This ZOOM video segment shows how to create a self-contained environment and explores evaporation, condensation, and precipitation.

This course, along with 21F.107 / 21F.157 Chinese I (Streamlined) offered in the previous fall, form the elementary level of the streamlined sequence, which is intended for students who, when they began the sequence at beginning level, had basic conversational skills (gained, typically, from growing up in a Chinese speaking environment), but lacked a corresponding level of literacy. The focus of the course is on learning standard usage of expressions for everyday use, on reading in both traditional and simplified characters, and on writing.

Designed for students who already speak some basic Chinese but who have no, or very little reading and writing ability. Focuses on standard pronunciation and usage, on reading both in full form and simplified characters, and on basic composition. For graduate credit see 21F.157.

Collaborative Statistics was written by Barbara Illowsky and Susan Dean, faculty members at De Anza College in Cupertino, California. The textbook was developed over several years and has been used in regular and honors-level classroom settings and in distance learning classes. This textbook is intended for introductory statistics courses being taken by students at two– and four–year colleges who are majoring in fields other than math or engineering. Intermediate algebra is the only prerequisite. The book focuses on applications of statistical knowledge rather than the theory behind it. The textbook is also available in printed form from Qoop.com.

This module provides a solution sheet for the Hypothesis Testing: Single Mean and Single Proportion chapter of the Collaborative Statistics textbook/collection.

Important discrete time signals.

In today's technologically savvy world, internet, computer and video games, and television play a main role in students' lives - shouldn't they play a role in the classroom, too? Smartboard is a great tool for teachers to use in their lessons - it brings technology to the classroom, allows students to have hands-on experiences in their learning, and can be operated with virtually the same skills it takes to operate a computer. This module will explore the use of Smartboard to enhance learning in K-3 classrooms.

This module presents students with a lab exercise allowing them to apply their understanding of Probability. In an experiment using M&Ms candies, students will calculate and compare the theoretical and empirical probabilities of drawing particular color candies at random, with and without replacement.

Differentiation and integration of functions of one variable, with applications. Concepts of function, limits, and continuity. Differentiation rules, application to graphing, rates, approximations, and extremum problems. Definite and indefinite integration. Fundamental theorem of calculus. Applications of integration to geometry and science. Elementary functions. Techniques of integration. Approximation of definite integrals, improper integrals, and L'Hospital's rule.

Differentiation and integration of functions of one variable, with applications. Concepts of function, limits, and continuity. Differentiation rules, application to graphing, rates, approximations, and extremum problems. Definite and indefinite integration. Fundamental theorem of calculus. Applications of integration to geometry and science. Elementary functions. Techniques of integration. Approximation of definite integrals, improper integrals, and L'Hospital's rule.

This article attempts to capitalize on the current efforts to examine the traditional discourse, to consider one that focuses on ethics, to examine resistance to alternative discourses, and to provide a tentative educational administration curriculum model that reflects ethics at the core of everything that is taught in educational administration preparation programs. We begin with an examination of the administrative narrative as it informs current discourse. We discuss the roles of administrative condescension and educator complicity in perpetuating the narrative. Finally, we present an educational administration curricular model using Phenix’s (1964) Realms of Meaning in an attempt to satisfy the requirement that ethics move to the center of the educational administrative narrative.