Kfc And Mcdonalds Case Study - 1406 Words

Task: 1. My two chosen Fast Food Companies that will be researched is: -Macdonald’s AND -KFC 2. Background: MacDonald’s: â€Å"It all began in the United States of America in 1955, in a small butcher shop in Maywood, Illinois. There, their founder, Ray Kroc, sealed the deal with McDonald’s first beef supplier with a handshake and received his first burger patties on credit. Since then, McDonald’s has opened restaurants all over the world, never forgetting their commitment to Quality, Service, Cleanliness and Value (QSCV). At the heart of everything they prepare, every ingredient their suppliers provide, and every person that works with them, is their focus on delivering the high quality meals that their customers expect.†¦show more content†¦They have invested in many sustainability measures in its restaurants over the past two years which have included building design, making sure that natural light and heat from the sun complement a minimum air-conditioning design which form part of a programme Solomon refers to as â€Å"Project Green and Growing†. This visionary progra mme targets a 20% saving in water consumption, a 20% saving on electricity consumption, 20% saving on costs and 20% saving on construction time as the brand continues on its strong growth path.† Their contribution to people/communities: Ronald McDonald House Charities: Helping a sick child fight their illness takes a big enough emotional toll on a family, let alone the financial strain. Mc- Donald’s understood the need to improve the lives of children and their families during difficult times by creating The Ronald McDonald House of Charities organisation (RMHC) South Africa, McDonald’s South Africa’s charity of choice and its largest corporate donor. RMHC helps families by accommodating them near their critically ill and hospitalized child in a Ronald McDonald House, providing a place to rest while visiting their sick child in a Ronald McDonald Family Room and providing healthcare services such as vaccinations and optical services to rural communities through Ronald McDonald Care Mobile. (MacDonald’s 2015) U14 School league: â€Å"The McDonald s Under14 School s League is a 2010 FIFA World Cup â„ ¢ legacy project that is passionate aboutShow MoreRelatedKfc, A Spot Light And Taste Of Food Restaurants Essay1615 Words   |  7 Pageswhy people in Pakistan prefer KFC over Macdonald and we found that due togood quality and taste of food people prefer KFC .When KFC was introduced in Pakistan the prices was not affordable by people but now they have lower their prices. One reason was alsothe impressive packages due to which people prefer KFC over McDonald’s. While conductingour research we also came to know that KFC is more advertised this is one of the reasons that people prefer KFC over McDonald’s. We are going to discuss all ofRead MoreKey Success of Kfc842 Words   |  4 Pages____________________________________________________________ _________ B200A TMA Fall 2011 ____________________________________________________________ _________ Case: KFC in China In China, Yum! Brands is opening a KFC store every day. But this is not the KFC you know in America. A recent case study written by professor David Bell and Agribusiness Program director Mary Shelman reveals how the chicken giant adapted its famous fast-food formula for the local market. Key conceptsRead MoreDifference Between Kfc and Mcdonalds Dratt4817 Words   |  20 Pagesnew phenomenon. KFC and McDonald’s fast food companies, the two well-known fast food companies in Chinese market, which was play an important role in Chinese Fast Food market. They attract customers through its good quality and excellent service in China. According to Mcknese consulting report( 2013), current McDonalds has more than 30,000 stores in more than121 countries with $40.63 billion turnover, its rank the top in the most valuable fast food brands worldwide in 2013. KFC has more than 11000Read MoreCase Study1781 Words   |  8 PagesMcDonald’s – Business Strategy in India Case Study Abstract This case study discusses how McDonald’s India managed to buck the trend in a struggling economy, its early years and business strategy to get more out of its stores in India. The case also briefly discusses how McDonald’s adapted to local culture in India, its localization and entry strategy, its strong supply chain and pricing strategy. Table of Contents 1. Introduction 2. McDonald’s entry into India 3. Exhibit I: McDonald’sRead MoreThe Contrast Between Mcdonald and Kfc in China6107 Words   |  25 Pagesreport is primarily written for a comparison of the development of different market situations between KFC and McDonalds in China, because of KFC and McDonalds are extremely popular in mainland China, almost everyone knows these particular brands. The development of two food companies are apparently perfect, they really have their own problems, so I write this report in order to analyse and study the two Western-style fast food issues. Then finally try to use some marketing principles and referenceRead MoreCase Study1771 Words   |  8 PagesMcDonald’s – Business Strategy in India Case Study Abstract This case study discusses how McDonald’s India managed to buck the trend in a struggling economy, its early years and business strategy to get more out of its stores in India. The case also briefly discusses how McDonald’s adapted to local culture in India, its localization and entry strategy, its strong supply chain and pricing strategy. Table of Contents 1. Introduction 2. McDonald’s entry into India 3. Exhibit I: McDonald’s – CountryRead MoreThe Marketing Strategy Adopted By Mcdonald Essay856 Words   |  4 PagesIntroduction This case study analyses the new marketing strategy adopted by McDonald’s in order to adequately prepare the company for changes that occurred in the fast-food market. The aim of this case study is to depict the Healthy Menu which is part of the marketing strategy called Plan to Win Strategy that had been announced in 2003 after the company reported two consecutive years of loss. On the 7th May 2004, a documentary called Super Size Me was released to make people aware of the risksRead MoreSingapore Fast Food War2395 Words   |  10 Pagesanalysis for one of the following; McDonald’s, Pizza Hut, or KFC. This case study will analyze customers, competitors and communication of McDonald’s because it is one of the most well known brands worldwide. CUSTOMERS McDonalds opened the first restaurant in Singapore at Liat Towers on Orchard road in October 1979. Its aim is to offer friendly fast food in a fun environment for everyone to enjoy. Its target markets are families, because children want to visit McDonald’s as it is a fun place to eat,Read MoreKFC VS MCDONALDS5280 Words   |  22 Pagesï » ¿CHAPTER I: INTRODUCTION MCDONALD’S VS KFC McDonald’s and KFC are everybody’s favourite food trip destinations. When you like burgers, McDonald’s is always the top option. When you like fried chicken, KFC is always the first thing that comes to everyone’s mind. The reason for this is these companies claim of particular  products that have became their trademark until now. The difference between McDonald’s and KFC is mainly the cuisine. Read MoreMcdonald’s: Behind the Golden Arches6854 Words   |  28 PagesMcDonald’s: Behind The Golden Arches â€Å"Since 1955, we’ve been proud to serve the world some of its favourite food. And along the way, we’ve managed not just to live history, but create it:   from drive-thru restaurants to Chicken McNuggets to college credits from Hamburger U and much more. It’s been quite the journey, and we promise this is just the beginning-we’ve got our hearts set on making more history† (McDonald’s Corporation, 2011). Almost 60 years have passed since Raymond Kroc envisioned

Statement of Academic/ Career Goals Free Essays

Being fond of pharmacy and with a desire to be a pharmacist, I m currently an undergraduate student in College of Arts and Science with my majors in Chemistry. I’ve always dreamt of becoming a pharmacist while studying in USA for which I am eager to work hard and whole heartedly. I was also in Letters Dean’s list in 2007-fall semester and joined the Chemistry school department symposium in 2008. We will write a custom essay sample on Statement of Academic/ Career Goals or any similar topic only for you Order Now I am also a social servant and have been a lifelong volunteer in Taiwanese Social Organization that took take care of impoverished patients in persistent vegetative state (PVS) suffers in nursing home environment. By serving there I gained experience in cost reduction and acquired leadership and managerial skills. I always wanted to achieve something high in academics due to which I have high spirits and faith in me. The reason for selecting United States among the numerous choices was the excellent learning environment found there which is the only way to fulfill my academic aspirations and for which I am ready to strive as much as possible. The way of teaching and inspiration that comes from United States attracts me the most which unfortunately, I wasn’t able to find in my country Taiwan. The learning environment at United States positively reinforces and encourages the students to think, express and be creative whereas in other countries punishments are used to push students along with cramming studies. In the United States, I believe that EMU is the platform where I can pursue my highly spirited goals and where my skills can be enhanced and polished because of the learned science faculty available there. I’ve been enrolled at this grand institute for more than a year and through my hard work have been able to complete 50 credit hours up till now. Even though I was faced with a lot of problems and financial constraints, I never compromised on my result and attained an overall GPA of 3. 07 and maintained an excellent GPA of 3. 4 in my major. This institute opened me to a new world of science where I saw my dreams coming to be true. This period holds strategic importance in further nurturing my interest and convincing me with the passing time that EMU is the right place for me for providing quality learning. EMU not only played a role in increasing my knowledge and skills but also made me learn other important things. The first thing that I learnt at the place was the significance of honesty. The institute explained me new definitions of cheating and plagiarism which had been never taught before and I eventually realized their importance in building my personality once I began to study at EMU. It made me more creative, self dependent and work harder since I learnt to complete assignments and reports with the help of my own ideas and information acquired through hard work from different sources. This also helped in nurturing my grammar and composition skills which were tremendously improved. Moreover, my interpersonal skills improved drastically in the university’s environment which was previously hidden in the Chinese culture I came from. My introvert nature disappeared and I was able to interact freely with my professors and classmates while frequently raising questions which was not so in my old country school. EMU has taught me to be individualistic and self-reliant while at the same time made me affluent and interactive. By studying at EMU, I’ve been able to acquire a professional knowledge through the courses and lectures taught by my learned professors. I had to take a lot of science courses since I was in the pre-pharmacy program. This was the point where my interest in Chemistry developed and eventually I became fond of it. Previously, I had an impression that Chemistry is a tough subject but the professors and learning environment at EMU made everything easy for me and my interest in Chemistry was further nurtured. In the initial semesters I learned about the basic principles and laws of Chemistry while in the last semester this knowledge became more profound and in-depth. All this knowledge and courses are adding up to my skills which will make me appropriate to pursue a career in pharmacy. Moreover, at EMU I’ve learnt to collaborate and work as a team. This skill was acquired by working in labs where I gained not only practical skills but also attained the spirit of a team. I am now experienced at handling chemical apparatus and equipments for the purpose of using them in experiments. This demanded considerable hard work because of the language barriers due to which I had to preview lab manuals and practice a lot before coming to the lab. But since I am not afraid of hard work I did everything that it took to acquire complete knowledge. Breaking the language barriers was one of the greatest achievements for me and that built in me self confidence and strength to face challenges. This actually allowed me to help my classmates with their problems related to labs, equations and graphs. The language obstacles instead of serving as a hindrance actually motivated me to strengthen my English skills and communication power due to which I started being careful on every detail. Besides Chemistry, I also focused on Biology and Physics which advanced my researching and citation, and measurements and calculations respectively. I also felt the warmness of American culture at EMU since my classmates understood that I came from a different cultural background and helped me in every way in understanding the language and accommodating into an American culture. Studying at EMU has changed my life, and I truly think that EMU is the right place for me to accomplish my dream of being a pharmacist. The promising environment and the learned faculty encouraged me to take a further step towards my goal. Delving more into my career aspirations I assimilated more and more knowledge which made me more eager to learn. For all these reasons I have made my decision to complete my bachelor degree of Chemistry at EMU and then apply for pharmacy schools. I have high aspirations to pursue what I yearn for and want to live up to my dreams in order to be proud and self-satisfied. I am also aware of the fact that behind every dream there are hardships and I am ready to strive and work hard for achieving what I plan to. My philosophy in life is the belief in hard work because this can earn me what I strive for and I look forward to develop my specific skills and competences for achieving my long-term goals. For this my bachelor degree from EMU is very important for my future. I have financial troubles but your scholarship can serve as a blessing to me and help in fulfilling my long awaited dreams. Statement of Need I am a Taiwanese student working hard to achieve a career in my field of interest. Like all other students, I am also striving to attain the skills and knowledge for expanding my horizons of intellectual abilities. In order to accomplish this, I have decided to shift to US since it is a land of excellent education which can quench my thirst for knowledge. Though adjusting in American culture is difficult but I have tried my level best to handle all the obstacles and have been able to adjust quite well. I want to pursue career in pharmacy so that I can help people in their pain and sufferings which has always touched me. I come from a single family since my dad passed away when I was 13 and my mom was the only person who had to work to earn a living for the whole family. She is now a 70 year old retiree and the whole family has to live on her pension plans. To date, I have completed my education from my previous savings and help from my family. Since I have a younger brother and an elder sister, I cannot use much of the savings of my family and therefore, I am left with a meager amount which is not enough to complete my under graduation. My family income is my mother’s pension plan and her whole life savings which have almost exhausted. She has mortgaged her only house to a bank so that I continue studying in US in order to seek the dream of becoming a pharmacist. I am in a strong need for scholarship which is the only way through which I can make my future. Since I am categorized as an international student I have to pay a higher sum of money than the US residents which further worsens the problem. Moreover, the US government does not permits international students to work and regards it as illegal therefore; I don’t have any source of income at present. My annual tuition fee is around $32000 apart from living, renting, transportation, books, eating etc. Since I am living without my family members therefore, I have no family support and have to manage all the expenses myself. The total expense of tuition and living becomes enormous and cannot be managed with the loaned amount and my mother’s pension plans. This is why I am in a dire need of your scholarship so that I can continue my education and get the degree I promised my mother and myself. All these factors are a hindrance towards my academic progress therefore, I m writing this with great hope and faith in your scholarship program which can help in removing my worries and troubles. I need this scholarship desperately because I have exhausted my savings and family income on previous tuitions in US. My request for financial help is well intentioned and your scholarship can provide me with a relief after which I can devote my maximum attention to my dreams and aspirations of becoming a successful pharmacist. How to cite Statement of Academic/ Career Goals, Papers

Annotated Bibliography on Personal Memory-Free-Samples for Students

Question: Write Annotated Bibliography on Personal Memory . Answer: John Sutton offers a clear understanding his viewpoint in personal memory and his idea in distinguishing external observer and field perspective. This article also sheds light on the Richard Wollheims concept of centred and acentred memory. Personal memory comes from recollective experiences and the author reminded that he can easily remember his past when he used to be happy or sad. His past experiences are cognitive and these show kinaesthetic features of the personal memory. In another case of visuospatial perspective, the personal memory collects from observer or external perspective. Sutton provides attention to intrinsic significance and philosophy of mind. Most importantly, the author continues to make a distinction in perspective of field and observer when making a memory and it is like a puzzle. However, this study is barely an autobiographical story of authors own memory, moreover, it makes continuous development and differentiation of visual and personal memory setting an example from others philosophical treatment. Authors of this article stated the main concept of personal identity and it is defined as feeling of being oneself and having unique identification. The brain stores the concept of memory and in case of episodic memory loss, the idea of self losses with the subjective functional process. Semantic self-representation is the concept of taking information about oneself and it is mainly in an organised way. The authors discussed semantic dementia and it characterises the loss of memory in both verbal and non-verbal sections. This article is the descriptive type of design and the authors provide diagram representation of personal memory and its loss. This article shows that SD patients explore the cognitive system. It is not an autobiographical journal; however, it shows the traits of personal memory and memory loss of the patients of semantic dementia. This article does the assessment of self and autobiographical memory of the patients taking into consideration about the data taken from focus group through qualitative analysis. References Sutton, J. (2010). Observer perspective and acentred memory: Some puzzles about point of view in personal memory.Philosophical Studies,148(1), 27-37. (Retrieved from: https://link.springer.com/article/10.1007/s11098-010-9498-z) Duval, C., Desgranges, B., de La Sayette, V., Belliard, S., Eustache, F., Piolino, P. (2012). What happens to personal identity when semantic knowledge degrades? A study of the self and autobiographical memory in semantic dementia.Neuropsychologia,50(2), 254-265. (Retrieved from: https://www.researchgate.net/profile/Pascale_Piolino/publication/51865461_What_happens_to_personal_identity_when_semantic_knowledge_degrades_A_study_of_the_self_and_autobiographical_memory_in_semantic_dementia/links/09e4150b9c24d8d493000000.pdf)

Univerzitet u Beogradu , Filoloski fakultet Essay Example For Students

Univerzitet u Beogradu , Filoloski fakultet Essay UniverzitetuBeogradu,Filoloskifakultet Spanskijezik,knjizevnostikultura Spanskijezik1 Rezimeteksta DrAnaKuzmanovicBeograd,decembar2016. UvodUdzbenik Svet hispanistike napisan je 2011. godine kako bi se u velikoj meri studentima hispanistike olaksalo upoznavanje sa kulturom i civilizacijom spanskog govornog podrucja. Autori udzbenika kazu da ova knjiga ima ambiciju da predstavlja neku vrstu vodica kroz svet hispanistike. Mi cemo se u ovom rezimeu fokusirati na spanski jezik, podrucje na kom se koristi i njegove dijalekte i varijante. JezikIz cinjenica navedenih u tekstu, mozemo videti da spanski jezik ili katiljanski (el castellano) spada u velike jezike savremenog sveta i da se govori sirom planete. Zvanican je jezik u Spaniji, zemljama Hispanske Amerike i Ekvatorijalne Gvineje. Spada u grupu romanskih jezika i potice od narodnog govornog latinskog (latin vulgar) koji se govorio na Iberijskom poluostrvu za vreme rimske okupacije. Jedan od jezika koji je najvise uticao na razvoj spanskog jezika je arapski, koji je obogatio spanski recnik u raznim oblastima. Upravo tom periodu, izmedju desetog i trinaestog veka,se kastiljanski konsolidovao kao jezik. Kastiljanski jezik se nametnuo kao jezik Spanije zbog jacanja Kastilje i prevlasti nad ostalim kraljevinama. Danas su jezici tih kraljevina ostali u tragovima u vidu sledecih dijalekata:leonski (leones)asturijski (asturiano)aragonski (aragones)andaluzijski (andaluz)Iako je zvanicni jezik u mnogim zemljama, u govornom jeziku se primecuju velike razlike, pogotovo u zem ljama Hispanske Amerike. Zato dolazi do pojava varijanata. Postoje razlicite varijante od kojih su meksicke, argentinske, kubanske i filipinske, kao i ladino, jezik Jevreja Sefarda. U ovim varijantama dolazi do mesanja drugih jezika i kultura okolnih zemalja i naroda sa spanskim jezikom. We will write a custom essay on Univerzitet u Beogradu , Filoloski fakultet specifically for you for only $16.38 $13.9/page Order now Autor ovog poglavlja nam u ovom tekstu daje do znanja da jezik mora da ispunjava sledecih pet kriterijuma da bi se smatrao svetskim jezikom:KohezijaJezik mora da bude razumljiv i da stvara poruku na koherentnom jezickom kodeksu. ZajednistvoTreba da postoji velika zajednica kojoj je taj jezik maternji. KulturaMora biti povezan sa kulturom i knjizevnoscu koja prevazilazi granice govornog podrucja. KolonizacijaSmatra se da svetski jezici pripadaju narodima koju putuju i osvajaju nove prostore. TrgovinaTrgovina omogucava komunikaciju sa drugim narodima. Spanski jezik ispunjava svih pet uslova i njegov uticaj raste sa razvojem kulture i brojnim emigracijama. Dolazimo do jos jedne podele jezika:Medjunarodni jezik jezik koji se govori u nekoliko zemaljaLingva franka jezik koji je sredstvo komunikacije ljudi koji imaju razliciti maternji jezikUniverzalni jezik -poseduje odlike oba navedena jezika, ali i usvojen je od strane razlicitih naroda na razlicitim prostorima JezickasituacijauSpanijiispanskijezikdanasZvanicni jezik Spanije je kastiljanski ili spanski, medjutim u ustavu Spanije, jezici autonomnih zajednica su takodje prihvaceni. To su: Baskijski (el euskera) Govori se u podrucju Baskije i jedini je jezik koji ne pripada grupi romanskih jezika. Njegovo poreklo je nepoznato. Postoje spekulacije o njegovom poreklu, ali nijedna nije potvrdjena. Galisijski (el gallego)Nastao je od narodnog govornog latinskog jezika i vodi poreklo od galisijko-portugalskog. Zajedno sa spanskim je postao zvanicni jezik Galisije 1981. godine. Katalonski (el catalan)Pripada grupi romanskih jezika. Varijanta katalonskog je valensijski jezik koji se koristi u vecem delu Valensije. Spanski ustav podjednako ceni sve varijante spanskog jezika i one se vode kao kulturna bastina. Varijante jezika se stite pomocu statuta koje raspisuju autonomne pokrajine. Katalonski, galisijski i baskijski su od 2005. godine u upotrebi pri skupovima Evropske unije, sto govori o njihovoj vaznosti i priznatosti. Iako postoji dosta varijanti spanskog, sve su na neki nacin srodne normiranom jeziku, te se govornici razlicitih varijanti i dalje lako razumeju. Autor se u daljem tekstu pita odakle potice prevlast kastiljanskog nad ostalim varijetetima. Bitan faktor jeste istorija i period rekonkiste, kada se Kastija na celu sa kraljicom Izabelom istakla kao pokretac borbe protiv Muslimana i mecena Kristoferu Kolumbu, zahvaljujuci cijim otkricima je Kastilja zagospodarila novim prostranstvima i ucvrstila politicku i jezicku dominaciju u Spaniji. Danas spanski jezik govori kao maternji ili koristi u sluzbene svrhe preko 440 miliona ljudi. Spanski se govori na teritoriji Spanije, Ekvatorijalne Gvineje, u jednom delu Sahare, Severnoj, Srednjoj, Juznoj Americi (sem Brazila i Gvajane) i delovima SAD-a. Spanski jezik je cetvrti na svetu po broju govornika. (Soldatic, Donic, 2011: 47,48)Prva gramatika spanskog jezika napisana je 1492. godine od strane Antonija de Nebrihe. Dalje normiranje i negu jedinstva gramatike, fonetike i recnika nastavila je Spanska kraljevska akademija (Real Academia Espanola) osnovana 1713. godine. .ue75f55edc22cfd4187d2ebc2ff6c96dc , .ue75f55edc22cfd4187d2ebc2ff6c96dc .postImageUrl , .ue75f55edc22cfd4187d2ebc2ff6c96dc .centered-text-area { min-height: 80px; position: relative; } .ue75f55edc22cfd4187d2ebc2ff6c96dc , .ue75f55edc22cfd4187d2ebc2ff6c96dc:hover , .ue75f55edc22cfd4187d2ebc2ff6c96dc:visited , .ue75f55edc22cfd4187d2ebc2ff6c96dc:active { border:0!important; } .ue75f55edc22cfd4187d2ebc2ff6c96dc .clearfix:after { content: ""; display: table; clear: both; } .ue75f55edc22cfd4187d2ebc2ff6c96dc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue75f55edc22cfd4187d2ebc2ff6c96dc:active , .ue75f55edc22cfd4187d2ebc2ff6c96dc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue75f55edc22cfd4187d2ebc2ff6c96dc .centered-text-area { width: 100%; position: relative ; } .ue75f55edc22cfd4187d2ebc2ff6c96dc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue75f55edc22cfd4187d2ebc2ff6c96dc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue75f55edc22cfd4187d2ebc2ff6c96dc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue75f55edc22cfd4187d2ebc2ff6c96dc:hover .ctaButton { background-color: #34495E!important; } .ue75f55edc22cfd4187d2ebc2ff6c96dc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue75f55edc22cfd4187d2ebc2ff6c96dc .ue75f55edc22cfd4187d2ebc2ff6c96dc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue75f55edc22cfd4187d2ebc2ff6c96dc:after { content: ""; display: block; clear: both; } READ: Locke and Hobbes EssayNova gramatika spanskog jezika uvazava i americke varijante. SpanskijezikuAmericiPostoji dosta uocljivih razlika u fonetici, leksici, morfologiji i sintaksi u hispanoamerickim varijantama spanskog jezika. Tako da se na osnovu tih razlika u govoru lako moze reci ko potice iz Kolumbije, ko iz Argentine, Kube ili Meksika. Ova tri cinioca su znacajno uticala na stvaranje americkog spanskog:1. Jezicko nasledje koje je Amerika zadobila od Spanije;2. Doprinos domorodackih jezika stvaranju hispanoamerickih dijalekata;3. Uticaj africkih jezika na americki spanski. Ove tri stavke detaljno su proucene od strane Dzona M. Lipskog (John M. Lipski) u knjizi El espanol de America. Veliki uticaj na spanski imala je muslimanska kultura i sam jezik (arapski). U spanskom jeziku ima oko cetiri hiljade reci arapskog porekla. Od XVII i XVIII veka otkrivaju se slicnosti izmedju spanskog koji se govori u Americi i spanskog u Andaluziji, medjutim tek od XX veka krece da se proucava andaluzizam americkog spanskog. Tome su doprinele studije Maksa Leopolda Vagnera (Max Leopold Wagner) El espanol de America y el latin vulgar (Spanski u Americi i narodni latinski) iz 1920. godine, kao i esej Pedra Enrikes Urenje (Pedro Henriquez Urena) Observaciones sobre el espanol de America (Zapazanja o americkom spanskom) iz 1921. godine. Pominju se pojave kao sto su seseo i yeismo. Takodje, smatra se da su na americki spanski dosta uticali africki jezici koji su usli u Ameriku preko crnih robova. Tragove afrohispanskog u spanskom imamo na Kubi, u Puerto Riku, Dominikanskoj republici, Panami, Kolumbiji i Venecueli. Svakako da prilikom kolonizacije, mesanja razlicitih kultura i osvajanja dolazi do hibridnih rezultata, tj. stvaranja novih jezika, medjutim, tragovi prvog i osnovnog jezika se ne mogu izbrisati. Ovo je jedna od znacajnih odlika americkog spanskog zato sto taj jezik ima svoju posebnost i unutrasnje razlike u odnosu na jezik Spanije, a na to su veliki uticaj imali indijanski jezici. (Soldatic, Donic,2011: 53) ZakljucakAutori u knjizi jasno i sistematicno iznose podatke o rasprostranjenju, istoriji razvitka i varijantama savremenog spanskog jezika. Tekst ne mozemo kriticki ispitati, jer se radi o cinjenicama koje su lisene subjektivnog misljenja autora. Ovaj udzbenik namenjen je studentima koji se tek upoznaju sa svetom hispanistike i odlican je vodic kroz celokupnu istoriju Spanije. Napisan je koherentno i sadrzi ekvivalentne nazive svih bitnih pojmova i na spanskom jeziku. Spanski jezik, kao cetvrti jezik po broju govornika na svetu sa svojom bogatom istorijom, zahtevan je predmet na ucno-istrazivackog rada, a mi smatramo da su autori uspeli da prenesu najbitnije cinjenice i ucine ih lako razumljivim studentima. LITERATURA:Soldatic, Dalibor; Donic, Zeljko, Svet hispanistike, Beograd, Zavod za udzbenike, 2011. RADILE:Katarina Stevanovic 2016/0469Mina Sujdovic 2016/0092Marija Matic 2016/0414

Free Essays on Wiermar Republic

Free Thought in the Weimar Republic From Artists to Industrialists, many Germanys were being mistreated because they were â€Å"degenerates.† First, to define a degenerate in the time period, one would find that a person was a degenerate if they did not fit into the social norm. The growing Nationalist parties had set this norm to increase pride in the German Country, the Fatherland. One can find many types of German people who suffered from this attack on humanism and art. Some of these degenerates were people who had serious doubts about the Weimar Republic. They saw the flaws in how the country was running and brought their visions to the public eye so the problem could be averted or fixed. So was the life of an artist named Otto Dix. Dix, a painter who fought in World War One, hated the war. After being exposed to the atrocities of war he wanted the population to remember Germany’s treatment and the hell of war. Germany was subjected to a naval blockade even after signing an armistice. The blockade starved much of Germany. Dix believed there was nothing good in war. This belief is what labeled him a degenerate, and made rightist leaders such as Hitler hate him. Leaving the military, he began experimenting in Expressionism. Expressionist painting in its ideal is abstract, ignoring the surface and reveal the hidden truth of something. An expressionist exclaimed: â€Å"We believe that our first duty is to dedicate all our energies to the moral regeneration of a young free Germany. We plead for excellence in all things†¦ We insist upon unlimited freedom of expression†¦.† The â€Å"New† Germany had no room for such individuality or hate of war. Dix painted several works portraying skulls, prostitutes, starving children, and the carnage of the war. He used his art as a political lever to change people’s minds about war but instead of being the best thing a country can do, he showed it as the worst. Dix’s works were viewed a... Free Essays on Wiermar Republic Free Essays on Wiermar Republic Free Thought in the Weimar Republic From Artists to Industrialists, many Germanys were being mistreated because they were â€Å"degenerates.† First, to define a degenerate in the time period, one would find that a person was a degenerate if they did not fit into the social norm. The growing Nationalist parties had set this norm to increase pride in the German Country, the Fatherland. One can find many types of German people who suffered from this attack on humanism and art. Some of these degenerates were people who had serious doubts about the Weimar Republic. They saw the flaws in how the country was running and brought their visions to the public eye so the problem could be averted or fixed. So was the life of an artist named Otto Dix. Dix, a painter who fought in World War One, hated the war. After being exposed to the atrocities of war he wanted the population to remember Germany’s treatment and the hell of war. Germany was subjected to a naval blockade even after signing an armistice. The blockade starved much of Germany. Dix believed there was nothing good in war. This belief is what labeled him a degenerate, and made rightist leaders such as Hitler hate him. Leaving the military, he began experimenting in Expressionism. Expressionist painting in its ideal is abstract, ignoring the surface and reveal the hidden truth of something. An expressionist exclaimed: â€Å"We believe that our first duty is to dedicate all our energies to the moral regeneration of a young free Germany. We plead for excellence in all things†¦ We insist upon unlimited freedom of expression†¦.† The â€Å"New† Germany had no room for such individuality or hate of war. Dix painted several works portraying skulls, prostitutes, starving children, and the carnage of the war. He used his art as a political lever to change people’s minds about war but instead of being the best thing a country can do, he showed it as the worst. Dix’s works were viewed a...

Purposive Sampling Definition and Types

Purposive Sampling Definition and Types A purposive sample is a non-probability sample that is selected based on characteristics of a population and the objective of the study. Purposive sampling is also known as judgmental, selective, or subjective sampling. Purposive Sampling Types Maximum Variation/Heterogeneous Purposive SampleHomogeneous Purposive SampleTypical Case SamplingExtreme/Deviant Case SamplingCritical case SamplingTotal Population SamplingExpert Sampling This type of sampling can be very useful in situations when you need to reach a targeted sample quickly, and where sampling for proportionality is not the main concern. There are seven types of purposive samples, each appropriate to a different research objective. Types of Purposive Samples Maximum Variation/Heterogeneous A maximum variation/heterogeneous purposive sample is one which is selected to provide a diverse range of cases relevant to a particular phenomenon or event. The purpose of this kind of sample design is to provide as much insight as possible into the event or phenomenon under examination. For example, when conducting a street poll about an issue, a researcher would want to ensure that he or she speaks with as many different kinds of people as possible in order to construct a robust view of the issue from the publics perspective. Homogeneous A homogeneous purposive sample is one that is selected for having a shared characteristic or set of characteristics. For example, a team of researchers wanted to understand what the significance of white skin- whiteness- means to white people, so they asked white people about this. This is a homogenous sample created on the basis of race. Typical Case Sampling Typical case sampling is a type of purposive sampling useful when a researcher wants to study a phenomenon or trend as it relates to what are considered typical or average members of the effected population. If a researcher wants to study how a type of educational curriculum affects the average student, then he or she choose to focus on average members of a student population. Extreme/Deviant Case Sampling Conversely, extreme/deviant case sampling is used when a researcher wants to study the outliers that diverge from the norm as regards a particular phenomenon, issue, or trend. By studying the deviant cases, researchers can often gain a better understanding of the more regular patterns of behavior. If a researcher wanted to understand the relationship between study habits and high academic achievement, he or she should purposively sample students considered high achievers. Critical Case Sampling Critical case sampling is a type of purposive sampling in which just one case is chosen for study because the researcher expects that studying it will reveal insights that can be applied to other like cases. When sociologist C.J. Pascoe wanted to study sexuality and gender identity develop among high school students, she selected what was considered to be an average high school in terms of population and family income, so that her findings from this case could be more generally applicable. Total Population Sampling With total population sampling a researcher chooses to examine the entire population that has one or more shared characteristics. This kind of purposive sampling technique is commonly used to generate reviews of events or experiences, which is to say, it is common to studies of particular groups within larger populations. Expert Sampling Expert sampling is a form of purposive sampling used when research requires one to capture knowledge rooted in a particular form of expertise. It is common to use this form of purposive sampling technique in the early stages of a research process, when the researcher is seeking to become better informed about the topic at hand before embarking on a study. Doing this kind of early-stage expert-based research can shape research questions and research design in important ways. Updated by Nicki Lisa Cole, Ph.D.

Cancer dedection Essay Example | Topics and Well Written Essays - 500 words

Cancer dedection - Essay Example Carbon nanotubes, silicon nanowires, gold particles, quantum dots etc can be used to fabricate nanotool sensors which may be used for detection of cancer biomarkers accurately (Zhang et al,2013,71). Recently colloidal gold or nano-gold particles had been used to distinguish cancerous cells from non-cancerous ones and by interacting these particles with light the cancerous cells were burnt up (Prajapati et al,2010). Thus nano-particles are not only used for detection but maybe used for its diagnosis of cancer as well. It is true that nanoparticles are bestowed with unique properties which are both a boon and a bane. Much of its efficacy is dependent on the way these particles are engineered. There is no way for the nanoparticles to target the tumourous cells solely and chances are that minimal damage maybe inflicted on normal human body cells as well. However, since this is a relatively new field ,researchers are still to find out the negative points about nanotechnology. However, so far nanotechnology has shown positive results especially in the field of medicine. Questions are raised on the ethics of using nanotechnology especially for health purposes. The engineering of materials at the atomic or molecular level may seem unethical to some. However, there is no doubt about the fact that nanotechnology is a revolution in the medical field which makes it easier for us to fight against diseases more efficiently. Oncologists are of the opinion that nanotechnology maybe the answer to many unanswered questions about cancer detection and treatment. The accuracy and efficacy of nanotechnology in cancer detection and subsequent diagnosis makes it a promising diagnostic and detection tool. More research should be undertaken to study its positive as well as its negative

Learning through work ( part of managing people practice ) Assignment

Learning through work ( part of managing people practice ) - Assignment Example Besides that, during my placement at Chisou Nights Bridge I also worked at the bar when the bartender was off; the restaurant was short of bar staff. I was able to observe and perform various things that were happening at the restaurant giving me practical experience. Chisou Nights Bridge offers authentic Japanese cuisine. Some of the foods served at the restaurant include Ankimo Ponzu, avocado and sashimi salad, seafood marinated in traditional Japanese vinaigrette, chicken teriyaki, beef teriyaki, blue fin fatty tuna, age gyoza, ebi tempura, egg custard, spicy miso and topped with a raw quails, flying fish roe, butter fish, braised eel, blue fin fattest tuna, and cold fresh tofu served with ginger, among others (Chisou, 2015). Eraut (2006, p.54) affirms that work placements offer contexts that are different for learning than those provided within colleges and universities. People learn in various ways. At the workplaces learning is informal and occurs as a by-product of engaging in work processes as well as activities. Proceeding further, Eraut et al. (2010, p.45) assert that work experience assists you to clarify  the type of work that best suits you, provide you with new knowledge and skills, boost your resume, enhance your confidence, provide you with experience which you can refer to in a job interview, increase the number of people who can assist you secure a bob in the future, and may also lead to an employment offer at the end of the work experience placement. One fine afternoon while doing my duty as the head waitress, I headed to the kitchen so as to manage the food orders since lunch time was rush hour. Four gentlemen and one lady all of Japanese origin entered the hotel and ordered their foods. Since it was lunch time, I figured out that all of them would order for sushi. One of them ordered for boiled spinach rolls that were seasoned with light soy sauce sprinkled with bonito flakes. The other two gentlemen

Centers for Disease Control and Prevention Essay Example for Free

Centers for Disease Control and Prevention Essay Teen deaths for any reason are tragic losses of life and potential. According to the Centers for Disease Control and Prevention (CDC), one in five teenagers in the U.S. seriously considers suicide annually, and approximately 1,700 die by suicide each year. Both the CDC and the National Mental Health Association (NMHA) point out that suicide rates for teens have tripled since 1960 making it the third leading cause of adolescent death and the second cause among college students. Yet, according to the American Psychological Association, teen suicide is preventable, and they identify possible warning signs. They also note that more than 90 percent of suicide deaths are from mental illness and substance-abuse disorders. Not letting facts stand in their way, activist groups continue to claim, based on a flawed 1989 study that has been completely discredited, that 30 percent of all teens who attempt suicide are homosexuals. Instead, teen suicide reports from the major psychological and pediatric associations either do not even mention sexual identity or mention it near the bottom of a long list of other risk factors associated with teen suicide. Other teen suicide factors family breakup through divorce, alcohol or drug abuse, and family dysfunction are mentioned in all the major health organization publications as main factors in teen suicide. Research from Columbia University Medical Center, published in APAM, cites different reasons for girls and boys suicides. The researchers collected data from over 8,000 students in New York City high schools in 2005. For females, recent dating violence is a primary cause of attempted suicide. For teen males, a lifetime history of sexual assault is associated with suicide attempts. Dr. Elyse Olshen, lead researcher for the study, reported that girls who have been physically abused by a boyfriend are 60 percent more likely to attempt suicide than those who have not. For boys, sexual abuse over an extended period of time is more likely to be the determining factor for male teen suicide. The American Psychiatric Association (APA) identified the strong risk factors for teen suicide as depression, alcohol, or drug abuse and aggressive, disruptive behaviors. They also mentioned family loss, instability, and unplanned pregnancy. Suicidal teens, they reported, feel alone, hopeless, and reject ed and are especially vulnerable when they have experienced a loss, humiliation, or trauma, such as poor grades, breakup with boyfriend or  girlfriend, argument with parents, parental discord, separation, or divorce. The APA declared that 53 percent of young people who commit suicide are substance abusers. NMHA identifies feelings of anger and resentment and the inability to see beyond a temporary situation as the main factors in teen suicide attempts. KidsHealth quotes Dr. David Sheslow, a pediatric psychologist, who identifies drugs and alcohol as leading causes of suicide in teens. Further, KidsHealth reports, A teen with an adequate support network of friends, family, religious affiliations, peer groups or extracurricular activities may have an outlet to deal with his everyday frustrations. A teen without an adequate support network may feel disconnected and isolated from his family and peer groups. Its these teens who are at increased risk for suicide. Other problems identified by KidsHealth are divorce, alcoholism of a family member, domestic violence, physical and sexual abuse, repeated failures at school, substance abuse, and self-destructive behavior. The American Academy of Child and Adolescent Psychiatry publishes a fact sheet about teen suicide. Causes they list? Stress, confusion, self-doubt, pressure to succeed, financial uncertainty, fears about growing up, divorce, formation of a new family with step-parents and step-siblings, and moving to a new community. They clearly identify suicide feelings as a mental disorder. The American Academy of Pediatrics, in their publication about preventing teen suicide, identifies the long term impact of child abuse as the leading cause of attempted suicides among women. They emphasize the greater pressures of modern life, competition for grades and college admissions, and increased violence in the media as contributing factors. They also cite the lack of parental involvement because of divorce, parents work schedules, and limited family life. One study reported that 90 percent of suicidal teenagers believed that their families do not understand them. Viewing teen suicide through the distorted, single-vision lens of the homosexual activists puts large numbers of teens at risk. Those who insist that the problem of teen suicide is primarily among teens who struggle over their sexual identity overlook the vast majority of potential teen suicide victims those who have other emotional or psychological issues, those who abuse drugs and other substances, and especially those who have suffered sexual violence and abuse. The problems of emotionally and physically battered teens must be  faced and their minds and bodies healed; otherwise, the rate of teen suicides will continue to rise. Janice Shaw Crouse, Ph.D. is executive director and senior fellow of Concerned Women for Americas Beverly LaHaye Institute.

Party Monster :: essays research papers

We're two peas in a pod," says '80s club kid Michael Alig (Macaulay Culkin) to his friend James St. James (Seth Green), as they sit in their squalid-but-fabulous Manhattan apartment. "Pity the pod," says James. No, pity the audience. Filmmakers Fenton Bailey and Randy Barbato (who made the sweet, sympathetic documentary "Eyes of Tammy Faye") originally made a documentary version of "Party Monster," which tells the true story of Alig's downfall, from top-of-the-world party boy to killer now serving jail time. It probably makes far more compelling viewing than this feature version, which answers none of the questions Alig's story raises. Instead, it poses one of its own: How could anyone bear to spend any time in the same room with this guy? Culkin, returning to movies after a long absence, plays Alig in a painfully arch and affected manner, pursing his curly lips and perpetually posing. Alig was a small-town boy who arrived in New York to reinvent himself, drawing an ever-increasing circle of happy misfits around him, but we never see the magnetism that attracted these people — just an actor toying with stereotypes. Likewise, Green (who delivers every line as if he's in the throes of a bad cold) can't find any truth in this twisted buddy movie; to be fair, he's not helped by lines like "Michael was growing on me, like a fungus." And Fenton and Barbato give the movie a wiggly, pseudo-documentary framing device, in which Green, in a deck chair, addresses the camera. Nothing wrong with blending genres ("American Splendor" did it splendidly), but it feels too self-conscious here, we don't yet know who Green is, nor are given a reason to care. "Party Monster" has some wonderfully colorful sequences, aptly re-creating the glitter and fashion excesses of its era.

How Cultural Environment Impacts the Marketing

How cultural environment impacts the marketing Culture Culture as described by Herks, M. cited by Rai University (n. d) â€Å"culture may be viewed as the sum total of man’s knowledge, beliefs, arts, morals, loves, customs and any other capabilities and habits acquired by man as a member of society†. It is the totality way of life for a man. The other definition by Hofstede (1980) cited by Jones, D. & McCarthy, J. (2004) states that â€Å"culture as the collective programming of the mind which distinguished the member of one human group from another†. Culture can be different from one group to another and can distinguish the way of living of the human from such groups. As different societies have different cultures as believes and values, these eventually shapes the people living and growing in that society (Kotler, P. & Armstrong, G. 2008). A culture of a certain society for example can shape the way of clothing for that society. People growing and living in that society will have a belief and value on the certain type of clothing. A Masai tribe from the northern part of Tanzania for example maintains their culture of wearing, where they wear a single peace of red or blue drafted sheet by wrapping it around their whole body. Marketing According to Kotler, P. & Armstrong, G. (2008) marketing can be defined as â€Å"the process by which companies create value for customers and build strong customer relationships in order to capture value from customers in return†. Marketing involves identify and satisfying customer needs and hence building strong relationship with such customers. Norris, B. 2006) describe marketing as a process of analyzing and identifying potentials buyers, attracting potential buyers, convincing or persuading them to accept and buy the products. Cultural impact on marketing As already described on the above paragraphs, cultural environment shape the way people do things which in turn has an effect on the marketing activities. Let’s take clothing as a case to analyze the impact of culture on marketing. Culture has a big influence on types of clothing that are used by different societies. The people in India have their specific type of clothing that has been built from their culture. If as well we look at Muslims societies, Chinese societies, the Masai societies, they all have their type of clothing that they believe in and have been adopting for years which is different from one another. It is imperative that marketers understanding these cultural environment before starting to conduct their marketing activities. According to Kotler, P. & Armstrong, G. (2008), marketers â€Å"needs to predict the cultural shift in order to spot new opportunities or threats†. This implies that there need to be an understanding of the existing culture that can help in predicting the shift. If for example a company producing shirts and trousers intend to extend its market to the masai region, it will need an intensive effort to persuade the people in masai region to abandon their culture and accept the new product. Marketers in this case may face great criticisms and oppositions from those who are supposed to be the potential buyers. On the hand it would take less effort to market same products in areas where there are cultural shift or no cultural restrictions on types of clothing. Reference: Kotler, P. & Armstrong, G. (2008) ‘Principal of Marketing’ 12th Edn. Pearson Prentice Hall, Upper Saddle River, New Jersey. Norris, B. 2006) ‘What is Marketing? ’ [online] available from: http://www. briannorris. com/whatismarketing. html (accessed June 1, 2008) Jones, D. & McCarthy, J. (2004) ‘A model for Assessing Cultural Impacts on International Buyer-Seller Relationships for Key Accounts of Hotel Companies’ vol 28-425, [online] available from: http://jht. sagepub. com/cgi/reprint/28/4/425 (accessed June 1, 2008). Rai University (n. d), ‘lesson 8: Cultural environment and its Impact on International Marketing’, [online] available from: http://www. rocw. raifoundation. org/management/bba/InternationalMarketing/lecture-notes/lecture-08. pdf (accessed June 1, 2008).

University of Madras

nrd;idg; gy;fiyf;fofk;; UNIVERSITY OF MADRAS (Established under the Act of Incorporation XXVII of 1857 – Madras University Act 1923) B. Sc. / B. C. A. DEGREE [CHOICE BASED CREDIT SYSTEM] EXAMINATIONS November 2012 (State University) TIME-TABLE [For candidates admitted to the Course of Study from the Academic Year 2008-2009] Time: FN – 10. 00 am to 01. 00 pm AN – 02. 00 pm to 05. 00 pm Max: 75 Marks DATE & SESSION SUBJECTS SUBJECT CODEFOUNDATION COURSES PART – I – LANGUAGES – FIRST SEMESTER Tamil – I CLA1A Telugu – I CLB1A Kannanda – I CLC1A Malayalam – I CLD1A Hindi – I CLE1A 15-11-2012 FN Urdu – I CLF1A Sanskrit – I CLG1A Arabic – I CLH1A Arabic – I (Candidate admitted from 2012-13) CLH1E French – I CLK1A French – I (Candidate admitted from 2012-13) CLK1E SECOND SEMESTER Tamil – II CLA2B Tamil – II (Candidate admitted from 2010-2011) Telugu – II Kannanda – II 15-11-2012 AN Malayalam – II Hindi – II Urdu – II Sanskrit – II Arabic – II French – II THIRD SEMESTER Tamil – III Telugu – III Kannanda – III Malayalam – III 10-11-2012 FN Hindi – III Urdu – III Sanskrit – III Arabic – III French – III FOURTH SEMESTER Tamil – IV Telugu – IV Kannanda – IV Malayalam – IV 10-11-2012 AN Hindi – IV Urdu – IV Sanskrit – IV Arabic – IV French – IV CLA2G CLB2B CLC2B CLD2B CLE2B CLF2B CLG2B CLH2B CLK2B CLA3C CLB3C CLC3C CLD3C CLE3C CLF3C CLG3C CLH3C CLK3C CLA4D CLB4D CLC4D CLD4D CLE4D CLF4D CLG4D CLH4D CLK4D 2 FOUNDATION COURSES PART – II – ENGLISH -FIRST SEMESTER English – I (For candidates admitted in 2008-2009 Batch) CLZ1A English – I (From 2009-2010 Batch – for BCA/B. Sc. 17-11-2012 FN CLZ1E Electronics and communication science Br. ) English – I (From 2009-2010 Batch – for B. Sc. & B. A. Candidates) CLZ1H SECOND SEMESTER English – II CLZ2B English – II (From 2009-2010 Batch- for BCA / B. Sc.CLZ2G 17-11-2012 AN Electronics and communication science Br. ) English – II (From 2009-2010 Batch- for B. A. /B. Sc. All CLZ2J Branches except Electronics and communication Science) THIRD SEMESTER 14-11-2012 FN English – III CLZ3C FOURTH SEMESTER 14-11-2012 AN English – IV CLZ4D FOURTH SEMESTERSPECIAL SUBJECT – COMMON TO ALL BRANCHES 16-11-2012 AN Environmental Studies ENV4A CORE COURSE-MAIN SUBJECTS [TAD] ADVANCED ZOOLOGY AND BIOTECHNOLOGY – FIRST SEMESTER (Candidate admitted from 2012-2013 Batch onwards) 20-11-2012 FN 20-11-2012 FN Paper – I Invertebrate Paper – I Invertebrate TAD1A TAE1A [TAE] ZOOLOGY – FIRST SEMESTER (Candidate admitted from 2012-2013 onwards) SAA] ADVANCED ZOOLOGY AND BIOTECHNOLOGY & [SAW] ZOOLOGY FIRST SEMESTER 20-11 -2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 FN 06-11-2012 FN 06-11-2012 AN 07-11-2012 FN 07-11-2012 AN 08-11-2012 FN 08-11-2012 AN Paper – I Invertebrate-I SECOND SEMESTER Paper – II Invertebrate-II THIRD SEMESTER Paper-IV Chordata-I FOURTH SEMESTER Paper- V Chordata-II FIFTH SEMESTER Paper-VII- Cell Biology Paper-VIII- Genetics Paper-IX – Animal Physiology Paper – X – Bio Statistics & Computer Applications SIXTH SEMESTER Paper-XI Environmental Biology & Evolution Paper-XII Developmental Biology & Immunology Paper-XIII Biotechnology & Microbiology Bio Statistics & Computer Applications ELECTIVIES – I/II/III Bio-Informatics Computer Application in Life Science Medical Lab Technique and Bio instrumentation Pisciculture and Aquarium Fish Keeping Sericulture and Apiculture Economic Entomology and Pest Management SAA4A SAA5A SAA5B S AA5C SAA5D/ SAA6D SAA6A SAA6B SAA6C SAA6D/ SAA5D SEAAA SEAAB SEAAC SEAAD SEAAE SEAAG SAA3A SAA2B SAA1A 3 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 03-11-2012 FN SAB] BIOCHEMISTRY – FIRST SEMESTER Paper – I Cell Biology SECOND SEMESTER Paper – II Chemistry of Biomolecules THIRD SEMESTER Paper IV: Biochemical Techniques–I FOURTH SEMESTER Paper- V Biochemical Techniques–II FIFTH SEMESTER Paper VII: Enzymes Paper VIII- Intermediary Metabolism Paper IX: Molecular Biology Elective- I Biotechnology SIXTH SEMESTER Paper X –Nutritional Biochemistry & Human Rights Pa per XI – Clinical Bio Chemistry ELECTIVES Elective – II – Immunology Elective – III – Physiology [SAC] BIOTECHNOLOGY – FIRST SEMESTER Paper – I Cell Biology SECOND SEMESTER Paper – III Molecular Developmental Biology THIRD SEMESTER Paper-V – Genetics FOURTH SEMESTER Paper- VII- Plant Biotechnology FIFTH SEMESTER Paper- IX – Animal and Medical Biotechnology Paper- X – Bioinformatics Paper-XI-Immunology Elective –I Pharmaceutical Biotechnology SIXTH SEMESTER Paper XIII – Genetic Engineering Paper XIV – Bioprocess Technology ELECTIVES Elective – II Microbial Biotechnology Elective – III Environmental Biotechnology [SAD] CHEMISTRY – FIRST SEMESTER Paper – I General Chemistry I SECOND SEMESTER Paper – III General Chemistry II THIRD SEMESTER Paper – V – General Chemistry III FOURTH SEMESTER Paper- V Inorganic Chemistry – I FIFTH SEMESTER Paper –VII-Inorganic Chemistry II Paper – VIII- Organic Chemistry I Paper – IX–Physical Chemistry I (Prior to 2010-11) Paper – IX–Physical Chemistry I (Candidate admitted from 2010-2011) SAB1A SAB2B SAB3A SAB4A SAB5A SAB5B SAB5C SEB5A SAB6A SAB6B SEB6A SEB6B SAC1A SAC2B SAC3A SAC4A SAC5A SAC5B SAC5C SEC5A SAC6A SAC6B SEC6A SEC6B SAD1A SAD2B SAD3A SAD4A SAD5A SAD5B SAD5C SAD5D SIXTH SEMESTER Paper – XII Organic Chemistry – II SAD6A Paper – XIII Physical Chemistry –II SAD6B Paper – XIV Analytical Chemistry SAD6C ELECTIVES – I/ II/ III Material and Nano Chemistry SEDAA Industrial Chemistry SEDAB Pharmaceutical Chemistry SEDAC Applied Electrochemistry SEDAD Leather Chemistry SEDAE Polymer Electrochemistry SEDAG [SAE] COMPUTER SCIENCE – FIRST SEMESTER Programming in C SAE1A SECOND SEMESTER Digital Electronics and Microprocessors SAE2B THIRD SEMESTER Paper–V-Programming in C++ and Data Struc tures SAE3A / SAZ3A FOURTH SEMESTER Paper- VII – Programming in Java SAE4A / SAZ4A FIFTH SEMESTER Paper – IX Operating systems SAE5A Paper -X-Database Management Systems SAE5B / SAZ5A Paper – XI – Computer Architecture and SAE5C Organization ELECTIVIES – I Visual Programming SEE5A / SEZ5A/ SEU6C RDBMS with ORACLE SEE5B / SEZ5B Unix Programming SEE5C / SEZ5C SIXTH SEMESTER SAE6A/ Paper – XIII Data Communication & Networking SAZ6B/ SEU6D SAE6B/SAZ6A Paper – XIV Web Technology ELECTIVIES – II 06-11-2012 AN 05-11-2012 AN Data Mining Object Oriented Analysis and Design Software Testing ELECTIVIES – III 24-11-2012 AN 07-11-2012 AN 20-11-2012 FN 20-11-2012 AN 07-11-2012 FN 08-11-2012 FN 09-11-2012 FN 07-11-2012 AN 08-11-2012 AN 09-11-2012 AN Client Server Computing Computer Graphics Software Engineering Paper-I Electricity And Basic Electronics SECOND SEMESTER Paper-II Electromangetism and AC Circuits THIRD SEMESTER Paper-IV Se miconductor Physics Paper–V Numerical Methods Paper – VI – Amplifiers and Oscillators FOURTH SEMESTER Paper-VII – Semiconductor Devices and Integrated Circuits Paper–VIII-Programming in C Paper –IX – Digital Electronics SEE6D/ SEZ6E/ SEU6E SEE6E SEE6G SAG1A SAG2B SAG3A SAG3B SAG3C SAG4A SAG4B SAG4C SEE6A/SEZ6A SEE6C/SEZ6C SEE6B/ SAZ6C/ SEU6G 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 FN 05-11-2012 AN 06-11-2012 FN 06-11-2012 AN 07-11-2012 AN 08-11-2012 AN 20-11-2012 AN 21-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 22-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN [SAG] ELECTRONICS AND COMMUNICATION SCIENCE – FIRST SEMESTER FIFTH SEMESTER 01-11-2012 FN Paper –XI- Microprocessor (Intel 8085) SAG5A 02-11-2012 FN Paper – XII-Antennas and Wave Propagation SAG5B 03-11-2012 FN Paper XIII–Communication Electronics SAG5C ELECTIVIES – I Medical Electronics SEG5A Industrial Electronics SEG5B 05-11-2012 FN Power Electronics SEG5C Computer Networks SEG5D SIXTH SEMESTER 01-11-2012 AN Paper XV – Microprocessor Interfacing (Intel 8085) SAG6A 02-11-2012 AN Paper XVI – Television and Video Engineering SAG6B 03-11-2012 AN Paper XVII – Opto – Electronics SAG6C Paper XVIII – Electrical & Electronics 05-11-2012 AN SAG6D Instrumentation [SAH] HOTEL & CATERING MANAGEMENT – FIRST SEMESTER 15-11-2012 FN Paper – I French – I SAH1A 17-11-2012 FN Paper – II English – I SAH1B 20-11-2012 FN Paper-III Food Production-I SAH1C 21-11-2012 FN Paper – IV Food & Beverage Service – I SAH1D 22-11-2012 FN Paper – V Front Office Operation-I SAH1E 23-11-2012 FN Paper-VI Nutrition & Food Science-I (Max. 35 Marks) SBH1A 15-11-2012 AN 17-11-2012 AN 20-11-2012 AN 21-11-2012 AN 22-11-2012 AN 23-11-2012 AN SECOND SEMESTER Paper – VII French – II Paper – VIII Engl ish – II Paper–IX Food Production– II Paper – X Food & Beverage Service – II Paper–XI Accomodation Operation – I Paper XII–Nutrition and Food Science II (Max. 35 Marks) SAH2G SAH2H SAH2J SAH2K SBH2B SBH2C 6-11-2012 FN 07-11-2012 FN 08-11-2012 FN 24-11-2012 FN 09-11-2012 FN 19-11-2012 FN 10-11-2012 FN 14-11-2012 FN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 10-11-2012 AN 14-11-2012 AN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN THIRD SEMESTER Food Production – III Food and Beverage Service – III Hotel Engineering and Maintenance (Max. 35 Marks) Principles of Management (Max. 35 Marks) Hotel Accounting System (Max. 35 Marks) Food and Beverage Management (Max. 35 Marks) FIFTH SEMESTER Food Production – IV Food & Beverage Service – IV Front Office Operation- II Marketing and Sales Management (Max. 35 Marks) Hotel Law (Max. 35 Marks) Hotel Financial Management (Max. 5 Marks) SIXTH SEMESTER Food Production Facility Planning (Max. 35 Marks) Accommodation Operation – II Human Rights and Human Relations Education (Max. 35 Marks) Application of Computer (Max. 35 Marks) SAH3A SAH3B SBH3A SBH3B SBH3C SBH3D SAH5A SAH5B SAH5C SAH5D SAH5E SAH5G SAH6A SAH6B SAH6C SAH6D SAH6E [TAJ] HOME SCIENCE EMERING TECHNOLOGY – CLINICAL NUTRITION AND DIETETICS – FIRST SEMESTER 20-11-2012 FN Paper – I Food Science SAJ1A 21-11-2012 FN Paper – II Human Physiology SAJ1B [SAJ] CLINICAL NUTRITION AND DIETETICS – FIRST SEMESTER SECOND SEMESTER 20-11-2012 AN Paper – III Basic Nutrition SAJ2C 21-11-2012 AN Paper – IV Family Meal Management SAJ2D/ SAL4A THIRD SEMESTER 09-11-2012 FN 09-11-2012 AN 19-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN Paper– V-Microbiology of Sanitation and Hygiene FOURTH SEMESTER Paper–VII Personnel Management Paperâ€⠀œVIII Nutritional Biochemistry FIFTH SEMESTER Paper IX – Human Development Paper – X – Advanced Dietetics Paper XI- Quantity Food Production Paper XII – Clinical Nutrition Elective I – Principles of Interior Design SIXTH SEMESTER Paper – XIII Food Service Equipment and Layout Paper XIV – Community Nutrition Paper – XV Management of Resources ELECTIVES – II/III Electives – II Entrepreneurship Development SAJ3A SAJ4A SAJ4B SAJ5A/SAK5A/ SAL5A SAJ5B SAJ5C / SAL5C SAJ5D SEJ5A / SEL5A SAJ6A/SAL6A SAJ6B/SAL6B SAJ6C/SAL6C SEJ6A SEJ6B/SEK6B/ 06-11-2012 AN Electives – III Family Studies SEL6B [TAK] HOME SCIENCE EMERING TECHNOLOGY – INTERIOR DESIGN AND DECOR – FIRST SEMESTER 20-11-2012 FN Principles of Interior Decoration – I SAK1A 21-11-2012 FN Principles of Interior Decoration – II SAK1B [SAK] INTERIOR DESIGN AND DECOR – FIRST SEMESTER SECOND SEMESTER 20-11-2012 AN Principles of I nterior Design- I SAK2C 21-11-2012 AN Principles of Interior Design-II SAK2D THIRD SEMESTER 09-11-2012 FN Paper -V – Applied art on textiles – I SAK3APaper–VI-Interior Design and Applied arts (Minor 19-11-2012 FN SAK3B Arts ) FOURTH SEMESTER Paper-VII – Interior Design and Applied arts 09-11-2012 AN SAK4A (Major Arts ) 19-11-2012 AN Paper–VIII- Applied art on textiles – II SAK4B FIFTH SEMESTER SAK5A/SAJ5A/ 01-11-2012 FN Paper – IX -Human Development SAL5A 02-11-2012 FN Paper – X – Textiles and Clothing I SAK5B Paper XI – Fine Arts, Drawing, Sculpture and 03-11-2012 FN SAK5C Painting SAK5D 05-11-2012 FN Paper XII-Fundamentals of Foods and Nutrition SEK5A 06-11-2012 FN Elective I – Mass Communication SIXTH SEMESTER SAK6A 01-11-2012 AN Paper – XIII – Textiles and Clothing II Paper – XIV – Fine Arts, Drawing, Sculpture and SAK6B 02-11-2012 AN Painting SAK6C 03-11-2012 AN Paper XV â⠂¬â€œ Principles of Resource Management ELECTIVES II/III SEK6A 05-11-2012 AN Electives – II Communication and Graphic Design SEK6B/SEJ6B/ 06-11-2012 AN Electives – III Family Studies SEL6B [TAL] HOME SCIENCE EMERGING TECHNOLOGY NUTRITION, FOOD SERVICE MANAGEMENT AND DIETETICS FIRST SEMESTER 20-11-2012 FN Paper – I Food Science SAJ1A 21-11-2012 FN Paper – II Human Physiology SAJ1B [SAL] NUTRITION, FOOD SERVICE MANAGEMENT AND DIETETICS SECOND SEMESTER 19-11-2012 AN Paper – III Microbiology SAL2A 20-11-2012 AN Paper – IV House Keeping SAL2B THIRD SEMESTER 09-11-2012 FN Paper – V- Biochemistry SAL3A FOURTH SEMESTER 21-11-2012 AN Paper –VII Family Meal Management SAL4A / SAJ2D 09-11-2012 AN Paper – VIII Human Nutrition SAL4B FIFTH SEMESTER 01-11-2012 FN Paper – IX – Human Development SAL5A /SAK5A / SAJ5A 02-11-2012 FN Paper – X – Dietetics SAL5B 03-11-2012 FN Paper XI – Quantity Food Product ion SAL5C / SAJ5C SAL5D 05-11-2012 FN Paper XII- Fundamentals of Textiles and Clothing SEL5A / SEJ5A 06-11-2012 FN Elective I – Principles of Interior Design SIXTH SEMESTER Paper – XIII Food Service Equipment and Layout SAL6A/ SAJ6A 01-11-2012 AN SAL6B/ SAJ6B 02-11-2012 AN Paper – XIV Community Nutrition SAL6C/SAJ6C 03-11-2012 AN Paper – XV Management of Resources SEL6A 05-11-2012 AN Electives-II Clothing Construction SEL6B / SEK6B / SEJ6B 06-11-2012 AN Electives – III Family Studies [SAM] MATHEMATICS – FIRST SEMESTER 21-11-2012 FN 22-11-2012 FN 21-11-2012 AN 22-11-2012 AN 19-11-2012 FN 20-11-2012 FN Paper – I Algebra And Trigonometry-I Paper – II Calculus And Co-Ordinate Geometry of 2 Dimensions SECOND SEMESTER SAM1A/TAB1A SAM1B/TAB1B SAM2C/TAB2A SAM2D/TAB2B SAM3A/TAB3A SAM3B/TAB3B Paper – III Algebra and Trigonometry-II Paper –IV Calculusand Differential Geomentry THIRD SEMESTER Paper –V Differential equa tions and Laplace transforms Paper – VI Coordinate geometry of 3 dimensions and probability FOURTH SEMESTER 9-11-2012 AN 20-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 06-11-2012 FN 07-11-2012 FN 08-11-2012 FN 24-11-2012 FN 05-11-2012 AN 06-11-2012 AN 07-11-2012 AN 08-11-2012 AN 09-11-2012 AN 09-11-2012 AN 09-11-2012 FN Paper –VII Vector Calculus, Fourier Series and Fourier Transforms Paper – VIII Statics FIFTH SEMESTER SAM4A SAM4B SAM5A SAM5B SAM5C SAM5D SAM6A SAM6B SAM6C SEMAA SEMAB SEMAC SEMAD SEMAE SEMAG SEMAH SEMAJ SEMAK SEMAM SEMAL Paper –IX Algebraic Structures –I Paper – X – Real Analysis –I Paper –XI – Dynamics Paper –XII -Programming Language ‘C’ SIXTH SEMESTER Paper – XIII Algebraic Structures –II Paper – XIV Real Analysis – II Paper – XV Complex Analysis ELECTIVIES – I/II/IIIOp erations Research-I Graph Theory-I Special Functions-I Astronomy-I Operation Research II Graphy Theory II Special Functions II Astronomy II Discrete Mathematics Discrete Mathematics (Candidate admitted from 2012-2013) Elementary Number Theory 8 [SAN] MICROBIOLOGY –FIRST SEMESTER 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN `02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 06-11-2012 AN Paper – I General Microbiology SECOND SEMESTERSAN1A SAN2B SAN3A SAN4A SAN5A SAN5B SAN5C SEN5A SAN6A SAN6B SEN6A SEN6B SAR1A SAR2B/TAC2A SAR3A Paper – III Immunology & Microbial Genetics THIRD SEMESTER Paper V – Molecular Biology FOURTH SEMESTER Paper VII – Soil and Agricultural Microbiology FIFTH SEMESTER Paper IX – Medical Bacteriology Paper X – Medical Mycology and Parasitology Paper XI – Medical Virology Elective – I -Genetic Engineering SIXTH SEMESTER Paper – XIII – Environmental Microbiology Paper – XIV – Food and Diary Microbiology Electives – II Industrial and Pharmaceutical Microbiology Electives – III Biotechnology [SAR] PHYSICS -FIRST SEMESTER Paper – I Mechanics And Properties of Matter SECOND SEMESTER Paper – II Thermal Physics & AccousticsTHIRD SEMESTER Paper – IV Optics FOURTH SEMESTER Paper –V – Atomic Physics FIFTH SEMESTER SAR4A SAR5A SAR5B SAR5C SAR5D SER5A SAR6A SAR6B SER6A SER6B SAS1A SAS2B SAS3A SAS4A SAS5A SAS5B SAS5C SAS5D SES5A SAS6A SAS6B SAS6C SES6A SES6B Paper VII Electricity and Elect romagnetism Paper VIII Nuclear Physics and Particle Physics Paper – IX – Solid State Physics Paper – X – Basic Electronics Electives – I Numerical Methods SIXTH SEMESTER Paper XI Relativity and Quantum Mechanics Paper – XII Mathematical Methods in Physics Electives – II Integrated Electronics Electives – III Microprocessor Fundamentals Paper–I Plant Diversity– I Phycology SECOND SEMESTER SAS] PLANT BIOLOGY AND PLANT BIOTECHNOLOGY – FIRST SEMESTER Plant Diversity – II Mycology, Virology, Bacteria and Lichens THIRD SEMESTER Paper- IV – Bryophytes and Pteridophytes FOURTH SEMESTER Paper –V – Gymnosperms and Paleobotany FIFTH SEMESTER Paper VII – Plant Morphology and Taxonomy Paper- VIII – Plant Anatomy and Embryology Paper- IX -Environmental science and Phytogeography Paper – X Cell Biology and Molecular Biology Electives – I Horticulture SIXTH SEMESTER P aper – XI Genetics, Plant Breeding, Evolution and Biostatistics Paper – XII – Plant Physiology and Plant Biochemistry Paper – XIII Economic Botany Electives – II Advanced Plant Biotechnology Electives – III Plant pathology [SAT] PSYCHOLOGY – FIRST SEMESTER Paper – I General Psychology – I Paper-II Biological Basis of Behavior-I SECOND SEMESTER Paper – III General Psychology–II Paper-IV Biological Basis of Behavior-II THIRD SEMESTER Paper–V Developmental Psychology – I FOURTH SEMESTER Paper –VII – Developmental Psychology – II FIFTH SEMESTER Paper – IX- Psychopathology – I Paper – X – Psychological Research and Measurement 20-11-2012 FN 21-11-2012 FN 20-11-2012 AN 21-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 06-11-2012 AN 20- 11-2012 FN 20-11-2012 AN 09-11-2012 FN 19-11-2012 FN 23-11-2012 AN 19-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN SAT1A SAT1B SAT2C SAT2D SAT3A SAT4A SAT5A SAT5B SAT5C SAT5D SET5A SAT6A SAT6B SAT6C SET6A SET6B SAU1A SAE1A SAU3A SBU3A SAU4A SBU4A SAU5A SAU5B SAU5C SEU5A SEU5B SEU5C SAU6A SAU6BPaper – XI – Applied Psychology Paper–XII- Social Psychology- I Elective – I – Health Psychology SIXTH SEMESTER Paper – XIII Psychopathology – II Paper – XIV Organizational Psychology Paper – XV – Social Psychology – II Electives – II Counselling and Guidance Electives – III Human Resource Management [SAU] SOFTWARE APPLICATIONS – FIRST SEMESTER Fundamentals of Digital Computers SECOND SEMESTER Programming in C THIRD SEMESTER Paper–V Data Structures through C++ Applied Physics- I FOURTH SEMESTER Paper–VII– Microprocessor and its Applications Applied Physics- II FIFTH SEM ESTER Paper – IX : Software Engineering Paper – X : Operating Systems Paper – XI : Programming in JAVA ELECTIVIES – I Computer Oriented Mathematics Software Project Management Object Oriented Analysis and Design SIXTH SEMESTER Paper – XIII: Object Oriented Software Engineering Paper – XIV: Database Management Systems ELECTIVIES – II Multimedia Systems 06-11-2012 FN 7-11-2012 AN 02-11-2012 AN 08-11-2012 AN 06-11-2012 AN 22-11-2012 FN 01-11-2012 AN 24-11-2012 AN 05-11-2012 AN 20-11-2012 FN 21-11-2012 FN 20-11-2012 AN 21-11-2012 AN 09-11-2012 FN 19-11-2012 FN Software Quality and Assurance Visual Programming ELECTIVIES – III Data Communication and Networking SEU6D/ SAZ6B/ SAE6A Client Server Computing SEU6E/ SEE6D/ SEZ6E Software Testing SEU6G/ SEE6B/ SAZ6C [SAY] ELECTRONIC MEDIA – FIRST SEMESTER Paper – I History of Electronic Media SAY1A Paper – II Principles of Audiography SAY1B SECOND SEMESTER Paper â€⠀œ III Communication Skills SAY2C Paper – IV Radio Production SAY2D THIRD SEMESTER Paper– V – Videography SAY3A Paper–VI–Video Editing (Principles and Practices) SAY3B SEU6A/ SEZ6D SEU6B SEU6C / SEE5A / SEZ5A 10FOURTH SEMESTER Paper– VII Elements of Film SAY4A Paper–VIII– Scriptwriting and Direction SAY4B FIFTH SEMESTER 01-11-2012 FN Paper – IX – Television Production Management SAY5A 02-11-2012 FN Paper – X – Media Aesthetics SAY5B 03-11-2012 FN Paper – XI – Graphics and Animation SAY5C SIXTH SEMESTER 01-11-2012 AN Paper – XIII – Media Organization SAY6A 02-11-2012 AN Paper – XIV – Media Culture and Society SAY6B (TAA) – STATISTICS – FIRST SEMESTER 20-11-2012 FN Descriptive Statistics TAA1A 21-11-2012 FN Mathematics for Statistics – I TBA1A SECOND SEMESTER 20-11-2012 AN Probability and Random Variables TAA2A 21-11-2012 AN Mathematics for Statistics – II TBA2A THIRD SEMESTER 09-11-2012 FN Distribution Theory TAA3A 19-11-2012 FN â€Å"C† Language Programming TBA3A (TAB) – MATHEMATICS WITH COMPUTER APPLICATIONS – FIRST SEMESTER 21-11-2012 FN Core – 1 Algebra And Trigonometry – I TAB1A/SAM1A Core – 2 Calculus And Co-Ordinate Geometry of 2 22-11-2012 FN TAB1B/SAM1B Dimensions 24-11-2012 FN Core – 3 Object Oriented Programming – Using C++ TAB1C SECOND SEMESTER 21-11-2012 AN Core – 5 Algebra And Trigonometry – II TAB2A/SAM2C 22-11-2012 AN Core – 6 Calculus and Differential Geometry TAB2B/SAM2D Core – 7 Data Structures TAB2C 23-11-2012 AN 09-11-2012 AN 19-11-2012 AN 19-11-2012 FN 20-11-2012 FN THIRD SEMESTER Differential Equations and Laplace Transforms TAB3A/SAM3A Coordinate Geometry of 3 Dimensions and Probability TAB3B/SAM3B (TAC) – PHYSICS WITH COMPUTER APPLICATIONS – FIRST SEMESTER Core – 1 Mechanics And Pro perties of Matter TAC1A SECOND SEMESTER Core – 2 Thermal Physics & Acoustics TAC2A/SAR2B THIRD SEMESTER Optics TAC3A Basic Electronics TAC3B Data Structures TAC3C/TAB2C Object Oriented Programming Using C++ TAC3D/TAB1C B. C. A. [SAZ] COMPUTER APPLICATIONS FIRST SEMESTER Fundamentals of Digital Computers SAU1A SECOND SEMESTER Programming in C SAE1A THIRD SEMESTER Programming in C++ and Data Structures SAZ3A/ SAE3A Microprocessors and its Applications SAZ3B Numerical and Statistical Methods SAZ3C Financial Accounting (Candidates admitted Prior to 2009SBZ3A 2010) Financial Accounting (Candidates admitted from 2009SBZ3B 2010) Financial Accounting (Candidates admitted from 2010- 2011) SBZ3C FOURTH SEMESTER Programming in Java SAZ4A/SAE4A Operating System SAZ4B Computer Graphics SAZ4C Cost and Management Accounting SBZ4A FIFTH SEMESTER Paper-XIII – Database Management System SAZ5A/SAE5B Paper-XIV – Software Engineering SAZ5B Paper-XV – Resource Management Techn iques SAZ5C 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 19-11-2012 FN 23-11-2012 AN 24-11-2012 FN 0-11-2012 FN 20-11-2012 AN 09-11-2012 FN 19-11-2012 FN 21-11-2012 FN 23-11-2012 FN 23-11-2012 FN 23-11-2012 FN 09-11-2012 AN 19-11-2012 AN 21-11-2012 AN 23-11-2012 AN 02-11-2012 FN 01-11-2012 FN 03-11-2012 FN 11 ELECTIVES – I Visual Programming RDBMS with ORACLE Unix Programming SIXTH SEMESTER Paper – XVII Web Technology Paper – XVIII – Data Communication and Networking Paper XIX – Software Testing ELECTIVES – II Data Mining E-Commerce Object Oriented Analysis and Design ELECTIVES – III Multimedia Systems Distributed Computing Client Server Computing 22-11-2012 FN 05-11-2012 FN 02-11-2012 AN 01-11-2012 AN 05-11-2012 AN 06-11-2012 AN SEZ5A/ SEE5A/SEU6C SEZ5B/ SEE5B/ SEZ5C/ SEE5C SAZ6A/ SAE6B SAZ6B/ SAE6A/SEU6D SAZ6C/ SEE6B/ SEU6G SEZ6A/SEE6A SEZ6B SEZ6C/ SEE6C 08-11-2012 AN 08-11-2012 AN 24-11-2012 ANSEZ6D/SEU6A SEZ6G SEZ6E /SEE6D/ SEU6E ALL IED SUBJECTS (For All Branches) – FIRST SEMESTER / THIRD SEMESTER Biochemistry – I SBBBA Paper-I – Bio-Chemistry (Applied Biotechnology) SBBBC Paper-I -Biochemistry (For Biotechnology Br. ) SBC3A Paper-I – Biochemistry (For Microbiology Br. ) Paper – III- Basic Computer Application and AUTOCAD – I (For Interior Design and Decor Br) Paper III Basic Computer science and application (For Clinical Nutrition and Dietetics ) Paper–III Basic Computer science and application–I (For Nutrition, Food Service Managt. And Dietetics Branch) Paper–III Statistics in Psychology (For Psychology Branch) Financial Accounting – I (Com. To B. Com-Gen. BM, BBA, BSc & BSc-ISM) Chemistry– I (Other than Mathematics&Physics Br) Chemistry – I (For Mathematics & Physics Br) Chemistry – I [Microbiology Branch] Interior Design Studio and Building System Technology–I Paper– I Calculus of Finite Difference and N umerical Analysis Paper – I Statistical Methods and their Applications – I [For Botany,Computer Science] Paper – I Microbiology – I [For Bio-Technology] Paper – I Microbiology – I [For Biochemistry) Paper – I Zoology (Admitted prior to 2012-13) Paper – I Zoology (Candidate admitted from 2012-13) Paper–I Mathematical Statistics-I [For Mathematics] Paper – I Principles of Sociology (For Psychology Branch) SBN3A SBK3A SBJ3A/ SBL3A SBL3A/ SBJ3A SBT3A SBAMK/BPF1A/ BPZ1A/ BPW1A/ MAM1A SBADA SBADC SBD1E SBK1A SBAME SBAOC SBANA SBANC SBAAA SBAAC SBAOA SBT1A 23-11-2012 FN 26-11-2012 FN 27-11-2012 FN 28-11-2012 FN 29-11-2012 FN 30-11-2012 FN 01-12-2012 FN Cost Accounting (For Mathematics Branch) Mathematics – I [For Computer Science, Software Engg. , & B. C. A] Mathematics – I [Other than Comp. Sci. , Software Engg & B. C.A] Bio-Statistics I [For Zoology, Biochemistry Br. ] Physics – I Basic Physicsâ₠¬â€œI (For B. Sc. Electronics & Communication Science) SBAMR SBAMA SBAMC SBAOH SBARA SBG3A SBASA Botany – I 12 23-11-2012 AN 26-11-2012 AN 27-11-2012 AN ALLIED SUBJECTS (For All Branches) SECOND SEMESTER/FOURTH SEMESTER Paper – II Genetics and Microbiology (Applied SBBBD Biotechnology) Bio-Statistics (For Microbiology Br. ) SBN4A Paper–IV Book Keeping and Cost Accounting SBJ4A Paper – IV – Basic Computer Application and SBK4A AUTOCAD-II Paper– IV – Basic Computer Science and SBL4A Applications- II Paper – IV – Marketing and Consumer Behavior SBT4A Financial Accounting – II(Com. To B. Com-Gen. SBAML/BPZ2A/BPF2A/ Finance) Chemistry – II (Other than Mathematics & Physics SBADB Branch) Chemistry – II(For Mathematics & Physics Br) SBADD Chemistry-II [Microbiology Br. ] SBD2G Chemistry (For Biotechnology) SBADE Interior Design Studio and Building System SBK2B Technology- II Paper – II Calculus of Fi nite Difference and SBAMG Numerical Analysis Paper–II Statistical Methods and their Applications – SBAOD II [For Botany,Computer Science Branch] Paper – II – Biophysics and Biostatistics SBACB (For Biotechnology) Paper – II Microbiology – II [For Biochemistry] SBAND Paper – II Zoology SBAAB SBAOB SBT2B SBAMS SBAMB SBAMD SBAOJ SBARB SBG4A SBASB 28-11-2012 AN 29-11-2012 AN 30-11-2012 AN 01-12-2012 AN Paper-II Mathematical Statistics-II [For Mathematics Br. Paper-II Fundamentals of Social Anthropology (For Psychology Branch) Management Accounting(For Mathematics Branch) Mathematics – II [For Computer Science, Software Appl. ,& B. C. A] Mathematics-II [Other than Comp. Science, Software Appl. & B. C. A] Bio-Statistics – II [For Zoology, Biochemistry Br] Physics – II Basic Physics–II (For B. Sc. Electronics & Communication Science) Paper – II Botany NON EQUIVALENT SUBJECTS 03-12-2012 03-12-2012 04-12-2012 04-12-2012 05-12-2012 05-12-2012 06-12-2012 06-12-2012 07-12-2012 07-12-2012 08-12-2012 08-12-2012 03-12-2012 04-12-2012 08-12-2012 06-12-2012 07-12-2012 08-12-2012 FN AN FN AN FN AN FN AN FN AN FN AN FN FN FN FN FN FNBOTANY Paper–III Cytology and Anatomy Paper-V Microbiology and Plant Pathology Paper–IX Taxonomy and Embryology Paper–X Environmental Biology and Toxicology Paper–XI Plant Physiology and Plant Bio Chemistry Microtechnique Plant Protection Hydrobiology – Freshwater Horticulture Food Microbiology Bio-Technology Plant Cell and Tissue Culture MICROBIOLOGY Paper-II Microbial Physiology Paper – III Immunology Clinical Bacteriology and Mycology Immunotechnology Intellectual Property Rights(IPR) and Bio-Safety Fermentation Technology & Downstearm Processing BA3A BA5A BA6A BA6B BA6C RBAA RBAB RBAC RBAD TEC TEG TEH BB2A BB3A RBBA RBBB RBBC RBBD 13 03-12-2012 04-12-2012 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C. A. DEGREE EXAMINATIONS BACHELOR OF COMPUTER APPLICATIONS 03-12-2012 FN 04-12-2012 FN Programming In Cobol Data Structures and Algorithms PK3A PK4C University Centenary Building, Chepauk, Chennai-600 005. November 2012 Dr. T. LEO ALEXANDER,M. Sc. , M. S. (Canada), Ph. D. CONTROLLER OF EXAMINATIONS

Physical Fitness Worksheet Essay

Physical Fitness Worksheet Essay Physical Fitness Worksheet Essay Associate Level Material Physical Fitness Worksheet Being physically fit is an important aspect of obtaining optimal health. Becoming knowledgeable about what it means to be physically fit may greatly increase your ability to improve your health and wellness. In this worksheet, you identify the five components of health related fitness. Completing this assignment is a step towards gaining the knowledge needed to better manage your physical fitness. Five Components of Health Related Fitness Table Complete the table below. The first row has been filled in for you as an example. |Components of Physical Fitness |Description |How to Incorporate in Your |Benefit(s) | | | |Life | | |Cardiorespiratory Fitness |Being able to exercise at a |Walk 2 miles at a brisk |Reduced the risk of heart | | |moderate to high intensity for a|pace every day. |disease, hypertension, and high | | |long period of time | |cholesterol. | |Muscular Strength | |This type of training |Muscle mass increases your | | | |typically aims to stimulate|metabolic rate, muscle mass | | |Muscular strength is generally |increased strength on |results in a higher daily level | | |defined as the ability to |various physiological |of energy, Having muscular | | |generate force at a given |levels. |strength and endurance isn't | | |velocity of movement. | |just about looking good, it's | | | | |about feeling well and staying | | | | |healthy as the years go on. | |Muscular Endurance | |Increase your ability to do|Muscle endurance allows you to | | |Muscular endurance is the |activities like opening |longer perform physical | | |ability of a muscle or group of |doors, lifting boxes or |activities, even as simple as | | |muscles to sustain repeated |chopping wood without |walking or climbing stairs, | | |contractions against a |getting tired. |raising your heart rate and | | |resistance for an extended | |helping you burn more calories. | | |period of time. | |The ease of effort of an | | | | |activity often leads to persons | | | | |performing it longer, elevating | | | | |their metabolism furhter | |Flexibility |A person's flexibility refers to|Warm up before you stretch,|It increases the range of motion| | |the ability of your joints to |Stretch those muscles, |of your joints and muscles. |

Single Variable Equations on SAT Math Complete Strategies

Single Variable Equations on SAT Math Complete Strategies SAT / ACT Prep Online Guides and Tips In a way, single variable equations are some of the most common and least common types of questions on the SAT math section. Why? Because it’s rare to find more than one or two single variable equations per test, and yet knowing how to solve and manipulate single variable equations is a basic requirement for solving most all SAT math questions. Even though you won’t often see single variable equations by themselves, it is crucial that you know how to set up, use, and manipulate them. You cannot solve the more complex expressions like quadratics, multiple variables, and so on, without first understanding single variable equations. This guide will be your complete walk-through of single variable equations for the SATwhat they are, how you’ll see them on the test, and how to set up and solve them. Once you get the hang of single variable equations, you can go on to solve more and more complex problems. What Are Single Variable Equations? A single variable equation is comprised of two parts: the (lone) variable and the equation. So let’s look at what those are and how to put them together. A variable is a symbolic placeholder for a number we do not yet know. Often, you’ll see x or y used as a variable in math problems, but variables can be represented by any symbol or letter. $$4t=20$$ In this case, t is our variable. It represents a number that is currently unknown. An equation sets two (or more) mathematical expressions equal to one another. To show that the expressions are equal, we use an equals sign (=). Each side of the expression can be as simple as a single integer or as complex as an expression with multiple variables, exponents, or anything else. $$15(a+b^3)−(a−3)^12=22$$ The above is an example of an equation. Each side of the expression equals the other. So if we put together our definitions, we know that: A single variable equation is an equation in which there is only one variable. The variable can be used multiple times and/or used on either side of the equation as long as the variable remains the same. Some examples of single variable equations: $${4(a−3)}/a=2(a^8)$$ $$a+7−(a+3)=4$$ $$6a+a−3=a+21$$ You’ll notice that some of the equations used the variable, a, multiple times. Other equations used the variable on either side of the equals sign. No matter how many times the variable is used, all of these are still single variable problems because the variable remains constant and there are no other variables. Once you find your variable, you can solve the whole puzzle. Typical Single Variable Equations on the SAT Single variable equations will fall into two broad categories on the SATgiven equations and word problems. Word problems are by far the more common and you should expect to see one or two per test. Given equations, when they appear, will usually fall between problems 1-4 on any given math section. Let’s look at each type. Given Equations A given equation will provide you with the equation you need to use to solve the problem. We will go through the exact processes needed to solve this kind of problem in the next section, but for now just understand that your goal is to isolate your variable. (We will walk through how to solve this question later in the guide) In this problem, you are being asked to find the isolated variable as your final answer. But do be sure to note that this is not always the case. Sometimes the question will ask you to solve for y alone (or x or any other variable), and sometimes the question will ask you to solve for y to a different term (2y or 12y, etc.). Always pay close attention to exactly what the question is asking you to find. You need to first isolate your variable to solve the problem, but always double-check whether you should stop there or if you need to continue on, in order to find your final answer. Word Problems A word problem will describe a situation and ask you to find a missing variable. You must write your own equation based on the information you are given in the question. Again, your final answer may be the value of your variable (x or y, etc.) or your variable taken to a different term ($2x$, $y^2$, etc.). (We will walk through how to solve this question later in the guide) How to Manipulate a Single Variable Equation In order to solve a single variable equation, we must isolate our variable on one side of the equation. And the way we do this is by shifting everything else to the other side of the equals sign. In order to shift our terms (expressions), we must cancel them out on their original side. This means we have to set the non-variablesto zero when using addition/multiplication, and set the variable to 1 when using division/multiplication. (Why do we set it to 1 when using division/multiplication? Because we use multiplication and division to isolate our variable. But setting it to 1, we give ourselves just the one variable to work with.) The way we cancel out our terms is by performing the opposite function of each term. Opposite function pairs are: Addition and subtraction Multiplication and division For example, if we have a term on one side that has a minus sign (subtraction), we must add that same amount from both sides. $x−4=6$ $x−4+4=6+4$ $x=10$ If we have a term that is being multiplied, we must divide that same amount from both sides. $4x=20$ ${4x}/4={20}/4$ $x=5$ And so on. Whatever you do on one side of the equation, you must do on the other. This cancels out like terms and essentially moves your terms from one side of the equation to the other. Manipulating equations isall about balance. Steps to Solving a Single Variable Problem Let us take a typical variable expression and break it into the steps needed to solve it. $14−2x+2+6x=64.$ Find ${1/2}x.$ #1: Combine like terms If there is more than one term with a same variable, we must combine them in order to ultimately isolate that variable. We can add or subtract terms with a same variable in the same way we can any other numbers. $14−2x+2+6x=64$ Here we have a $−2x$ and a $6x$ (notice how we had to keep the signs in front of the numbers intact). Now we add them together. $−2x+6x=4x$ We also have multiple numbers without variables on the left side of our equation. We must combine these as well, as they are also like terms. $14+2=16$ So now, when we put the pieces together, our equation looks like this: $16+4x=64$ #2: Isolate the term with your variable Once we have combined our variables, we must isolate the variable term. If the term is simply the variable itself (e.g. $x$), then we can skip this step. But since our term here is $6x$, we must isolate the whole term first. $16+4x=64$ We have a positive 16 here that we want to get rid of in order to isolate our $4x$. This means we must subtract 16 from both sides of our equation. Why? Because we have a positive 16, which means that it is addition. And subtraction is the opposite of addition. We must also subtract 16 from either side to cancel out the 16 on the first expression (make it zero) so that we can isolate our variable. $16−16+4x=64−16$ $4x=48$ #3: Isolate your variable Now that we’ve isolated our term ($4x$), we can further isolate the variable. Again, we perform an opposite function of the term. In this case, we have $4x$, which uses multiplication. In order to isolate the variable, we must therefore use division (the opposite of multiplication) by dividing by 4 on both sides. This will set our x equal to one and thus isolate it. $4x=48$ ${4x}/4={48}/4$ $x=12$ #4: Double-check your variable by plugging it back in Now that we’ve solved for our variable, let us check to make sure it is correct by plugging it back into the original equation. $x=12$ $14−2x+2+6x=64$ $14−2(12)+2+6(12)=64$ $14−24+2+72=64$ $−10+74=64$ $64=64$ Success! We have correctly isolated the variable and found its value. #5: And, finally, double-check to make sure you are answering the right question. Ah-ha! We can’t stop here. Our initial question asked for the value of $1/2x$, not just x by itself. If we had stopped here at $x=12$, we would have gotten the final answer wrong. Now, we end the problem by saying: ${1/2}x=(1/2)12=6$ So our final answer is 6. Always be sure to double-check both that your variable is correct and that you are answering the exact question the test is asking you to answer. Now let’s try it again with our given equation problem from earlier. We have ${1/3}y+9=0$ and we must isolate our variable in order to ultimately find the value of y Step 1, combine like terms: There are no like terms to combine, so we can skip step 1. Step 2, isolate the variable term: $1/3y+9=0$ $1/3y+9−9=0−9$ $1/3y=−9$ Step 3, isolate the variable: $1/3y=−9$ $3*1/3y=−9$ $y=−27$ Step 4, double-check answer: $1/3y+9=0$ $(1/3*−27)+9=0$ $−9+9=0$ $0=0$ Step 5, double-check if answering the right question: The initial question wanted us to find y, and that is exactly what we found. We can confidently say that we are finished. Success! Our final answer is A, -27. Ready to put your single variable equation knowledge to the test? Test Your Knowledge 1. 2. 3. 4. Answers:700, B, A, C Answer Explanations: 1. This problem is one to be cautious of because you'll note that your final answer is NOT your variable. Why? Because we are asked to find the total amount of money each person made during the week and yet our variable is the amount of sales they made. So let's walk through the problem and set up our equation. We are told that both Tom and Alison made the same amount of money in a certain week, which means that this is an equation problem (their earnings are set equal to one another). We also know they had the exact same number of sales and that this number is yet unknown. This is our single variable. Let us call it x. Tom made 300 dollars plus 20% of his sales. We can set up his half of the equation like so: $300+0.2x$ (For more on percentages and why we can set up 20% of x as $0.2x$, check out our guide to SAT fractions and ratios.) Alison made 200 dollars plus 25% of her sales. So we can set up her half of the equation thusly: $200+0.25x$ Now, let us set the two sides equal to one another and solve for our variable. $300+0.2x=200+0.25x$ First, let us combine our like terms by moving them to opposite sides of the equation: $300−200=0.25x−0.2x$ $100=0.05x$ Now, let's isolate our variable: $100/0.05={0.05x}/0.05$ $2000=x$ This means that they each sold 2000 dollars worth of product. But wait! We can't stop here. The question asked us to find their weekly compensation, NOT their weekly sales. We must plug 2000 back into one of the original equations in place of x to find our final answer. Let's take Tom's weekly earnings again: $300+0.2x$ $300+0.2(2000)$ $300+400$ 700 So both Tom and Alison (remember, they made the same amount) earned 700 dollars that week. Our final answer is 700. (Note: you can also double-check your answer with Alison's original equation as well: $200+0.25x$ $200+0.25(2000)$ $200+500$ 700 Either way, the answer is 700) 2. We are told that a triangle has a perimeter of 13 and one side length of 3. The other two sides are equal. That means we would set up an equation that would look like this: $3+2x=13$ The left side of the equation is the sum of all the triangle’s sides. x is substituting for our unknown side lengths. And we have multiplied our x by 2 because the two unknown side lengths are equal. Now, we solve. $3+2x=13$ Subtract 3 from both sides $3−3+2x=13−3$ $2x=10$ Isolate our variable ${2x}/2=10/2$ $x=5$ So each of the other side lengths must be equal to 5. Let’s plug the answer back in to make sure this is correct. $3+5+5=13$ $13=13$ Success! And we are being asked for the length of each side, so we know that our variable answer is the final solution. Our final answer is B, 5. 3. We are being asked to find the number of sandwiches that Ali made, so let’s make our unknown variable a for Ali. This means that Ali made a number of sandwiches. We are told that Ben made three times as many sandwiches as Ali, which means that Ben made $3a$ sandwiches. Now Carla made twice as many sandwiches as Ben. We will still say that all the sandwiches made are in terms of a number of sandwiches, so Carla made $2*3a=6a$ sandwiches. And we also know that the total number of sandwiches was 20. So now, when we put it all together, we get: $a+3a+6a=20$ Combine our like terms and we get: $10a=20$ Isolate our variable. ${10a}/10={20}/10$ $a=2$ Now let’s double-check to make sure that is correct. If Ali makes 2 sandwiches, and Ben makes three times as many, he will have made 6 sandwiches. If Carla makes twice as many as Ben, she’ll have made 12 sandwiches. $2+6+12=20$ 20=20 Success! We have correctly isolated our variable. Since we said that a was the number of sandwiches that Ali made, this means: Our final answer is A, Ali made 2 sandwiches. 4. We are given the problem: "$10+x$ is 5 more than 10." The "is" in the question sets the terms equal, so when we translate this statement, we get: $10+x=15$ Now, let’s isolate our variable. $10−10+x=15−10$ $x=5$ Now let’s double-check by plugging our x back into the original equation. $10+x$ is 5 more than 10. $10+5=15$ is 5 more than 10. Success, we have isolated our variable. But wait! The final question wants us to find the value of 2x, not just x. $x=5$ $2(5)=10$ So our final answer is C, $2x=10$ Whoo! You conquered those single variable equations! The Take Aways Single variations make up the backbone of many other SAT problems. By knowing how to manipulate these kinds of expressions, you’ll be able to build on these techniques to solve much more complex problems and equations. Just remember to always perform the same act to each side of the equation and save isolating your variable for last, and you’ll be conquering single variable equations left and right. Now you’ve got the building blocks for understanding how to go forth and take on the rest of the SAT math topics. So build upon this knowledge and tackle the rest of what SAT math has to offer. What’s Next? You’ve build up your mathematical foundation and now you’re raring to take on more. Before you start in on another SAT math topic guide, make sure you have a good idea of all the topics covered on the SAT math. Think you might need a tutor? Check out the best ways to find a tutor that suits your needs, whether online or in person. Taken a practice test and don’t know how you match up for schools? Make sure you have a good idea of what your ideal score truly is. And if you feel like you’ve got a handle on the math itself, but struggle with the timing, then be sure to check out our guide on how to complete your SAT math section on time. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: