SUBDOMAIN 310.1 - BUSINESS LAW Competency 310.1.2: Organizational Forms - The graduate can select the appropriate form of organization for a business. Objectives: 310.1.2-01: Differentiate between a sole proprietorship and general partnership. 310.1.2-02: Differentiate between a general partnership and a limited partnership. 310.1.2-03: Identify the distinguishing characteristics of C-corporations. 310.1.2-04: Identify the distinguishing characteristics of S-corporations. 310.1.2-05: Recognize
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Core Abilities Historically‚ in many career and education programs‚ the focus has been on topics specific to the occupational area. Today’s fast-paced global marketplace is demanding more‚ and “soft skills” are emerging in importance. In today’s global workforce‚ soft skills are more directly related to professional success than ever before. The faculty has identified seven related topics of soft skills‚ or “core abilities” that are crucial to success both during school and after graduation. Core
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Vivian Kidd Ashford 4: - Week 3 – Assignment Education 675: Change Leadership for Differentiated Education Envmnt. Instructor: Bobby Lowe 4/29/2013 EDU675: Change Leadership for Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ‚ and the most effective teachers do whatever it takes to hook the whole range of kids on learning.‐Tomlinson (2001). Students can take different roads to the same destination.” Accountability Depends on Appropriate
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Differentiated Lesson Based on Student Interest Part 1: KUDs (to be completed in Week 2) Grade Level 4th Curricular Area Math Established Goals Students will add and subtract fractions Standard(s) Include as many standards as are applicable for your lesson. Local‚ State‚ National Math.4.NF.B. Students will understand addition and subtraction of fractions as joining and separating parts referring to the same whole. High-Quality Curriculum (KUDs): What I want my students to KNOW How to add and
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Table of Contents Basic Computing Systems Organization…………………………………………………………………3 Instruction Cycle…………………………………………………………………………………………..3 The Fetch-Decode-Execute Cycle……..………………………........…………………………………….4 Fetch Cycle………………………………………………………………………...………………………5 Decode Cycle………………………………………………………………………………………………6 Execute Cycle……………………………………………………………………………………..….……7 System Buses……………………………………………………………………………………….…..….8 Registers……………………………………………………………………………………………...……9 Clocks…………………………………………………………
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Direct Instruction Following the many approaches‚ theories‚ and development through cognitive‚ conceptual‚ constructivist styles of teaching‚ the Direct Instruction allows a constant source of inspiration‚ support‚ encouragement‚ and motivation. By starting the education of life applied to myself‚ my family‚ my daily actions in all I do‚ this action applies the appropriate knowledge‚ dispositions‚ and performances in developing diverse approaches to strategies that are constructive‚ consistent
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tests. The branch instruction performs a test on a branch condition. If the test succeeds‚ the PC is modified‚ but the modification does not take effect immediately. This delayed branch allows one or more instructions following the branch to be executed in the pipeline whether the branch is taken or not. In the MIPS CPU‚ the branch operation is delayed by one instruction. The MAL assembler hides the delayed branch by inserting an instruction after each branch or jump. The instruction following a branch
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_____________________________________________________________________________________ | P : “Program is a step by step execution of the instructions”. Given P‚ which of the following is true ? A. | Program is a subset of an instruction set. | B. | Program is a sequence of a subset of an instruction set. | C. | Program is a partially ordered set of an instruction set. | D. | All of the above | Answer B _____________________________________________________________________________________
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An Overview Eleventh Edition by J. Glenn Brookshear Copyright © 2012 Pearson Education‚ Inc. Chapter 2: Data Manipulation • • • • • • 2.1 Computer Architecture 2.2 Machine Language 2.3 Program Execution 2.4 Arithmetic/Logic Instructions 2.5 Communicating with Other Devices 2.6 Other Architectures Copyright © 2012 Pearson Education‚ Inc. 0-2 1 Computer Architecture • Central Processing Unit (CPU) or processor – Arithmetic/Logic unit versus Control unit – Registers
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