This document provides a summary of the 6th edition of the textbook "Lessons In Electric Circuits, Volume II – AC" by Tony R. Kuphaldt. It details the printing history and editions of the textbook. As an open source textbook, it is distributed freely under a Design Science License to allow for copying, distribution and modification without warranty for the purpose of being useful. The textbook contains 10 chapters that cover topics in alternating current circuits including basic AC theory, complex numbers, reactance, resonance, filters, transformers, and polyphase AC circuits.
This document provides a summary of the 6th edition of the textbook "Lessons In Electric Circuits, Volume II – AC" by Tony R. Kuphaldt. It details the printing history and editions of the textbook. As an open source textbook, it is distributed freely under a Design Science License to allow for copying, distribution and modification without warranty for the purpose of being useful. The textbook contains 10 chapters that cover topics in alternating current circuits including basic AC theory, complex numbers, reactance, resonance, filters, transformers, and polyphase AC circuits.
أمسية "نحو نجاح أكبر" بتاريخ 19-8-2011 الموافق 19رمضان، تم فيه الاعلان عن نتائج استطلاع الرأي لأكاديمية التعليم الالكتروني و التدريب .... و تم فيه الاعلان أيضا عن الفائزين بمسابقة "تصميم المحتوى التعليمي-2011" التي أقامتها الأكاديمية الشهر الماضي
إعداد الماستر / أحمد رزق أبودية
الإطار العام لدورة الممارس المعتمد البرمجة اللغوية العصبية وفق منهج الاتحاد العالمي لمدربي البرمجة اللغوية العصبية انلبتا
online course show by mosa alokla as hybrid BCIS course at CCQ in Qatar.
Could you see our example about online course and hybrid or distance teaching and learning
برنامج الممارس المتقدم المعتمد من إنلبتاAhmed Rezq
إعداد الماستر / أحمد رزق أبودية
الإطار العام لدورة الممارس المتقدم المعتمد البرمجة اللغوية العصبية وفق منهج الاتحاد العالمي لمدربي البرمجة اللغوية العصبية انلبتا
محاضرة ألقيتها خلال يوم علمي نفذته الكلية الجامعية للعلوم والتكنولوجيا بالتعاون مع عدد من شركات تكنولوجيا المعلومات ونقابة تكنولوجيا المعلومات والاتصالات وذلك عام 2011
Arithmetic involves four basic operations: addition, subtraction, multiplication, and division. Each operation uses a specific sign and has a result shown after an equals sign. The four operations are: addition uses the plus sign and involves adding one number to another; subtraction uses the minus sign and involves subtracting one number from another; multiplication uses the times sign and involves multiplying one number by another; division uses the divided by or into sign and involves dividing one number by another.
أمسية "نحو نجاح أكبر" بتاريخ 19-8-2011 الموافق 19رمضان، تم فيه الاعلان عن نتائج استطلاع الرأي لأكاديمية التعليم الالكتروني و التدريب .... و تم فيه الاعلان أيضا عن الفائزين بمسابقة "تصميم المحتوى التعليمي-2011" التي أقامتها الأكاديمية الشهر الماضي
إعداد الماستر / أحمد رزق أبودية
الإطار العام لدورة الممارس المعتمد البرمجة اللغوية العصبية وفق منهج الاتحاد العالمي لمدربي البرمجة اللغوية العصبية انلبتا
online course show by mosa alokla as hybrid BCIS course at CCQ in Qatar.
Could you see our example about online course and hybrid or distance teaching and learning
برنامج الممارس المتقدم المعتمد من إنلبتاAhmed Rezq
إعداد الماستر / أحمد رزق أبودية
الإطار العام لدورة الممارس المتقدم المعتمد البرمجة اللغوية العصبية وفق منهج الاتحاد العالمي لمدربي البرمجة اللغوية العصبية انلبتا
محاضرة ألقيتها خلال يوم علمي نفذته الكلية الجامعية للعلوم والتكنولوجيا بالتعاون مع عدد من شركات تكنولوجيا المعلومات ونقابة تكنولوجيا المعلومات والاتصالات وذلك عام 2011
Arithmetic involves four basic operations: addition, subtraction, multiplication, and division. Each operation uses a specific sign and has a result shown after an equals sign. The four operations are: addition uses the plus sign and involves adding one number to another; subtraction uses the minus sign and involves subtracting one number from another; multiplication uses the times sign and involves multiplying one number by another; division uses the divided by or into sign and involves dividing one number by another.
This document discusses two-dimensional and three-dimensional shapes. It states that a line has one dimension of length, while a square has two dimensions of length and height. Some shapes, such as cubes, pyramids, cylinders, cones and spheres, have three dimensions of length, width and height. Two-dimensional shapes have area, while three-dimensional shapes have volume. It also provides examples of three-dimensional shapes that are based on squares, rectangles, triangles or circles.
This document discusses various theoretical approaches to literature. It begins by defining literary theory and criticism, noting that literary theory analyzes philosophical and methodological premises of criticism, while criticism focuses on analyzing, interpreting and evaluating primary literary texts.
It then outlines four basic approaches to literature: text-oriented, author-oriented, reader-oriented, and context-oriented. Text-oriented approaches examine the material aspects of texts, including language analysis. Author-oriented approaches emphasize connections between artistic works and their creator's biography. Context-oriented approaches consider the historical and cultural context surrounding literary works.
The document provides examples of methods within each approach, such as formalism and structuralism for text-oriented, and biographical criticism for
This document defines and describes various terms related to fiction genres, including the epic, romance, and novel. It discusses the epic as the oldest form of prose fiction dating back to texts like Homer's Iliad and Odyssey. It notes that while epics are written in verse, they are distinguished from other poetry by their length, narrative structure, and plot patterns. The document then defines the romance genre and how it emerged in classical and medieval times, often using verse forms. It compares the romance to the epic, noting the romance focuses the action toward a particular goal and depicts characters in more detail. Overall, the document provides background information on the epic and romance as precursors to the modern novel form.
The document provides an overview of new historicist approaches to literary studies. It lists the objectives of understanding new historicism, including explaining its distinctive features, importance, main critics, ideas, concepts, and comparing aspects of new historicism. It defines key terms like hegemony, ideology, power, and textuality. The document also discusses analyzing samples using new historicist approaches and representative readings. Main ideas discussed include history, new historicism, cultural poetics, and cultural materialism.
The document discusses psychoanalytic literary criticism. It explains that psychoanalytic criticism sees literature as expressing unconscious desires through symbols and imagery, similar to dreams. Freud believed literature could be interpreted like dreams to understand unconscious meanings. Later critics like Jacques Lacan developed structuralist psychoanalytic theories based on how language and signifiers shape human desire and identity. The document provides examples of how psychoanalytic criticism might analyze works by interpreting symbols and themes related to psychoanalytic concepts like the Oedipus complex. It aims to teach students about key figures, ideas, terms, and methods in the psychoanalytic approach to literary criticism.
This document provides an overview of post-structuralism and deconstruction. It discusses key thinkers like Derrida, Foucault, and Kristeva. Some main ideas are that post-structuralism challenged structuralism's focus on structure and meaning, and emphasized contingency, difference, and how identities are shaped through their differences from others. Deconstruction, associated with Derrida, critiques how metaphysical philosophy assumes ideas exist prior to signs. A key concept is "differance", meaning the simultaneous process of temporal deferral and spatial difference that shapes all identities. The document provides sample analyses of how differance undermines concepts like nature/culture and the relation of ideas to signs. It lists
The document outlines key concepts from reader-oriented and rhetorical approaches to literary criticism including phenomenology, reception theory, and reader response theory. It discusses important critics such as J.L. Austin, Kenneth Burke, Wolfgang Iser, Stanley Fish, and Louise Rosenblatt. Key terms covered are performative utterances, stylistics, hermeneutics, horizon of expectations, the implied reader, and transactional reading. Sample analyses of works using these approaches are also provided.
Structuralism and narratology are literary theories that analyze elements in texts as parts of an interconnected system. Structuralism examines how language and culture function as systems of signs. Key figures include Ferdinand de Saussure, Roland Barthes, and Claude Levi-Strauss. Narratology studies narrative structures and elements like plot progression. Vladimir Propp and Tzvetan Todorov contributed influential works. The document provides definitions for structuralist concepts like the sign, semiotics, and episteme. It presents sample analyses using the theories and discusses influential texts in structuralism and narratology.
The document provides an overview of formalist literary criticism. It discusses the emergence of formalism in early 20th century thought as a reaction against examining literature only through historical context or author biography. It outlines the key ideas and critics of both Russian Formalism and New Criticism, such as their focus on examining the distinctive features of literary language rather than using it practically. Some key concepts discussed include defamiliarization, the intentional and affective fallacies, and close reading. Examples are provided of applying formalist techniques to analyze works like The Scarlet Letter and Don Quixote.
This course provides an overview of modern literary theories and methodologies. It will familiarize students with major questions and debates in literary studies from the 19th century onward. Students will gain understanding of theoretical paradigms like New Criticism, structuralism, reader-response theory, post-structuralism, psychoanalysis, historicisms, feminism, and post-colonial studies. They will learn to analyze literature through these theoretical lenses and apply concepts in close readings. The course aims to help students appreciate the relevance of theory to literary analysis and discussion.
This document discusses literary criticism and theory. It covers Modernism and Postmodernism as literary periods. It also discusses the contributions of Henry James and Mikhail Bakhtin to literary criticism. For Henry James, it summarizes his emphasis on realism in fiction and his theory of the novel presented in "The Art of Fiction." For Bakhtin, it outlines his concepts of dialogism, heteroglossia, polyphony, and carnivalism and how they apply to the novel form. The document concludes by posing questions for students about these topics.
This document discusses literary criticism in the late 19th century. It provides background on the Victorian era and the rise of scientism. It then discusses the literary movements of Realism and Naturalism. The document focuses on two important critics from this period - Hippolyte Taine and Matthew Arnold. For Taine, it summarizes his environmental elements of race, milieu, moment, and dominant faculty. For Arnold, it discusses his views on the function of criticism and establishing criteria for judging literature. The document concludes with discussion questions related to these topics.
This document provides an overview of 19th century literary criticism focusing on Romanticism. It discusses the shift from 18th to 19th century views, highlighting increased emphasis on intuition over reason. Romanticism is introduced as celebrating spontaneity, imagination, and nature. William Wordsworth and Percy Bysshe Shelley are then summarized. For Wordsworth, poetry derives from powerful feelings recollected, and focuses on common life in everyday language. He redefines the poet's role. Shelley embraces Plato's ideals and sees poetry as accessing spiritual truth through imagination, with poets guiding readers to transcendental realities.
This document discusses literary criticism in the 17th-18th centuries by three major critics: John Dryden, Joseph Addison, and Alexander Pope. It provides background on Neoclassicism and its emphasis on reason, order, and imitation of classical works.
For John Dryden, it summarizes his importance as a poet and critic, and his contributions through works like An Essay of Dramatic Poesy which discussed imitation, the three unities, and other literary elements.
For Joseph Addison, it notes his focus on enlightening common readers and emphasizing the "greatness of literature." He viewed ancient critics as superior and aimed to temper wit with morality.
For Alexander Pope, it
This document discusses three medieval and Renaissance literary critics - Dante Alighieri, Giovanni Boccaccio, and Sir Philip Sidney. It summarizes their importance in literary criticism and theory, their key ideas about language, interpretation, myth, defending poetry, and their influence on later critical practice. The document provides context and objectives for studying these three critics, and poses questions to help understand their contributions and concepts.