www.d.umn.edu/~drileyClass Times: M-Th 9:30-10:45 A.M. in China 202 Office Hours: M-Th 10:45-noon Text: Modern
Minnesota - MATH - 1024
University of Minnesota Duluth Math 1024 Introduction to Contemporary Mathematics Summer 2008Instructor: Deanna RileyPhone: 726-7200Office: SCC 72 E-mail: driley@d.umn.eduWeb Site: http:/www.d.umn.edu/~driley Class Times: M-Th 9:30 am noon i
Duke - SOC - 141
John Wilson Office: 263 Soc-Psych Bldg Voicemail: 660-5622 E-mail: jwils@soc.duke.edu Sociology 141: Consuming PassionsFall 2003"There are two tragedies in life. One is not to get your heart's desire. The other is to get it." [George Bernard Shaw
Duke - SOC - 132
Professor David Brady Section #4373 MWF 1:10-2:00PM Sociology/Psychology 126 Teaching Assistant: Yunus Kaya Office Hours: Office: Phone: Email:OVERVIEW: Welcome to S370, Research Methods! S132 provides an introduction to the fundamentals of social
Duke - SOC - 147
Soc 147.01 Business in Literature Fall 2002 Dr. Gary Hull SyllabusOffc. Loc.: 240 North Bld. Offc. Hrs.: TTH 2:30-3:30 Phone: 660-5608 Email: gahull@soc.duke.edu Website: www.vem.duke.eduThe image of business presented in serious and in popular l
Duke - SOC - 225
COMPARING STATES AND MARKETS SOCIOLOGY 225F SPRING 2003 Professor David Brady Tuesday 7:00-9:30PM Sociology/Psychology 329 Office Hours: By Appointment Office: Soc/Psych 337 Phone: 660-5760 Email: brady@soc.duke.eduWelcome to Sociology 225F! This c
Duke - SOC - 155
SOCIOLOGY 155 ORGANIZATIONS AND MANAGEMENTSPRING 2002Professor David Brady Section #8300 T/TH 12:40 PM 1:55 PM Griffith Film Theater Teaching Assistant: Kevin Primus Office Hours: Office: 014 Languages Building Phone: 660-5642 Email: primus@duke.
Duke - SOC - 138
Sociology 138: History of Social Thought Midterm Examination March 1, 2000 This examination has three parts. The weight of each part is indicated in parentheses. Time yourself accordingly. Part I (30) Briefly identify and compare three of the followi
Duke - SOC - 145
Gereffi / SHIFTING GOVERNANCE AMERICAN BEHAVIORAL SCIENTISTShifting Governance Structures in Global Commodity Chains,With Special Reference to the InternetGARY GEREFFIDuke UniversityThere are three main drivers of economic globalization in the
Duke - SOC - 145
[ COVERSTORY]The NGO-IndusA new global activism is shaming the world's top companies into enacting codes of conduct and opening their Third World factories for inspection. But before you run a victory lap in your new sweatshop-free sneakers, a
Weber - ED - 1010
1EXPLORING TEACHING EDUC 1010 (3 hours) Spring 2009 Instructor: Dates/Times: Office: Office hours: Office phone: E-mail address: Course website: Kristin Hadley, Ph.D. T/Th 1:00-2:15 McKay Education Building 6 MW 11:00-1:00, other times by appointment
Weber - ED - 1010
ED1010 Final Review The following topics will be covered on the final exam.Governance and Finance Role of the state board of education, district boards of education, and school principals Differences in governance for public schools and charter scho
Weber - ED - 1010
Poverty Emily Booker Ginny Bell Heather Erwin Kim Armstrong Cell Phones Katriina Adair Marisa Bosworth Kristin Morey Marion LockhartSchool Violence Cassidy Pebley Jessica Whitaker Ryan Stevenson Grad. Req/ Dropout Sarah Neilsen Melissa Wayment Cher
Weber - ED - 1010
Exploring Teaching: ED 1010Educational Topic Group Presentation RubricExcellent Content ThoroughTopic explained in detail. Complexity of the issue explored 12 11 10 1 0 Information is accurate 12 11 10 1 0 Content is well organized and easy to fol
Weber - ED - 1010
Do I Want to Be a Teacher?ED 10101Intrinsic Rewards in Teaching Come from within and are personally satisfying for emotional or intellectual reasons Emotional rewards center on working with young people and knowing you're contributing to the w
Weber - ED - 1010
Developing as a ProfessionalED 1010 January 20-22, 20091Beginning Teachers' Beliefs When I begin teaching, I will be a better teacher than most of the teachers now in the field. As I gain experience in teaching, I expect to become more confid
Weber - ED - 1010
1Historical Roots of Education in the United StatesED 1010 February 10 & 12The Colonial Period (1607-1775) Historical, geographical, and demographic differences in the 13 original colonies led to different approaches to education. Religion pl
Weber - ED - 1010
Educational Philosophy: The Intellectual Foundations of American EducationED 1010 February 17 & 19, 20091What is Philosophy? The study of theories of knowledge, truth, existence, and morality Theory: a set of related principles that are ba
Weber - ED - 1010
The Organization of American SchoolsED 1010 February 24 & 26, 20081What Is a School? Schools can be viewed from multiple perspectives and defined in many different ways. Schools can be defined as social institutions whose goals are to promote
Weber - ED - 1010
Governance and Finance: Regulating and Funding SchoolsED 10101Tenth Amendment The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.2
Weber - ED - 1010
Creating Productive Learning EnvironmentsED 1010 March 31& April 2, 20091Characteristics of Productive Learning Environments A focus on learning Effective schools: Academic focusA focus on learners Classrooms as learning communities Perso
Weber - ED - 1010
Effective I nstr uctionED 1010 April 7 & 9, 20091"We t end t o t each t he way we have been t aught , not t he way we have been t aught t o t each. Br eak t he cycle."Peggy Saunder s2Cognitive Learning Theory Principles Lear ning depends o
Weber - ED - 3100
Instructional Planning and Assessment Educ 3100 (3 Credits), Spring 2009Instructor: Dr. Kristin Hadley Office: ED 306, David O. McKay Education Building Phone: 801 6268653 Email: kristinhadley@weber.edu Office Hours: MW 11:001:00, other times b
Weber - ED - 3100
Peer Teaching _ Teacher name Teach one objective from your unit. Include anticipatory set, instructional input, and assessment. Plan on 15 minutes from start to finish.2 Anticipatory set Connects to prior knowledge Captures student
Weber - ED - 3100
ED 3100: Final Exam Study GuideAttached is a partial Teacher Work Sample. Using the information given, answer the following questions. 1. Using the unit overview and lessons, write a Big Idea for the unit.2. In the course disclosure, identify whet
Weber - MED - 6085
NameMeeting with Chair #1Date of Meeting: Chair: Comments about Nature of the Problem:What I need to do:Comments about Literature Review:What I need to do:Comments about Purpose:What I need to do:
Weber - MED - 6085
NameMeeting with Chair #2Date of Meeting: Chair: Comments about Methodology:What I need to do:Comments about Data Analysis:What I need to do:Comments about References:What I need to do:
Weber - MED - 6085
Peer Review CritiqueSelf _ Please rate yourself on the quality of your feedback to the others in your group Excellent Problem Statement Literature Review Purpose Methodology and Data Analysis References Timely Please rate your group members on the q
Weber - MED - 6085
Problem Statement RubricM.Educ 6085 Excellent SignificanceTopic, as described, is clearly important to education or society in general. (3) Follows a logical argument. (3) Clear and understandable, free from bias that might influence results. (6) C
Weber - MED - 6085
Purpose Rubric M.Educ. 6085 Excellent 6 Good 4 Fair 3 Poor 1Introductory paragraph: Does it orient the reader to the current state of knowledge? Specific purpose / research question: Are the purpose, questions, and/or hypothesis clear and concise?
Weber - MED - 6310
Content Instruction in the Elementary School: Mathematics MED 6310 (2 credits), Spring 2009Instructor: Dr. Kristin Hadley Educ 306 6268653 kristinhadley@weber.eduDates/Times: Thursday, 4:007:00 McKay Education building, room 319 Course Descriptio
Weber - MED - 6310
MED 6310 Final Study Guide (no notes, no calculators)There are only seven questions (three have multiple parts) on the final that I created. Then you will redo the assessment that you completed on the first day of class. Topics Add, subtract, mul
Weber - MED - 6310
Student Interview 1: Number Systems and Theory1. Select a student to interview. For the first interview the student should be K-2. 2. Interview the student. Set a friendly tone. Give student time to think deeply about the problems. Provide paper fo
Weber - MED - 6310
Student Interview 3: Multiplication and Division 1. Select a student to interview. For the third interview, the student should be 5th or 6th grade. 2. Interview the student. Set a friendly tone. Give student time to think deeply about the prob
Weber - MED - 6310
Student Interview 4: Geometry and Measurement 1. Select a student to interview. For the first interview the student should be 46 grade. 2. Interview the student. Set a friendly tone. Give student time to think deeply about the problems. Provide
Weber - MED - 6310
Math Lesson Ideas Contributor: Idea 1: Source: Topic: Grade level: Describe: the students' role, the teacher's role, how and why you would use this in the classroom, etc. Idea 2: Source: Topic: Grade level: Describe: the students' role, the teacher's