The document discusses the origins of the first Americans and the development of different Native American cultures across North America. It explains that during the last ice age, hunter-gatherers from Asia crossed a land bridge between Siberia and Alaska and migrated throughout North and South America. As the climate warmed, sea levels rose and isolated groups adapted to their local environments, developing distinct livelihoods, beliefs, and cultural practices tailored to the available natural resources of their regions. The document then outlines eight cultural regions - Northwest Coast, California, Great Basin, Plateau, Great Plains, Southwest, Eastern Woodlands, and Southeast - describing their climates, environments, and how Native groups in each area met their needs.
The document discusses the origins of the first Americans and the development of different Native American cultures across North America. It explains that during the last ice age, hunter-gatherers from Asia crossed a land bridge between Siberia and Alaska and migrated throughout North and South America. As the climate warmed, sea levels rose and isolated groups adapted to their local environments, developing distinct livelihoods, beliefs, and cultural practices tailored to the available natural resources of their regions. The document then outlines eight cultural regions - Northwest Coast, California, Great Basin, Plateau, Great Plains, Southwest, Eastern Woodlands, and Southeast - describing their climates, environments, and how Native groups in each area met their needs.
This visual dictionary document defines and provides images of various construction, architectural, and building terminology. It includes definitions and images for terms related to framing elements, doors, windows, roofing, masonry, plumbing, electrical, insulation, and other building components. The document acts as a reference guide to familiarize the reader with industry terminology.
The document summarizes the state of the global economy after it stopped declining. It discusses that while the recession has ended, the recovery will be slow as households and companies reduce debt from high levels. It also analyzes lessons learned from the financial crisis, such as lack of oversight and risky borrowing, and discusses approaches governments can take to further stimulate their economies and manage the aftermath of the crisis.
The document discusses the origins of the first Americans and the development of different Native American cultures across North America. It explains that during the last ice age, hunter-gatherers from Asia crossed a land bridge between Siberia and Alaska and migrated throughout North and South America. As the climate warmed, sea levels rose and isolated groups adapted to their local environments, developing distinct livelihoods, beliefs, and cultural practices tailored to the available natural resources of their regions. The document then outlines eight cultural regions - Northwest Coast, California, Great Basin, Plateau, Great Plains, Southwest, Eastern Woodlands, and Southeast - describing their climates, environments, and how Native groups in each area met their needs.
The document discusses the origins of the first Americans and the development of different Native American cultures across North America. It explains that during the last ice age, hunter-gatherers from Asia crossed a land bridge between Siberia and Alaska and migrated throughout North and South America. As the climate warmed, sea levels rose and isolated groups adapted to their local environments, developing distinct livelihoods, beliefs, and cultural practices tailored to the available natural resources of their regions. The document then outlines eight cultural regions - Northwest Coast, California, Great Basin, Plateau, Great Plains, Southwest, Eastern Woodlands, and Southeast - describing their climates, environments, and how Native groups in each area met their needs.
This visual dictionary document defines and provides images of various construction, architectural, and building terminology. It includes definitions and images for terms related to framing elements, doors, windows, roofing, masonry, plumbing, electrical, insulation, and other building components. The document acts as a reference guide to familiarize the reader with industry terminology.
The document summarizes the state of the global economy after it stopped declining. It discusses that while the recession has ended, the recovery will be slow as households and companies reduce debt from high levels. It also analyzes lessons learned from the financial crisis, such as lack of oversight and risky borrowing, and discusses approaches governments can take to further stimulate their economies and manage the aftermath of the crisis.
Leidraad Uitwisseling van Gevoelige InformatieNAVI
De Leidraad voorziet in de behoefte van vitale
bedrijven om een referentiekader en een set van afspraken te hebben, waarmee op een veilige wijze gevoelige informatie multidisciplinair en organisatieoverstijgend uitgewisseld kan worden.
The document provides an update on activities and programs at the Meadowbrook Collaborative over the summer months. It discusses the Targeted Services and Homework Help program that began for 35 students. It highlights the positive impact of volunteers and partners like Parks and Recreation who provided the Playground and Summer's Cool programs. The multi-cultural garden grew and its harvest was shared. Upcoming plans include building a new playground and preparing for the next school year.
The document provides an update on programs and activities at the Meadowbrook Collaborative in St. Louis Park, Minnesota from April to June 2009. It discusses the successful completion of their homework help and tutoring programs, the cultivation of a multicultural garden, celebrations held, summer camp attendance enabled by donations, and the start of their pre-kindergarten programming. It also provides details on their cartooning art class, summer early childhood and playground programs, and the conclusion of their Growing Up Strong healthy living program for youth.
Handreiking - Beveiligingsafstemming Vitaal en OverheidNAVI
Deze handreiking beschrijft hoe in het operationele pakket van beveiligingsmaatregelen de afstemming tussen het vitale bedrijf en de overheid geregeld kan worden.
This document discusses the potential transition from multiple national currencies to a single global currency. It begins by providing context on globalization and the roles of the IMF and World Bank in promoting international cooperation and economic stability. It then outlines proposals for the IMF to use Special Drawing Rights to replace the US dollar as the main global reserve currency. The document also discusses how a single global currency could be implemented and governed by a global central bank. It notes potential benefits like reduced transaction costs but also drawbacks such as limiting individual countries' control over monetary policy. It concludes by suggesting proper regulation and implementation would be needed for a single global currency to help with globalization.
Deze handreiking bevat een stappenplan, een
plan van aanpak en diverse voorbeelden, waarmee aandacht wordt besteed aan de menselijke en psychologische aspecten van bewust en veilig handelen.
Digital forensics tools and techniques can help fulfill legal requirements for digital preservation in India. These include retaining email headers and metadata that can prove origin and time of messages. Storage media like hard drives can be forensically imaged and validated for integrity. Mobile phone data including call logs and SMS can also be captured and preserved if needed as evidence. Open source tools like BitCurator, Guymager, and viaExtract help with these processes by extracting metadata, validating integrity, and capturing technically accurate representations of digital objects for long-term preservation.
(1) The South African Development Community (SADC) was established in 1992 with the vision of improving economic development, living standards, trade, and peace in southern Africa. (2) Its objectives include achieving development, economic growth, common political values, regional peace and security, employment, and sustainable natural resources utilization. (3) SADC activities focus on sectors like agriculture, infrastructure, politics/defense/security, social development, trade/investment, and wildlife tourism.
The document summarizes a solo hike undertaken by the author to climb Mount Triglav in Slovenia. Some key details:
- The hike began at 1:05 AM from Plinovci, arriving at the parking area near Aljažev dom at 3:45 AM to prepare equipment.
- They reached the summit of Triglav at 9:30 AM after around 5 hours of hiking, taking photos to mark the achievement.
- On the descent, they stopped for lunch at Planika hut at 11:00 AM before continuing down to Kredarica hut and back to the parking area, arriving at 3:00 PM after around 11 hours of total hiking.
This document provides the schedule for the APA/C-DAC International Conference on Digital Preservation and Development of Trusted Digital Repositories held on February 5-6, 2014. The conference included sessions on digital preservation, managing electronic records, technological infrastructure for digital preservation, preserving scientific data, audio/video and cultural heritage, developing digital archives, and legal aspects of digital preservation. Keynote speakers addressed topics like digital preservation frameworks, auditing digital repositories, preservation in the cloud, and ensuring long-term access to digital content. The schedule provides timing and details of inaugural addresses, technical sessions, panel discussions, and a keynote on cloud infrastructure for trusted digital repositories.
Business process re-engineering (BPR) involves rethinking and redesigning organizational processes to achieve dramatic improvements in performance metrics like cost, quality, service, and speed. It assumes current processes are irrelevant and should be replaced. BPR follows a three-phased approach of planning, redesign, and implementation. The goals are radical change, dramatic outcomes, and replacing or transforming overall processes. Advantages include satisfaction and growth, while risks include resistance to change. Common benefits are enterprise integration, fewer steps and rules, and reduced inspections. Critiques argue BPR focuses too much on efficiency over people.
Leidraad Uitwisseling van Gevoelige InformatieNAVI
De Leidraad voorziet in de behoefte van vitale
bedrijven om een referentiekader en een set van afspraken te hebben, waarmee op een veilige wijze gevoelige informatie multidisciplinair en organisatieoverstijgend uitgewisseld kan worden.
The document provides an update on activities and programs at the Meadowbrook Collaborative over the summer months. It discusses the Targeted Services and Homework Help program that began for 35 students. It highlights the positive impact of volunteers and partners like Parks and Recreation who provided the Playground and Summer's Cool programs. The multi-cultural garden grew and its harvest was shared. Upcoming plans include building a new playground and preparing for the next school year.
The document provides an update on programs and activities at the Meadowbrook Collaborative in St. Louis Park, Minnesota from April to June 2009. It discusses the successful completion of their homework help and tutoring programs, the cultivation of a multicultural garden, celebrations held, summer camp attendance enabled by donations, and the start of their pre-kindergarten programming. It also provides details on their cartooning art class, summer early childhood and playground programs, and the conclusion of their Growing Up Strong healthy living program for youth.
Handreiking - Beveiligingsafstemming Vitaal en OverheidNAVI
Deze handreiking beschrijft hoe in het operationele pakket van beveiligingsmaatregelen de afstemming tussen het vitale bedrijf en de overheid geregeld kan worden.
This document discusses the potential transition from multiple national currencies to a single global currency. It begins by providing context on globalization and the roles of the IMF and World Bank in promoting international cooperation and economic stability. It then outlines proposals for the IMF to use Special Drawing Rights to replace the US dollar as the main global reserve currency. The document also discusses how a single global currency could be implemented and governed by a global central bank. It notes potential benefits like reduced transaction costs but also drawbacks such as limiting individual countries' control over monetary policy. It concludes by suggesting proper regulation and implementation would be needed for a single global currency to help with globalization.
Deze handreiking bevat een stappenplan, een
plan van aanpak en diverse voorbeelden, waarmee aandacht wordt besteed aan de menselijke en psychologische aspecten van bewust en veilig handelen.
Digital forensics tools and techniques can help fulfill legal requirements for digital preservation in India. These include retaining email headers and metadata that can prove origin and time of messages. Storage media like hard drives can be forensically imaged and validated for integrity. Mobile phone data including call logs and SMS can also be captured and preserved if needed as evidence. Open source tools like BitCurator, Guymager, and viaExtract help with these processes by extracting metadata, validating integrity, and capturing technically accurate representations of digital objects for long-term preservation.
(1) The South African Development Community (SADC) was established in 1992 with the vision of improving economic development, living standards, trade, and peace in southern Africa. (2) Its objectives include achieving development, economic growth, common political values, regional peace and security, employment, and sustainable natural resources utilization. (3) SADC activities focus on sectors like agriculture, infrastructure, politics/defense/security, social development, trade/investment, and wildlife tourism.
The document summarizes a solo hike undertaken by the author to climb Mount Triglav in Slovenia. Some key details:
- The hike began at 1:05 AM from Plinovci, arriving at the parking area near Aljažev dom at 3:45 AM to prepare equipment.
- They reached the summit of Triglav at 9:30 AM after around 5 hours of hiking, taking photos to mark the achievement.
- On the descent, they stopped for lunch at Planika hut at 11:00 AM before continuing down to Kredarica hut and back to the parking area, arriving at 3:00 PM after around 11 hours of total hiking.
This document provides the schedule for the APA/C-DAC International Conference on Digital Preservation and Development of Trusted Digital Repositories held on February 5-6, 2014. The conference included sessions on digital preservation, managing electronic records, technological infrastructure for digital preservation, preserving scientific data, audio/video and cultural heritage, developing digital archives, and legal aspects of digital preservation. Keynote speakers addressed topics like digital preservation frameworks, auditing digital repositories, preservation in the cloud, and ensuring long-term access to digital content. The schedule provides timing and details of inaugural addresses, technical sessions, panel discussions, and a keynote on cloud infrastructure for trusted digital repositories.
Business process re-engineering (BPR) involves rethinking and redesigning organizational processes to achieve dramatic improvements in performance metrics like cost, quality, service, and speed. It assumes current processes are irrelevant and should be replaced. BPR follows a three-phased approach of planning, redesign, and implementation. The goals are radical change, dramatic outcomes, and replacing or transforming overall processes. Advantages include satisfaction and growth, while risks include resistance to change. Common benefits are enterprise integration, fewer steps and rules, and reduced inspections. Critiques argue BPR focuses too much on efficiency over people.
3. KÜMELER TEST 1
1. BÖLÜM
1) Aşağıdaki varlıklar içerisinde küme oluşturabilecek bir topluluğu
yuvarlak içerisine alarak kümenin tarifini yapınız.
.Güzelyurt .Yeni İskele
.Lefkoşa .Gazi Magosa
.Girne
2) “Bazı mevsimler” ifadesinin bir küme olup olmadığını nedenleri ile birlikte
açıklayınız.
3) “Okulumuzdaki Türkçe öğretmenleri” ifadesinin bir küme oluşturup
oluşturamayacağını nedenleri ile birlikte açıklayınız.
4) Aşağıda elemenları verilen kümeleri ortak özelliklerini yazarak belirtiniz.
a) A = { a,b,c,ç }
b) B = {1,2,3,4,5,6 }
c) C = { Ağustos, Aralık }
d) D = { 41,43,47 }
e) E = { Yarasa}
5) Aşağıda verilen kümeleri elemanlarının ortak özellikleri ile yazınız.
A S
.Kıbrıs .s
.Sardunya .i
.Sicilya .v
.e .g
3
4. TEST 1 KÜMELER
1. BÖLÜM
6) Aşağıdaki ifadelerden içerisine küme belirtenler için ,
belirtmeyenler için ise işareti koyunuz.
a) Okulumuzdaki bir kısım öğrenciler
b) Kıbrıs adasındaki sıra dağ isimleri
c) 10 ile 20 arasındaki tek sayılar
d) 'Matematik’ kelimesindeki ünlü harfler
e) Araba yarışına katılan bazı sürücüler
7) A = { kalem, kağıt } kümesini ortak özellik yöntemiyle ifade ediniz.
8) B = { 1 ile 11 arasındaki çift sayılar } kümesi veriliyor. B kümesine göre
aşağıdaki boş yerlere (Î,Ï ) işaretlerinden uygun olanını yazınız.
a) 4 ...... B
b) 0 ...... B
c) 12 ...... B
d) 9 ...... B
e) 6 ...... B
9) F = { 3,6,9,12,15 } kümesi veriliyor. Aşağıda verilenlerden doğru olanları
işaretleyiniz.
a) 6 Î F
b) 9 Ï F
c) 10 Î F
d) 15 Î F
e) 3 Ï F
10) Aşağıda verilen Venn şemasına bakarak “A” ve “B” kümelerinin eleman
sayılarını yazınız.
A B
.3
.6
.4 .8
.7
.5
4
5. KÜMELER TEST 2
1. BÖLÜM
1) Aşağıdaki kümelerden hangilerinin eşit olduğunu bulunuz.
A = { 2,3,5,7,11 }
B = { 10 ile 20 arasındaki tek sayılar }
C = { Haftanın tatil günleri }
D = { Cumartesi, Pazar }
E .11 .13
.15 .17
.19
F .3 .5
.2 .7
.11
2) Aşağıdaki kümelerden birbirine denk olanları belirtiniz.
A = { 5'den küçük doğal sayılar }
B = { 8'e kadar olan çift doğal sayılar }
C = { a,b,c,ç }
D = { 13 ile 17 arasında asal sayılar }
E = { Ali, Hasan, Kemal }
3) Aşağıdaki boşluklara eşit olan iki küme yazınız.
5
6. TEST 2 KÜMELER
1. BÖLÜM
4) Aşağıdaki boşluklara denk olan iki küme yazınız.
5) Aşağıdaki kümelerden hangisi(leri) boş küme belirtir?
a) A = { Sınıfımızda 4 metre boyundaki öğrenciler }
b) B = {Tek sayılar }
c) C = { 'kelebek' kelimesindeki harfler }
d) D = { Amerika Kıtası’ndaki Kıbrıs'a komşu ülkeler }
6) A = { 0, 2, 4 } kümesinin alt kümelerini yazınız.
7) A = { Yılın ayları }
B = { Yaz mevsimi ayları }
C = { İlkbahar mevsimi ayları }
D = { İlkbahar, yaz, sonbahar, kış } kümeleri veriliyor.
Aşağıdaki ifadelerden doğru olanları işaretleyiniz.
a) B ÌA
b) A ÉC
c) B º C
d) B ¹ C
e) İlkbahar Ì D
f) D Ì A
g) B ÉD
h) B = C
8) A = { 5'e kadar olan sayma sayıları } ve B = { 2,4 } kümeleri verilmiştir. Bu
kümeleri Venn şemasında gösteriniz ve iki küme arasındaki ilişkiyi yazınız.
9) AÌB ve BÌA ise, bu iki kümeyle ile ilgili ne söylenebilir? Açıklayınız.
6
7. KÜMELER BÖLÜM TESTİ
1. BÖLÜM
1) Altta verilen şekilleri kullanarak AÈB ve AÇB’yi tarayarak gösteriniz.
A A
B B
2) A = { } , B = { 2 ile 6 arasındaki tek sayılar} şeklinde iki küme veriliyor.
A ve B kümeleri arasındaki ilişki için ne söyleyebiliriz?
3) E = { K.K.T.C’nin ilçeleri }, A = { K.K.T.C'nin baş şehri } olduğuna göre
A' kümesini yazınız.
E
A
.12 .6
4) Yandaki gösterime göre A¢ kümesini yazınız.
.3
.9
.15
5) B = { 1,3,5 } kümesinin öz alt kümelerini yazınız.
6) A = { 10'a kadar olan çift doğal sayılar} , B = { 9'a kadar olan tek doğal sayılar}
kümeleri veriliyor.
a) Verilen kümeleri Venn şeması ile gösteriniz.
b) AÇB kümesini liste biçiminde yazınız.
c) AÈB kümesini ortak özellik yöntemi ile yazınız.
d) s(AÈB)’yi bulunuz.
e) A ve B kümeleri nasıl kümeleridir?
7
8. BÖLÜM TESTİ KÜMELER
1. BÖLÜM
7) D = { 0 ile 12 arasındaki 4'ün katı olan doğal sayılar } ve
E = { 3 ile 13 arasındaki çift doğal sayılar} kümeleri veriliyor.
a) D ve E kümelerini Venn şemasında gösteriniz.
b) DÈE kümesini liste biçiminde yazınız.
c) DÇE kümesini liste biçiminde yazınız.
8) A = { a, b, c, d }, B = { a, ç, d } ve C = { a, b } kümeleri veriliyor. Buna göre
aşağıdaki kümeleri oluşturunuz.
a) AÇB
b) AÈC
c) BÇC
d) CÇÆ
e) BÈB
f) AÈÆ
g) CÇC E
A B
9) Yandaki Venn şemasına göre aşağıdakileri .1 .6
.3 .5
oluşturunuz.
.2 .4
.7
a) AÈB b) AÇB c) A¢ÈB d) AÇB¢
e) (AÈB)¢ f) A¢ÈB¢ E
K L
10) Yandaki Venn şemasına göre aşağıdakileri .1 .5
oluşturunuz.
.2 .4
.7
a) KÇL
b) KÈL
c) (KÈL)¢
d) K¢ÇL¢
e) KÈL¢
f) K¢ÇL
8
9. KÜMELER BÖLÜM TESTİ
1. BÖLÜM
11) Aşağıdaki Venn şeması bir anketin sonuçlarını içermektedir. Buna göre
şıklardaki soruları cevaplayınız.
D H
D = { Denizede yüzmeyi sevenler }
7 6 12
H = { Havuzada yüzmeyi sevenler }
5
a) Ankete kaç kişi katılmıştır?
b) Yalnız denizde yüzmeyi sevenler kaç kişidir?
c) Havuzda yüzmeyi sevenler kaç kişidir?
d) Denizede yüzmeyi sevmeyip de havuzda yüzmeyi sevenler kaç kişidir?
e) Hem denizde hem de havuzda yüzmeyi sevenler kaç kişidir?
f) Denizde yüzmeyi sevmeyenler kaç kişidir?
12) n(A) = 13, n(B) = 19 ve n(AUB) = 27 ise n(AÇB )=?
13) AB ve BA’yı liste biçiminde yazınız. Bu kümeleri şema üzerinde farklı
renklerde tarayarak gösteriniz.
A B
.d
.a
.c .e
.b
14) Aşağıda gösterilen şemalarda taralı bölgeleri belirten işlemleri yazınız.
a) A B b) A B c) A
B
d) A B e) A B
9
10. BÖLÜM TESTİ KÜMELER
1. BÖLÜM
15) Aşağıdaki Venn şeması bir anketin sonuçlarını içermektedir. Buna göre
şıklardaki soruları cevaplayınız.
E
T K
T = { Tavuk eti yiyenler }
3 10 2
K = { Kırmızı et yiyenler }
5
a) Tavuk eti yiyenler kaç kişidir?
b) Kırmızı et yiyenler kaç kişidir?
c) Hem kırmızı et hem de tavuk eti yiyenler kaç kişidir?
d) Ne tavuk eti ne de kırmızı et yiyenler kaç kişidir?
e) Tavuk ve Kırmızı et yiyenler kaç kişidir?
f) Sadece tavuk eti yiyenler kaç kişidir?
g) Tavuk eti yemeyip de kırmızı et yiyenler kaç kişidir?
16) Bir sınıfın öğrencileri sosyal faaliyetlerden basketbol ve futbol
çalışmalarının en az birine katılmaktadırlar. 16 öğrencinin basketbol, 13
öğrencinin futbol, 5 öğrencinin de her iki çalışmaya katıldığı biliniyor Buna
göre;
a) Yalnız futbol çalışmasına katılan öğrenci sayısı kaçtır?
b) Yalnız basketbol çalışmasına katılan öğrenci sayısı kaçtır?
c) Sınıfın mevcudu kaç kişidir?
17) Bir mahallede oturan 14 aileden her biri A ve B gazetelerinden en az
birini okumaktadır. A gazetesini okuyan 10 , her iki gazeteyi okuyan 6
aile olduğuna göre;
a) Kaç aile yalnız A gazetesini okumaktadır?
b) Kaç aile yalnız B gazetesini okumaktadır?
c) Kaç aile B gazetesini okumaktadır?
18) Bir grup öğrenci seçmeli olarak Kimya veya Fizik derslerini seçmiştir.
Kimya dersini seçenler 17 kişi, fizik dersini seçenler 22 kişi olduğuna göre
a) Kimya veya Fizik dersini seçenler en çok kaç kişi olabilir?
b) Kimya ve Fizik dersini seçenler en çok kaç kişi olabilir?
10
11. KÜMELER BÖLÜM TESTİ
1. BÖLÜM
19) Aşağıdakilerden doğru olanların yanındaki kutuya “D” yanlış olanların
yanındaki kutuya “Y” harfi koyarak belirtiniz.
a) { İngiltere, İtalya } Ì { Avrupa’daki memleket isimleri}
b) {Karpuz, kavun} Ì {Kış mevsiminin meyveleri}
c) {1,2,3} Ì {1,2,3}
d) {a,e,i,o,u} É {a,e,ı,i,o,ö,u,ü}
e) 5 Î {10'a kadar olan asal sayılar}
f) yeşil Ï {trafik ışıklarındaki renkler}
g) {0,1,2} Ç {0,5,10} =Æ
h) {0,2,4,6} È {0,3,6 } = {0,2,3,4,6}
20) n(E) = 20, n(A) = 7 ve n(B) =12 ise
a) n(A') = ?
b) n(B') = ?
c) A Ç B nin eleman sayısı en çok kaç olabilir?
d) A È B nin eleman sayısı en az kaç olabilir?
11