transport
Subject:
Text automatically extracted from attachment below. Please download attachment to view properly formatted document.
---Extracted text from past/ch_8_cell_membrane_notes.pdf---
Visual music
Text automatically extracted from attachment below. Please download attachment to view properly formatted document.
---Extracted text from past/ch_8_cell_membrane_notes.pdf---
classical civilization ch 4
Subject:
Classical Civilization in the Mediterranean: Greece and Rome
1. Introduction
1. Mediterranean culture
1. Greece slowed Persian empire, set up a few colonies, but…
2. Rome known for empire
3. New institutions/values that would remain in western culture
4. “our own” Classical past
1. U.S. Constitution
2. buildings in the U.S.
3. founders of the philosophical tradition
4. Socratic method
2. Greco-Roman history
1. more dynamic, but less successful
* We can clearly recognize the connections and our own debt without adhering to the notion that the Mediterranean world somehow dominated the classical period.
2. Complicated – passed through two centers
1. Rome preserved many of Greek achievements
3. Rome vs. Greece
1. Mighty empire vs. inept/Greek city-states
The symbolic meaning of the letter "A" in the Scarlet Letter
Psychology Themes & Variations Chpt.7 Key notes.
Subject:
Chapter 7: Human Memory. There are two types of memory, one for general info & memory for personal events called semantic and episodic memory. - Encoding: involves forming a memory code & getting info in. Storage: involves maintaining encoded information in memory over time. Retrieval: involves recovering information from memory stores. Encoding: Requires attention; the role of attention involves focusing awareness on a narrowed range of stimuli or events. (Often linked to a ?filter? that screens out most potential stimuli while allowing a select few to pass through conscious awareness.) Model of selective attention: STIMULUS -> SENSORY DETECTION -> RECOGNITION OF MEANING (early ? late) -> RESPONSE SELECTION -> RESPONSE
Calculus 1 Final Exams.
Subject:
STUYVESANT HIGH SCHOOL MATHEMATICS DEPARTMENT Stanley Teitel, Principal Daniel Jaye, A. P. S. MAXX FINAL EXAMINATION January, 2003 Calculators are NOT permitted on this examination. Part I. Answer all questions on the NCS (SCANTRON) answer sheet (3 points each). 1. 4 23lim 2 2 2 ? +? ? x xx x = (A) 0 (B) 4 1 (C) 2 1 (D) 2 (E) ? 2. ? ? ? 2 3sinlim 0? = (A) 6 1 (B) 2 1 (C) 3 2 (D) 2 3 (E) 6 3. Let ?? ?? ? ?>+ ??? = 2 2 1 222 )( 2 xifkx xifx xf . If f is continuous at x = -2, then k = (A) -2 (B) 0 (C) 2 (D) 5 (E) 7 4. 34 13lim 2 ? + ??? x x x = (A) 0 (B) 2 3 (C) 2 3 ? (D) 4 3 (E) 4 3 ? 5. h h h 32)2(lim 5 0 ?+ ? (A) 0 (B) 16 (C) 64 (D) 80 (E) 120 6. The slope of the tangent line to the graph of y = sin(3x) at ??
Essay Drgus
Subject:
? The drug generally isn't more harmful than alcohol or tobacco if used in moderation. The studies of the harmfulness of marijuana are inconclusive and contradictory. Most doctors would agree that it's not very harmful if used in moderation. It's only when you abuse the drug that problems start to occur. But isn't abuse of almost any bad substance a problem? ? Limiting the use of the drug intrudes on personal freedom. Even if the drug is shown to be harmful, isn't it the right of every person to choose what harms him or her?
Basics of Hamilton Vs. Jefferson
Subject:
Jefferson believed:
-wanted power of government to the
states and its people
-democratic-republican
-did not want u.s. bank
-did not want debt
-believed in strict construction *
Hamilton:
-wanted a strong central government
-federalist
-wanted u.s. bank established
-thought debt was a good thing
-believed in loose construction **
*The idea that the Constitution was literal and that the
government is only allowed to practice what it says
**The idea that the Constitution should not be taken literal.
Example of loose construction vs. strict construction:
The Constitution does not say the government CAN establish
a national bank. (strict) The Constitution does not say
the government CAN NOT establish a national bank. (loose)
AP US history midterm review guide
Subject:
Text automatically extracted from attachment below. Please download attachment to view properly formatted document.
---Extracted text from past/ap_us_history_mid.docx---
Modern Physics
Subject:
Tags:
Text automatically extracted from attachment below. Please download attachment to view properly formatted document.
---Extracted text from past/01_modern_physics.odt---
The Columbian Exchange
Subject:
THE COLUMBIAN EXCHANGE Columbian Exchange ? the transfer of people, animals, plants, and diseases between the Old and New Worlds. Domesticated livestock and major agricultural crops of the Old World spread to the New, and the New World?s staple crops enriched agricultures of Europe, Asia, and Africa. Old World diseases that entered the Americas (through European immigrants and African slaves) devastated indigenous populations, which weakened the native peoples? capacity for resistance and facilitated the transfer of plants, animals, and related technologies, so that the colonies of Spain, Portugal, England and France became vast arenas of cultural and social experimentation. Demographic Changes:
Pages
Need Help?
We hope your visit has been a productive one. If you're having any problems, or would like to give some feedback, we'd love to hear from you.
For general help, questions, and suggestions, try our dedicated support forums.
If you need to contact the Course-Notes.Org web experience team, please use our contact form.
Need Notes?
While we strive to provide the most comprehensive notes for as many high school textbooks as possible, there are certainly going to be some that we miss. Drop us a note and let us know which textbooks you need. Be sure to include which edition of the textbook you are using! If we see enough demand, we'll do whatever we can to get those notes up on the site for you!
