tag:blogger.com,1999:blog-11956006477968224732024-03-12T18:33:49.151-07:00top gre words listTop gre words list blog is great resource for cracking verbal by providing more than 10000 sentences and synonyms example from websites like news and articles
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And A Handful of math papersMohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.comBlogger60125tag:blogger.com,1999:blog-1195600647796822473.post-43721284915330032272012-11-05T04:55:00.002-08:002012-11-05T04:55:22.552-08:00<div dir="ltr" style="text-align: left;" trbidi="on">
<b><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Cosmovisión humorística Evaluación</span></b><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Alumno:</span></div>
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Indicá v o f y fundamentá las falsas (3 p.):</div>
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<b style="font-size: x-large;"> </b> ( ) Quevedo escribía poesías oscuras , destinadas a la gente culta .</div>
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( ) El conceptismo es una escuela barroca que se ocupa de elaborar una poesía de contenido sencillo pero de expresión complicada.</div>
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( )Góngora, consideraba que la lectura de poesía debía implicar esfuerzo y trabajo .</div>
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( ) Los temas más comunes de la poesía barroca fueron el tema del amor que pasa inexorablemente y el del tiempo, entre otros .</div>
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( ) Góngora criticó la oscuridad y la complejidad de las poesías de Quevedo .</div>
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( ) Quevedo fue un poeta ingenioso pero no oscuro .</div>
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<b><span style="font-family: Trebuchet MS, sans-serif; font-size: large;">Subrayá la opción correcta: (3 p )</span></b></div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>El siguiente texto tiene:</div>
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1. rima consonante y versos de arte mayor</div>
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2. rima consonante y asonante y versos de arte menor</div>
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3. rima consonante y libre y versos de arte mayor y menor</div>
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4. ninguna es correcta</div>
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<b>TRES COSAS</b></div>
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Tres cosas me tienen preso</div>
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de amores el corazón,</div>
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la bella Inés, el jamón,</div>
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y berenjenas con queso.</div>
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Esta Inés, amantes, es</div>
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quien tuvo en mí tal poder,</div>
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que me hizo aborrecer</div>
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todo lo que no era Inés.</div>
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Trájome un año sin seso,</div>
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hasta que en una ocasión</div>
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me dio a merendar jamón</div>
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y berenjenas con queso.</div>
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(…) Baltasar de Alcázar</div>
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<b>El texto “Tres cosas” es:</b></div>
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irónico</div>
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satírico</div>
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paródico</div>
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todas son correctas</div>
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ninguna es correcta</div>
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<b>Son características del Barroco:</b></div>
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la idea de desorden y desequilibrio</div>
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la idea de lucha de contrarios</div>
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la idea de armonía y equilibrio</div>
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ninguna es correcta</div>
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todas son correctas</div>
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<b>·<span class="Apple-tab-span" style="white-space: pre;"> </span>Respondé en forma completa . ( 4p)</b></div>
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¿ Cuál es el motivo por el que trasciende el personaje de Quijote?</div>
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¿Qué clases sociales se encontraban en la época de Felipe III y qué características tenían?</div>
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¿De qué manera se manifiestan en los personajes del Quijote las características barrocas?</div>
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Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com2tag:blogger.com,1999:blog-1195600647796822473.post-26646048636364670402010-12-28T11:15:00.000-08:002010-12-28T11:15:02.224-08:00Assignment on cell , plants and Drosophila<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><b>Assignment # 7 Chapter 11</b></span><br />
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<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Write the answers on paper. (10 pts each numbered question)</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">1. Give three genes responsible for cell differentiation in plants. Specify the function(s) of each gene</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">2. Describe the following plant cell communications</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>a) through cell walls</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"> b)through receptors or ligands</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">3. What is the importance of polar auxin transport in plants?</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">4. Describe the roles of the following hormones in plant development (not growth):</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>a) abscisic acid</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"> b) gibberellins</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"> c) brassinosteroids</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"> d) ethylene</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"> e) cytokinnins</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">5. Describe the mechanism by which the following function in plants:</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>a) phytochromes</span></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"> b) cryptochromes</span></div><br />
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<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Assignment 9. Chapter 15. Developmental Regulatory Networks<span class="Apple-style-span" style="font-weight: normal;"> 1</span></span></b></div><div style="font-size: medium; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><br />
</span></b></div><div style="font-size: medium; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">10 pts each.</span></b></div><div style="font-size: medium; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">How are nonequivalent cells in early development generated? What causes it?</span></b></div><div style="font-size: medium; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">What causes asymmetric division in the early C. elegans embryo? Describe the roles of each</span></b></div><div style="font-size: medium; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><br />
</span></b></div><div style="font-size: medium; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">What causes the asymmetric division in the embryonic ectoderm of Drosophila?</span></b></div><div style="font-size: medium; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">What are the genes involved in establishing the segments in Drosophila? State how they interact with each other.</span></b></div><div style="font-size: medium; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><br />
</span></b></div><div style="font-size: medium; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">What are the roles of homeotic genes in Drosophila.</span></b></div><div style="font-size: medium; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Describe the cellular interactions in patterning the wing of Drosophila.</span></b></div><div><b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;"><br />
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<b><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Chapter 3. Amniote development</span></b><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">1. What is common in development of reptiles, birds and mammals? (3pts)</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"> 2. Describe the changes of the ovulated egg as it passes through to each of the following regions of the bird’s reproductive tract: (12 pts)</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">a. infundibulum</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">b. magnum</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">c. isthmus</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">d. uterus</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">3. What are the layers of the bird blastodiscs? How is hypoblast formed? (5pts)</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">4. What are the adaptations in bird egg which make it adapted for development in terrestrial habitat? ( 3 pts)</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">5. What is delamination? (3pts)</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">6. Compare and contrast the early development of birds and mammals by presenting them in the tabular form as below: (20 pts)</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">7. What are the mammalian adaptations for the fertilized egg to survive in the mother’s body. (5 pts)</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: large;">Assignment # 6 Chapter 10. Reproduction in Plants</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Write the answers on a sheet of paper</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">1. Where is id (indeterminate) gene in maize expressed? What is its role in flowering? (5 pts)</span><br />
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</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">2. What are the genes responsible for switching from IM (inflorescence meristem) to floral meristem? Give the specific function(s) of each. (5 pts)</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">3. Describe the expression of floral identity genes designated as ABC genes during flower development. 5 pts</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">4. Plants alternate between diploid and haploid generations. What are these generations? 5pts</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">5. What do we call the female gametophyte? Describe its components. 5pts</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">6. What is the male gametophyte? Describe its components. 5pts</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">7. Differentiate sexual development with apomixis. What is the disadvantage of apomictic development? 5pts</span><br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">10. What are some genes expressed in the embryo for shoot meristem development? Give the function of each. 5pts</span><br />
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</span>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-70960947280529699392010-09-24T10:01:00.000-07:002010-09-24T10:01:11.706-07:00Saving internet bookmarks on Yahoo messenger<span style="font-size: large;"><span style="font-family: Georgia,"Times New Roman",serif;">Saving internet bookmarks on yahoo messenger </span></span><br />
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As a frequent user of yahoo messenger I found there is space in my friends profiles to save data about 24 lines on Each profile which sufficient to save things like notes , important websites I use them frequenly or saving info about them like work , contact details , birthdays etc<br />
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I used yahoo and google bookmarks which needs the one to log in to his gmail or yahoo mail to access them , while I found it is much easier and flexible to have them saved on yahoo messenger .<br />
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So I decided to save all my bookmarks on my yahoo messenger To do so I designated some of the contacts for this purpose by adding new contacts . And to make locating the urls easier I prefixed certain repeated letters like xxx or ttt or aaa , to the contacts to make finding them easier in contacts list<br />
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To show you a case how to do this<br />
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First :<br />
In the contacts menu There is an item<br />
Add Address book contact As shown below<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgg4WBvCdfSLZu6tiIRc7TbPXSdbAx9kG4TMAU-LGlqLiDbWwR0q0C2jP0j_3YqzSQV1srgxXNqKCNBOQIEOrXM-7K8Uon-3Ld6c2rXw8iovW2IY1-9xZEVEkdeFP4_11Mk70AXwymNh99L/s1600/Search+Engines.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgg4WBvCdfSLZu6tiIRc7TbPXSdbAx9kG4TMAU-LGlqLiDbWwR0q0C2jP0j_3YqzSQV1srgxXNqKCNBOQIEOrXM-7K8Uon-3Ld6c2rXw8iovW2IY1-9xZEVEkdeFP4_11Mk70AXwymNh99L/s320/Search+Engines.JPG" width="277" /></a></div><br />
Between the two Green lines . or you Can use Add contacts I prefered adding an Address book contact since you have only1000 contacts in yahoo messenger and also there would a person who have yahoo id same as the contact you want to add which causes embarressments. So name the new Address book contact as TTT_search_engines<br />
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Second :<br />
Now we want add entries to the book marks<br />
Since Additional menu in the contacts details does not have much space we left it and may use when other entries are full and we use it for short stuff <br />
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So We go to Home and starts Adding adding enties in the home as shown in the photo below<br />
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<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIXm2mRKvV8MVhMrcDiKxVOXXv8WrmKIboZ42T6Y6KHrjCIy1Oc6m9OWtUG8_Gb7eZ8eRtFACcAM041rAFwRX3ZtbS_d3OzTymZhVfdbz1Hqcb_2FGeyl3A_Vofzex9SQ8-iW9q_Ab-KEr/s1600/list.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIXm2mRKvV8MVhMrcDiKxVOXXv8WrmKIboZ42T6Y6KHrjCIy1Oc6m9OWtUG8_Gb7eZ8eRtFACcAM041rAFwRX3ZtbS_d3OzTymZhVfdbz1Hqcb_2FGeyl3A_Vofzex9SQ8-iW9q_Ab-KEr/s320/list.JPG" width="320" /></a></div> As you see we used Home address and we added items like google lycos.com yahoo.com msn .bing.com ,wikipedia and guruji.com which an indian Search engine .<br />
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After filling most of the available space we move to work and fill the available space in the company and work address and after that we move to notes which has about 10 lines of space which i put some of the video tutorials<br />
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like <br />
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http://www.youtube.com/watch?v=YhMwwfCtdW0<br />
http://www.youtube.com/watch?v=x2V4invWWs4 Which i saw them in youtube and you can put other notes in the rest of the lines<br />
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As shown here<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYdC3aiiwh1mz4Do0KdqFwqaIQPo8i0NXBIRBZr_tnmAEBaUcFk9wWmuXQDPGVg4gk1Ngt6ARQevu_i9d5IL5wO-ioGW8VLEvG2k8QzFJ4KbE3Q67TEfOXVT11brYT3AceDU8Yal4usifs/s1600/Video+and++youtupe+tutorials.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="295" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYdC3aiiwh1mz4Do0KdqFwqaIQPo8i0NXBIRBZr_tnmAEBaUcFk9wWmuXQDPGVg4gk1Ngt6ARQevu_i9d5IL5wO-ioGW8VLEvG2k8QzFJ4KbE3Q67TEfOXVT11brYT3AceDU8Yal4usifs/s320/Video+and++youtupe+tutorials.JPG" width="320" /></a></div><br />
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As I you notices you can save between 20 and 30 internet bookmarks on yahoo messenger with much ease than saving them on google or yahoo bookmarks <br />
I like this way because when I,am online and my yahoo messenger is open there is no need to go yahoo or google and search for bookmarks.<br />
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In future versions I hope that I would be able to save whole paragraphs on yahoo messenger maybe in version 11 there will be more space for notes and more bookmark items.<br />
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As you try to save important pics on flickr urls important English language websites , c++ , java French language or other things<br />
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You can get access to your website bookmarks either from yahoo messenger or from yahoo mail and then go to contacts and search for TTT <br />
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I hope that I gave you practical solution for saving internet bookmarks better than yahoo and google and other social bookmarking sites<br />
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<div class="separator" style="clear: both; text-align: center;"></div>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com1tag:blogger.com,1999:blog-1195600647796822473.post-72494025156592176542010-08-28T01:07:00.000-07:002010-08-28T01:07:56.173-07:00travel at Disneyland Paris letterDear Nilo ,<br />
<br />
I am very exciting with your idea of travel at Disneyland Paris, but I have dubs of some details.<br />
Firstly, when do you prefer travel? I don_ any problem with the date.<br />
Secondly, do you want to ask Simone, if she could go? I_ sure that she will really enjoy it and would be cheaper for us.<br />
Finally, I ask you, if we can pay with your credit card because a booking by telephone only is accepted if we pay with credit card.<br />
I wait your answer.<br />
All the best,<br />
Danni<br />
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<br />
Another letter<br />
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Dear Andrew,<br />
I really am looking forward from hearing you soon.<br />
Best wishes,<br />
XavierMohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-68707248837373286822010-08-27T12:46:00.000-07:002010-08-27T12:46:37.311-07:00HELP! THE WORLD IS DYING AND EVERYBODY IS THE KILLERHELP! THE WORLD IS DYING AND EVERYBODY IS THE KILLER‘<br />
We live in a comfortable house, in a beautiful town or city, but something horrible is happening: the Planet Earth is ill, it is dying of… Pollution and You and I are guilt. What can we do? A lot of things, something essential is begin for our own town: you can promote the recycling of bottles and paper, of this manner, you are going to contribute to produce less rubbish, to refer it, I want to tell you that you must not throw away to river your rubbish, you are going to kill the fishes. If you need to travel in car, please! Use fuel less lead, if you do not it, you walking or go to in bicycle, you will do an excellent exercise, too. As far as I am concerned, use aerosols which do not injure the ozone layer. You make your town or city a place more pleasure to live, you decide the way.Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-76665012144055559242010-05-30T12:59:00.000-07:002010-05-30T12:59:06.308-07:00Evaluation of Course Content of Course ClustersEvaluation of Course Content of Course Clusters<br />
<br />
<div style="margin: 0pt;"><br />
</div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">1. Review the </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">lecture </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">course content of thel</span></b></span> <span><b><span style="font-size: small;">isted subjects</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> assigned to you</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">2. </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> Determine if each subject complies</span></b></span><span><b><span style="font-size: small;"> the mini</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">mum competency standards.</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">3. Identify what contents are over and above the minimum requirements</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">.</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">3. Look for redundancy </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">or overlap </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">of topics among the cluster</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">ed </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">subjects.</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">4. Give your evaluation, </span></b></span> <span style="font-family: 'times new roman';"><b><span style="font-size: small;">comment</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">s </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">, and suggestions </span></b></span><span><b><span style="font-size: small;">by</span></b></span><span><b><span style="font-size: small;"> fillin</span></b></span><span><b><span style="font-size: small;">g </span></b></span><span><b><span style="font-size: small;">–in </span></b></span><span><b><span style="font-size: small;"> Table 1.</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">5. Give a 3-minute oral report</span></b></span><span><b><span style="font-size: small;"> of your assessment.</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">6. Su</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">b</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">mit the </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> filled –up Table 1 </span></b></span></div><div style="margin: 0pt;"><br />
</div><div style="margin: 0pt;"><br />
</div><div style="margin: 0pt; text-align: center;"><span><b><span style="font-size: small;">SPECIFIC ASSIGNMENTS:</span></b></span></div><table cellpadding="0" cellspacing="0" class="zeroBorder" height="631" style="margin-left: 0pt; width: 717px;"><tbody>
<tr style="height: 18.4pt;"><td style="vertical-align: top; width: 54.95pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">CLUSTER</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">SUBJECTS</span></b></span><span style="font-family: 'times new roman';"><b><sup><span style="font-size: xx-small;">*</span></sup></b></span></div></td><td style="vertical-align: top; width: 88.8pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">IN-CHARGE</span></b></span><span style="font-family: 'times new roman';"><b><sup><span style="font-size: xx-small;">+</span></sup></b></span></div></td><td style="vertical-align: top; width: 15.1pt;"><div style="margin: 0pt; text-align: center;"><br />
</div></td><td style="vertical-align: top; width: 55.75pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">CLUSTER</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">SUBJECTS</span></b></span></div></td><td style="vertical-align: top; width: 91.35pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">IN-CHARGE</span></b></span></div></td></tr>
<tr><td style="vertical-align: top; width: 54.95pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">1</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 50 Gen Biology</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 51 Gen Botany</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 52 Plant Physiol</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 55 Gen Biology</span></b></span></div></td><td style="vertical-align: top; width: 88.8pt;"><div style="margin: 0pt;"><br />
</div></td><td style="vertical-align: top; width: 15.1pt;"><div style="margin: 0pt;"><br />
</div></td><td style="vertical-align: top; width: 55.75pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">6</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 4 Invertebrates</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 34 Systematics</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 58 Entomology</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 10 </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Anim</span></b></span><b> </b><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Parasit</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">ology</span></b></span></div><div style="margin: 0pt;"><br />
</div></td><td style="vertical-align: top; width: 91.35pt;"><div style="margin: 0pt;"><br />
</div></td></tr>
<tr><td style="vertical-align: top; width: 54.95pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">2</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 17 Cell & Mol. </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Biol</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 31</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> Fund. </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">of Bio 1</span></b></span></div><div style="margin: 0pt;"><span><b><span style="font-size: small;">Bio32</span></b></span><span><b><span style="font-size: small;"> Fund. </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">of Bio 2</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 012 AnimPhysio</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 28</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> Dev. Biol</span></b></span></div></td><td style="vertical-align: top; width: 88.8pt;"><div style="margin: 0pt;"><br />
</div></td><td style="vertical-align: top; width: 15.1pt;"><div style="margin: 0pt;"><br />
</div></td><td style="vertical-align: top; width: 55.75pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">7</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 5 Comp Anatomy</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 12</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> Anim Physiol</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 11 Anim Histology</span></b></span></div><div style="margin: 0pt;"><br />
</div></td><td style="vertical-align: top; width: 91.35pt;"><div style="margin: 0pt;"><br />
</div></td></tr>
<tr><td style="vertical-align: top; width: 54.95pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">3</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 13 Phycology</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 14 Planktonology</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 33 Plant Morpho</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 52 Plant Physiol</span></b></span></div></td><td style="vertical-align: top; width: 88.8pt;"><div style="margin: 0pt;"><br />
</div></td><td style="vertical-align: top; width: 15.1pt;"><div style="margin: 0pt;"><br />
</div></td><td style="vertical-align: top; width: 55.75pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">8</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Biol 17 Cell & Mol</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">. </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Biol</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 10 Anim Parasitol</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 22 Microbiology</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 39 Genetics</span></b></span></div></td><td style="vertical-align: top; width: 91.35pt;"><div style="margin: 0pt;"><br />
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<tr><td style="vertical-align: top; width: 54.95pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">4</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 6 Gen Ecology</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 19 Evolution</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 23 Limnology</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 28</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> Dev. Biol</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 39 Genetics</span></b></span></div></td><td style="vertical-align: top; width: 88.8pt;"><div style="margin: 0pt;"><br />
</div></td><td style="vertical-align: top; width: 15.1pt;"><div style="margin: 0pt;"><br />
</div></td><td style="vertical-align: top; width: 55.75pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">9</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 15 </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Ichthyology</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 21 Aquaculture</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 18 Coast</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> Res </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Mngt</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 27 Envi</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">. </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> Science</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Ocean 1</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Ocean 2</span></b></span></div></td><td style="vertical-align: top; width: 91.35pt;"><div style="margin: 0pt;"><br />
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<tr><td style="vertical-align: top; width: 54.95pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">5</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 7 Mar Ecology</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 19 Evolution</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 35 Fund. of Mar</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">ine </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">logy</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 39 Genetics</span></b></span></div><div style="margin: 0pt;"><br />
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</div></td><td style="vertical-align: top; width: 55.75pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">10</span></b></span></div></td><td style="vertical-align: top; width: 115.9pt;"><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">NS 1 Earth Science</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">NS2 Biological Science</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">Bio 16 Gen Biology</span></b></span></div></td><td style="vertical-align: top; width: 91.35pt;"><div style="margin: 0pt;"><br />
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</tbody></table><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">*Basis of cluster: o</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">rder in the curriculum; Course P</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">rogram</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">; some similarities or possible overlap of topics</span></b></span></div><div style="margin: 0pt;"><span style="font-family: 'times new roman';"><b><span style="font-size: small;">+Basis of assignment: </span></b></span> <span style="font-family: 'times new roman';"><b><span style="font-size: small;">expertise and/or</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> teaching </span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;">experience</span></b></span><span style="font-family: 'times new roman';"><b><span style="font-size: small;"> in one or two of the clustered subjects</span></b></span></div><div style="margin: 0pt;"><br />
</div><div style="margin: 0pt;"><span style="font-family: 'Times New Roman';"><span style="font-size: small;">Cluster No. ____________ </span></span></div><div style="margin: 0pt;"><span style="font-family: 'Times New Roman';"><span style="font-size: small;">Members: _______________________</span></span></div><div style="margin: 0pt;"><span style="font-family: 'Times New Roman';"><span style="font-size: small;"> _______________________</span></span></div><div style="margin: 0pt; text-align: center;"><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">Table 1.</span></b></span><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;"> Assessment</span></b></span><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;"> of lecture topics of each </span></b></span><span><b><span style="font-size: small;">subject</span></b></span><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;"> and the cluster</span></b></span></div><table cellpadding="0" cellspacing="0" class="zeroBorder" style="margin-left: 0pt;"><tbody>
<tr><td style="vertical-align: top; width: 136.8pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">SUBJECTS</span></b></span></div></td><td style="vertical-align: top; width: 136.8pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">CHED</span></b></span><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;"> MINIMUM COMPETENCY STANDARDS MET</span></b></span></div><div style="margin: 0pt; text-align: center;"><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">(YES or NO)</span></b></span></div></td><td style="vertical-align: top; width: 136.8pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">OVER AND ABOVE MINIMUM REQUIREMENT</span></b></span></div><div style="margin: 0pt; text-align: center;"><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">(Please specify)</span></b></span></div></td><td style="vertical-align: top; width: 136.8pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">ANY REDUNDANCY OR OVERLAP OF TOPICS</span></b></span></div><div style="margin: 0pt; text-align: center;"><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">(If there are,</span></b></span> <span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">please specify)</span></b></span></div></td><td style="vertical-align: top; width: 136.8pt;"><div style="margin: 0pt; text-align: center;"><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">SUGGESTION FOR IMPROVEMENT OF COURSE OUTLINE</span></b></span><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;"> </span></b></span></div><div style="margin: 0pt; text-align: center;"><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">(consider the time, scope and </span></b></span><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">student –</span></b></span><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;">centered</span></b></span><span style="font-family: 'Times New Roman';"><b><span style="font-size: small;"> approach)</span></b></span></div></td></tr>
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</div>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com2tag:blogger.com,1999:blog-1195600647796822473.post-22728462007168149232010-02-12T13:29:00.000-08:002010-02-12T13:56:41.522-08:00ESCUELA TÉCNICA SUPERIOR DE INGENIEROS INDUSTRIALES<span style="font-weight: bold; color: rgb(51, 51, 153);font-size:130%;" >ESCUELA TÉCNICA SUPERIO</span><span style="font-weight: bold; color: rgb(51, 51, 153);font-size:130%;" >R DE INGENIEROS INDUSTRIALES</span><br /><br /><span style="color: rgb(0, 0, 0);font-size:130%;" ><span style="font-size:100%;"> Álgebra, 29/Enero/2009</span></span><br /><br /><span style="color: rgb(0, 0, 0);font-size:100%;" ><span style="color: rgb(51, 51, 51);"> Seleccione, marcando con una <span style="font-weight: bold; font-style: italic;">X </span>la respuesta correcta:</span></span><span style="font-weight: bold; color: rgb(0, 0, 0);font-size:130%;" ><br /></span><span style="color: rgb(0, 0, 0);font-size:100%;" >1.- Sean A, B y C tres conjuntos no disjuntos y no vacíos y sea la<br />familia de partes:</span><br /><span style="color: rgb(0, 0, 0);font-size:100%;" ><br /></span><a style="color: rgb(0, 0, 0);" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggrGCaCL6iYsRW0Dhq8oGGx0AfRq_qU0inoV1tMac38OEdXduhpB2f8EpEzqCEN54WGsB3A92mdF9jddfiUcTmnrbL7WTa8tUded3fegfF-2lTCycIy-Y7tllvLhlkuMX5XJiv8hdw5zDN/s1600-h/marcando++tres+conjuntos+no.GIF"><img style="cursor: pointer; width: 320px; height: 39px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggrGCaCL6iYsRW0Dhq8oGGx0AfRq_qU0inoV1tMac38OEdXduhpB2f8EpEzqCEN54WGsB3A92mdF9jddfiUcTmnrbL7WTa8tUded3fegfF-2lTCycIy-Y7tllvLhlkuMX5XJiv8hdw5zDN/s320/marcando++tres+conjuntos+no.GIF" alt="" id="BLOGGER_PHOTO_ID_5437473306505366834" border="0" /></a><br /><br /><span style="color: rgb(0, 0, 0);font-size:100%;" >Entonces:<br /></span><br /><span style="color: rgb(0, 0, 0);font-size:100%;" >a) F es un recubrimiento de I .</span><br /><span style="color: rgb(0, 0, 0);font-size:100%;" >b) F es una partición de I .<br />c) Las dos anteriores son ciertas.</span><br /><span style="color: rgb(0, 0, 0);font-size:100%;" >d) Ninguna de las anteriores es cierta.</span><br /><br /><span style="color: rgb(51, 51, 153);font-size:100%;" ><span style="color: rgb(0, 0, 0);">2.- Se establece en el conjunto de los números reales </span><span style="font-weight: bold; color: rgb(0, 0, 0);">R </span><span style="color: rgb(0, 0, 0);">dos aplicaciones dadas por:</span><br /></span><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjs6kz_747_sy-EHFbvjpyWvQoFy6aiIsMwk3rR5cJkfebDDLr-K4As16YuVFX_zr7k_yTosdiLZNYtowxTBh7UsTLC5aahSVF-SR4g2e4XLHYXcsx9mV1kRFqyhhEUpTcl6-wpQ5C7l-If/s1600-h/Entonces++establece++conjunto+de+los+n%C3%BAmeros.GIF"><img style="cursor: pointer; width: 320px; height: 82px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjs6kz_747_sy-EHFbvjpyWvQoFy6aiIsMwk3rR5cJkfebDDLr-K4As16YuVFX_zr7k_yTosdiLZNYtowxTBh7UsTLC5aahSVF-SR4g2e4XLHYXcsx9mV1kRFqyhhEUpTcl6-wpQ5C7l-If/s320/Entonces++establece++conjunto+de+los+n%C3%BAmeros.GIF" alt="" id="BLOGGER_PHOTO_ID_5437474070235770754" border="0" /></a><br />c) Las dos anteriores son ciertas.<br />d) Ninguna de las anteriores es cierta.<br /><br /><br />3.- Sean A y B dos matrices n-cuadradas. Entonces, la condición<br />necesaria y suficiente para que dichas matrices conmuten es que:<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-oJMjr4tY3tqnqhnGDgUErZUnpgzP4iGPiIqTyCAbXTlbzO0F5Qj_hldsqlXkMB68t1lSfB1fhLIQ_6yhlQt0fmLTHr1ueWA8Z4KizmQ4eKe2h0U-FN-2wn2-weaEXy6QBzX5kGWMOyif/s1600-h/matrices+n-cuadradas.+Entonces,.GIF"><img style="cursor: pointer; width: 320px; height: 66px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-oJMjr4tY3tqnqhnGDgUErZUnpgzP4iGPiIqTyCAbXTlbzO0F5Qj_hldsqlXkMB68t1lSfB1fhLIQ_6yhlQt0fmLTHr1ueWA8Z4KizmQ4eKe2h0U-FN-2wn2-weaEXy6QBzX5kGWMOyif/s320/matrices+n-cuadradas.+Entonces,.GIF" alt="" id="BLOGGER_PHOTO_ID_5437475154802384674" border="0" /></a><br />c) Las dos anteriores son ciertas.<br />d) Ninguna de las anteriores es cierta.<br /><br /><br />4.- Sean A y B dos matrices n-cuadradas. Entonces, la forma canónica<br />de hermite de dichas matrices es la misma si y solo si:<br />a) Las matrices A y B son equivalentes.<br />b) Las matrices A y B son regulares.<br />c) Las dos anteriores son ciertas.<br />d) Ninguna de las anteriores es cierta.<br /><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo4_M7wfDRZskyYjIlncK-QRI_k86wreQqhF-nKoNriE90GeDtfpIQSfTa5v5AZyH-WTxWJF8sYF2n_7XU2i1210mKA_9XzDbPnv7YYFUS0UgeITq0n5L2BKkUksMJZqHoLwaypPooi_co/s1600-h/considera+el+sistema+de+vectores.GIF"><img style="cursor: pointer; width: 320px; height: 66px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo4_M7wfDRZskyYjIlncK-QRI_k86wreQqhF-nKoNriE90GeDtfpIQSfTa5v5AZyH-WTxWJF8sYF2n_7XU2i1210mKA_9XzDbPnv7YYFUS0UgeITq0n5L2BKkUksMJZqHoLwaypPooi_co/s320/considera+el+sistema+de+vectores.GIF" alt="" id="BLOGGER_PHOTO_ID_5437475886771408690" border="0" /></a><br /><br />c) Las dos anteriores son ciertas.<br />d) Ninguna de las anteriores es cierta.<br /><br /><br />6.- Sea la aplicación lineal entre dos espacios vectoriales no nulos:<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV2SZRbJ4i-hBndcGi7y1tDOnhZEMtEVyDZrOspKZUnqfmKeA787jlNwKx3NXvM6wKoFnV2u_Wug4cVYg0xgN1znnAdP1h_CsjIqYwj7imaCFM-fnZX0UmXTuEygyp86LB2b4xoV_4cVuz/s1600-h/6.-+Sea+la+aplicaci%C3%B3n+lineal+entre.GIF"><img style="cursor: pointer; width: 320px; height: 76px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV2SZRbJ4i-hBndcGi7y1tDOnhZEMtEVyDZrOspKZUnqfmKeA787jlNwKx3NXvM6wKoFnV2u_Wug4cVYg0xgN1znnAdP1h_CsjIqYwj7imaCFM-fnZX0UmXTuEygyp86LB2b4xoV_4cVuz/s320/6.-+Sea+la+aplicaci%C3%B3n+lineal+entre.GIF" alt="" id="BLOGGER_PHOTO_ID_5437476700713057170" border="0" /></a><br />c) Las dos anteriores son ciertas.<br />d) Ninguna de las anteriores es cierta.<br /><br /><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQV87hHx4Q4JyDQVJYKMrdIk-Gps2ZSxtTZ_hHWhKz3khNkXYA6pCHlAEIIKL67kbfuPy5gZbE86qndvHw54vPUCsQaTzYTqT-HRzCpwwTvOR7TLwOkqEuX3J-BbQCGAv3zgK0efxJCOFE/s1600-h/7.-+Considerese+la+factorizazi%C3%B3n+de+la+matriz.GIF"><img style="cursor: pointer; width: 320px; height: 140px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQV87hHx4Q4JyDQVJYKMrdIk-Gps2ZSxtTZ_hHWhKz3khNkXYA6pCHlAEIIKL67kbfuPy5gZbE86qndvHw54vPUCsQaTzYTqT-HRzCpwwTvOR7TLwOkqEuX3J-BbQCGAv3zgK0efxJCOFE/s320/7.-+Considerese+la+factorizazi%C3%B3n+de+la+matriz.GIF" alt="" id="BLOGGER_PHOTO_ID_5437477541608656674" border="0" /></a><br /><br /><br />c) Las dos anteriores son ciertas.<br />d) Ninguna de las anteriores es cierta.<br /><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQMtW6GM1ARpo_RKEcl4ygTm81QO0oLNT42lYqaoXv6SWFopDVtDx80e3jDBaC3ZH0BWRke3xBi3X9TJBYXxBH5AZS_cH_4mQQNZrPVlW4KXhsdPkBW-pUFHYdQ-5KZ8Ml2dP8i95ZqftK/s1600-h/8+En+la+base+can%C3%B3nica+de+se+define+la+forma.GIF"><img style="cursor: pointer; width: 320px; height: 82px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQMtW6GM1ARpo_RKEcl4ygTm81QO0oLNT42lYqaoXv6SWFopDVtDx80e3jDBaC3ZH0BWRke3xBi3X9TJBYXxBH5AZS_cH_4mQQNZrPVlW4KXhsdPkBW-pUFHYdQ-5KZ8Ml2dP8i95ZqftK/s320/8+En+la+base+can%C3%B3nica+de+se+define+la+forma.GIF" alt="" id="BLOGGER_PHOTO_ID_5437478723558754146" border="0" /></a><br />c) Las dos anteriores son ciertas.<br />d) Ninguna de las anteriores es cierta.<br /><br /><br />NOTAS:<br />1.⎯ Cada cuestión acertada se califica con 0,5 ptos; cada cuestión fallada<br />se califica con -0,15 puntos y las cuestiones no contestadas tienen<br />calificación nula.<br />2.⎯ El tiempo máximo de duración de esta parte del examen es de 1 hora.<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><span style="color: rgb(51, 51, 153);font-size:100%;" ><br /><br /></span><span style="font-weight: bold; color: rgb(51, 51, 153);font-size:130%;" ><br /><br /></span>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-82429807377193477372010-02-10T12:32:00.000-08:002010-02-10T12:36:08.925-08:00phrasal verb handout<span style="font-size:130%;"><span style="font-weight: bold;">phrasal verb handout </span></span>\\<br /><br /><br />Fill in the blanks with the appropriate phrasal verb from the list<br /><br /><span style="font-style: italic; font-family: trebuchet ms; color: rgb(204, 0, 0); font-weight: bold;">Cut down on/look up / apply for/ take up/ turn down/long for/to keep up with</span><br /><br /><br />1-I decided to ………………………………...karate in a special club.<br />2-I’m really tired , I ………………………………..the next holiday to take a rest.<br />3-you should ……………………………….junk food , it’s really harmful .<br />4-If you haven’t understood the meaning of this word, …………………….it…………………..in the dictionary.<br />5-I have .............……………..that job , but my request was……………………………….because of lack of qualifications.<br />6-Every evening , I watch the cnn newsdesk, to …………………………………….the latest world events<br /><br /><span style="font-weight: bold;">Replace the underlined verb by an equivalent phrasal verb</span><br /><br /><br /><br /> 1-I ‘d like you to<span style="font-style: italic;"> write down</span> the information in your notebook.<br />2-If you come for a visit in ouarzazate, I’ will accommodate you .<br />3-Parents have to educate their children appropriately and correctly.<br />4-The teacher distributed some work sheets to his students.<br />5-The match was postponed due to bad weather.<br />6-The association was established in 2001.Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-43000230490855408562010-01-31T13:24:00.000-08:002010-01-31T13:28:15.533-08:00Exorcising rural witchcraft<span style="font-weight: bold;">EXORCISING RURAL WITCHCRAFT<br /><br /></span>under the influence of a fortune teller, a peasant woman in Shandong province tried to drive the evil spirits from a tumor on her mother’s back. She hit her mother on the head with a shovel, and the unfortunate woman was killed. In a small town in southern Guangdong province, peasants beat a girl to death because they believed she was possessed by a spirit that was making “the penises of young men grow smaller”.<br /><br />Superstition is still very much a part of rural life in the People’s Republic of China. Much to the consternation of Peking officials and despite 36 years of Communist rule, occult practices continue to have a powerful influence in far-flung and isolated communities. Now the government is making yet another attempt to exorcise the problem through education and propaganda. “Superstition is a product of backward science and culture”, reads a poster in Peking’s Ditan Park. “There are no ghosts in this world. Ignorance<br />breeds superstitions”.<br /><br /><br />Many villagers believe otherwise. Peasants sometimes turn to wupos,<br />or witches, to cure common illnesses through expensive, and occasionally extreme, measures. A wupo may charge as much as $5, about a week’s earnings for an average peasant, to exorcise evil spirits and may even prescribe death: every year a few people follow such advice and commit ritual suicide to hasten their passage to heaven. Says Liu Anyi, a Peking intellectual, “It’s ironic. Our forefathers invented the printing press, and we have sent satellites into space. Yet many people remain ignorant”.<br /><br /><br />To “eradicate superstitions and popularise science”, the government last month issued 1,300 copies of a film called “The Tricks of Witch Doctors”. The press, meanwhile, is discrediting the continuing existence of superstition because it hinders the regime’s current modernisation programs. The provincial Guangming Daily recently declared that offering sacrifices to ancestors was a “feudal and patriarchal activity not permitted under the socialist system”.<br />As a warning to practitioners of the occult arts, the Ditan Park posters offer ‘confessions’ of reformed wupos. The secret, reveals one, “is feeling out the general situation by encouraging the customer to do the talking first, and by making equivocal and scary predictions”.<br /><br /><br />Economic improvement may be one of Communism’s best weapons against wupos and the demons they hope to exorcise, according to Peking Religion Scholar Ren Jiyu. Says he: “If people’s livelihood is improved and people-to-people relations are established on the basis of mutual concern and affection, there will no longer be the phenomenon of people oppressing and exploiting people”.<span style="font-weight: bold;"><br /><br /></span>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-21191035189876803862010-01-30T09:18:00.001-08:002010-01-30T09:22:56.623-08:00A BALM FOR STAGE FRIGHTFor many entertainers, stage fright is an enemy that only willpower and experience can conquer. But those who are severely afflicted often rely on alcohol or tranquillizes to suppress stage fright’s most severe symptoms, which include extreme nervousness, shortness of breath, a pounding heart and uncontrollably trembling hands.<br /> <br /><br /><br />Now, many entertainers have turned to an alternative. Called propranolol, it is a drug that doctors have prescribed since the 1960s for high blood pressure, heart conditions and migraine headaches. But its success in combatting stage fright has made it extremely popular among musicians. Said one member of the Toronto Symphony Orchestra, who asked not to be identified: “If you have a solo performance to play, it can be very helpful”.<br /><br />Marketed as INDERAL by Ayerst Laboratories of Montreal, propranolol works by preventing adrenalin, which the body produces naturally in frightening situations, from affecting the heart. Musicians say it is popular because it is non-addicting and, unlike either alcohol or tranquillizers, it does not impair judgment or co-ordination. But many are concerned that it could lead to psychological dependence. Declared another Toronto performer who said he uses it only in emergencies: “It is a powerful medicine. Students are beginning to use it, and that is unfortunate”.<br /><br />Still, propranolol has proved so popular among musicians that its use<br />is spreading to other professionals who work under heavy stress. Some U.S. doctors have acknowledged using it during public speaking engagements. Said Michael Sole, a cardiologist at Toronto General Hospital who prescribes it legitimately for two surgeons with high blood pressure: “These surgeons have told me they feel more confidant in the operating room during difficult operations, but every drug has a price”.<br /><br /><br />For those with asthma, that price can include even more severe attacks.And long-term use by healthy people can lead to elevations in blood cholesterol, vivid nightmares and impotence. But most performers who had been occasionally incapacitated by stage fright remain unmoved by the drawbacks. For them, a dose of propranolol can be a professional lifesaver.<br /><br />Reading Comprehension n. 7<br /><br /><br />1. Answer the following comprehension questions.<br />· What is the passage about?…………………………………………………………………………….<br />…………………………………………………………………………………………………………<br />· How does stage fright manifest itself in many performers?……………………………………………<br />……………………………………………………………………………………………………………<br />· What were the original intended purposes of the drug propranolol?………………………………..<br />………………………………………………………………………………………………………….<br />· Why would the quoted speaker in line 10 ask not to be identified?……………………………………..<br />……………………………………………………………………………………………………………<br />· What are the supposed advantages of propranolol over the traditional remedies to fight stage fright?<br />……………………………………………………………………………………………………………<br /><br />· What are the possible negative side-effects of the extended use of propranolol?……………………..<br />………………………………………………………………………………………………………….<br />· What is the implicit warning/criticism in the expression “every drug has its price”? (26)…………….<br />…………………………………………………………………………………………………………..<br /><br /><br />· Explain the meaning of the following words or phrases as they are used in the passage.<br />a) balm (title)………………………………………………………………<br />b) stage fright (1)…………………………………………………………..<br />c) will-power (1)…………………………………………………………..<br />d) it is non-addicting (15)………………………………………………….<br />e) it does not impair judgement (15)…………………………………………<br />f) psychological dependence (17)…………………………………………<br />g) its use is spreading (20)…………………………………………………<br />h) doctors have acknowledged (22)………………………………………..<br />i) unmoved by the drawbacks (30)…………………………………………<br />j) a professional lifesaver (31)…………………………………………….<br /><br /><br />2. What do the following words refer to? 34<br />that (1)…………………………………………… those (2)……………………………………..<br />which (3)………………………………………… it (7)…………………………………………..<br />its (8)…………………………………………….. who (10)………………………………………<br />which (13)……………………………………….. he (18)…………………………………………<br />that (19)…………………………………………... me (25)………………………………………..<br />they (25)………………………………………….. those (27)…………………………………….<br />them (30)………………………………………….<br /><br />3. Translate the following linking words as they are used in the text. State the function of each linking word.<br />· but (2)…………………………………………………………..<br />· now (6)…………………………………………………………<br />· if (10)………………………………………………………….<br />· because (15)…………………………………………………..<br />· either….or (15)……………………………………………….<br />· still (20)………………………………………………………..<br /><br /><br />4. IRREGULAR VERBS …write the infinitive, past simple, past participle and translation of the following verbs.<br /><br />INFINITIVE PAST SIMPLE PAST PARTICIPLE TRANSLATION<br /><br />……………………………………………………………………made (9)……………………………………<br />…………………………………said (9)………………………………………………………………………..<br />have (10)………………………………………………………………………………………………………..<br />begin (19)………………………………………………………………………………………………………..<br />spread (21)………………………………………………………………………………………………………<br />…………………………………………………………………….told (25)……………………………………<br />feel (25)………………………………………………………………………………………………………….<br />lead (28)………………………………………………………………………………………………………….<br /><br />35<br />5. MODALS ….translate each of the following modal constructions and state what each modal expresses,<br />e.g., ability, possibility, obligation, advice etc.<br /><br />· only will-power and experience can conquer (1)………………………………………………………<br />· it can be very helpful (11)………………………………………………………………………………<br />· it could lead to psychological dependence (16)………………………………………………………..<br />· that price can include (27)…………………………………………………………………………….<br />· use by healthy people can lead to (28)………………………………………………………………..<br />· propranolol can be a professional lifesaver (31)………………………………………………………<br /><br /><br />6. “-ING-forms”…..note the use of the following ‘ing-forms’, and decide if they function as adjectives, or nouns<br />or as present participles with the verb ‘to be’. Translate these phrases.<br /><br /><br />· a pounding heart (4)……………………………………………………………………………<br />· uncontrollably trembling hands (5)……………………………………………………………..<br />· in combatting stage fright (8)…………………………………………………………………….<br />· it works by preventing adrenalin (13)…………………………………………………………….<br />· in frightening situations (14)………………………………………………………………………<br />· from affecting the heart (14)………………………………………………………………………<br />· it is non-addicting (15)…………………………………………………………………………….<br />· students are beginning (18)………………………………………………………………………..<br />· its use is spreading (20)……………………………………………………………………………..<br />· doctors have acknowledged using it (22)…………………………………………………………..<br />· public speaking engagements (22)…………………………………………………………………..<br />· in the operating room (25)……………………………………………………………………………<br /><br />7. CLOZE ….fill each of the numbered spaces with an appropriate word taken from the box.<br /><br />although basic around mind same<br />civilisations to have dating the<br />axle was surface were undoubtedly<br /><br /><br />The first invention of human beings was the wheel. ___________________(1) no wheel forms<br />are found in nature, __________________(2) the earliest ‘wheels’ were smooth logs which<br />_______________(3) used for moving weights over the earth’s ________________(4). No one<br />recorded who he or she ______________(5) or when it happened, but when _______________(6)<br />‘first inventor’ placed a wheel on an _______________(7), people began to roll from one place<br />_______________(8) another. Records of this type of wheel ________________(9) been found among<br />Egyptian relics _______________(10) back to 2000 B.C., and earlier Chinese ________________(11)<br />are credited with an independent invention of the __________________(12) mechanism. The wheel<br />so fascinated the human _______________(13) that people have spent centuries building machines<br />_________________(14) it. Yet, in over 40000 years, its _______________(15) design has remained<br />unchanged.<br /><br /><br />8. VOCABULARY….fill in the spaces with an appropriate Noun, Verb, Adjective or Adverb.<br /><br />Entertainer<br />Fright<br />Afflicted<br />Rely<br />Shortness<br />Prescribe<br />Prevent<br />Psychological<br />Legitimately<br />PopularMohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-67761432879088103722010-01-29T14:00:00.000-08:002010-01-29T14:03:10.853-08:00Romantic love<span style="font-weight: bold;">Romantic love</span><br />Romantic love is a matter of intense concern to millions of people in the Western world at some time in their lives and, yet, to most of them it is as inexplicable as a religious experience. Love happens to you, it comes like a bolt from the blue, unbidden and unintended, and it is an area of life which, like your health, you cannot completely control.<br /><br />Sociology has done little to change this way of thinking about what is, after all, a social phenomenon. Custom and socialization dictate the way in which love, hate and even grief and laughter are expressed, but they also dictate the situations which provoke such emotions, and for how long and how intensely they are to be experienced.<br /><br />For the individual, however, deeply felt emotions are experienced as uniquely personal events, originating from within, as if in the grip of feelings beyond the realm of ideas or of conscious control. The very idea that social forces, rather than one’s uniquely personal needs and desires, might have shaped the form of one’s love seems like an infringement of personal liberty, an intrusion into that mysterious, private world, the irrational splendor of one’s finer feelings.<br /><br />With such a mystical aura about it, it is not surprising that in former centuries love was a focus of magical activities. In the Middle Ages, love charms, philtres and aphrodisiacs were the stock in trade of ‘cunning’ men and women whose magical services were much in demand. Love was considered sufficiently important and unpredictable to attract the labours of not only English village wizards but, in the 16th and 17th centuries, also astrologers and even witch-hunters, since practicing witchcraft was a felony punishable by death. Astrologers could expect an incessant stream of servant girls asking about their future husbands, or wanting to know how to handle their current boy-friends, not to mention help in deciding whether to accept a proposal or not.<br /><br />In a non-magical era, love still retains this elusive, irrational quality, still occupies the women’s magazine astrologer, but more importantly, still absorbs people who would otherwise declare themselves practical and scientific in their out-look, with little time for metaphysics.<br /><br /><br />Love belongs to public and private worlds: it is big business. Love<br />is the bread and butter of film scripts, paperbacks and popular newspapers;women’s magazines thrive on it; pop songs improvise on the eternaltheme; television commercials wrap cosmetics and chocolates, hair sprayand deodorants in its all-pervading image. Industry and advertising stalk the customer with love’s honeyed breath. Battered wives persist in violent marriages in the name of it, and the crime of passion still attracts the full force of the media. Love is a force in society; it is not to be ignored.<br /><br /><br /><br />Reading Comprehension n. 11<br /><br />1. Answer the following comprehension questions.<br />a) What is the passage about?…………………………………………………………………………………..<br />………………………………………………………………………………………………………………..<br />b) What is the author’s attitude towards love?………………………………………………………………….<br />………………………………………………………………………………………………………………..<br />c) Do most people think of love as a social force?……………………………………………………………..<br />………………………………………………………………………………………………………………..<br />d) What is the connection between love and commerce?……………………………………………………….<br />…………….…………………………………………………………………………………………………..<br />e) How does love feature in the media?…………………………………………………………………………<br />…………………………………………………………………………………………………………………<br />f) Give at least three spheres of interest, activity or thoughts mentioned in the passage in which<br />love plays, or has played, an important role.<br />……………..……………………………………………………………………………………………………<br /><br />g) Explain in your own words the meaning of the following words or phrases as used in the text:<br />· it comes like a bolt from the blue (4)………………………………………………………………….<br />· an incessant stream of servant girls (26)…………………………………………………………….<br />· in a non-magical era (30)……………………………………………………………………………..<br />· in their outlook (33)……………………………………………………………………………………<br />· the bread and butter (35)………………………………………………………………………………<br />· thrive on it (36)……………………………………………………………………………………….<br /><br />2. What do the following words refer to?<br />their (2) ………………………………… it (3)……………………………………………….<br />which (5)…………………………………. this (6)……………………………………………..<br />which (8)………………………………….. they (9)…………………………………………….<br />which (9)……………………………………. such (9)…………………………………………….<br />they (10)……………………………………. it (18)……………………………………………<br />it (18)……………………………………… whose (21)…………………………………………<br />their (26)…………………………………. this (30)…………………………………………….<br />who (32)……………………………………. themselves (32)……………………………………<br />it (34)………………………………………. its (38)……………………………………………….<br /><br /><br />3. Translate the following linking words and state their function in the text.<br />· yet (2)………………………………………………………………………………………….<br />· as…..as (3)……………………………………………………………………………………..<br />· after all (7)………………………………………………………………………………………<br />· however (11)………………………………………………………………………………………<br />· as if (12)………………………………………………………………………………………..<br />· rather than (14)……………………………………………………………………………………<br />· not only…..but also (23)…………………………………………………………………………..<br />· since (24)………………………………………………………………………………………<br />· not to mention (28)……………………………………………………………………………….<br />· whether…..or not (28)………………………………………………………………………………..<br />· but more importantly (31)…………………………………………………………………………..<br />· otherwise (32)……………………………………………………………………………………………<br /><br /><br />4. MODALS…..translate the following modal constructions and state what each modal expresses, e.g. ability,<br />probability, advice, obligation etc.<br />a) you cannot completely control (5)……………………………………………………………………..<br />b) social forces might have shaped (15)………………………………………………………………….<br />c) astrologers could expect (25)………………………………………………………………………….<br /><br /><br /><br />5. IRREGULAR VERBS…write the infinitive, past simple, past participle and translation of the following verbs.<br />Infinitive Past Simple Past Participle Translation<br />comes (4)………………………………………………………………………………………………………<br />……………………………………………………………(un)bidden(4)……………………………………….<br />……………………………………………………………..done (6)……………………………………………<br />think (6)………………………………………………………………………………………………………….<br />………………………………………………………………felt(11)……………………………………………<br />know(27)………………………………………………………………………………………………………….<br />thrive(36)…………………………………………………………………………………………………………...<br /><br /><br /><br />6. PASSIVES…….translate the following passive constructions.<br />a) (which is) unbidden and unintended (4)………………………………………………………….(note the<br />ellipsis)<br />b) love, hate, grief and laughter are expressed (8)…………………………………………………………………<br />c) they are to be experienced (10)………………………………………………………………………………..<br />d) deeply felt emotions are experienced (11)…………………………………………………………………….<br />e) love was considered (22)……………………………………………………………………………………..<br />f) it is not to be ignored(41)………………………………………………………………………………………<br /><br />7. “-ING-forms” …note the following ‘ing-forms’ and decide if they function as Adjectives, or Nouns or as 58<br />Present Participles with the verb ‘to be’. Translate these phrases.<br /><br />a) this way of thinking (6)………………………………………………………………………………………<br />b) originating from within (12)………………………………………………………………………………….<br />c) in the grip of feelings (12)…………………………………………………………………………………….<br />d) it is not surprising (18)………………………………………………………………………………………..<br />e) cunning men and women (21)………………………………………………………………………………..<br />f) since practising witchcraft (24)………………………………………………………………………………..<br />g) servant girls asking about (26)……………………………………………………………………………….<br />h) or wanting to know (27)………………………………………………………………………………………<br />i) help in deciding (28)………………………………………………………………………………………….<br />j) its all-pervading image (38)…………………………………………………………………………………..<br />k) industry and advertising (38)……………………………………………………………………………………<br /><br />8. ELLIPSIS…..write in the implied pronoun and a form of the verb ‘to be’<br />a) a bolt from the blue (………………) unbidden and unintended (4)<br />b) (……………….) originating from within (12)<br />c) as if (……………………..) in the grip of feelings (12)<br />d) feelings (……………………..) beyond the realm (13)<br />e) a felony (………………………..) punishable by death (25)<br />f) girls (………………….) asking about their husbands or ( ………………..) wanting to know<br />9. CLOZE……..fill in the numbered spaces with an appropriate word taken from the box.<br /><br />since Portugal anyone the<br />disease<br />officials and that may new<br /><br /><br /><br />E.U. officials appealed to consumers not to panic as new evidence revealed that the bovine<br />spongiform encephalopathy (BSE), or ‘mad cow’ disease, _________________(1) be more widespread<br />than previously thought. _______________(2) cases of BSE emerged in Spain, Germany ___________(3)<br />Belgium, as well as in an Italian slaughterhouse ______________(4) supplies McDonald’s restaurants.<br />Meanwhile, U.S. _____________(5) moved to prevent new variant Creutzfeldt-Jakob _______________(6),<br />the human form of BSE, from entering _____________(7) blood supply. A government panel urged that<br />________________(8) who has lived or travelled in France, ________________(9) or Ireland<br />for an extended time ___________(10) 1980 be banned from donating blood.<br /><br /><br />59<br />10. VOCABULARY……fill in the spaces with a NOUN, VERB, ADJECTIVE or ADVERB<br />NOUN VERB ADJECTIVE ADVERBMohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-83171726535809556632010-01-28T11:37:00.000-08:002010-01-28T11:38:37.621-08:00TRADE IN HONG KONG<span style="font-weight: bold;"> TRADE IN HONG KONG</span><br /><br />It is well known that trade in Hong Kong has flourished considerably during recent years, despite problems at home and abroad. While the influx of refugees has brought the government severe problems in housing, education and other fields, it has made available a large number of relatively inexpensive but very hard-working employees. However, the availability of cheap labour has also brought problems which affect the export trade.<br /><br /><br />Some foreign countries have objected to the unrestricted import of Hong Kong goods, particularly textiles, and have imposed tariff barriers or other restrictions. In a number of importing countries, allegations have been made that Hong Kong manufacturers have been ‘dumping’ goods at unfairly low prices. In some cases, reasonable restrictions have been imposed to protect industries in the importing countries. The cumulative effect has been to curtail exports from Hong Kongto some areas, especially to newly-developing countries trying to develop pioneer industries of their own.<br /><br />Hong Kong is conveniently near the large potential markets of China, Japan and South East Asia, and trade with these areas has shown a steady improvement. But if Hong Kong is conveniently placed for Asian markets, she is at a disadvantage when trading with Africa, Europe and America. The cost of freight and insurance is another problem which industrialists have to face when they try to increase their exports to distant markets.<br /><br />Within Hong Kong, a number of factors help the development of trade. The average employee works harder than his counterpart in some other countries, is highly adaptable and technically very skillful. There are highly developed banking, insurance and shipping systems which help the local manufacturer and exporter. These systems have evolved to maintain Hong Kong’s position as a basically tariff-free port, and they are easily able to deal with the complexities of modern trade. Income tax, too, is more favorable than in some of the countries with which Hong Kong must compete in the search for overseas markets. The incentive for worker, manufacturer and overseas investor is higher than in many other parts of the world.<br /><br />A particular obstacle which local industrialists have to overcome or learn to live with is the shortage of land and the high price which must be paid for suitable manufacturing sites. The Government has carried out a systematic policy of land reclamation but this is an expensive and lengthy process. It cannot be expected to keep pace with the rapid development of industry, particularly when land is urgently needed for housing and other purposes.<br /><br />Reading Comprehension n. 3 TRADE IN HONG KONG<br />1. Answer the following comprehension questions.<br />· What’s the passage about?……………………………………………………………………………<br />………………………………………………………………………………………………………..<br />· What are 2 benefits and 2 problems which the flow of refugees has brought to Hong Kong?<br />………………………………………………………………………………………………………..<br />…………………………………………………………………………………………………………<br />· What actions have some countries taken to protect their industries from Hong Kong imports?<br />……………………………………………………………………………………………………………<br />· What effect would Hong Kong’s geographical position have on her trade with<br />a) Indonesia…………………………………………………………………………………………….<br />b) Germany…………………………………………………………………………………………….<br />· What 2 problems do exporters in Hong Kong have when trading with distant markets?<br />………………………………………………………………………………………………………….<br />· List 3 advantages within Hong Kong that help foreign trade………………………………………..<br />…………………………………………………………………………………………………………..<br />· What are 2 disadvantages of working in Hong Kong?…………………………………………………<br />…………………………………………………………………………………………………………..<br />· Explain the meaning of the following words or phrases as they are used in the text.<br />a) influx of refugees (2)…………………………………………………………………<br />b) textiles (8)……………………………………………………………………………<br />c) allegations have been made (9)………………………………………………………<br />d) dumping (10)…………………………………………………………………………<br />e) pioneer industries (13)………………………………………………………………<br />f) have to face (19)…………………………………………………………………….<br />g) counterpart (22)…………………………………………………………………….<br />h) have to overcome (31)……………………………………………………………….<br />i) learn to live with (31)………………………………………………………………..<br />j) to keep pace (35)………………………………………………………………………<br /><br /><br />2. What do the following words refer to?<br />it (1)…………………………………………….. it (4)………………………………………………<br />their (14)………………………………………. she (17)…………………………………………..<br />they (19)………………………………………. his (22)………………………………………….<br />they (26)………………………………………. which (27)………………………………………<br />this (34)………………………………………… it (34)…………………………………………..<br /><br /><br />3. Translate the following linking words as they are used in the text. State the function of each linking word,<br />e.g., to add information, to contrast, time, place, result etc.<br />· despite (2)……………………………………………………………<br />· while (2)……………………………………………………………..<br />· however (5)…………………………………………………………..<br />· when (19)……………………………………………………………..<br />· too (27)……………………………………………………………….<br /><br />3a In paragraph 4, write an appropriate linking word to join the ideas expressed between<br />sentences 1 and 2………………………………. sentences 4 and 5……………………..<br />sentences 2 and 3………………………………. sentences 5 and 6……………………..<br />sentences 3 and 4<br /><br />4. IRREGULAR VERBS …..write the infinitive, past simple, past participle and translation of the following verbs.<br />INFINITIVE PAST SIMPLE PAST PARTICIPLE TRANSLATION<br />……………………………………………………………..known (1)……………………………………<br />……………………………………………………………...brought (3)………………………………….<br />………………………………………………………………made (4)……………………………………<br />………………………………………………………………been (9)…………………………………….<br />………………………………………………………………shown (16)………………………………….<br />……………………………………………………………..overcome (31)……………………………….<br />…………………………………………………………………paid (32)……………………………………<br />keep (35)…………………………………………………………………………………………………….<br /><br /><br /><br />5. MODALS…..translate the following modal constructions and state what each modal expresses,<br />e.g., ability, obligation, permission, advice, possibility etc.<br />· industrialists have to face (19)…………………………………………………………….<br />· they are able to (26) = can ………………………………………………………………<br />· Hong Kong must compete (28)…………………………………………………………….<br />· the high price which must be paid (32)……………………………………………………<br />· it cannot be expected (34)………………………………………………………………….<br /><br /><br /><br /><br />6. PASSIVES …..translate the following passive constructions.<br />· allegations have been made (9)…………………………………………………………..<br />· restrictions have been imposed (11)……………………………………………………….<br />· the high price which must be paid (32)…………………………………………………..<br />· it cannot be expected (34)…………………………………………………………………<br />· land is urgently needed (35)………………………………………………………………<br /><br /><br />7. CLOZE…..fill each of the numbered spaces with an appropriate word taken from the box.<br /><br />needed but has the obstacle<br />cannot with suitable learn<br /><br /><br />A particular ______________(1) which local industrialists have to overcome or ___________(2)<br />to live with is the shortage of land and __________(3) high price which must be paid for<br />____________(4) manufacturing sites. The government _____________(5) carried out a systematic<br />policy of land reclamation _____________(6) this is an expensive and lengthy process. It __________(7)<br />be expected to keep pace _____________(8) the rapid development of industry, particularly when<br />land is urgently ______________(9) for housing and other projects.<br /><br /><br />CLOZE 2<br /><br />there always an earned but<br />In not greatest England wrote<br /><br />Charles Dickens is one of the ______________(1) novelists in the English language.<br />He _____________(2) about the real world of Victorian ________________(3) and many of his<br />characters were ______________(4) rich, middle-class ladies and gentlemen, ______________(5)<br />poor and hungry people. His family lived ___________(6) London. His father was a clerk in<br />____________(7) office. It was a good job, but he ____________(8) spent more money than he<br />_______________(9) and he was often in debt. _____________(10) were eight children in the<br />family, so life was hard.Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-65570473478623784012010-01-26T13:15:00.000-08:002010-01-28T11:08:38.424-08:00CONSERVATION IN ANTARCTICAConservationists have launched a campaign to save Antarctica, the last<br />unspoilt wilderness on earth, from the potentially disastrous effects of drilling for oil. An international alliance of more than 30 groups in Britain, the United States, Australia and New Zealand, including Friends of the Earth and Greenpeace, plan a campaign of publicity, political lobbying and demonstrations to try to stop any exploitation of the continent.<br /><br />Fourteen signatories of the 1959 Antarctic Treaty, including Britain,<br />Argentina, the U.S.A. and the Soviet Union, are currently trying to divide up exploration rights at a series of secret meetings. They hope to complete agreement by next year. It is believed that there are very rich oil deposits in the Weddell and Ross seas. Although conditions there are the most hostile on earth, there are no insuperable barriers to extracting the oil. The “club of 14” are drawing up conventions to protect wildlife, but there is no chance that these will satisfy the conservationists who want Antarctica declared a permanent wilderness area. This, they say, is the only certain way to prevent catastrophic damage to its delicate environment from an oil spill.<br /><br />Despite its intense cold and dark nine-month winter, Antarctica supports an abundant wildlife. Although there are relatively few species, they occur in huge numbers. Its waters support the largest mammal on earth, the blue whale, as well as the threatened fin and humpback whales. Among its seals<br />are the Weddell seal, unique to the area, and the leopard seal, which eats penguins. The water’s edge teems with birds, including the world’s furthest- travelling migrant, the arctic tern. Antarctica’s bird and mammal life is especially vulnerable to oil damage because it is so dependant on one species – krill, a minute shrimp-like creature which lives in the sea. Because of its position at the bottom of the food chain, any serious damage to krill would threaten birds and larger animals.<br /><br /><br />As an unspoiled area, Antarctica is also an invaluable base for judging<br />the effects of pollution elsewhere in the world. Dr R.B. Heywood of the British Antarctic Survey, who has spent 22 years in the region, says: “The area is pristine. If you drive a vehicle over the lichen, the track will be there for hundreds of years because everything is so slow-moving.”<br /><br />Dr Heywood believes that it is unrealistic to ask for Antarctica to be declared a wilderness area. “But we need firm international agreement that,however the area is to be exploited, it should be done with very careful management schemes”.<br /><br />Reading Comprehension n. 6 CONSERVATION IN ANTARCTICA<br /><br /><br />1. Answer the following comprehension questions.<br />· What is the passage about?…………………………………………………………………………..<br />………………………………………………………………………………………………………..<br />· How is the international alliance trying to stop any exploitation of Antarctica?……………………….<br />………………………………………………………………………………………………………..<br />· Are there a lot of different varieties of animals and birds living in Antarctica?………………………<br />…………………………………………………………………………………………………………<br />· Why is krill important to the survival of wildlife in Antarctica?………………………………………<br />………………………………………………………………………………………………………….<br />· Give at least 3 reasons stated in the passage for the importance of Antarctica………………………..<br />……………………………………………………………………………………………………………<br /><br />· Translate the following words or phrases respecting their word class as used in the text.<br />a) have launched (1)………………………………………………….<br />b) drilling (3)…………………………………………………………<br />c) demonstrations (6)…………………………………………………<br />d) exploitation (6)……………………………………………………..<br />e) signatories (7)………………………………………………………<br />f) currently (8)………………………………………………………….<br />g) exploration rights (9)………………………………………………..<br />h) hostile (11)…………………………………………………………..<br />i) extracting the oil (12)………………………………………………..<br />j) drawing up conventions (13)…………………………………………<br />k) wildlife (13)………………………………………………………….<br />l) there is no chance (13)……………………………………………….<br />m) oil spill (16)…………………………………………………………<br />n) threatened (20)…………………………………………………………<br />o) teems with birds (22)………………………………………………….<br />p) The bottom of the food chain (26)……………………………………..<br /><br /><br /><span style="font-weight: bold;">2. Complete the following sentences with the phrase which fits best. Circle the letter A, B, or C. 29<br />· Conservationists want to save Antarctica because<br />a) oil companies have already caused enough damage there.<br />b) they want to exploit it for their own purposes.<br />c) they fear that oil companies might cause future damage.<br />· The policy of the “club of 14” towards conservation in Antarctica is<br />a) to sign a formal agreement on the matter.<br />b) to promise not to have an oil spill.<br />c) to work in harmony with the conservationists.<br />· Antarctica’s wildlife is at risk because<br />a) it is so cold and dark there.<br />b) there are so few species.<br />c) krill is its only source of food<br />· Wildlife in Antarctica<br />a) is composed of many different kinds of animals.<br />b) is small in number but large in variety.<br />c) is large in number but small in variety<br />· Dr Heywood<br />a) wants an international agreement to exploit Antarctica.<br />b) wants Antarctica designated as a wilderness area.<br />c) accepts oil exploration only if there are controls to protect the environment. <br /><br />3. What do the following words refer to?<br />they (9)………………………………………… it (10)……………………………………………<br />there (11)………………………………………. these (14)……………………………………….<br />this (15)………………………………………… its (16)…………………………………………..<br />they (18)……………………………………….. it (24)…………………………………………….<br />which (25)……………………………………… its (26)……………………………………………<br />it (33)…………………………………………… it (35)……………………………………………<br /><br /></span><br />4. Translate the following linking words as they are used in the text. State the function of each linking word,<br />e.g., to add information, to contrast, concession, result, reason etc.<br />· although (11)…………………………………………………………………<br />· despite (17)…………………………………………………………………..<br />· as well as (20)……………………………………………………………….<br />· because (24)………………………………………………………………….<br />· because of (25)………………………………………………………………<br />· however (35)…………………………………………………………………<br /><br />4(a) In paragraph 3, choose an appropriate linking word to join the ideas expressed between 30<br />sentences 1 and 2 …………………………. sentences 2 and 3……………………<br />sentences 3 and 4………………………….. sentences 4 and 5……………………<br />sentences 5 and 6………………………….. sentences 6 and 7...............<br /><br /><br />5. CLOZE ….fill each of the numbered spaces with an appropriate word taken from the box.<br /><br />torture relate dictator the abuses after not court<br />charges extradition ruled detractors request under<br /><br /><br />Britain’s highest _______________(1) has ruled that former Chilean ______________(2) General<br />Augusto Pinochet is ____________(3) entitled to blanket immunity from prosecution for human rights<br />______________(4). By a 6 – 1 vote, a House of Lords tribunal _______________(5) that Pinochet can be<br />prosecuted for three of the 32 ________________(6) contained in a Spanish arrest warrant seeking his<br />_________________(7) from the U.K. These three charges ______________(8) to alleged torture and<br />conspiracy to torture committed _____________(9) 1988, when Britain signed an international<br />_____________(10) convention which made it a crime ______________(11) British law to commit<br />torture anywhere. The Law Lords recommended that the British Government reconsider whether to<br />proceed with the extradition _______________(12) in light of ______________(13) diminished charges.<br />Pinochet supporters and _________________(14) both claimed the ruling was a victory.<br /><br />Earth try of and<br />The for than save<br /><br />Conservationists have launched a campaign to _________________(1) Antarctica, the last<br />unspoilt wilderness on _________________(2), from the potentially disastrous effects of drilling<br />________________(3) oil. An international alliance of more ______________(4) 30 groups in Britain,<br />the United States, Australia ________________(5) New Zealand, including Friends of ____________(6)<br />Earth and Greenpeace, plan a campaign ______________(7) publicity, political lobbying and demonstrations<br />to _________________(8) to stop any exploitation of the continent.<br /><span style="font-weight: bold;"><br /><br /></span>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-21799010503955817522010-01-24T03:17:00.000-08:002010-01-25T02:12:22.792-08:00SIBERIA.More than 3,500 miles from Moscow, between the Arctic Circle and Mongolia,lies Siberia, a frozen land more than ten times the size of Italy but with only halfa million inhabitants. There the temperature can fall as low as seventy degrees centigrade below zero. The intense cold makes life immensely difficult and dangerous for anyone unaccustomed to it.<br /><br /><br />But Siberia is not a permanently frozen waste. Though parts of the region are colder than the North Pole itself, the temperature in summer may reach 40°C.When this happens, the topsoil thaws to a depth of about two meters and can support rich vegetation, though none of the trees grows to any great height as the roots have to spread sideways. The summer days are so long that the earth stores enough heat to bear a variety of flowers which blossom between the trees. It is almost impossible for anyone to enter the forests during this season because of the clouds of insects, especially mosquitoes.<br /><br /><br />A deep, permanently frozen layer of earth has acted as a natural refrigerator for millions of years, and the bodies of prehistoric animals are sometimes dug up and eaten by the wild dogs. In 1901, an expedition went to search for the remains of a prehistoric mammoth, reported to have been found in the area. The men found the mammoth frozen into the side of a mountain. Part of the head had been exposed by a fall of frozen rock, and bears and wolves had managed to tear off some of the flesh. Most of the frozen mammoth was in excellent condition, complete with flesh, skin and a thick covering of coarse hairs. The men were able to study the prehistoric food found on the creature’s tongue and teeth and in its stomach. Eventually the whole body was excavated and taken away for preservation and study.<br /><br />It may be, too, that there are still living dinosaurs to be found. Far up in the mountains is the Lake of Labankur. No one has ever had the courage to take a boat out on it. Some time ago, a group of men made an expedition to examine it. They pushed in a reindeer, forced it to swim out towards the centre of the lake and saw it disappear abruptly. Then they sent a dog, which was also swallowed up. Suddenly a black monster emerged from the still waters of the lake, blew threateningly and<br />plunged back into the depths.<br /><br />Reading Comprehension n.<br /><br />1. Answer the following comprehension questions.<br />· Why is Siberia so sparsely populated?………………………………………………………………………<br />· Why do the roots of the trees spread sideways instead of going down<br /><br />into the soil?<br />………………………………………………………………………………………………………………<br /><br />· What difficulties does one face when entering the forests during a)<br /><br />the summer, b) the winter?<br />……………………………………………………………………………………………………………..<br />· How did wolves manage to get at the head of the mammoth?<br /><br />……………………………………………..<br />………………………………………………………………………………………………………………<br />· Explain why the mammoth’s flesh had not decomposed…………………………………………………<br />· What was the purpose of the experiments with the reindeer and the<br /><br />dog?………………………………..<br /><br /><br />· Why was it necessary for the author to insert the word ‘natural’<br /><br />before ‘refrigerator’ in line 14?<br />……………………………………………………………………………………………………………<br />· What evidence, if any, is there in the text concerning the existence<br /><br />of dinosaurs in Siberia?<br />…………………………………………………………………………………………………………..<br /><br />· Explain the meaning of the following words as they are used in the<br /><br />passage.<br />a) unaccustomed (5)…………………………………………………………<br />b) support (9)……………………………………………………………….<br />c) rich (9)………………………………………………………………….<br />d) prehistoric (17)…………………………………………………………..<br />e) flesh (20)………………………………………………………………..<br />f) coarse (21)………………………………………………………………<br />g) abruptly (29)……………………………………………………………<br />h) swallowed up (29)……………………………………………………..<br />i) threateningly (30)………………………………………………………<br /><br />18<br />2. What do the following words refer to?<br />there (5)………………………………………….. it (5)………………………………………….<br />itself (7)…………………………………………… which (11)…………………………………..<br />it (12)……………………………………………… this (12)………………………………………<br />its (22)……………………………………………. it (25)………………………………………..<br />it (27)………………………………………………. they (27)………………………………………<br />it (28)……………………………………………… which (29)…………………………………….<br /><br /><br />3. Translate the following linking words as they are used in the text.<br /><br />State the function of each linking word,<br />e.g., to add information, to contrast, concession, reason etc.<br />· though (6)…………………………………………………………………………..<br />· when (8)……………………………………………………………………………<br />· because of (13)…………………………………………………………………….<br />· eventually (23)………………………………………………………………………<br />· too (25)……………………………………………………………………………..<br />· then (29)……………………………………………………………………………<br /><br /><br />4. MODALS …..translate each of the following modal constructions and<br /><br />state what each modal expresses,<br />e.g., ability, possibility, obligation, permission, advice etc.<br />· the temperature can fall (3)…………………………………………………………………<br />· the temperature in summer may reach 40° (7)……………………………………………….<br />· the topsoil can support rich vegetation (8)……………………………………………………<br />· the roots have to spread sideways (10)………………………………………………………..<br />· ** bears and wolves had managed to tear off (19)……………………………………………..<br />· **the men were able to study (21)………………………………………………………………<br />· it may be (25)…………………………………………………………………………………..<br /><br /><br />5. IRREGULAR VERBS….write the infinitive, past simple, past participle<br /><br />and translation of the following verbs.<br />INFINITIVE PAST SIMPLE PAST PARTICIPLE TRANSLATION<br />lie (2)………………………………………………………………………………………………………………<br />fall (3)……………………………………………………………………………………………………………..<br />make (4)……………………………………………………………………………………………………………<br />……………………………………………………………………frozen (6)…………………………………………<br />grow (9)…………………………………………………………………………………………………………….<br />spread (10)………………………………………………………………………………………………………….<br />bear (11)…………………………………………………………………………………………………………….<br />……………………………………………………………………….dug (15)…………………………………….<br />……………………………………………………………………..eaten (16)…………………………………<br />………………………………………………………………………found (17)…………………………………<br />tear (19)……………………………………………………………………………………………………………<br />swim (28)…………………………………………………………………………………………………………<br />……………………………………………………………………….taken (23)…………………………………<br />……………………………..saw (28)…………………………………………………………………………….<br />…………………………….sent (29)…………………………………………………………………………….<br />…………………………….blew (30)……………………………………………………………………………<br /><br /><br />6. PASSIVES ….translate the following passive constructions.<br />· animals are sometimes dug up and eaten (15)………………………………………………………………<br />· a mammoth (which was) reported to have been found (17)<br /><br />…………………………………………………<br />……………………………………………………………………………………………………………….<br />· the head had been exposed (18)………………………………………………………………………………<br />· the body was excavated and taken away (23)………………………………………………………………..<br />………………………………………………………………………………………………………………..<br />· there are living dinosaurs to be found (25)<br /><br />…………………………………………………………………..<br />· a dog, which was also swallowed up (29)……………………………………………………………………<br /><br />7. CLOZE ….fill each of the numbered spaces with an appropriate word<br /><br />taken from the box.<br /><br />warning predict severe prepare obsolete<br />percentage late lower eyewitness characteristic<br /><br />Modern weather technology can detect strong winds and rain, which are<br /><br />_______________(1)<br />of severe thunderstorms and tornadoes. In the past, an _______________<br /><br />(2) radar system was used<br />to predict such storms. Under this old system, warnings often depended<br /><br />on ________________(3) reports.<br />These reports gave people only about three minutes to ________________<br /><br />(4) for the tornado. Today, more<br />than 100 new detection centres are in place in the United States. By<br /><br />the ________________(5) 1990’s,<br />a total of 152 systems will be working throughout the country. In the<br /><br />past, many ______________(6)<br />thunderstorms and tornadoes struck without ________________(7). Weather<br /><br />forecasters could not<br />__________________(8) all of them. In fact, they did not predict 33<br /><br />percent of all the storms. As a result<br />of the new technology, this __________________(9) has decreased to 13<br /><br />percent. When all the new systems<br />are in place, this percentage will be even _________________(10).<br /><br />7(a) CLOZE 2<br /><br />by the it to decisions<br />will that maintain citizens shown<br /><br />With the rejection of the Euro, Denmark has _______________(1) the true<br /><br />value of democracy.<br />Its ______________(2) decided via a referendum that they preferred to<br /><br />________________(3) their own<br />currency rather than adopt _______________(4) of the European Union.<br /><br />Their vote _____________(5)<br />influence the long-awaited _______________(6) of Britain and Sweden and<br /><br />contribute ______________(7)<br />reduced confidence in a number of Euro countries. _______________(8)<br /><br />will also show all participating<br />nations _______________(9) value of a true referendum ________________<br /><br />(10) the people, as opposed<br />to the decisions made by a bunch of international politicians.<br /><br /><br />8. VOCABULARY…fill in the spaces with an appropriate Noun, Verb,<br /><br />Adjective and Adverb.<br /><br />NOUN VERB ADJECTIVE ADVERB<br /><br /><br />INHABITANT<br />WASTE<br />HAPPEN<br />SUPPORT<br />HEIGHT<br />ENTER<br />CLOUD<br />EXPEDITION<br />REMAINS<br />HEAD<br />MANAGE<br />COVERING<br />CREATURE<br />EXPOSED<br />EXCAVATED<br />PRESERVATION<br />COURAGE<br />EMERGEMohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-3497180116553881422010-01-22T13:44:00.000-08:002010-01-23T08:46:20.767-08:00Sleep difficulties and recommendations<span style="font-weight: bold;">Sleep difficulties and recommendations</span><br /><br />There have been times when, if you could put sleep in a cup, I would<br />have drunk it. If you too crave sleep the way some people crave chocolate,the chances are that you share your nights with a small child. According to a study by Naomi Richman, Consultant Psychiatrist at Great Ormond Street Hospital, up to 20% of 1-and 2-year olds wake regularly every night. The children themselves rarely suffer. They spring cheerfully to life each morning while their exhausted parents devise ruses to snatch a few more<br />moments rest.<br /><br /><br />The traditional child-care experts breed confusion rather than offer comfort. All are dogmatic and all have different advice: Hugh Jolly<br />recommends taking your baby into bed with you; Dr. Spock warns, “I think it is a sensible rule not to take the child into the parents’ bed for any reason”; Penelope Leach sides with Spock and suggests: “move the baby out of your room as soon as possible”. If the little horror cries at night, Spock says you should leave him to it; Leach recommends that you “go to him immediately”, and Jolly sits on the fence with the advice that it is all right to leave your baby crying at times.<br /><br /><br />It is hard to imagine another situation in which a problem causing such<br />a high level of stress is dismissed in so cavalier a fashion. However, there is one blessed exception to the “grin and bear it” school of child care. For some years now, the Department of Psychological Medicine at Great Ormond Street Hospital has been helping parents whose children have particularly bad sleep problems. Carol and John Warren were early beneficiaries of the compassionate guidance of psychologists working there. Their 2-year-old son Will had never slept for longer than three hours at a stretch. What’s more,<br />he would only go back to sleep if he was breast-fed, so Carol had to take the whole burden of night waking. “I was like a zombie by day”, she recalls.<br /><br />They were asked to keep a detailed sleep chart for a few weeks. Then,<br />on the basis of their chart, specific suggestions were made to break the pattern: Will was to be moved into a separate room; Carol should stop breast-feeding altogether; John should take over completely at night, rocking him back to sleep to start with and then gradually phasing out the amount of attention given each time Will woke up and started to cry.<br /><br />It took three months to complete the different steps they had set<br />themselves. The final break-through came when John went in and told<br />Will firmly to go back to sleep. After three nights of this, he stopped<br />bothering to wake up any more.<br /><br /><span style="font-weight: bold;">Reading Comprehension n. 12 SLEEP 61<br />1. Answer the following comprehension questions.<br />a) What is the passage about?………………………………………………………………………………………<br />………………………………………………………………………………………………………………….<br />b) Why do you think the author says “if you could put sleep in a cup, I<br /><br />would have drunk it”?………………..<br />…………………………………………………………………………………………………………………<br /><br />c) Are the following statements TRUE or FALSE?<br />· The majority of children do not sleep all night. T / F<br />· Child-care experts don’t offer much help to sleepy parents. T / F<br />· Dr Spock believes that children should not sleep in their parents’<br /><br />bed. T / F<br />· All three doctors agree on letting the baby cry at night. T / F<br />· Psychologists were not able to help the Warren family. T / F<br /><br /><br />d) Why did Carol and John ask for help?…………………………………………………………….……….<br />e) Give at least three things which the anxious parents were asked to<br /><br />do…………………………………….<br />……………………………………………………………………………………………………………...<br />f)Explain the meaning of the following words or phrases as used in the<br /><br />text.<br /><br />· up to 20% (5)………………………………………………………<br />· they spring cheerfully to life (6)……………………………………………….<br />· child-care experts breed confusion (10)………………………………………………<br />· Leach sides with Spock (13)……………………………………………………<br />· the little horror (14)……………………………………………………..<br />· Jolly sits on the fence (16)…………………………………………………….<br />· ‘grin and bear it’ (20)……………………………………………………..<br />· at a stretch (25)……………………………………………………..<br />· Carol had to take the whole burden (26)…………………………………………….<br />· gradually phasing out (32)………………………………………………<br />· the final breakthrough (35)………………………………………………<br />2. What do the following words refer to? 62<br />it (2)………………………………………….. they (6)……………………………………………..<br />their (7)……………………………………… all (10)………………………………………………<br />I (11)…………………………………………. it (12)………………………………………………….<br />him (15)…………………………………….. it (15)……………………………………………….<br />it (16)…………………………………………. it (18)…………………………………………….<br />which (18)…………………………………… whose (22)……………………………………………<br />there (24)……………………………………. he (26)……………………………………………..<br />I (27)………………………………………… they (28)………………………………………………<br />it (34)……………………………………….. this (36)……………………………………………….<br /><br /><br />3. Translate the following linking words and state their function in<br /><br />the text.<br />if (1)…………………………………………………………………….<br />too (2)…………………………………………………………………..<br />while (7)…………………………………………………………………<br />rather than (9)……………………………………………………………<br />as….as (14)……………………………………………………………….<br />however (19)…………………………………………………………….<br />what’s more (25)………………………………………………………….<br />so (26)……………………………………………………………………..<br />then (28)…………………………………………………………………..<br /><br />4. MODALS…..translate the following modal constructions and state what<br /><br />each modal expresses, e.g. ability,<br />probability, obligation, advice etc.<br />· if you could put sleep in a cup (1)………………………………………………………………..<br />· you should leave him to it (15)………………………………………………………………….<br />· Carol had to take the whole burden (26)……………………………………………………….<br />· Carol should stop breast-feeding (30)………………………………………………………………<br />· John should take over completely at night (31)…………………………………………………….<br />· N.B……..Will was to be moved.(30) = Will had to be moved ( ‘BE + to’<br /><br />expresses an order)<br />· N.B……..the chances are (3) …..expresses ‘probability’, i.e., it is<br /><br />probable that….<br /><br />5. Giving ADVICE…….note the following verbs from the text which express<br /><br />ADVICE. 63<br />· Dr Spock warns (11)………..= he advises<br />· I think it is a sensible rule(11)……………… = it is my advice that<br />· Leach suggests (13)………………….= she advises<br />· Leach recommends (15)…………….= she advises<br />· They were asked to keep (28)……………..= they were advised to<br />· Specific suggestions were made(29)………..= they were given advice<br />· Carol should stop (30)………………= she was advised to stop<br />· John should take over (31)…………= he was advised to take over<br /><br />6. IRREGULAR VERBS…….write the infinitive, past simple, past participle<br /><br />and translation of the following verbs.<br />Infinitive Past Simple Past Participle Translation<br />wake (5)…………………………………………………………………………………………………………<br />spring (6)………………………………………………………………………………………………………….<br />breed (9)……………………………………………………………………………………………………………<br />think (11)………………………………………………………………………………………………………<br />take (12)…………………………………………………………………………………………………………..<br />say (14)……………………………………………………………………………………………………………..<br />leave (15)…………………………………………………………………………………………………………..<br />go (15)…………………………………………………………………………………………………………….<br />sit (16)…………………………………………………………………………………………………………….<br />have (22)………………………………………………………………………………………………………….<br />……………………………………………………………………..slept (25)……………………………………<br />………………………………………………………………………fed (26)……………………………………<br />keep (28)……………………………………………………………………………………………………………..<br />……………………………………………………………………….made(29)………………………………<br />break (29)……………………………………………………………………………………………………………<br />……………………………………………………………………….given (33)………………………………..<br />………………………………………………………………………..set (34)…………………………………..<br />…………………………..came (35)……………………………………………………………………………<br /><br /><br />7. CONDITIONALS ……translate the following conditional sentences and<br /><br />state which conditional<br />each one is, i.e., zero, 1st, 2nd, or 3rd.<br />· If you could put sleep in a cup, I would have drunk it (1)<br /><br />…………………………………………<br />…………………………………………………………………………………………………….<br />· If you too crave sleep, the chances are that you share your nights<br /><br />with a small child (2)………..<br />……………………………………………………………………………………………………<br />· He would only go back to sleep if he was breast-fed (26)<br /><br />…………………………………………<br />………………………………………………………………………………………………….…<br /><br /><span style="font-weight: bold;">8. “-ING-forms”…note the following ‘ing-forms’ and decide if they<br /><br />function as Adjectives, or Nouns, or<br />as Present Participles with the verb ‘to be’. Translate these phrases.<br />a) Jolly recommends taking your baby (11)……………………………………………………………………<br />b) to leave your baby crying at times (17)………………………………………………………………………<br />c) a problem causing such a high level of stress (18)<br /><br />…………………………………………………………..<br />d) the Department ….has been helping parents (22)<br /><br />……………………………………………………………<br />e) guidance of psychologists working there (24)<br /><br />……………………………………………………………….<br />f) Carol had to take the whole burden of night waking (26)<br /><br />……………………………………………………<br />g) rocking him back to sleep (31)……………………………………………………………………………….<br />h) gradually phasing out (32)…………………………………………………………………………………….<br />i) he stopped bothering to wake up (37)…………………………………………………………………………</span><br /><br />9. Passives……translate the following passive constructions.<br />a) a problem is dismissed in so cavalier a fashion (19)<br /><br />……………………………………………………<br />b) they were asked to keep (28)……………………………………………………………………………<br />c) suggestions were made (29)……………………………………………………………………………..<br />d) Will was to be moved (30)……………………………………………………………………………….<br /><br />10. VOCABULARY ……match a word in column ‘A’ with its synonym in column<br /><br />‘B’ 65<br />‘A’ ‘B’<br />times (1) thoughtless<br />crave (2) assisting<br />chances (3) advice<br />rarely(6) moments<br />devise (7) weight<br />ruse (7) agree<br />sensible (12) difficult<br />to side with (13) not often<br />sit on the fence (16) probability<br />hard (18) strongly desire<br />cavalier (19) invent<br />helping (22) trick<br />guidance (24) intelligent<br />burden (27) is undecided<br /><br /><span style="font-weight: bold;">CLOZE…..fill in the numbered spaces with an appropriate word taken from<br /><br />the box.<br />former than when demand fired the to<br />thousands appear allegations scandals mired by<br /><br />Protests broke out in Indonesia’s capital after President Abdurrahman<br /><br />Wahid declined to<br />____________(1) before a parliamentary committee investigating<br /><br />corruption _______________(2)<br />against him. Wahid, whose administration has been ____________(3) in a<br /><br />series of financial and<br />political ____________(4), described the request as outrageous and<br /><br />countered ______________(5)<br />inviting some members of the committee ____________(6) question him at<br /><br />the presidential palace.<br />Police ______________(7) tear gas and warning shots against the<br /><br />______________(8) of students who<br />converged on parliament to __________(9) Wahid’s resignation. A Muslim<br /><br />cleric and _____________(10)<br />country’s first democratically elected leader in more ____________(11)<br /><br />50 years, Wahid came to power<br />__________(12) student-led protests helped to topple the regime of<br /><br />__________(13) dictator Suharto in 1998.</span><br /><br /></span>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-61944361919483492942010-01-19T13:23:00.000-08:002010-01-20T14:04:21.154-08:00THE GRAND MARCH TO LUXOR and excercisesVerdi would have loved the idea. In the ruins of the Temple of Luxor,<br />near the ancient city of Thebes where the pharaohs ruled, stages for a grand opera are being put into shape.There, in early May, a $10 million productionof “AIDA” will take place in the open air. Colossal figures of Ramses II will look down on Verdi’s monumental drama of love, war and betrayal. The background will be the river Nile. It will also be a fantastic spectacle – or a spectacular fiasco.<br /><br /><br />The impresario is Fawzi Mitwali, a wealthy Egyptian-born mineral-oil<br />wholesaler,who sees the show as sort of a Woodstock for the very rich. “I want to bring all people together, all opera lovers, into one big nation during the opera performance,”performance,” he says. About 40,000 tickets, at prices from $250 to $550, are being sold worldwide for a run that will last only 10 performances.King Hussein of Jordan, King Juan Carlos of Spain and, of course, the Prince and Princess of Wales have been invited. Six of the eight Concorde supersonic<br />15 jets currently in service are supposed to fly in to Luxor airport, and most of the Nile’s luxury cruise boats will be tied up along the banks to offer accommodations.<br /><br /><br />But this opera fan’s dream could turn into an archaeologist’s nightmare. Lanny Bell, director of an archaeological project in Luxor, shudders at the impact that thousands of opera fans,not to mention hundreds of lance carriers recruited 20 from the Egyptian army, might have on fragile structures already eroded by rising ground water and corrosive salt. Merely the vibrations of so many stamping feet could be a problem, he warns. “General damage can be anticipated,” he says<br />gloomily, “like from an earthquake.”<br /><br /><br />Then there are the logistical horrors. Luxor has only about half the first-class hotel rooms it needs to house the nightly audience of 4,000, and cruise boats may not be able to take up the slack. The Muslim holy month of Ramadan will have just begun, a period when all-day fasting and all-night feasting often bring Egypt to a virtual standstill. Luxor residents doubt there will be enough food, enough clean sheets, even enough jet fuel at the airport.<br /><br /><br />Mitwali scoffs at the sceptics. “I know it is difficult,” he says. “I only do difficult things.” He stresses that Egyptian officials are watching closely to make sure the monuments are not damaged. The Egyptians hope that the Luxor “AIDA” can restore an aura of glamour and confidence to their country after the terrorist incidents of recent years – notably the Achille Lauro hijacking – that scared rich foreigners away. So grand a project certainly deserves success, but it may be well to remember that “AIDA” itself ends tragically, with the Ethiopian princess and her Egyptian lover sealed in a cold, dark tomb.<br /><br /><br />1. Answer the following comprehension questions.<br />· What is the passage about?……………………………………………………………………………<br />…………………………………………………………………………………………………………<br />· Explain what is meant by “who sees the show as a sort of Woodstock for the very rich”. (19)<br />…………………………………………………………………………………………………………<br />· What is the central concern of archaeologist Lenny Bell?…………………………………………..<br />……………………………………………………………………………………………………….<br />· What natural causes have already damaged the archaeological sites?………………………………<br />……………………………………………………………………………………………………….<br />· What problems can guests arriving in Luxor anticipate?…………………………………………….<br />………………………………………………………………………………………………………<br />· Why is it so important to the Egyptians that the show is a huge success?…………………………..<br />………………………………………………………………………………………………………..<br />· What is the author implying in the last sentence of the passage? “So grand a project…..dark tomb.” (35-37)<br />…………………………………………………………………………………………………………<br />· What is the main idea in paragraph 3?<br />a) potential archaeological damage<br />b) the problem of using the Egyptian army<br />c) earthquake damage<br /><br /> What is the main idea in paragraph 4<br />a) logistical problems<br />b) the shortage of hotels<br />c) the problem of the holy month of Ramadan<br />· Explain the meaning of the following words or phrases as they are used in the passage.<br />a) for a run (12)…………………………………………………………………………..<br />b) shudders (18)…………………………………………………………………………..<br />c) gloomily (23)………………………………………………………………………….<br />d) logistical (24)……………………………………………………………………………<br />e) to take up the slack (26)………………………………………………………………<br />f) all-day fasting (27)…………………………………………………………………..<br />g) a virtual standstill (28)………………………………………………………………..<br />h) scoffs at the sceptics (30)……………………………………………………………..<br />i) an aura of glamour (33)<br /><br /><span style="font-weight: bold;"><br />What do the following words refer to?<br />there (3)…………………………………………… it (6)………………………………………………<br />who (9)……………………………………………. he (11)……………………………………………<br />it (25)……………………………………………… it (30)…………………………………………….<br />their (33)………………………………………….. it (35)…………………………………………….<br />itself (36)…………………………………………… her (37)…………………………………………..<br /><br /><br />In paragraph 4, there are no linking words joining the ideas in each of the sentences. Choose the most<br />appropriate linking word to join the following sentences.<br />a) between sentence 1 & 2 ----- but, for example, first, if<br />b) between sentence 2 & 3 ----- in addition, therefore, still, of course<br />c) between sentence 3 & 4 ----- however, finally, briefly, then<br /><br /></span>4. IRREGULAR VERBS …..write the infinitive, past simple, past participle and translation of the following verbs.<br />INFINITIVE PAST SIMPLE PAST PARTICIPLE TRANSLATION<br />……………………………………………………………….put (3)………………………………………<br />take (4)……………………………………………………………………………………………………….<br />see (9)………………………………………………………………………………………………………….<br />say (11)………………………………………………………………………………………………………..<br />………………………………………………………………..sold (12)………………………………………<br />fly (15)…………………………………………………………………………………………………………<br />take (26)………………………………………………………………………………………………………….<br />…………………………………………………………………begun (27)……………………………………..<br />bring (27)…………………………………………………………………………………………………………<br />know (30)…………………………………………………………………………………………………………...<br />do (30)……………………………………………………………………………………………………………….<br />make (31)…………………………………………………………………………………………………………..<br /><br />MODALS ….translate each of the following modal constructions and state what each modal expresses,<br />e.g., ability, possibility, obligation, permission, advice etc.<br />· the dream could turn into a nightmare (17)……………………………………………………………….<br />· the impact that fans might have on fragile structures (20)………………………………………………..<br />……………………………………………………………………………………………………………..<br />· vibrations could be a problem (22)………………………………………………………………………<br />· damage can be anticipated (22)………………………………………………………………………….<br />· cruise boats may not be able to take up the slack (25)…………………………………………………..<br />…………………………………………………………………………………………………………….<br />· AIDA can restore an aura of glamour (33)…………………………………………………………………<br />· it may be well to remember (35)………………………………………………………………………….<br /><br /><br /><br /><br />6. PASSIVES….re-write the following passive voice constructions using the active voice.<br />· stages are being put into shape (3)………………………………………………………………………<br />· tickets are being sold (12)………………………………………………………………………………<br />· the Prince and Princess of Wales have been invited (14)……………………………………………….<br />· cruise boats will be tied up (16)………………………………………………………………………….<br />· structures (which have been) eroded by water and salt (20)………………………………………………<br />· to make sure the monuments are not damaged (32)………………………………………………………<br /><br /><br /><br />CLOZE ….fill each of the numbered spaces with an appropriate word taken from the box.<br />Verdi would have loved the idea. In _____________(1) ruins of the Temple of Luxor, ___________(2)<br />the ancient city of Thebes where the ______________(3) ruled, stages for a grand opera _____________(4)<br />being put into shape. There, in ____________(5) May, a $10 million production of Aida ______________(6)<br />take place in the open air. _______________(7) figures of Ramses II will look down ______________(8)<br />Verdi’s monumental drama of love, war ___________(9) betrayal. The background will be the river Nile.<br />It will also _____________(10) a fantastic spectacle – or a spectacular fiasco.<br />be and are near the on<br />colossal will early pharaohsMohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-40643749818067666772009-11-29T07:43:00.000-08:002011-09-07T10:19:19.857-07:00GRUPOS SUBGRUPOS ANILLOS CUESTIONES TEÓRICO-PRÁCTICAS<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="color: #3d85c6; font-family: Verdana,sans-serif;">
<span style="font-size: x-large; font-weight: bold;"> <a href="http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html">Spanish math tests</a></span><br />
<span style="font-size: x-large; font-weight: bold;">By a teacher from spain </span></div>
<br />
<span style="font-size: 130%; font-weight: bold;">GRUPOS:</span><br />
<br />
<br />
<a href="http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html">http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html</a><br />
<span style="font-size: 100%;">Sea un conjunto dotado de una operac</span><span style="font-size: 100%;">ión interna </span><span style="font-size: 100%;">(G, ∗) . Se dice que la<br />
estructura es de grupo si cumple las pr</span><span style="font-size: 100%;">op</span><span style="font-size: 100%;">ie</span><span style="font-size: 100%;">dades asocia</span><span style="font-size: 100%;">tiva,</span><br />
<span style="font-size: 100%;">existencia de elemento neutro y existencia d</span><span style="font-size: 100%;">e elemento simétrico. Si<br />
además se verifica la propiedad</span><span style="font-size: 100%;"> conm</span><span style="font-size: 100%;">u</span><span style="font-size: 100%;">tativa se dic</span><span style="font-size: 100%;">e que (G</span><span style="font-size: 100%;">,∗ )es un grupo</span><span style="font-size: 130%; font-weight: bold;"><br />
</span><br />
<span style="font-size: 100%;">abeliano o conmutativo</span><span style="font-size: 130%; font-weight: bold;">.</span><br />
<br />
<span style="font-size: 130%; font-weight: bold;"><span style="font-weight: bold;">Propiedades:</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxGxsqkQxIS_8YUdaq1NV_HMv0V7fx-006vUY9MdW20OP3jO2xzdgojIh2fQectGVHTwOq26HKYbojrwJA6luGkRiJ-LC0Pcq_8Evh6jwE6frA55wQ5Xcq-Rg0ZTJEzBcslldf-UZ_5RGx/s1600/Propiedades++elemento+%C3%BAnico.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409553566403272946" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxGxsqkQxIS_8YUdaq1NV_HMv0V7fx-006vUY9MdW20OP3jO2xzdgojIh2fQectGVHTwOq26HKYbojrwJA6luGkRiJ-LC0Pcq_8Evh6jwE6frA55wQ5Xcq-Rg0ZTJEzBcslldf-UZ_5RGx/s320/Propiedades++elemento+%C3%BAnico.GIF" style="cursor: pointer; height: 130px; width: 320px;" /></a><br />
<br />
<span style="font-weight: bold;">SUBGRUPOS:</span><br />
<br />
<a href="http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html"><i><span class="Apple-style-span" style="color: #3d85c6;">Downloading </span></i></a><br />
<span style="font-weight: bold;">Un subconjunto S no vacío de un grupo ( G,∗) , es un subgrupo si<br />
(S,∗) tiene estructura de grupo. Esto e</span><span style="font-weight: bold;">s:</span><br />
<br />
1. ∀ a,b ∈ S, a *b ∈ S ,<br />
2. El elemento neutro e de ( G,∗) pertenece a S<br />
3. ∀ a∈ S , a′ ∈ S ,<br />
<br />
<span style="font-weight: bold;">CARACTERIZACIÓN DE SUBGRUPO</span><span style="font-weight: bold;">S:</span> Un subconjunto S<br />
no vacío de un grupo ( G,∗) , es un subgrupo si y solo si:<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaxx78ie_39lmwknyExEJAmnSyhX-sZcAJ2SHa3CiAlmfFR6KROjqcYzs3wByIcovzUsY_MCPkzoLUBCpxbQY-E1TOhN_RRnTKxCm9q0B-5xk4I_HNLr-JPMA-juMf-K4iRmJqZ5Sx7t_O/s1600/CARACTERIZACI%C3%93N+DE+SUBGRUPOS.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409555719788631762" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaxx78ie_39lmwknyExEJAmnSyhX-sZcAJ2SHa3CiAlmfFR6KROjqcYzs3wByIcovzUsY_MCPkzoLUBCpxbQY-E1TOhN_RRnTKxCm9q0B-5xk4I_HNLr-JPMA-juMf-K4iRmJqZ5Sx7t_O/s320/CARACTERIZACI%C3%93N+DE+SUBGRUPOS.GIF" style="cursor: pointer; height: 50px; width: 320px;" /></a><br />
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<span style="font-weight: bold;">ANILLOS:</span><br />
<br />
Sea un conjunto A dotado de dos operaciónes internas, + y . Se<br />
dice que la estructura ( A ,+,*) es de anillo si es un grupo conmutativo para<br />
la ley + y la ley * cumple las propiedades asociativa y distributiva<br />
respecto de + . Si además se verifica la propiedad conmutativa para esta<br />
última, se dice que (A ,+,*) es un anillo abeliano o conmutativo. Si para la<br />
ley x existe elemento neutro, entonces es un anillo unitario.<br />
<br />
<span style="font-weight: bold;">Propiedades:</span><br />
<br />
• ∀a ∈A, a × 0 = 0× a= 0 (0 es el elemento neutro de +)<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVfFE67hsiVh5YYLwW7PGlmN8EXibvXE3SwQEd2rgGv7FQq6Gbb3DBYLOeXv4KDt4L25VT4-r4EVZNyLqeRZcpP05OTKWmgqpKvW_NYsO939_PPg_N_IZJz9GmavfbcqD3zBV1iz_TV0X4/s1600/Propiedades+neutro.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409558626261636594" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVfFE67hsiVh5YYLwW7PGlmN8EXibvXE3SwQEd2rgGv7FQq6Gbb3DBYLOeXv4KDt4L25VT4-r4EVZNyLqeRZcpP05OTKWmgqpKvW_NYsO939_PPg_N_IZJz9GmavfbcqD3zBV1iz_TV0X4/s320/Propiedades+neutro.GIF" style="cursor: pointer; height: 62px; width: 320px;" /></a><br />
<br />
<span style="font-weight: bold;"> ELEMENTOS NOTABLES:</span><br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTzzl4542zVm7gJElzPgqayfgGqAcTF3vCxUJgke12HemnbSEPGqD2eWSCBWiDcVc5mUjV_HFSFRYwv2YQ3Nio9REPik0dOUEt84fTF9pGrqNr7JmjVqoOL9YKtBOxk5U4u9Y1Ytlg-zic/s1600/ELEMENTOS+NOTABLES+invertibles.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409559957600452370" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTzzl4542zVm7gJElzPgqayfgGqAcTF3vCxUJgke12HemnbSEPGqD2eWSCBWiDcVc5mUjV_HFSFRYwv2YQ3Nio9REPik0dOUEt84fTF9pGrqNr7JmjVqoOL9YKtBOxk5U4u9Y1Ytlg-zic/s320/ELEMENTOS+NOTABLES+invertibles.GIF" style="cursor: pointer; height: 93px; width: 320px;" /></a><br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtmgB0YSAKhnxD5fhW_EA7T5lSLo81ktQ3TSeTWAi-skvSR4puHUi5xSlTl8Gx1uO9quh_V3i16AvKAkJfd8SXT7xlt3QcNHJbxZZDdm5vwRfxFAIYF6GXDJMC2P1-BwUvyxtqVBLe_-46/s1600/Elementos+nilpotentes++Divisores.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409560983288835682" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtmgB0YSAKhnxD5fhW_EA7T5lSLo81ktQ3TSeTWAi-skvSR4puHUi5xSlTl8Gx1uO9quh_V3i16AvKAkJfd8SXT7xlt3QcNHJbxZZDdm5vwRfxFAIYF6GXDJMC2P1-BwUvyxtqVBLe_-46/s320/Elementos+nilpotentes++Divisores.GIF" style="cursor: pointer; height: 62px; width: 320px;" /></a><br />
<br />
<br />
<span style="font-weight: bold;">ANILLOS DE INTEGRIDAD:</span><br />
<br />
Es un anillo sin divisores de cero. Si un anillo de integridad es<br />
unitario y conmutativo se le llama DOMINIO DE INTEGRIDAD.<br />
<br />
<span style="font-weight: bold;">SUBANILLOS:</span><br />
Un subconjunto S no vacío de un anillo ( A, +, ×) es un subanillo si<br />
(S, +, ×) tiene estructura de anillo. Esto es:<br />
<br />
1. ( S,+)es subgrupo conmutativo.<br />
<span style="font-weight: bold;">2. La ley × es cerrada en S </span><span style="font-weight: bold;">. Esto es, ∀a</span><span style="font-weight: bold;">,b ∈ S , a* b</span><span style="font-weight: bold;">∈</span><span style="font-weight: bold;"> S<br />
</span><br />
<span style="font-weight: bold;"><span style="font-weight: bold;">CARACTERIZACIÓN DE SUBANILLOS:</span></span> Un subconjunto S<br />
no vacío de un anillo ( A , + ,×) es un subanillo si solo si:<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ_jLORzosnzWIrqgi0CeMLA-OM0yJNp7PkeiXAYXYfVxxdARPZSNQr6RZ8U1dIzz-G3kH_jYZiyRl2MX9qPi0HTE9hMy1qXbLWiHNX58AtlqQwbMZfbX2slKq0IrylJpY2X6eaYf6iwVm/s1600/CARACTERIZACI%C3%93N+DE+SUBCUERPOS.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409574026573514146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ_jLORzosnzWIrqgi0CeMLA-OM0yJNp7PkeiXAYXYfVxxdARPZSNQr6RZ8U1dIzz-G3kH_jYZiyRl2MX9qPi0HTE9hMy1qXbLWiHNX58AtlqQwbMZfbX2slKq0IrylJpY2X6eaYf6iwVm/s320/CARACTERIZACI%C3%93N+DE+SUBCUERPOS.GIF" style="cursor: pointer; height: 87px; width: 320px;" /></a><br />
<br />
<span style="font-weight: bold;"><br />
</span><br />
<span style="font-weight: bold;"><span style="font-size: 130%;">CUESTIONES TEÓRICO-PRÁCTICAS:</span></span><br />
<br />
<span style="font-weight: bold;"><span style="font-size: 130%;"><span style="font-size: 100%;">Seleccione la respuesta correcta:</span></span></span><br />
<span style="font-weight: bold;"><span style="font-size: 130%;"><span style="font-size: 100%;"><br />
</span></span></span><br />
<span style="font-weight: bold;">1.- Sean A y B dos conjun</span><span style="font-weight: bold;">tos no di</span><span style="font-weight: bold;">sjuntos y no va</span><span style="font-weight: bold;">cíos. En</span><span style="font-weight: bold;">tonces la<br />
solución de</span><br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQwglDNrjKIyMc1s_vO7jSIfGPA0wBSuyamqUaLW8rBoYA-6TYimw4GVJGylOVavTcC7KO3N0vVwnObNXQCc2P3CI3BFXNEjDP-co7Cy7LgyRF2_HVfnIjp28q6PTa7wWgUkqJ6NPnNrJp/s1600/conjuntos+no+disjuntos.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409575556451412194" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQwglDNrjKIyMc1s_vO7jSIfGPA0wBSuyamqUaLW8rBoYA-6TYimw4GVJGylOVavTcC7KO3N0vVwnObNXQCc2P3CI3BFXNEjDP-co7Cy7LgyRF2_HVfnIjp28q6PTa7wWgUkqJ6NPnNrJp/s320/conjuntos+no+disjuntos.GIF" style="cursor: pointer; height: 89px; width: 320px;" /></a><br />
<br />
<br />
<span style="font-weight: bold;">2.- Sean A y dos </span><span style="font-weight: bold;">conjuntos no disjunt</span><span style="font-weight: bold;">os y no vacíos. Entonces la</span> <span style="font-weight: bold;">solución de</span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixYXX5LgzzLcve6afgdJCNPBJ_ehLmH3gBhZvDrh3-Gag8ZxODt4PHE0YcFvxyFwJEF-rPLHx_-hGS0mO4fWHs_CC5BqsjWqkwyCZ5dWEq9o5xucbubvaBa0715GAHaNtJYTJpRC7uO4-8/s1600/conjuntos+no+disjuntos+y+no+vac%C3%ADos.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409576318509132034" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixYXX5LgzzLcve6afgdJCNPBJ_ehLmH3gBhZvDrh3-Gag8ZxODt4PHE0YcFvxyFwJEF-rPLHx_-hGS0mO4fWHs_CC5BqsjWqkwyCZ5dWEq9o5xucbubvaBa0715GAHaNtJYTJpRC7uO4-8/s320/conjuntos+no+disjuntos+y+no+vac%C3%ADos.GIF" style="cursor: pointer; height: 97px; width: 320px;" /></a><br />
<br />
<br />
3.- Sean A y B dos conjuntos no disjuntos y no vacíos. Entonces la<br />
solución de<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCBRco7URff6a-0C8HlUtacvPDQuzp-rz5ARtQ3tpC_9qyNDtTsRLGgB4ZaAVBGpLkbFQZikMVd8isI-Ubwkb2if20sJp9ch6g78KTdBRZR3pzEa4HxIUS0eMJgp47HygXTCeCHhO1oq3N/s1600/CUESTIONES+TE%C3%93RICO-PR%C3%81CTICAS.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409577302249162802" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCBRco7URff6a-0C8HlUtacvPDQuzp-rz5ARtQ3tpC_9qyNDtTsRLGgB4ZaAVBGpLkbFQZikMVd8isI-Ubwkb2if20sJp9ch6g78KTdBRZR3pzEa4HxIUS0eMJgp47HygXTCeCHhO1oq3N/s320/CUESTIONES+TE%C3%93RICO-PR%C3%81CTICAS.GIF" style="cursor: pointer; height: 93px; width: 320px;" /></a><br />
<br />
<br />
4.- Sean A,B <span style="font-weight: bold;">y </span>C tres conjuntos no disjuntos y no vacíos. Entonces la<br />
solución de<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhch6dxT0-vq82Oug76r2dMczM5aIaO6U7VBhNykvR_UT1hyvXkClOcyB8LLHSVvFfFP9023GNA4Z8We6pjvOUYl43DarS9u2iAUxmdAJtRowyC5NG4e43QBatlGJANwelH9VsFwTtg_E3N/s1600/Entonces+la+soluci%C3%B3n.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409578800064885954" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhch6dxT0-vq82Oug76r2dMczM5aIaO6U7VBhNykvR_UT1hyvXkClOcyB8LLHSVvFfFP9023GNA4Z8We6pjvOUYl43DarS9u2iAUxmdAJtRowyC5NG4e43QBatlGJANwelH9VsFwTtg_E3N/s320/Entonces+la+soluci%C3%B3n.GIF" style="cursor: pointer; height: 92px; width: 320px;" /></a><br />
<br />
<br />
5.- Sean A, B <span style="font-weight: bold;">y </span>C tres conjuntos no disjuntos y no vacíos. Entonces la<br />
solución de<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6k_PIfGLapHaZ1XNLvPN2fxLa6Iyi9ZP2U8IqkcZY351OuMWOmYupyOal1DszDV5OtOz-A3RegpGAf4_wX2cfwFg0D2LN34f_93XR8l6CT90hLs5gjZqF0jmuH-3mskNZkR-kdIJhDy78/s1600/Maths+testi.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409579769892346690" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6k_PIfGLapHaZ1XNLvPN2fxLa6Iyi9ZP2U8IqkcZY351OuMWOmYupyOal1DszDV5OtOz-A3RegpGAf4_wX2cfwFg0D2LN34f_93XR8l6CT90hLs5gjZqF0jmuH-3mskNZkR-kdIJhDy78/s320/Maths+testi.GIF" style="cursor: pointer; height: 66px; width: 320px;" /></a><br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-q3CTMtJjda4kljR3Z8RwTA6zPoZTJSi_2zlP8CYznVbR7ogBfA13Yvdb1NErGyvPuihfrJnEyeo7TyiTJPdV3_AQ3hSMMf1DRF0jh-XWY6N1gpUvEnODz0B0LWLBkixPv_ZqH_NlEnSx/s1600/mathmatico+++CUESTIONES.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409580258949635026" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-q3CTMtJjda4kljR3Z8RwTA6zPoZTJSi_2zlP8CYznVbR7ogBfA13Yvdb1NErGyvPuihfrJnEyeo7TyiTJPdV3_AQ3hSMMf1DRF0jh-XWY6N1gpUvEnODz0B0LWLBkixPv_ZqH_NlEnSx/s320/mathmatico+++CUESTIONES.GIF" style="cursor: pointer; height: 89px; width: 320px;" /></a><br />
<br />
<span style="font-weight: bold;">6</span>.- Sean A,B <span style="font-weight: bold;">y </span>C tres conjuntos no disjuntos y no vacíos. Entonces:<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLCRim_IlTt59gRR20s1HHVqji2ipahSIC5VSV0IrYFLcBnO8hxgNtJB0c_KrdDGpzXx-1a6ID8WlN-aTcUdcUIJ6iM5hOIuEdfMhPbW1sM7J5LCZ2oEAv2ZBhZh-F_l9KcYHCrdgOmWoV/s1600/Entonces+cierta.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409581676475673234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLCRim_IlTt59gRR20s1HHVqji2ipahSIC5VSV0IrYFLcBnO8hxgNtJB0c_KrdDGpzXx-1a6ID8WlN-aTcUdcUIJ6iM5hOIuEdfMhPbW1sM7J5LCZ2oEAv2ZBhZh-F_l9KcYHCrdgOmWoV/s320/Entonces+cierta.GIF" style="cursor: pointer; height: 100px; width: 320px;" /></a><br />
<br />
<br />
7.- Sean A, dos conjuntos no disjuntos y no vacíos. Entonces:<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitdwWEedJ4Ma0qsi3o2sg5PO11PvIlTjMEJjwacPmX4ZF1jOjmkGq2K1CGTeQ-p9RS9bJShYD2xhCq8_1eF06cIRBoxtlCtcKjQ-xfR8N2PiauaRTDS5guxZ5MDNWF8TEGncfp0L7of3-B/s1600/Sabiendo+a+los+ex%C3%A1menes+de.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409582420031951122" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitdwWEedJ4Ma0qsi3o2sg5PO11PvIlTjMEJjwacPmX4ZF1jOjmkGq2K1CGTeQ-p9RS9bJShYD2xhCq8_1eF06cIRBoxtlCtcKjQ-xfR8N2PiauaRTDS5guxZ5MDNWF8TEGncfp0L7of3-B/s320/Sabiendo+a+los+ex%C3%A1menes+de.GIF" style="cursor: pointer; height: 91px; width: 320px;" /></a><br />
<br />
<span style="font-weight: bold;">8.- </span>Se establece en el conjunto de los números enteros una relación<br />
binaria dada por:<br />
<br />
x<span style="font-weight: bold;">R</span> y ⇔ <span style="font-style: italic;">x</span> |Y|, x,y,z < ∈ <span style="font-weight: bold;">Z</span><br />
<br />
<span style="font-weight: bold;">Entonces:</span><br />
<br />
a) R es de equivalencia.<br />
b) R es de orden.<br />
c) Las dos anteriores son ciertas.<br />
d) Ninguna de las anteriores es cierta.<br />
<br />
<br />
<span style="font-weight: bold;">9.</span>- Se establece en el conjunto de los números complejos una relación<br />
binaria dada por:<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8m8QCSMEImB5r1X_bL394aVgf3IDQCesEDx8H04bghesyO8onz2PDGI6zyc7a3hwsJRzF5OfjFSYgPWti4ea1I8MmnbKb3GCkRw79rUCHIge5yBF4xjYdFw8sZX4IMPl7k936GHuAtPAG/s1600/establece++n%C3%BAmeros++orden.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409585915262967634" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8m8QCSMEImB5r1X_bL394aVgf3IDQCesEDx8H04bghesyO8onz2PDGI6zyc7a3hwsJRzF5OfjFSYgPWti4ea1I8MmnbKb3GCkRw79rUCHIge5yBF4xjYdFw8sZX4IMPl7k936GHuAtPAG/s320/establece++n%C3%BAmeros++orden.GIF" style="cursor: pointer; height: 26px; width: 320px;" /></a><br />
<br />
<br />
Entonces:<br />
<span style="font-weight: bold;">a</span>) R es una relación de orden total.<br />
<span style="font-weight: bold;">b</span>) R es una relación de orden parcial.<br />
c<span style="font-weight: bold;">) </span>Las dos anteriores son ciertas.<br />
<span style="font-weight: bold;">d)</span> Ninguna de las anteriores es cierta.<br />
<br />
<span style="font-weight: bold;">10.-</span> Se establece en el conjunto de los números enteros una relación<br />
binaria dada por:<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiV9IORcVj4hqtw21Im_nKu1gVdAJ33CMlc78-bJcc7P6o0tfqn0pCPEUZqbywcqr1BsZfgGEvdQL07jEsguRE3sMTH2C2kzZsXudQpxtemroHsZmxpMJYUOGo8x8x-uNWFUcRm50EIh0f9/s1600/sim%C3%A9trica+equivalencia+anteriores.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409587242086345442" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiV9IORcVj4hqtw21Im_nKu1gVdAJ33CMlc78-bJcc7P6o0tfqn0pCPEUZqbywcqr1BsZfgGEvdQL07jEsguRE3sMTH2C2kzZsXudQpxtemroHsZmxpMJYUOGo8x8x-uNWFUcRm50EIh0f9/s320/sim%C3%A9trica+equivalencia+anteriores.GIF" style="cursor: pointer; height: 19px; width: 320px;" /></a><br />
<br />
<span style="font-weight: bold;">Entonces:</span><br />
<br />
a) R es simétrica.<br />
b) es de equivalencia. R<br />
c) Las dos anteriores son ciertas.<br />
d) Ninguna de las anteriores es cierta.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT0LmzYMVvls0BN6Mg2m_FGQIsFHxq1o2B-omumGSuHYqm8bxC14pUAavsSYde1kJv6mNOdWr-TZdH79ZAGPneNJlwVMoC3YWK5ZDCrxSKeln4MIHevdyCQzavFrS-dWI13cp9XYYI75dq/s1600/Biyectiva++Sobreyectiva+Ninguna.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409588666490577666" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT0LmzYMVvls0BN6Mg2m_FGQIsFHxq1o2B-omumGSuHYqm8bxC14pUAavsSYde1kJv6mNOdWr-TZdH79ZAGPneNJlwVMoC3YWK5ZDCrxSKeln4MIHevdyCQzavFrS-dWI13cp9XYYI75dq/s320/Biyectiva++Sobreyectiva+Ninguna.GIF" style="cursor: pointer; height: 26px; width: 320px;" /></a><br />
<br />
entonces la aplicación es:<br />
<br />
a) Sobreyectiva.<br />
b) Biyectiva.<br />
c) Las dos anteriores son ciertas.<br />
d) Ninguna de las anteriores es cierta.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRFwkjxXCYqJykg_RvTPwFRCv7p-cwP3ymLkWA1TaEMPo7JJzyrKVCUH2ZlsS-_EpqTNH2QZu_7QXZCZfFwaLLtQ6k18F7IF4cdKaSBwdi97v9-2i5E1esVuyqRJcLwBMgMiVS8zKTIK9u/s1600/aplicaci%C3%B3n++siendo+funci%C3%B3n+parte.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409589824054476978" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRFwkjxXCYqJykg_RvTPwFRCv7p-cwP3ymLkWA1TaEMPo7JJzyrKVCUH2ZlsS-_EpqTNH2QZu_7QXZCZfFwaLLtQ6k18F7IF4cdKaSBwdi97v9-2i5E1esVuyqRJcLwBMgMiVS8zKTIK9u/s320/aplicaci%C3%B3n++siendo+funci%C3%B3n+parte.GIF" style="cursor: pointer; height: 24px; width: 320px;" /></a><br />
<br />
a) Sobreyectiva.<br />
b) Inyectiva.<br />
c) Las dos anteriores son ciertas.<br />
d) Ninguna de las anteriores es cierta<br />
<br />
<br />
<a href="http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html">http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html</a><br />
<br />
<br />
<br />
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<a href="http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html"><span class="Apple-style-span" style="color: #cc0000; font-family: Georgia, 'Times New Roman', serif; font-size: x-large;"><b>Downloads</b></span></a><br />
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<span style="font-size: 130%;"><span style="font-weight: bold;">PROBLEMAS PROPUESTOS:</span></span><br />
<br />
<span style="font-weight: bold;">1.- Demostrar:</span><br />
<span style="font-weight: bold;"><br />
</span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidFpr53Hcsl4i-P0GwchXmMrhDBifLf-if72b_ij7SBphTWZMKIQaBnJ3zHwRuQF278K74v-xjhrz-vPQye1AIuoyW0SatvtenJdNcwsz7Rf9MLQmht3av9h2hMEk5mVxthzgfpqIJt7qN/s1600/Demostrar+establece+partici%C3%B3n.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409590959976704066" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidFpr53Hcsl4i-P0GwchXmMrhDBifLf-if72b_ij7SBphTWZMKIQaBnJ3zHwRuQF278K74v-xjhrz-vPQye1AIuoyW0SatvtenJdNcwsz7Rf9MLQmht3av9h2hMEk5mVxthzgfpqIJt7qN/s320/Demostrar+establece+partici%C3%B3n.GIF" style="cursor: pointer; height: 79px; width: 320px;" /></a><br />
<br />
<span style="font-weight: bold;">3.</span>- Sabiendo que a los exámenes de Física y Matemáticas se han<br />
presentado 100 alumnos, de los cuales 54 han aprobado Matemáticas, 75<br />
Física y 40 las dos asignaturas. ¿Cuántos alumnos no han aprobado<br />
ninguna de las dos asignaturas?<span style="font-weight: bold;"><br />
<br />
</span><br />
<span style="font-weight: bold;">4.- </span>En una encuesta realizada sobre 100 personas se han dado los<br />
siguientes resultados: hay 20 personas que practican algún deporte, hay<br />
30 que toman algún tipo de bebida alcohólica y hay 8 personas que hacen<br />
ambas cosas. Se pide:<br />
a) ¿Cuántas personas no practican ningún deporte pero si<br />
consumen bebidas alcohólicas?<br />
b) ¿Cuántas personas practican algún deporte pero no consumen<br />
bebidas alcohólicas?<br />
c) ¿Cuántas no practican algún deporte o no consumen bebidas<br />
alcohólicas?<br />
<br />
<span style="font-weight: bold;">5.-</span> Sobre 100 estudiantes se hace una encuesta con el fin de conocer su<br />
dominio de los idiomas Inglés, Francés, Alemán y Ruso. Se obtienen los<br />
siguientes resultados: 27 hablan Inglés, 22 Francés, 12 Ruso, 10 hablan<br />
Inglés y Francés, 9 Francés y Alemán, 5 Alemán y Ruso, 6 hablan Inglés,<br />
Francés y Alemán y 19 hablan Inglés pero no Alemán. Además se sabe<br />
que el número de los estudiantes que hablan Alemán es el triple de los<br />
que sólo hablan Francés y que ninguno de los que habla Ruso habla<br />
Francés ni Inglés. ¿Cuántos estudiantes hay que no hablen ninguno de<br />
los cuatro idiomas referidos?<br />
<br />
<span style="font-weight: bold;">6.-</span> En una convocatoria de examen al que concurrieron 100 alumnos se<br />
sabe que aprobaron Cálculo 73, Álgebra 82, Física 77 y Química 89.<br />
¿Cuántos alumnos “por lo menos” han aprobado las cuatro asignaturas?<br />
<br />
<span style="font-weight: bold;">7.-</span> Sobre el conjunto de pares ordenados de números naturales se<br />
establece la siguiente relación binaria:<br />
<br />
( m ,n) R (r, s)⇔ m+ n = (n+ r) m, n, r, s ∈ N<br />
<br />
Demostrar que dicha relación es de equivalencia.<br />
<br />
<span style="font-weight: bold;">8.-</span> En el conjunto de los números enteros , se define la relación:<br />
<br />
<span style="font-weight: bold;"> </span>x<span style="font-weight: bold;"> R</span>y<span style="font-weight: bold;"> </span>⇔ x^2 −y^2 =x -y , x ,y ∈<span style="font-weight: bold;">Z</span><br />
<br />
<br />
Demostrar que es de equivalencia y <span style="font-weight: bold;">hallar </span>, cl( a) ∀a ∈<span style="font-weight: bold;"> Z</span><br />
<br />
9- En el conjunto de los número complejos <span style="font-weight: bold;">C </span>se define la relación<br />
binaria:<br />
( a+ bi )<span style="font-weight: bold;">R </span> (c+ di) ⇔ a<c><span style="font-weight: bold;"> <span style="font-style: italic;">y</span></span> b<d><span style="font-weight: bold;"> </span>a,b,c,d ∈<span style="font-weight: bold;"> R</span><br />
<br />
Demostrar que es una relación de o</d></c><c><d>rden y decir de que tipo.<br />
<br />
</d></c><br />
<c><d>10.- En el conjunto de los número naturales <span style="font-weight: bold;">N </span>se define la siguiente<br />
<br />
</d></c><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyF9IW_VeiPa7-cnnDpxTRkWlDgR-LbujWu6gOP_GQAzcnfUz_yGsS7AdnCxnyn60Y-VwPBnlc_kM3cWihHWzfIS5HLTuBQuABCoqqlsBtdzcFvo2UEEo4zuOPX4gnmaC0nXhRmA5yTYeP/s1600/siguiente++relaci%C3%B3n++reales.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409596532157387474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyF9IW_VeiPa7-cnnDpxTRkWlDgR-LbujWu6gOP_GQAzcnfUz_yGsS7AdnCxnyn60Y-VwPBnlc_kM3cWihHWzfIS5HLTuBQuABCoqqlsBtdzcFvo2UEEo4zuOPX4gnmaC0nXhRmA5yTYeP/s320/siguiente++relaci%C3%B3n++reales.GIF" style="cursor: pointer; height: 42px; width: 320px;" /></a><br />
Demostrar que es una relación de orden y decir de que tipo.<br />
<c><d><br />
<br />
<span style="font-weight: bold;">11 </span>-En el conjunto de los número reales R se definen las siguiente aplicaciones:<br />
a) y = 2x -3 .</d></c><br />
<c><d>b) x +2y = 12.</d></c><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7IuY7Ps2dMX7QjGDnFVaoHANBsprqnGYr0osi7QUxmPEAqAmD8ZyWpChNHYTfK6_3MfV7qAlHdoBljfK9dSbC0AUpmnCipYeBrscAA04tD8SW_w4tgFpxgMCt5FKD0kkXV0qT5Y3AaiF8/s1600/xy+sqaure+++aplicaciones.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409598788508388562" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7IuY7Ps2dMX7QjGDnFVaoHANBsprqnGYr0osi7QUxmPEAqAmD8ZyWpChNHYTfK6_3MfV7qAlHdoBljfK9dSbC0AUpmnCipYeBrscAA04tD8SW_w4tgFpxgMCt5FKD0kkXV0qT5Y3AaiF8/s320/xy+sqaure+++aplicaciones.GIF" style="cursor: pointer; height: 27px; width: 320px;" /></a><br />
Hallar en cada caso , dominio e imagen de la aplicación y decir de que tipo es cada una.<br />
<br />
<br />
<br />
<br />
12.- En el conjunto de los número reales se definen dos aplicaciones,<br />
f y g dadas por:<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg5kTYSABvR_coCaiJYCCmQvuk5pkCWg0SWOro49qw_WqD0KX6pk_gKyeKCCk5tJKt8gkBWT7ADqgMV3jv1Gax7agygj2oeH3XjHmLoxGpWxrvkZdTJyrwNV7VxkLoSSUa8F_5QqW-Tn7n/s1600/enteros++dicha+definen++cada.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409602213716831458" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg5kTYSABvR_coCaiJYCCmQvuk5pkCWg0SWOro49qw_WqD0KX6pk_gKyeKCCk5tJKt8gkBWT7ADqgMV3jv1Gax7agygj2oeH3XjHmLoxGpWxrvkZdTJyrwNV7VxkLoSSUa8F_5QqW-Tn7n/s320/enteros++dicha+definen++cada.GIF" style="cursor: pointer; height: 57px; width: 320px;" /></a><br />
<br />
<br />
<a href="http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html"><b>http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html</b></a><br />
<br />
<c><d><br />
</d></c><br />
<c><d><br />
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</d></c></div>
Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-48717161953565729302009-11-27T10:16:00.000-08:002011-09-24T01:27:58.153-07:00ÁLGEBRA BÁSICA<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-size: 180%;"> <span style="font-weight: bold;">ÁLGEBRA BÁSI</span></span><span style="font-size: 180%;"><span style="font-weight: bold;">CA </span></span><br />
Tutorial Downloads in Word doc<br />
<div style="font-family: "Trebuchet MS",sans-serif;">
<span style="font-size: large;"><a href="http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html">Download</a></span></div>
<br />
<br />
<span style="font-size: 130%;">0.1.- NOCIONES DE LÓGIC</span><span style="font-size: 130%;">A</span><br />
<br />
<div style="text-align: left;">
<span style="font-size: 100%;"><span style="font-weight: bold;">PROPOSICIÓN:</span></span></div>
Es cualquier enunciado del cual se puede decir si es verdadero o<br />
falso, pero no ambas cosas a la vez. Si una proposición es verdadera se le<br />
asigna la letra V (o el valor 1) y si es falsa, la letra F (o el valor 0).<br />
<span style="font-style: italic; font-weight: bold;">TAUTOLOGÍA</span>: Es una proposición que siempre es verdadera.<br />
<span style="font-weight: bold;"> <span style="font-style: italic;">ABSURDO</span>:</span> Es una proposición que siempre es falsa.<br />
<br />
• Disyunción: p o q (p ∨ q).<br />
• Conjunción: p y q (p ∧ q).<br />
• Implicación: p ⇒ q (p → q). Se lee: Si p entonces q.<br />
• Doble implicación: p ⇔ q (p ↔ q). Se lee: p si y sólo si q.Los<br />
<br />
<br />
resultados de operar lógicamente con proposiciones quedan<br />
determinados por los valores de verdad que se les asigna, los cuales<br />
dependerán de los que tengan las proposiciones de partida. Éstos, se suelen<br />
representar en las llamadas “tablas de verdad”. Las tablas de verdad de las<br />
proposiciones definidas anteriormente son las siguientes:<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEWE0qLrOosYSaCkdsI3U0VJlBhSNdYz2Fq1XKDnz-Oo0HrqPdQeYMDNpYXLnlCgOSRVjtdtUaAQ61vBqs5An5V8wuRos4o0047TWojRToYWtyg2PHo_6RDu3lgcHp12FZaWgG9oZxHPI_/s1600/tablas+de+verdad.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408873380855316818" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEWE0qLrOosYSaCkdsI3U0VJlBhSNdYz2Fq1XKDnz-Oo0HrqPdQeYMDNpYXLnlCgOSRVjtdtUaAQ61vBqs5An5V8wuRos4o0047TWojRToYWtyg2PHo_6RDu3lgcHp12FZaWgG9oZxHPI_/s320/tablas+de+verdad.GIF" style="cursor: pointer; height: 145px; width: 320px;" /></a><br />
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<br />
<a href="http://www.4shared.com/file/XW9nNxf0/MAth_in_Spanish_.html">PAnorama </a><br />
<br />
<span style="font-weight: bold;">FUNCIÓN PROPOSICIONAL:</span><br />
Si p(x) es una expresión que se convierte en proposición al sustituir x<br />
por un objeto matemático, entonces se dice que p es una función<br />
proposicional. También hay funciones proposicionales con más de un<br />
objeto matemático (p(x,y), p(x,y,z), …).<br />
<br />
<span style="font-weight: bold;">CUANTIFICADORES:</span><br />
• <span style="font-weight: bold;">Universal</span>: Si p(x) es una proposición verdadera para<br />
cualquiera que se x, entonces se escribirá ∀ x, p(x), que se<br />
lee “para todo x se verifica p”<br />
• <span style="font-weight: bold;">Existencial</span>:<br />
a) Si p(x) es alguna vez una proposición verdadera para<br />
al menos un cierto x, entonces se escribirá x, p(x),<br />
que se lee “existe al menós un x para el que se<br />
verifica p”<br />
∃<br />
b) Si p(x) es una proposición verdadera para un único x,<br />
entonces se escribirá ∃ x, p(x), que se lee “existe un<br />
sólo x para el que se verifica p”<br />
<br />
<span style="font-size: 130%;"> <span style="font-weight: bold;">TEOREMAS:</span></span><br />
En una teoría matemática, se llaman teoremas a las proposiciones<br />
verdaderas relativas a los objetos matemáticos de la misma. Los teoremas<br />
se suelen enunciar en forma de implicaciones, ya que por ser las<br />
implicaciones proposiciones verdaderas son teoremas. Generalmente, los<br />
términos teorema e implicación se consideran equivalentes.<br />
<br />
DEMOSTRACIÓN: El proceso lógico que, a partir de una<br />
proposición ya probada p, conduce a la veracidad de otra<br />
proposición q, es la demostración del teorema p q. La<br />
demostración de un teorema se puede hacer de varias formas:<br />
⇒<br />
<br />
• Directa: Si son ciertas p y p q, entonces también lo es q. ⇒<br />
• Contrarrecíproca: Consiste en probar que (no q) (no p),<br />
en lugar de probar p ⇒ q.<br />
⇒<br />
• Reducción al absurdo: Consiste en suponer que q es falsa,<br />
con lo que la hipótesis pasa a ser p y (no q) y probar que de<br />
ello se deduce alguna contradicción.'<br />
<br />
<span style="font-weight: bold;">REFUTACIÓN: </span>Refutar un supuesto teorema p q, es<br />
comprobar que es falso, lo que se indica poniendo p q. Para<br />
ello, se puede suponer que p y q son ciertas y encontrar a partir de<br />
ello una contradicción, o bien encontrando un contraejemplo, es<br />
decir, dar algún caso concreto en el que p sea verdadera y q sea<br />
falsa.<br />
<br />
;'<br />
<span style="font-size: 130%;"><span style="font-weight: bold;">0.2.- TEORÍA DE CONJUNTOS</span></span><br />
<br />
<br />
CONJUNTO:<br />
Se define un conjunto como una colección o reunión de elementos<br />
bien definidos y diferenciables. Generalmente se utilizan letras mayúsculas<br />
para designar un conjunto. Pueden expresarse de dos formas:<br />
• Por extensión: Indicando todos y cada uno de sus elementos.<br />
Normalmente se escriben los elementos del conjunto entre llaves<br />
({...}).<br />
• Por comprensión: Dando una propiedad que cumplan todos los<br />
elementos del conjunto y sólo ellos.<br />
Para indicar que un elemento “pertenece” a un conjunto se usa el<br />
símbolo de pertenencia, ∈.<br />
<br />
<br />
<br />
SUBCONJUNTO:<br />
Un conjunto S es subconjunto de otro conjunto C , si todos los<br />
elementos de S son elementos de C . En este caso al conjunto S también se<br />
denomina “parte” de C . Para indicarlo se usa el símbolo de inclusión,<br />
⊂ ⊃ ; ( S C ⊂ ; C S ⊃ ). La inclusión de conjuntos se puede entender de dos<br />
formas:<br />
• En sentido amplio: S C ⊆ .<br />
• En sentido estricto: S C ⊂ .<br />
CONJUNTO VACIO: Es el conjunto que no tiene ningún<br />
elemento. Se denota por ∅ .<br />
<br />
<span style="font-weight: bold;">NJUNTO UNIVERSAL O REFERENC</span><span style="font-weight: bold;">I</span><span style="font-weight: bold;">AL:</span> Es el conjunto<br />
al que pertenece “todo” elemento y del cual todos los conjuntos<br />
son subconjuntos. Se denota por I (o por U ).<br />
Nota: Se trata de un referencial al que pertenecen todos los<br />
elementos de los conjuntos surgidos en una situación o problema<br />
determinado. Si a un conjunto se le considera universal también lo<br />
serán todos los conjuntos que lo contienen.<br />
<br />
DIAGRAMAS DE VENN:<br />
Son la representación en el plano de los conjuntos.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJf_Ry3UEMb25eVHYSAI3INjsQv1E9xDs9LoTfRTiIE6YaUeHpDCTh63Kqlh9QYbFqlCvOpKcjzufuutLkh0x9aORbr2XWqriZfeFT7vEiU9aKmHW9ceoOAfo_FZHkfZxKz-1L0fuQbKb3/s1600/DIAGRAMAS+DE+VENN.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408875049327607266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJf_Ry3UEMb25eVHYSAI3INjsQv1E9xDs9LoTfRTiIE6YaUeHpDCTh63Kqlh9QYbFqlCvOpKcjzufuutLkh0x9aORbr2XWqriZfeFT7vEiU9aKmHW9ceoOAfo_FZHkfZxKz-1L0fuQbKb3/s320/DIAGRAMAS+DE+VENN.GIF" style="cursor: pointer; height: 204px; width: 320px;" /></a><br />
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<span style="font-weight: bold;">OPERACIONES CON CONJUNTOS:</span><br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhldYbtoiBcsP-zI5HwA4Kb0CDIxWlpew6ikgYJeSgSK8gC4bR3CduWgO8aInugXRQAcCrG3-ad-t7XTYnt7EyflRYTIOQucKs46rCGV8DdJycKbjYb1ABn4tdDe2IYehrppi5WZrDg_bhK/s1600/OPERACIONES+CON+CONJUNTOS.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408876352767702946" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhldYbtoiBcsP-zI5HwA4Kb0CDIxWlpew6ikgYJeSgSK8gC4bR3CduWgO8aInugXRQAcCrG3-ad-t7XTYnt7EyflRYTIOQucKs46rCGV8DdJycKbjYb1ABn4tdDe2IYehrppi5WZrDg_bhK/s320/OPERACIONES+CON+CONJUNTOS.JPG" style="cursor: pointer; height: 320px; width: 318px;" /></a><br />
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<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXBy7YxCJMkHWr7H4YpnOjWcjhD-1XTM5yXPT3rZ7rXSjr09uwxbmPlN2SfBJFDNzs7AHv0kpa2OcT685lKPs3UYAhAi_fDEqZwkclPrTlHeYx5Val2Kc5ciyB6mr7yGdVd8U9cyItKBTd/s1600/Simplificaci%C3%B3n++Distributiva++DISJUNTOS.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408877380271296258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXBy7YxCJMkHWr7H4YpnOjWcjhD-1XTM5yXPT3rZ7rXSjr09uwxbmPlN2SfBJFDNzs7AHv0kpa2OcT685lKPs3UYAhAi_fDEqZwkclPrTlHeYx5Val2Kc5ciyB6mr7yGdVd8U9cyItKBTd/s320/Simplificaci%C3%B3n++Distributiva++DISJUNTOS.JPG" style="cursor: pointer; height: 98px; width: 320px;" /></a><br />
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<span style="font-weight: bold;">CONJUNTOS DISJUNTOS Y COMPLEMENTA</span><span style="font-weight: bold;">RIO</span><span style="font-weight: bold;">S</span>:<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlawP-kJ5nsZRB1hesqKkK9uuZ4LMNmW1BznxZIpPskmVv-SdtZwhBmQ8-TmO6oTP-aYwFj4X_RPxp8DbodoyVDN-ZX8byGTtl4thvNU_AZq8G2tKiW5jm8lKZuDqCVDx3GZ1FOgxUbWq_/s1600/CONJUNTOS+DISJUNTOS+Y+COMPLEMENTARIOS.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408878568068735538" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlawP-kJ5nsZRB1hesqKkK9uuZ4LMNmW1BznxZIpPskmVv-SdtZwhBmQ8-TmO6oTP-aYwFj4X_RPxp8DbodoyVDN-ZX8byGTtl4thvNU_AZq8G2tKiW5jm8lKZuDqCVDx3GZ1FOgxUbWq_/s320/CONJUNTOS+DISJUNTOS+Y+COMPLEMENTARIOS.GIF" style="cursor: pointer; height: 258px; width: 320px;" /></a><br />
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<br />
<img alt="" src="file:///C:/DOCUME%7E1/Personal/LOCALS%7E1/Temp/moz-screenshot.jpg" /><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeqhXbOvoCyo4TcmGkz8BY2rYxY2ZJNDk7CvtwQpEAqXAS4Pm87zedEsUzQqH0f43MCAezp1V07tme6XEAoQG4NopE9yxquXPUhE0DmGCiYg9UA9rV6oHwR96iZYzxr-eRYVZdoBQSu-WS/s1600/RECUBRIMIENTO+DE+UN+CONJUNTO.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408879667800256610" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeqhXbOvoCyo4TcmGkz8BY2rYxY2ZJNDk7CvtwQpEAqXAS4Pm87zedEsUzQqH0f43MCAezp1V07tme6XEAoQG4NopE9yxquXPUhE0DmGCiYg9UA9rV6oHwR96iZYzxr-eRYVZdoBQSu-WS/s320/RECUBRIMIENTO+DE+UN+CONJUNTO.JPG" style="cursor: pointer; height: 154px; width: 320px;" /></a><br />
<span style="font-weight: bold;">CARDINAL DE UN CONJUNTO FINITO:</span><br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzPVEjLbZ8I5aDCmyZDg_z4RsMrTBhA19OgzdvrcGllLNjztNEjGSMJF_oltV2D_9zrxZGuWizYydmy5L-2vtzXZUI5ztT3zvrp-dalBGxOVeR3wfJS7meWsgWdk6JASwpwrpR1hWhyo0F/s1600/CARDINAL+DE+UN+CONJUNTO+FINITO.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408880819006725746" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzPVEjLbZ8I5aDCmyZDg_z4RsMrTBhA19OgzdvrcGllLNjztNEjGSMJF_oltV2D_9zrxZGuWizYydmy5L-2vtzXZUI5ztT3zvrp-dalBGxOVeR3wfJS7meWsgWdk6JASwpwrpR1hWhyo0F/s320/CARDINAL+DE+UN+CONJUNTO+FINITO.JPG" style="cursor: pointer; height: 146px; width: 320px;" /></a><br />
<br />
<br />
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<br />
0.3.- APLICACIONES<br />
<br />
PRODUCTO CARTESIANO:<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilqg7riTheBl_REM_s5BMX6RBq8dsznnCJxe5g-VN8u0L1vNfqvlmhWLzCM0jM3JqpWJeRdAmGBedBS9oHF235IwM49wO-jpYUYe48QFqXS73_y-oTVjmzKt36c2jL8gIziiBVW8-7_RTU/s1600/PRODUCTO+CARTESIANO.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408881797179730706" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilqg7riTheBl_REM_s5BMX6RBq8dsznnCJxe5g-VN8u0L1vNfqvlmhWLzCM0jM3JqpWJeRdAmGBedBS9oHF235IwM49wO-jpYUYe48QFqXS73_y-oTVjmzKt36c2jL8gIziiBVW8-7_RTU/s320/PRODUCTO+CARTESIANO.JPG" style="cursor: pointer; height: 242px; width: 320px;" /></a><br />
<br />
Las aplicaciones, también llamadas “funciones” se suelen<br />
representar por las letras letras , y se representan por:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ5L0NA-QdkCZCeo5XuXntdgyWQg-DBAK6nH9_zTk07l4psawXj7CReyJOj21qK6_DZPNIarrkl1I4hCTuw1M5QVsWFuTK8d9lsMgDaQ2RYhD-OEk8m6JkDRqXtdNVlgswF1ncheiWQ74E/s1600/aplicaciones.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408882707157159634" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ5L0NA-QdkCZCeo5XuXntdgyWQg-DBAK6nH9_zTk07l4psawXj7CReyJOj21qK6_DZPNIarrkl1I4hCTuw1M5QVsWFuTK8d9lsMgDaQ2RYhD-OEk8m6JkDRqXtdNVlgswF1ncheiWQ74E/s320/aplicaciones.JPG" style="cursor: pointer; height: 93px; width: 320px;" /></a><br />
<span style="font-weight: bold;">DOMINIO DE LA APLICA</span><span style="font-weight: bold;">CIÓN: </span>Es el subconjunto de<br />
elementos del conjunto origen para los cuales existe imagen:<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2CFZEgvxtRvlTwKf7v5ieDdm3ZYv2ktt4k57b1n-eczqOYIcdNEqDpncmD12AJNq0pbP9nL3ffzgF18M6UAvlhesqVQAtlvuZcCSbvjrwAbszKhXyU16jIm_PJpxLTUFDqxtL9LBS1QPD/s1600/DOMINIO+DE+LA+APLICACI%C3%93N.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408884234565414338" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2CFZEgvxtRvlTwKf7v5ieDdm3ZYv2ktt4k57b1n-eczqOYIcdNEqDpncmD12AJNq0pbP9nL3ffzgF18M6UAvlhesqVQAtlvuZcCSbvjrwAbszKhXyU16jIm_PJpxLTUFDqxtL9LBS1QPD/s320/DOMINIO+DE+LA+APLICACI%C3%93N.JPG" style="cursor: pointer; height: 171px; width: 320px;" /></a><br />
<span style="font-weight: bold;">IMAGEN DE LA APLICACIÓN: Es el subconjunto de<br />
elementos del conjunto imagen que tienen origen:<br />
<br />
</span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-WCbr3koZEVKMYl54o83jzB3Nlc95bJwkTBFfzkZtDk_SuX6N0EIMCZZasPVPbogiAWRe8SHx8pZ6wcj6fXHR68YUht6qSQIzQXw9AqI2BUc2U-VhpRmBp2OcrEpn2G15B0iyrEQKq1Pt/s1600/IMAGEN+DE+LA+APLICACI%C3%93N.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5408885134732310178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-WCbr3koZEVKMYl54o83jzB3Nlc95bJwkTBFfzkZtDk_SuX6N0EIMCZZasPVPbogiAWRe8SHx8pZ6wcj6fXHR68YUht6qSQIzQXw9AqI2BUc2U-VhpRmBp2OcrEpn2G15B0iyrEQKq1Pt/s320/IMAGEN+DE+LA+APLICACI%C3%93N.JPG" style="cursor: pointer; height: 171px; width: 320px;" /></a><br />
<br />
<br />
<br />
<span style="font-weight: bold;"><span style="font-size: 130%;">TIPOS DE APLICACIONES:</span></span><br />
<span style="font-size: 100%;"><span style="font-style: italic; font-weight: bold;">SOBREYECTIVA</span>: Todo elemento del conjunto imagen tie</span><span style="font-size: 100%;">n</span><span style="font-size: 100%;">e</span><span style="font-size: 100%;"> “a</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQXQiEQ8wlj9rHOTMgaVezeLXqDZk8h0dorPYwY_3EuUWl_OU1TdyT0VkGN9q1FZNzjkhT_5LLFKAnKiIxQzcgFgCT0p8uiN7cmGUAzox49dc1uAvCT7xyRYiY_DbnQ-Wxu67v-Em5AnCd/s1600/FUNCI%C3%93N+ACOTADA.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409205122675297058" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQXQiEQ8wlj9rHOTMgaVezeLXqDZk8h0dorPYwY_3EuUWl_OU1TdyT0VkGN9q1FZNzjkhT_5LLFKAnKiIxQzcgFgCT0p8uiN7cmGUAzox49dc1uAvCT7xyRYiY_DbnQ-Wxu67v-Em5AnCd/s320/FUNCI%C3%93N+ACOTADA.GIF" style="cursor: pointer; height: 68px; width: 320px;" /></a><span style="font-size: 100%;">l menos” un origen:</span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhr_IW7k_UjCeik5IwCSGGIrtfJ8PQez9QZuSsMiRrH4ETPpmJkQgqmhqmfQf5P9QMeUmPCwLHeM6fU0meqGC-vioQj2NGm-oBWiX4MUiA0_RS8KjikYKgY83JIi00ImtZLDpzGuC85KixU/s1600/INYECTIVA+BIYECTIVA+Elementos.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409164598518411810" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhr_IW7k_UjCeik5IwCSGGIrtfJ8PQez9QZuSsMiRrH4ETPpmJkQgqmhqmfQf5P9QMeUmPCwLHeM6fU0meqGC-vioQj2NGm-oBWiX4MUiA0_RS8KjikYKgY83JIi00ImtZLDpzGuC85KixU/s320/INYECTIVA+BIYECTIVA+Elementos.GIF" style="cursor: pointer; height: 145px; width: 320px;" /></a><br />
<span style="font-weight: bold;"><span style="font-size: 130%;"><br />
<br />
COMPOSICIÓN DE APLICACIONES:</span></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDsffVzHyXd7dx0nhbyO4VQroy7UYP7birQ-WBrwjsETqH2CcdBdGr7-_fKsQVbrpoffCZrMmKEXuQGPXDHhgguCByckc4rjy1NBuanBPJwNW2it-2hNa2_oO6rGWtIuzn7NCoeOAFqFAR/s1600/COMPOSICI%C3%93N+DE+APLICACIONES.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409165918662008226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDsffVzHyXd7dx0nhbyO4VQroy7UYP7birQ-WBrwjsETqH2CcdBdGr7-_fKsQVbrpoffCZrMmKEXuQGPXDHhgguCByckc4rjy1NBuanBPJwNW2it-2hNa2_oO6rGWtIuzn7NCoeOAFqFAR/s320/COMPOSICI%C3%93N+DE+APLICACIONES.GIF" style="cursor: pointer; height: 243px; width: 320px;" /></a><br />
<br />
<br />
<span style="font-weight: bold;"><span style="font-size: 130%;">APLICACIÓN INVERSA:<br />
</span></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir3t2KqNxo3-qrSjR5YjQXj9Fl-qJ6iPmZkKx_CfZrxaCZ9_XYKVjxXE6ZOTcDfvyOCh5HPjHJFF5jdbTFF8vP3fOLnElZyr9VRvAA-d3TQ5zA-8Xt8DuK7ZEZFDhwHH6I24zvSpXUNiGE/s1600/APLICACI%C3%93N+INVERSA.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409167638219629922" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir3t2KqNxo3-qrSjR5YjQXj9Fl-qJ6iPmZkKx_CfZrxaCZ9_XYKVjxXE6ZOTcDfvyOCh5HPjHJFF5jdbTFF8vP3fOLnElZyr9VRvAA-d3TQ5zA-8Xt8DuK7ZEZFDhwHH6I24zvSpXUNiGE/s320/APLICACI%C3%93N+INVERSA.GIF" style="cursor: pointer; height: 90px; width: 320px;" /></a><br />
<br />
<br />
<span style="font-size: 180%;">0.4.- RELACIONES BINARIAS</span><br />
<br />
<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcjPqzw15Cr5uiq9wJyCOUt3S_5su4IuMtykLRcz5-3jmffKgey4qaGR4t1paDwS1XUKfDjp5AxFCKsr0IuyS7KCT0xsG9wURa3f38Knqk-Py_vAADNcSR7bCV4GASPabbno_fgjd1N45t/s1600/RELACIONES+BINARIAS.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409168922222126194" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcjPqzw15Cr5uiq9wJyCOUt3S_5su4IuMtykLRcz5-3jmffKgey4qaGR4t1paDwS1XUKfDjp5AxFCKsr0IuyS7KCT0xsG9wURa3f38Knqk-Py_vAADNcSR7bCV4GASPabbno_fgjd1N45t/s320/RELACIONES+BINARIAS.GIF" style="cursor: pointer; height: 170px; width: 320px;" /></a><br />
<br />
<br />
<span style="font-weight: bold;">RELACIONES DE EQUIVALENCIA:</span><br />
<span style="font-size: 100%;">Una relación binaria se dice de equivalencia, si cumple las<br />
propiedades reflexiva, simétrica y transitiva</span><br />
<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMALdk9v0VE_HqCqHxRFWExhVWKqCnK8SGiZf2FnprWIEqP3arpR01sZNJsQjamIGkSk4l6BnIWMEqNROAwUCxhjwMwtQ_SO-UTagvSPRaQS6ASZwqbPkZEM7zPzEBu3K3tflntqUgjBEO/s1600/CLASES+DE+EQUIVALENCIA.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409185812753913746" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMALdk9v0VE_HqCqHxRFWExhVWKqCnK8SGiZf2FnprWIEqP3arpR01sZNJsQjamIGkSk4l6BnIWMEqNROAwUCxhjwMwtQ_SO-UTagvSPRaQS6ASZwqbPkZEM7zPzEBu3K3tflntqUgjBEO/s320/CLASES+DE+EQUIVALENCIA.GIF" style="cursor: pointer; height: 92px; width: 320px;" /></a><br />
<br />
<br />
<span style="font-weight: bold;">Propiedades:</span><br />
• Ninguna clase es vacía; a cl a ∈ ( )<br />
• Los elementos pertenecientes a la misma clase están<br />
relacionados entre sí.<br />
• Las clases son disjuntas, ya que si dos clases tienen un<br />
elemento común es porque son la misma clase. Por tanto,<br />
una clase de equivalencia es definida por “cualquiera” de<br />
sus elementos.<br />
<br />
<br />
<span style="font-style: italic;">Conclusión:</span> Cuando se define una relación de equivalencia sobre<br />
un conjunto, todo elemento del conjunto pertenece a una clase y sólo<br />
a una.<br />
<br />
<br />
<br />
<span style="font-weight: bold;"> CONJUNTO COCIENTE</span>: Toda relación de equivalencia<br />
definida sobre un conjunto, origina en él una partición en clases<br />
de equivalencia. Al conjunto formado por todas las clases de<br />
equivalencia se denomina conjunto cociente. Se designa porA/R.<br />
<br />
<span style="font-weight: bold;">RELACIONES DE ORDEN:</span><br />
<br />
<span style="font-style: italic;">Pueden ser de dos tipos:</span><br />
<br />
<br />
<span style="font-style: italic;">EN SENTIDO AMPLIO:</span> Si cumple las propiedades reflexiva,<br />
antisimétrica y transitiva.<br />
<span style="font-style: italic;"> EN SENTIDO ESTRICTO:</span> Si cumple las propiedades<br />
antisimétrica y transitiva.<br />
<br />
<br />
Además, si cumple la propiedad conexa se dice que es un ORDEN<br />
TOTAL, en caso contrario será un ORDEN PARCIAL.<br />
<br />
<span style="font-weight: bold;">CONJUNTOS ACOTADOS:</span><br />
<br />
Sea un conjunto ordenado por la relación R A ≡≤ y sea S A ⊂ ,<br />
entonces:<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbUXtzhW4Nq9nw93-CTA-LBN2ADd549VwXYfS8G2biDHvpgqbhEUbO9qlxPhtxpNZnDyQjQQEK1mvaTkp7TZUPBB9-DhRmI1yQm1AIh16zonpeqpzBfPIvvTBlRsvya7wBZYWFKzyylYl0/s1600/CONJUNTOS+ACOTADOS.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409188909159079714" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbUXtzhW4Nq9nw93-CTA-LBN2ADd549VwXYfS8G2biDHvpgqbhEUbO9qlxPhtxpNZnDyQjQQEK1mvaTkp7TZUPBB9-DhRmI1yQm1AIh16zonpeqpzBfPIvvTBlRsvya7wBZYWFKzyylYl0/s320/CONJUNTOS+ACOTADOS.GIF" style="cursor: pointer; height: 74px; width: 320px;" /></a><br />
<br />
<br />
El subconjunto S se dice que está acotado superior y/o<br />
inferiormente si tienen alguna cota superior y/o inferior respectivamente.<br />
<br />
<br />
<span style="font-weight: bold;">EXTREMOS:</span> Sea un conjunto ordenado y sea A S A ⊂ un<br />
conjunto acotado, entonces se llama:<br />
<br />
•<span style="font-style: italic;"> Extremo superior</span>: La menor de todas las cotas superiores.<br />
• <span style="font-style: italic;">Extremo inferior</span>: La mayor de todas las cotas inferiores.<br />
<br />
<span style="font-weight: bold;"> MÁXIMOS Y MÍNIMOS:</span><br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfRhTD1e8oc7gdCUyJhsGBTolnRy2nrHNf0qd-7eU7GfsaXBqRpUtB-6y6Jui1yR8Rw15GtjyyanApaXAvS59f0WmSpJvygjJtJ1puNpoWsz7fI8XLs5ssn2SUEF2jeWWooDHPfDKnLyRF/s1600/M%C3%81XIMOS+Y+M%C3%8DNIMOS.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409191039981740082" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfRhTD1e8oc7gdCUyJhsGBTolnRy2nrHNf0qd-7eU7GfsaXBqRpUtB-6y6Jui1yR8Rw15GtjyyanApaXAvS59f0WmSpJvygjJtJ1puNpoWsz7fI8XLs5ssn2SUEF2jeWWooDHPfDKnLyRF/s320/M%C3%81XIMOS+Y+M%C3%8DNIMOS.GIF" style="cursor: pointer; height: 68px; width: 320px;" /></a><br />
<br />
<span style="font-weight: bold;">APLICACIÓN MONÓTONA:</span><br />
<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip1QRfgCcxVuKBKH5KWwLa6wzIZh0dm2nv-38S-1oa75KK6RerOkKzwVzeUUz7PPrt1uaMbJtLquiDDfsHAlz-GY48wRgk1sbmFXGrG5oCSc-fCJO9_pSwl0YM1xPNohlKXfxuW2IKExy-/s1600/APLICACI%C3%93N+MON%C3%93TONA.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409203074281872834" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip1QRfgCcxVuKBKH5KWwLa6wzIZh0dm2nv-38S-1oa75KK6RerOkKzwVzeUUz7PPrt1uaMbJtLquiDDfsHAlz-GY48wRgk1sbmFXGrG5oCSc-fCJO9_pSwl0YM1xPNohlKXfxuW2IKExy-/s320/APLICACI%C3%93N+MON%C3%93TONA.GIF" style="cursor: pointer; height: 107px; width: 320px;" /></a><br />
<span style="font-style: italic;">FUNCIÓN ACOTADA:</span><br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1XbP314_yUMvfx66GKOHaSwQ1Op_0AsSeTx-cTjkvenz2nM0EcoXlj0pZvI1wl-kOVKQuWTa4s8_Ul6sXbSTqh4_Nx6YkAXKvwfmavc58g_YL2Fuau8-XyWFzzXJrByKK0S6agkM8L_-Y/s1600/FUNCI%C3%93N+ACOTADA.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409205623157436690" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1XbP314_yUMvfx66GKOHaSwQ1Op_0AsSeTx-cTjkvenz2nM0EcoXlj0pZvI1wl-kOVKQuWTa4s8_Ul6sXbSTqh4_Nx6YkAXKvwfmavc58g_YL2Fuau8-XyWFzzXJrByKK0S6agkM8L_-Y/s320/FUNCI%C3%93N+ACOTADA.GIF" style="cursor: pointer; height: 68px; width: 320px;" /></a><br />
<span style="font-size: 130%;"><span style="font-weight: bold;">0.5.- ESTRUCTURAS ALGEBRAICAS</span></span><br />
<br />
<span style="font-weight: bold;">LEY DE COMPOSICIÓN INTERNA:</span><br />
<br />
Dado un conjunto no vacío , se llama ley de composición interna u<br />
“operación interna” a la aplicación:<br />
<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUM0aabeVi8cS-Is6FpsIWBLR5wM185nziEWkrUvlyx8pzanQowGmGe2YzQ0sXH8bfZzVUogIMJDp1qJkveMFOqCkigGqt2twvrSLTSEG7J8JuI59FpvP8EUsO076-KrMxaUy96xrgHI1w/s1600/LEY+DE+COMPOSICI%C3%93N+INTERNA.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409206981092502386" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUM0aabeVi8cS-Is6FpsIWBLR5wM185nziEWkrUvlyx8pzanQowGmGe2YzQ0sXH8bfZzVUogIMJDp1qJkveMFOqCkigGqt2twvrSLTSEG7J8JuI59FpvP8EUsO076-KrMxaUy96xrgHI1w/s320/LEY+DE+COMPOSICI%C3%93N+INTERNA.GIF" style="cursor: pointer; height: 88px; width: 320px;" /></a><br />
<br />
<br />
Generalmente, estas leyes de composición u operaciones suelen<br />
denotarse con los símbolos ∗ ⊥ + ⋅ , , , ,, ∆ … y se escribiría por ejemplo,<br />
c= f(a,b) = a*b<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuemaJwwEBY6RIYM7-XQjHrn8227BPCAu73eykTzcMsJBdHa06iSxxTrZa4NIsR8F6o234-KDsEIyVBM5pGWHsgP96yZNcNV1hiZ4arEF6iv5jgWXx65kbXR_wJorO1HP5cukRR9sEq-A5/s1600/propiedades+Conmutativa+Asociativa.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409208658421515730" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuemaJwwEBY6RIYM7-XQjHrn8227BPCAu73eykTzcMsJBdHa06iSxxTrZa4NIsR8F6o234-KDsEIyVBM5pGWHsgP96yZNcNV1hiZ4arEF6iv5jgWXx65kbXR_wJorO1HP5cukRR9sEq-A5/s320/propiedades+Conmutativa+Asociativa.GIF" style="cursor: pointer; height: 177px; width: 320px;" /></a><br />
<br />
<br />
<span style="font-style: italic;">LEY DE COMPOSICIÓN EXTERNA:</span><br />
<br />
Dados tres conjuntos cualesquiera no vacíos A B , y C , se llama ley<br />
de composición externa u “operación externa” a la aplicación:<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitL3wPXiGNzfWKipNvy_R5U11V0wJ8yb6w6F1JMwbuMa8XHpIQGM-vK-zS5vKnHBX39M1jK83OYDRPkj8zvrkjBvPVzMFa4Z8YDSy8g4z0ZHEIqy_DchyphenhyphenBGKhXSD2biHwHhk1AN4nTUIGL/s1600/LEY+DE+COMPOSICI%C3%93N+EXTERNA.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409211283168926338" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitL3wPXiGNzfWKipNvy_R5U11V0wJ8yb6w6F1JMwbuMa8XHpIQGM-vK-zS5vKnHBX39M1jK83OYDRPkj8zvrkjBvPVzMFa4Z8YDSy8g4z0ZHEIqy_DchyphenhyphenBGKhXSD2biHwHhk1AN4nTUIGL/s320/LEY+DE+COMPOSICI%C3%93N+EXTERNA.GIF" style="cursor: pointer; height: 45px; width: 320px;" /></a><br />
<br />
<span style="font-weight: bold;">ESTRUCTURA ALGEBRAICA:</span><br />
Es un conjunto dotado de una o varias leyes de composición internas<br />
y/o externas.<span style="font-weight: bold;"><br />
<br />
MORFISMOS ENTRE ESTRUCTURAS:<br />
</span><span style="font-style: italic;"> HOMOMORFISMOS:</span><br />
<span style="font-weight: bold;"><br />
<br />
</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhaxuiblLnXhJ2A0dPE0vg6IluFZldL9kQ-4oreG9jZVNMRxm2U75j5Z_fbOLaaIZWgQx0ydA9GMc-DetOv3YVhSb2kQrYt4hNN9rQdB_MVs8fTF_cPWQZFi8yAK-Rx5xixg5jYkjqiJRz/s1600/MORFISMOS+ENTRE+ESTRUCTURAS.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409214141074783810" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhaxuiblLnXhJ2A0dPE0vg6IluFZldL9kQ-4oreG9jZVNMRxm2U75j5Z_fbOLaaIZWgQx0ydA9GMc-DetOv3YVhSb2kQrYt4hNN9rQdB_MVs8fTF_cPWQZFi8yAK-Rx5xixg5jYkjqiJRz/s320/MORFISMOS+ENTRE+ESTRUCTURAS.GIF" style="cursor: pointer; height: 47px; width: 320px;" /></a><br />
<br />
<span style="font-weight: bold;">Propiedades:</span><br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw7Jabceq1BHrbNh90Tq0yS4eEio_Uw0pVYXE_Ft0e-Z4CbOAfgfmJqTMlywK3pAFjmM9lY6pYA5eXA3NEgLUoVht9ot_FMumkaYVfVwZhrnuSUwd1E4Y8ZmkejJF-M3hE7Gy_Wo1xMmWm/s1600/Propiedades+elemento++sim%C3%A9trico.GIF"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5409216406334849378" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw7Jabceq1BHrbNh90Tq0yS4eEio_Uw0pVYXE_Ft0e-Z4CbOAfgfmJqTMlywK3pAFjmM9lY6pYA5eXA3NEgLUoVht9ot_FMumkaYVfVwZhrnuSUwd1E4Y8ZmkejJF-M3hE7Gy_Wo1xMmWm/s320/Propiedades+elemento++sim%C3%A9trico.GIF" style="cursor: pointer; height: 134px; width: 320px;" /></a><br />
<br />
<br />
Dependiendo del tipo de aplicación y de las estructuras, los<br />
homomorfismos pueden clasificarse en:<br />
<br />
<span style="font-weight: bold;">MONOMORFISMO</span>: Si es inyectiva. f<br />
<span style="font-weight: bold;"> EPIMORFISMO:</span> Si es sobreyectiva. f<br />
<span style="font-weight: bold;">ISOMORFISMO</span>: Si es biyectiva. f<br />
<span style="font-weight: bold;">ENDOMORFISMO</span>: Si ( ) E,∗ ≡ ( F, ∆) .<br />
<span style="font-weight: bold;">AUTOMORFISMO</span>: Si ( E,∗) ≡ ( F, ∆) y <span style="font-style: italic;">f </span>es biyectiva<br />
<br />
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<br /></div>
Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-4617616845371251272009-11-08T11:23:00.000-08:002011-10-18T05:03:29.965-07:00Examples of Multimedia Applications<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-size: 180%; font-weight: bold;">Examples of Multimedia Applications </span><br />
The internet carries a large variety of exciting multimedia applications. There are three broad classes of multimedia applications: streaming stored audio/video, streaming live audio/video, and real-time interactive audio/video.<br />
<span style="font-size: 130%;"><br />
<span style="font-family: georgia; font-weight: bold;">Streaming Stored Audio and Video</span></span><br />
<br />
<br />
<span class="Apple-style-span" style="color: #cc0000; font-family: Verdana, sans-serif; font-size: large;"><b><a href="http://www.4shared.com/document/GZxLvCW9/ExamplesofMultimediaApplicatio.html">Document </a></b></span><br />
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In this class of applications, clients request on-demand compressed audio or video files that are stored on servers. Stored audio files might contain audio from a professor’s lecture, rock songs, symphonies, archives of famous radio broadcasts, or archived historical recordings. Stored video files might contain video of a professor’s lecture, full-length movies, prerecorded television shows, documentaries, video archives of historical events, cartoons, or music video clips. This class of applications has three key distinguishing features.<br />
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*<span style="font-family: 'courier new';"> Stored media. The multimedia content has been prerecorded and is stored at the server. As a result, a user may pause, rewind, fast-forward, or index through the multimedia content. The time from when a client makes such a request until the action manifests itself at the client should be on the order of one to ten seconds for acceptable responsiveness.</span><br />
<span style="font-family: 'courier new';"> * Streaming. In a streaming stored audio/video application, a client typically begins playout of the audio/video a few seconds after it begins receiving the file from the server. This means that the client will be playing out audio/video from one location in the file while it is receiving later parts of the file from the server. This technique, known as streaming, avoids having to download the entire file (and incurring a potentially long delay) before beginning playout. There are many streaming multimedia products, including RealPlayer from RealNetworks [RealNetworks 2004], Apple’s Quicktime [Quicktime 2004], and Microsoft’s Windows Media [Microsoft Media Player 2004].</span><br />
<span style="font-family: 'courier new';"> * Continuous playout. Once playout of the multimedia content begins, it should proceed according to the original timing of the recording. This places critical delay constraints on data delivery. Data must be received from the server in time for its playout at the client. Although stored media applications have continuous playout requirements, their end-to-end delay constraints are nevertheless less stringent than those for live, interactive applications such as Internet telephony and video conferencing.</span><br />
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This class of applications is similar to traditional broadcast radio and television, except that transmission takes place over the internet. These applications allow a user to receive a live radio or television transmission emitted from any corner of the world. (For example, one of the authors of this book often listens to his favorite Philadelphia radio stations when traveling. The other author regularly listened to live broadcasts of his university’s beloved basketball team while he was living in France for a year.)<br />
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Since streaming live audio/video is not stored, a client cannot fast-forward through the media. However, with local storage of received data, other interactive operations, such as pausing and rewinding through live multimedia transmissions are possible in some applications. Live, broadcast-like applications often have many clients who are receiving the same audio/video program. Distribution of live audio/video to many receivers can be efficiently accomplished using the IP multicasting techniques. At the time of this writing, however, live audio/video distribution is more often accomplished through multiple separate unicast streams. As with streaming stored multimedia, continuous playout is required, although the timing constraints are less stringent than for real-time interactive applications. Delays of up to tens of seconds from when the user requests the delivery/playout of a live transmission to when playout begins can be tolerated.<br />
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This class of applications allows people to use audio/video to communicate with each other in real-time. Real-time interactive audio over the Internet is often referred to as Internet phone, since, from the user’s perspective, it is similar to the traditional circuit-switched telephone service. Internet phone can potentially provide private branch exchange (PBX), local, and long-distance telephone service at very low cost. It can also facilitate the deployment of new services that are not easily supported by the traditional circuit-switched networks, including Web-phone integration, group real-time communication, directory services, caller filtering, and more. There are hundreds of Internet telephone products currently available [VON 2004]. For example, users of Microsoft’s Instant Messenger can make PC-to-phone and PC-to-PC voice calls. With real-time interactive video, also called video conferencing, individuals communicate visually as well as orally. There are also many real-time interactive video products currently available for the Internet, including Microsoft’s NetMeeting. Note that in real-time interactive audio/video application, a user can speak or move at any time. For a conversation with interaction among multiple speakers, the delay from when a user speaks or moves until the action is manifested at the receiving hosts should be less than a few hundred milliseconds. For voice, delays smaller than 150 milliseconds are not perceived by a human listener, delays between 150 and 400 milliseconds can be acceptable, and delays exceeding 400 milliseconds can result in frustrating, if not completely unintelligible, voice conversations.<br />
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This is from http://olivnet.com</div>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-54137464775129227482009-10-20T04:39:00.000-07:002009-10-20T04:58:25.587-07:00Qué es la literatura Evaluación<span style="font-weight: bold;font-size:180%;" ><span style="font-family:verdana;">Qué es la literatura Evaluación<br /><br /><span style="font-size:130%;"><span style="font-family: courier new;">1. Elegí la opción correcta: (4p.)</span><br /><br /><br /></span><br /> </span></span><span style=";font-family:arial;font-size:180%;" > 1. La definición del diccionario no es útil para explicar qué es la literatura porque :</span><span style="font-weight: bold;font-size:180%;" ><span style="font-family:verdana;"><br /><br /></span></span><span style="font-size:100%;"><span style="font-family:verdana;">o Depende de lo que a cada uno le gusta y no todas las personas coinciden en ello.<br /> o El concepto de belleza cambia de una época a otra.<br /> o No todos los productos realizados exclusivamente con palabras y que son bellos, son literatura.<br /> o Todas son correctas.<br /> o Ninguna es correcta.</span></span><span style="font-weight: bold;font-size:180%;" ><span style="font-family:verdana;"><br /><span style=";font-family:arial;font-size:130%;" ><br /></span></span></span><span style=";font-family:arial;font-size:130%;" >2. Algunos consideran que lo que caracteriza a la literatura es :</span><span style="font-weight: bold;font-size:180%;" ><span style="font-family:verdana;"><br /><br />o</span></span><span style="font-size:100%;"><span style="font-family:verdana;"> Su pertenencia al campo de la ficción.<br /> o Su pertenencia al campo de lo real.<br /> o Su pertenencia al campo del Arte.<br /> o Todas son correctas.<br /> o Ninguna es correcta.<br /></span></span><span style="font-weight: bold;font-size:180%;" ><span style="font-family:verdana;"><br /></span></span><span style="font-weight: bold;font-size:130%;" ><span style="font-family:verdana;"> <span style="font-family: courier new;">3. El lenguaje literario se caracteriza porque:</span></span></span><span style="font-weight: bold;font-size:180%;" ><span style="font-family:verdana;"><br /><br /> </span></span><span style="font-size:180%;"><span style="font-family:verdana;"><span style="font-size:100%;">o Es denotativo.<br /> o Se ocupa del qué se dice.<br /> o Se vale de la función apelativa.<br /> o Todas son correctas.<br /> o Ninguna es correcta.</span><br /><span style="font-size:130%;"><br /> <span style="font-family: arial;">4. Los especialistas coinciden en que los géneros literarios:</span><br /></span><br /> <span style="font-size:100%;"> o Tienen carácter estable.<br /> o Tienen carácter convencional.<br /> o Tienen carácter permanente.<br /> o Todas son correctas.<br /> o Ninguna es correcta.</span></span></span><span style="font-weight: bold;font-size:180%;" ><span style="font-family:verdana;"><br /><br /><br /><br /> 2. Indicá V o F y justificá las F . Toda opción mal justificada o no justificada, valdrá 0 p. (6p)<br /><br /></span></span><span style=";font-family:trebuchet ms;font-size:100%;" ><br />( ) Los que adoptan el método de análisis inmanente de una obra, opinan que debe tenerse en cuenta lo “anexo” al texto.<br /><br />( ) La finalidad del análisis literario es descubrir las características de una obra.<br /><br />( ) Los estudiantes de literatura usan el análisis literario para establecer relaciones entre ellas.<br /><br />( ) El género dramático, como su nombre lo indica, incluye las obras pensadas para hacer sufrir a los lectores.<br /><br />( ) La finalidad estética propia de las obras literarias es que todo lo que se lee como literatura es literatura.<br /><br />( ) El lector y el escritor usan la literatura para comunicarse entre sï. </span><span style="font-weight: bold;font-size:180%;" ><span style="font-family:verdana;"><br /><br /><br /><br /><br /></span></span>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-2506359951799654082009-10-18T02:27:00.000-07:002009-10-18T02:40:04.495-07:00Segundo parcial de Historia IVSegundo parcial de Historia IV<br /><br /><br />Alumno:<br /><br />Fecha:<br /><br /><span style="font-weight: bold;">'</span><br /><span style="font-weight: bold;">Indicá V o F y fundamentá las proposiciones que sean F: (5p)</span><br /><br />) La crisis económica y social se denuncia en la literatura barroca .<br /><br />( ) El Barroco sigue una tendencia más liberal y gozadora de los sentidos, que el Manierismo.<br /><br />( ) El arte barroco, es frío, complicado e intelectualista .<br /><br />( ) El Romanticismo se agotó rápidamente ya que postulaba un individualismo extremo<br /><br /> ( ) El Barroco flamenco fue más libre que el arte cortesano en Francia.<br /><br />( ) Durante el Barroco el academicismo dominó la vida artística.<br /><br />( ) La estética barroca propone un juego de claroscuros, equilibrios y desequilibrios.<br /><br />( )El Barroco emplea los primeros planos demasiado grandes para lograr profundidad espacial.<br /><br />( ) En el Barroco, la obra de arte, pasa a ser símbolo del Universo.<br /><br />( )El Naturalismo, pretenderá mostrar a toda la sociedad en movimiento, a diferencia del Romanticismo.<br /><br /><br /><span style="font-weight: bold; font-family: trebuchet ms;">2. Señalá la opción correcta: (5 p )</span><br /><br /><span style="font-weight: bold;"> La novela victoriana presenta un cuadro de la vida cotidiana:</span><br /><br /><br /><br /> o del campesinado<br /> o de los burgueses ricos<br /> o del hombre medio <br /> o Todas son correctas<br /> o Ninguna es correcta<br /><br /><br /><br /><span style="font-weight: bold;"> En la Francia napoleónica, la obra literaria :</span><br /><br /> * Se convierte en mercancía<br /> * Se convierte en un servicio personal<br /> * Se convierte en objeto de lujo<br /> * Todas son correctas<br /> * Ninguna es correcta<br /><br /><span style="font-weight: bold;">El siglo XIX comporta:</span><br /><br /> * El avance del industrialismo<br /> * El predominio económico de los núcleos urbanos<br /> * La conciencia de nación<br /> * Todas son correctas<br /> * Ninguna es correcta<br /><br /><span style="font-weight: bold;">Durante el período clasicista, en Francia:</span><br /><br /> * Se exacerbó la sensibilidad de los escritores<br /> * Se exacerbó la imaginación de los escritores<br /> * Se exacerbó la mirada histórica de los escritores<br /> * Todas son correctas<br /> * Ninguna es correctaMohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-68980589477909266012009-09-26T07:36:00.000-07:002009-09-26T07:49:46.083-07:00El teatro después de Sófocles<span style="font-weight: bold; color: rgb(0, 0, 102); font-family: trebuchet ms;font-size:180%;" >El teatro después de Sófocles </span><br /><br /><br />Evaluación Tema 1 <br /><br /><br /><span style="font-size:130%;"><span style="font-weight: bold;"> A Señalá la opción correcta (3 p. )</span></span><br /><br /><br /><br /> <span style="font-family: verdana;"> 1. Algunas características del teatro isabelino son:</span><br /><br /><span style="font-family: verdana;"> ( ) La ambivalencia de los personajes , las reflexiones sobre la legitimidad del rey, la ruptura de la regla de lastres unidades y el cuidado formal del parlamento de los personajes. ( ) La ambivalencia de los personajes,la introspección de los personajes, la ausencia de escenografía y las reflexiones sobre la legitimidad del rey.( ) La libertad formal en lo creativo, la mezcla de géneros y el uso del monólogo.( ) Todas son correctas. ( )Ninguna es correcta. </span><br /><br /><span style="font-family: verdana;"> 2. El teatro renacentista desarrolló formas teatrales de los siguientes tipos:</span><br /><br /><span style="font-family: verdana;"> ( ) Fue culto o popular ( )Fue culto y popular ( ) Fue religioso, culto y popular ( ) Ninguna es correcta ( ) Todas son correctas. </span><br /><br /><span style="font-family: verdana;"> 3. Hamlet es:</span><br /><br /><span style="font-family: verdana;"> ( ) La historia real del rey de Escocia del siglo XI ( ) La historia real del rey de Noruega ( ) La historia real del rey de Dinamarca ( ) Ninguna es correcta ( ) Todas son correctas </span><br /><br /><span style="font-weight: bold;font-size:130%;" > B) Estas afirmaciones son falsas. Fundamentá ( 3 ) </span><br /><br /> <span style="font-family: verdana;"> El teatro del siglo XVIII postula la libertad creativa absoluta</span><br /><br /><span style="font-family: verdana;"> El teatro del siglo XX o teatro del absurdo plantea el tema de la incomunicación</span><br /><br /><span style="font-family: verdana;"> El teatro naturalista sigue la regla de las tres unidades y muestra a los sectores marginales de la sociedad. </span><br /><br /> <span style="font-size:130%;"> C) Ordená secuencias teniendo en cuenta el tiempo de la historia ( 4 ) </span><br /><br /> Hamlet esconde el cadáver de Polonio<br /><br /> Bernardo y Marcelo ven la sombra del rey muerto<br /><br /> Polonio sostiene que Hamlet sufre por el amor de Ofelia.<br /><br /> La reina bebe el veneno<br /><br /> Se pone en escena “ La ratonera”<br /><br /> Se descubre el cuerpo de Ofelia<br /><br /> El rey convence a Laertes para que pelee contra Hamlet<br /><br /> Hamlet trata groseramente a Ofelia<br /><br /><br /> <span style="font-size:130%;"><span style="font-weight: bold;"> Part 2</span></span> <span style="font-size:130%;"><span style="font-weight: bold;">parte 2</span></span><br /><span style="font-size:130%;"><span style="font-weight: bold;">El teatro después de Sófocles Tema 2 </span></span><br /><br /><span style="font-size:130%;"> 1. Señalá la opción correcta (3p)</span><br /><br />1.1 Las tres unidades son propias : a) del teatro isabelino b) del teatro moderno c) del teatro latino d) Ninguna es correcta e) Todas son correctas.<br /><br /> 1.2 Son características del teatro de Shakespeare: a) la libertad formal y la reflexión de los personajes sobre temas de la época b) la libertad formal y la separación estricta de géneros y estilos c) la libertad formal y la relación de patronazgo d) Ninguna es correcta e) Todas son correctas.<br /><br /> 1.3 Para los autores románticos, el teatro se usó como instrumento de: a) cambio social b) análisis de la realidad social c) análisis de las inquietudes de los hombres de la época d) Ninguna es correcta e) Todas son correctas.<br /><br /><span style="font-size:130%;"><span style="font-weight: bold;"> B . Estas proposiciones son falsas. Justificá. ( 2,50p)</span></span><br /><br /><span style="font-family: verdana;">* Las convenciones generales del teatro se refieren a un espectáculo dado y sólo se las entiende en relación con él.</span><br /><span style="font-family: verdana;"> * El teatro del siglo XX o teatro del absurdo plantea el tema de la incomunicación</span><br /><span style="font-family: verdana;"> * El naturalismo utiliza el teatro como instrumento de denuncia de los males de la sociedad.</span><br /><span style="font-family: verdana;"> * En el siglo XVII, el teatro de raíces clásicas, tiene finalidad didáctica.</span><br /><span style="font-family: verdana;"> * En el teatro del siglo XX la obras entretienen al público y lo instruyen sobre los valores morales.</span><br /><br /><br /> 3. Ordená secuencias, siguiendo el hilo de la historia (4,50p.)<br /><br /><br /><br />Hamlet esconde el cadáver de Polonio<br /><br /> Bernardo y Marcelo ven la sombra del rey muerto<br /><br /> Polonio sostiene que Hamlet sufre por el amor de Ofelia.<br /><br /> La reina bebe el veneno<br /><br /> Se pone en escena “ La ratonera”<br /><br /> Se descubre el cuerpo de Ofelia<br /><br /> El rey convence a Laertes para que pelee contra Hamlet<br /><br /> Hamlet trata groseramente a Ofelia<br /><br /> Hamlet va al cementerioMohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-31317659896312355332009-09-25T11:26:00.000-07:002009-09-25T11:41:38.791-07:00Evaluación de “1984” de George Orwell<span style="font-weight: bold;font-family:courier new;font-size:180%;" >Evaluación de “1984” de George Orwell</span><br /><br /> <span style="font-size:130%;"> <span style="font-weight: bold;">A Completá los espacios en blanco con la información faltante: ( 5 p)</span></span><br /><span style="font-family: courier new;">La novela comienza en el mes de abril, cuando Winston Smith llega a su departamento. Allí vive la familia Parsons , cuyo padre trabaja, como el protagonista, en el Ministerio de la Verdad.</span><br /><br /><span style="font-family: courier new;"> Los otros tres ministerios eran: el Ministerio de la Paz, que se ocupaba de la guerra; el Ministerio del Amor, que se hacía cargo de mantener el orden y la legalidad y el de la Abundancia, que se hacía cargo de los asuntos económicos. </span><br /><br /><br /><span style="font-weight: bold;">En Neohabla, los ministerios se denominaban Miniver, Minipax, Miniamor y Miniabunda.</span><br /><br /> <span style="font-family: trebuchet ms;">La historia se desarrolla en Londres, que es la capital de la Pista de aterrizaje Uno y la tercera ciudad de las provincias de Oceanía debido a su población. Allí, el protagonista, decide empezar a escribir un diario íntimo, pero debe hacerlo a escondidas, porque de ser sorprendido, sería condenado a veinticinco años de trabajos forzados en un campo de concentración o a la pena capital.</span><br /><br /><br /><span style="font-weight: bold;"> B Ordená secuencias ateniéndote al hilo de la historia : ( 5p)</span><br /><br /><span style="font-family: verdana;">Syme cuenta a Winston sobre la undécima edición del diccionario de Neohabla.</span><br /><br /><span style="font-family: verdana;">El protagonista cuenta a Julia que ha soñado el episodio en que pedía más ración a su madre.</span><br /><br /><span style="font-family: verdana;">Desaparece el padre del protagonista.</span><br /><br /><span style="font-family: verdana;">El protagonista y su esposa deciden separarse</span><br /><br /><span style="font-family: verdana;">El protagonista descubre que la verdad se tergiversa</span><br /><br /><span style="font-family: verdana;">El protagonista ve a Rutherford, Jones y Aaronson en un café</span><br /><br /><span style="font-family: verdana;">O’ Brien tortura al protagonista para que admita que Oceanía está en guerra con Estasia.</span><br /><br /><span style="font-family: verdana;">Julia y el protagonista se encuentran en el campo por primera vez.</span>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-68727801530779938712009-09-11T10:55:00.000-07:002009-09-11T11:19:01.032-07:00Melody of the Millionaire Slumdog analysis<div style="text-align: center; font-weight: bold;"><span style="font-size:180%;"><span style="font-family: arial;">Melody of the Millionaire Slumdog analysis<br /><br /></span></span><div style="text-align: left;"><span style="font-weight: normal; font-family: trebuchet ms;">Slumdog Millionaire is a trailblazer of sorts, scooping up awards in every felicitation of motion pictures this year. The movie opened its account at the Golden Globe Awards ceremony, continued its victory run through the BAFTA and the SAG Awards and is now poised to win Oscars too. </span><br /><span style="font-weight: normal; font-family: trebuchet ms;">Much has been written about the movie’s brilliant screenplay, its exquisite cinematography, the superb casting and the endearing performances of the children.</span><br /><span style="font-weight: normal; font-family: trebuchet ms;">There has been a lot of controversy too, about the theme of the movie - with a section of Indians feeling that the movie showcases Mumbai’s slums in a stereotyped fashion, for a Western audience. </span><br /><span style="font-weight: normal; font-family: trebuchet ms;">But there is one aspect of this exceptional movie that has been appreciated globally and unanimously and that is its music. The composer AR Rehman has created magic in his melodies. </span><br /><span style="font-weight: normal; font-family: trebuchet ms;">Deservedly, he picked up the Golden Globe award for Best Original Score for the beautiful and riveting tunes that helped make the movie reign the box office for several weeks. </span><br /><span style="font-weight: normal; font-family: trebuchet ms;">AR Rehman won the Oscars yet again. He was awarded the black statuette for best original score for the movie and for the song, Jay Ho.</span><br /><span style="font-weight: normal; font-family: trebuchet ms;">The background score of Slumdog Millionaire ably matches the pulsating tempo of the rags to riches story, permeating each frame with the melody of the mood depicted. The songs too are beautifully composed. </span><br /><span style="font-weight: normal; font-family: trebuchet ms;">You just have to listen to the joyful and energetic melody of Jaya Ho to get to know AR Rehman’s potential. This musician first captured the heart of Indians in the early 90s whne he created the music for the movie “Roja”. Since then, his every album has been popular, beautiful and unique. </span><br /><span style="font-weight: normal; font-family: trebuchet ms;">This young musician has consistently created superlative music, never disappointing his millions of fans. It does not matter which CD of Rehman’s you pick up, because every one is an enchanting musical feast, from start to finish. </span><br /><br /><br /><br /><span style="font-size:100%;"><span style="font-weight: normal;">End of </span></span><span style="font-weight: normal;font-size:100%;" ><span style="font-family: arial;">Melody of the Millionaire Slumdog analysis</span></span><br /><br />leave comments below for this analysis<br /><span style="font-size:180%;"><span style="font-family: arial;"></span></span></div></div>Mohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0tag:blogger.com,1999:blog-1195600647796822473.post-85376631589806026532009-09-11T07:03:00.000-07:002009-09-11T07:51:46.271-07:00basic whole number tutorial<div style="text-align: center; font-family: arial; font-weight: bold;"><span style="font-size:180%;">Basic Whole number tutorial<br /></span></div><br /><br /><br /><span style="font-size:130%;">Modul pengajaran dan pembelajaran<br /></span><br /><span style="font-size:130%;">Mathematics form 1</span><br /><br /><span style="font-size:130%;">Subject </span> : Mathematics Form 1<br /><br /><span style="font-size:130%;">Learning Objective :</span> Whole Number<br /><br /><span style="font-size:130%;">Learning Outcomes : </span><br /><span style="font-family:verdana;">1. Read and write whole numbers.</span> <span style="font-family:verdana;"><br />2. Understand the place value and the value of digits.</span> <span style="font-family:verdana;"><br />3. Round off a whole numbers.</span> <span style="font-family:verdana;"><br />4. Perform addition, subtraction, multiplication and divi</span><span style="font-family:verdana;">sion of whole numbers.<br /></span> <span style="font-family:verdana;">5. Perform computations of combined operat</span><span style="font-family:verdana;">ions including the use of brackets.</span><br /> <span style="font-family:verdana;">6. Solve problems involving whole numbers.</span><br /><span style="font-size:130%;">1.1 Whole Numbers</span><br /><span style="font-size:130%;">Definition</span> : Whole numbers are any number made from the ten digits numbering system of 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.<br /><br /><span style="font-weight: bold;">Write the following numbers in w</span><span style="font-weight: bold;">or</span><span style="font-weight: bold;">ds.</span><br />1. 97 = ninety - seven<br />2. 342 = three hundred and forty - two<br />3. 1 512 = one thousand five hundred and twelve<br />4. 70 678 = seventy thousand six hundred and seventy - eight<br />5. 200 924 = two hundred thousand nine hundred and twenty - four<br /><br /><span style="font-weight: bold;">Write the following numbers in figures.</span><br /><span style="font-family: trebuchet ms;">1. fifty - nine = 59</span><br /><span style="font-family: trebuchet ms;">2. seven hundred and ten = 710</span><br /><span style="font-family: trebuchet ms;">3. eight thousand six hundred and fourteen = 8 614</span><br /><span style="font-family: trebuchet ms;">4. eleven thousand three hundred and twenty - five = 11 325</span><br /><span style="font-family: trebuchet ms;">5. four hundred and sixty – one thousan</span><a style="font-family: trebuchet ms;" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwuT-iiTcCnU6g63Em9NwKD_Jc6ZRigprd3PX5c2C8X6VDEDZYKBMWMVFM93_txx5IPS4zge8ZOJs1vAQzan0e5PBQ5ep496LzNw-zd6o2HYfaJkHcxKQw9aFWXjvRRxVkTGtlNSa3Yri8/s1600-h/whole++numbers+lesson.JPG"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 320px; height: 156px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwuT-iiTcCnU6g63Em9NwKD_Jc6ZRigprd3PX5c2C8X6VDEDZYKBMWMVFM93_txx5IPS4zge8ZOJs1vAQzan0e5PBQ5ep496LzNw-zd6o2HYfaJkHcxKQw9aFWXjvRRxVkTGtlNSa3Yri8/s320/whole++numbers+lesson.JPG" alt="" id="BLOGGER_PHOTO_ID_5380212601038050658" border="0" /></a><span style="font-family: trebuchet ms;">d three hundred and ninety - two= 461 392</span><br /><br /><br /><br /><br /><br /><br /><br /><br /><span style="font-weight: bold;">State the place value and the value of underlined digit </span><br /><span style="font-family: trebuchet ms;">1. </span><span style="font-weight: bold; font-family: trebuchet ms;">9 </span><span style="font-family: trebuchet ms;">056 place value = thousands value of digit = 9 000</span><br /><span style="font-family: trebuchet ms;">2. 2</span><span style="font-weight: bold; font-family: trebuchet ms;">3</span><span style="font-family: trebuchet ms;">6 890 place value = ten thousands value of digit = 30 000</span><br /><span style="font-family: trebuchet ms;">3. 47 </span><span style="font-weight: bold; font-family: trebuchet ms;">8</span><span style="font-family: trebuchet ms;">02 place value = hundreds value of digit = 800</span><br /><span style="font-family: trebuchet ms;">4. </span><span style="font-weight: bold; font-family: trebuchet ms;">1</span><span style="font-family: trebuchet ms;"> 279 603 place value = millions value of digit = 1 000 000</span><br /><br /><br /><span style="font-weight: bold;">Rounding off whole numbers</span><br /><span style="font-family: times new roman;">- If the digit to the right of the rounded off number is</span><br /><span style="font-family: times new roman;">a) less than 5, retain the digit, replace all the right digits with zero</span><br /><span style="font-family: times new roman;">b) 5 or greater than 5, add 1 to the digit, replace the right digits with zero</span><br /><br />1. Round off 6 572 to the nearest<br />a) tens = 6 572 = <span style="color: rgb(0, 0, 153);">6 570 </span><br />b) hundreds = 6 572 = <span style="color: rgb(0, 0, 153);"> 6 600</span><br />c) thousands = 6 572 = <span style="color: rgb(0, 0, 153);"> 7 000</span><br /><br />2. Round off the followings to the correct place values<br /><br /><img src="file:///C:/DOCUME%7E1/Personal/LOCALS%7E1/Temp/moz-screenshot.jpg" alt="" /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgafXCNXNwIztEQ9ExsXD3LkYppzR3zb-ZfnS5JSDQG_wuFLz7_KePOFY8dYs8f8vUbThyphenhyphenwPtze5tl_9lEZVgoTtO7ha5b1-aIWY78H14AR1zfTydmu8OxtFTE01vGYK75EP8NpoRT0FuTO/s1600-h/rounding+numbers+excercise.JPG"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 320px; height: 88px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgafXCNXNwIztEQ9ExsXD3LkYppzR3zb-ZfnS5JSDQG_wuFLz7_KePOFY8dYs8f8vUbThyphenhyphenwPtze5tl_9lEZVgoTtO7ha5b1-aIWY78H14AR1zfTydmu8OxtFTE01vGYK75EP8NpoRT0FuTO/s320/rounding+numbers+excercise.JPG" alt="" id="BLOGGER_PHOTO_ID_5380214161521190898" border="0" /></a><br /><br /><br /><br /><br /><span style="font-weight: bold;">1.2 Addition and Subtraction of Whole Numbers</span><br /><span style="font-family: trebuchet ms;">Addition of whole numbers</span><br /><span style="font-family: trebuchet ms;">- The process of finding the total of numbers.</span><br /><span style="font-family: trebuchet ms;">- Keywords – sum, add, plus, total</span><br /><span style="font-family: trebuchet ms;">- Symbol “ + ”</span><br /><br /><span style="font-family: trebuchet ms;">Find the sum of the followings</span><br /><span style="font-family: trebuchet ms;">1. 147 + 297 = 444</span><br /><span style="font-family: trebuchet ms;">2. 1 530 + 197 = 1 727</span><br /><span style="font-family: trebuchet ms;">3. 67 915 + 206 + 38 = 68 159</span><br /><span style="font-family: trebuchet ms;">4. 46 275 + 396 486 + 5 873 = 448 634</span><br /><span style="font-family: trebuchet ms;">5. 17 308 + 891 + 45 + 176 401 = 194 645</span><br /><br /><span style="font-weight: bold;">Problem solving involving addition of whole numbers</span><br />1. Last Christmas, Mary Anne received RM 125 from her father, RM 87 from her mother and RM 62 from her sister. Find the total amount of money she received.<br /><span style="font-family: trebuchet ms;">RM (125 + 87 + 62 ) = RM 274</span><br /><span style="font-family: trebuchet ms;">Therefore the total amount of money Mary Anne received is RM 274</span><br /><br /><span style="font-family: trebuchet ms;">2. The table shows Ali’s marks for Maths test for Feb, March and April. What are his total marks for the three months?</span><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKmrMwVdVhWc_cs-ipmcnT5MLqonR7CSrqAOSLgpr0_YwMna5jF8RtdFUAHAlEtkVFnIkYGMRVpp6bdiErcnAogTXgKgeZaNXkDIlL_JhSmhmdCdWfyHa6UBN4Zdbl7SWbonczLElvwHN1/s1600-h/marks+sums.JPG"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 320px; height: 33px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKmrMwVdVhWc_cs-ipmcnT5MLqonR7CSrqAOSLgpr0_YwMna5jF8RtdFUAHAlEtkVFnIkYGMRVpp6bdiErcnAogTXgKgeZaNXkDIlL_JhSmhmdCdWfyHa6UBN4Zdbl7SWbonczLElvwHN1/s320/marks+sums.JPG" alt="" id="BLOGGER_PHOTO_ID_5380214922836730786" border="0" /></a><br /><br /><br />89 + 64 + 97 = 250<br />Therefore the total marks for the three months are 250 marks<br /><br />3. In a Maths quiz, Abu scores 85 points, Kumar scores 7 points more than Abu and Suzy gets 6 points less than Kumar. Find the total scores they get?<br />Abu = 85 points<br />Kumar = 85 + 7 = 92 points<br />Suzy = 92 – 6 = 86 points<br /><br />85 + 92 + 86 = 236 points<br />Therefore the total scores they get is 236 points<br /><br /><br /><br /><span style="font-weight: bold;">Subtraction of whole numbers</span><br />- The process of finding difference between two numbers.<br />- Keywords – difference, minus, subtract<br />- Symbol “ - ”<br /><br />Do the following subtraction.<br />1. 978 - 253 = 725<br />2. 4 130 – 1 572 = 2 558<br />3. 793 - 89 = 704<br />4. 132 012 – 6 718 – 56 137 = 125 294 – 56 137 = 69 157<br />5. 9 352 – 7 001 – 999 = 2 351 – 999 = 1 352<br /><br /><span style="font-weight: bold;">Problem solving involving subtraction </span><span style="font-weight: bold;">of whole</span><span style="font-weight: bold;"> numbers</span><br /><span style="font-family: trebuchet ms;">1. There are 2 957 students in SMK Berjaya and 1 379 of them are girls. Find the number of boys.</span><br /><span style="font-family: trebuchet ms;">2 957 – 1 379 = 1 578</span><br /><span style="font-family: trebuchet ms;">Therefore the number of boys in SMK Berjaya is 1 578 students</span><br /><br /><span style="font-family: trebuchet ms;">2. Mr. Tiong donated RM 121 365 to a school. The school used RM 76 450 to buy 20 computers. How much money is left?</span><br /><span style="font-family: trebuchet ms;">RM ( 121 365 – 76 450) = RM 44 915</span><br /><span style="font-family: trebuchet ms;">Therefore the money left is RM 44 915</span><br /><br />3. There were 32 408 exercise books in the school bookshop in the beginning of the year. At the end of year only 3 729 books were unsold. Find the number of exercise books which were sold during the year.<br />32 408 – 3 729 = 28 679<br />Therefore the number of exercise books sold during the year were 28 679 books.<br /><br /><span style="font-weight: bold;">1.3 Multiplication and Division of Whole Numbers</span><br /><span style="font-family: trebuchet ms;">Multiplication of whole numbers</span><br /><span style="font-family: trebuchet ms;">- The process of repeated addition.</span><br /><span style="font-family: trebuchet ms;">- Keywords – multiply, times, product</span><br /><span style="font-family: trebuchet ms;">- Symbol “ × ”</span><br /><br /><span style="font-family: trebuchet ms;">Find the product of the followings.</span><br /><span style="font-family: trebuchet ms;">1. 147 × 23 = 3 381</span><br /><span style="font-family: trebuchet ms;">2. 69 × 82 = 5 658</span><br /><span style="font-family: trebuchet ms;">3. 336 × 8 × 125 = 2 688 × 125 = 336 000</span><br /><span style="font-family: trebuchet ms;">4. 72 × 11 × 49 = 792 x 49 = 38 808</span><br /><br /><span style="font-family: trebuchet ms;">Problem solving involving multiplication of whole numbers</span><br /><span style="font-family: trebuchet ms;">1. Jamie can type 42 words in 1 minute. How many words can she type in 38 minutes?.</span><br /><span style="font-family: trebuchet ms;">42 words x 38 minutes = 1 596 words</span><br /><span style="font-family: trebuchet ms;">Therefore Jamie can type 1 596 words in 38 minutes.</span><br /><br /><span style="font-family: trebuchet ms;">2. Amy’s salary for a month is RM 1 355 and Muthu’s salary is 4 times more than Amy. Calculate Muthu’s salary.</span><br /><span style="font-family: trebuchet ms;">RM 1 355 x 4 = RM 5 420</span><br /><span style="font-family: trebuchet ms;">Therefore Muthu’s salary is RM 5 420</span><br /><br /><span style="font-family: trebuchet ms;">3. A basket contains 37 durians. Pak Mat bought 15 baskets of durians. If each durian costs RM 2, find the total cost of his purchase.</span><br /><span style="font-family: trebuchet ms;">37 durians x 15 baskets X RM 2 = 555 x RM 2 = RM 1 110</span><br /><span style="font-family: trebuchet ms;">Therefore the total cost of Pak M</span><br /><br /><span style="font-family: trebuchet ms;">at’s purchase is RM 1 110</span><br /><br /><br /><br /><span style="font-weight: bold;">Division of whole numbers</span><br /><span style="font-family: trebuchet ms;">- The process of putting things into equal groups.</span><br /><span style="font-family: trebuchet ms;">-</span><br /><span style="font-family: trebuchet ms;"> Keywords – divide, quotient</span><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVp_L6JeLKFKqLe9oX26c_PRtTwg9gGe0WjBm7HTk0RDV6IQgIsS08fmEpZ1ie3srkjLu53-Wbpi98xw70huigLDJmg5eMqUZ186Q5nNNxxxAJu4M3yJIlJ9H-aiia2DGzQgFcAhc8peyl/s1600-h/devisitions+result.JPG"><img style="cursor: pointer; width: 320px; height: 235px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVp_L6JeLKFKqLe9oX26c_PRtTwg9gGe0WjBm7HTk0RDV6IQgIsS08fmEpZ1ie3srkjLu53-Wbpi98xw70huigLDJmg5eMqUZ186Q5nNNxxxAJu4M3yJIlJ9H-aiia2DGzQgFcAhc8peyl/s320/devisitions+result.JPG" alt="" id="BLOGGER_PHOTO_ID_5380216970587835698" border="0" /></a><br /><br /><br /><span style="font-weight: bold;">Do the followings divisions.</span><br />1. 2 292 ÷ 4 <span style="color: rgb(102, 0, 0);">= 573</span><br />2. 986 ÷ 6 <span style="color: rgb(153, 0, 0);"> = 164 remainder 2</span><br />3. 3 868 ÷ 14 <span style="color: rgb(153, 0, 0);"> = 276 remainder 4</span><br />4. 11 648 ÷ 56 <span style="color: rgb(153, 0, 0);"> = 208</span><br />5. 10 076 ÷ 25 <span style="color: rgb(153, 0, 0);"> = 403 remainder 1</span><br /><br />Problem solving involving division of whole numbers<br /><span style="font-family: trebuchet ms;">1. 672 sweets are shared equally among 42 students. How many sweet does each student get?</span><br /><span style="font-family: trebuchet ms;">672 ÷ 42 = 16 sweets</span><br /><span style="font-family: trebuchet ms;">Therefore each student will get 16 sweets.</span><br /><br /><span style="font-family: trebuchet ms;">2. The donation of RM 21 100 is divided among 20 flood victims. How much money does each flood victims will get.</span><br /><span style="font-family: trebuchet ms;">RM 21 100 ÷ 20 = RM 1 055</span><br /><span style="font-family: trebuchet ms;">Therefore each flood victim will get RM 1 055</span><br /><br /><span style="font-family: trebuchet ms;">3. Mak Siti fried 650 pieces of pisang goring and puts 12 pieces of pisang goreng into each plastic bag. </span><br /><span style="font-family: trebuchet ms;">a) How many plastic bag did she used?</span><br /><span style="font-family: trebuchet ms;">b) How many pieces of pisang goring were left? </span><br /><span style="font-family: trebuchet ms;">650 ÷ 12 = 54 remainder 2</span><br /><span style="font-family: trebuchet ms;">Therefore a) Mak Siti used 54 pieces of plastic bags</span><br /><span style="font-family: trebuchet ms;"> b) There were 2 pieces of pisang goring left.</span><br /><br /><br /><span style="font-weight: bold;">1.4 Combined Operations of Whole Numbers</span><br /><span style="font-style: italic;">- Involving more than one operation such as addition, subtraction, multiplication, division and the use of brackets.</span><br /><span style="font-style: italic;">Tips a) BODMAS Rule - B Bracket ( )</span><br /><span style="font-style: italic;"> O</span><br /><span style="font-style: italic;"> D Division ÷</span><br /><span style="font-style: italic;"> M Multiplication x</span><br /><span style="font-style: italic;"> A Addition +</span><br /><span style="font-style: italic;"> S Subtraction -</span><br /><br /> b) for operation x and ÷, operation + and - , do from left to right<br /><br /><br />Calculate the followings<br />1. 572 + 200 – 99 = 772 – 99<br />= 673<br /><br />2. 8 852 – 3 214 + 731 = 5638 + 731<br />= 6 369<br /><br />3. 36 x 8 ÷ 4 = 288 ÷ 4<br />= 72<br /><br />4. 119 ÷ 7 x 16 = 17 x 16<br />= 272<br /><br />5. 83 + ( 12 – 7 ) x 5 = 83 + 5 x 5<br />= 83 + 25 <br />= 108<br /><br /><br />6. 172 – 92 ÷ 4 + 36 = 172 – 23 + 36<br />= 149 + 36<br />= 185<br /><br />7. 4 ( 72 – 28 ) + 253 = 4 ( 44 ) + 253<br />= 176 + 253<br />= 429<br /><br />8. 136 + 64 ÷ 4 ( 9 – 7 ) = 136 + 64 ÷ 4 ( 2 )<br />= 136 + 64 ÷ 8<br />= 136 + 8<br />= 144<br /><br />9. ( 40 + 56 ) x 3 ÷ ( 4 + 12 ) = 96 x 3 ÷ 16<br />= 288 ÷ 16<br />= 18<br /><br /><br /><br /><span style="font-weight: bold; font-style: italic;">Problem solving involving combined operations of whole numbers</span><br />1. The bus fare from Bintulu to Sibu is RM 32 for an adult and RM 18 for a child. A family consist of 3 adults and 5 children wish to travel to Bintulu to Sibu by bus. Calculate the total fare paid by the family.<br />( RM 32 x 3 adults) + ( RM 18 x 5 children )<br />= RM 96 + RM 90<br />= RM 186<br />Therefore the total fare paid by the family is RM 186<br /><br />2. Mr. Chua bought 16 story books and 19 colouring books for RM 242. If each story book costs RM 8, find the cost of one colouring book.<br /> ( RM 242 – 16 x RM 8 ) ÷ 19<br />= ( RM 242 – RM 128 ) ÷ 19<br />= RM 114 ÷ 19<br />= RM 6<br />Therefore the cost of one colouring book is RM 6<br /><br /><br /><br /><br /><br /><span style="font-weight: bold;">Summative Exercises : Chapter 1</span><br /><br />1. 72 + 4 – 35 ÷ 5<br />2. 32 + 72 ÷ 9 x 3 – 12<br />3. 56 ÷ 8 + 6 x 7 – 34<br />4. 4 x ( 8 ÷ 2 ) – 3 + ( 12 – 8 )<br />5. 64 ÷ 4 x ( 2 + 6 )<br />6. ( 36 – 29 ) x ( 12 + 2 x 8 ) ÷ 4<br />7. 3 ( 8 + 4 – 9 ) + ( 24 ÷ 2 x 3 )<br />8. 220 – 52 ÷ 4 + 16<br />9. ( 12 + 6 ÷ 3 ) + 20 x 6 ( 19 – 3 )<br />10. 2 235 – 3 ( 645 ÷ 5 ) + 100<br /><br /><span style="font-weight: bold;">Problem Solving</span><br /><br />1. The cost of 1 kg of anchovies and 1 kg of cuttlefish are RM3 and RM6 respectively. Mrs. Chong bought 4kg of anchovies and 3 kg of cuttlefish. Calculate the amount of money she has to pay.<br /><br />2. A shopkeeper sold 38 shirts last month. He sold 4 times as many shirts this month compared to the number sold last month. How many shirts did he sell this month?<br /><br />3. Zain had 37 sweets. After giving some to his two brothers, he had 25 sweets left. If each of his brother received the same number of sweets, how many sweets did each of his brother receive?<br /><br />End of this Basic whole number tutorialMohammad Hawashhttp://www.blogger.com/profile/02823883389678040874noreply@blogger.com0