Fall 2012 Capstone Presentation - Group #1
On December 13th, students from the Fall Capstone class presented their projects. Taught this semester by Prof. Gavin Shatkin, the Capstone is a required course that all Master's students in the LPP and MURP programs take in their final semester. This semester's students worked with Street-Works and the City of Quincy on a plan for the redevelopment of the Quincy Center MBTA Station.
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Suresh 413} Lovely sentences
Master Your Vocabulary. Take a look at: Vocabulary Quiz - Hindi->English; Picture->Hindi; Recording->Hindi; and more!Vocabulary List - Easy to study list with pictures and recordings for some words{Suresh 413}  Lovely... Related posts:

  1. {Suresh 298 } Lovely sentences Master Your Vocabulary. Take a look at: Vocabulary Quiz -...

Zinnen bouwen : Steloefeningen
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Zeven werkbladen op het plaatsen van woorden in de juiste volgorde.


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3.4 Self-assessment questions and problems

SAQ 13

Find |z| and Arg z in each of the following cases.

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    Introduction

    This unit lays the foundations of the subject of mechanics. Mechanics is concerned with how and why objects stay put, and how and why they move. In particular, this unit – Modelling static problems – considers why objects stay put.

    Please note that this unit assumes you have a good working knowledge of vectors.

    This is an adapted extract from the Open University course Author(s): The Open University

    First-order differential equations

    This unit introduces the topic of differential equations. The subject is developed without assuming that you have come across it before, but it is taken for granted that you have a basic grounding in calculus. In particular, you will need to have a good grasp of the basic rules for differentiation and integration.

    This unit is an adapted extract from the course Mathematical methods and
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    Acknowledgements

    All materials included in this unit are derived from content originated at the Open University.


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    1.3: Summing vectors given in geometric form

    The following activity illustrates how the conversion processes outlined in the preceding sections may come in useful. If two vectors are given in geometric form, and their sum is sought in the same form, one approach is to convert each of the vectors into component form, add their corresponding components, and then convert the sum back to geometric form.

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    1.2: Converting to geometric form

    You have seen how any vector given in geometric form, in terms of magnitude and direction, can be written in component form. You will now see how conversion in the opposite sense may be achieved, starting from component form. In other words, given a vector a = a 1 i + a 2 j, what are its magnitude |a| and direction θ?

    The first part of this question is dealt with using Pythagoras’ Theorem: the magnitude of a v
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    Acknowledgements

    All materials included in this unit are derived from content originated at the Open University.


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    Acknowledgements

    The material acknowledged below is Proprietary and used under licence, see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

    Grateful acknowledgement is made to the following:

    Figures

    Figur
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    1 A climate change icon

    The polar bear has become an international climate change icon. But how much is known about this bear, its habitat and life? This unit will talk about the role of language, but by way of introduction how about the name of this bear? To me it is the polar bear; to a German it is an Eisbär (ice bear) and to a French person it is an ours blanc (white bear). In these three examples the bear is referred to as polar, white, or an ice bear – eminently sensible. The Latin name for th
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    Introduction

    The scientific theory of plate tectonics suggests that at least some of these Arctic lands were once tropical. Since then the continents have moved and ice has changed the landscape. This unit will concentrate on evidence from the last 800,000 years using information collected from ice cores from Greenland and Antarctica, and will use this evidence to discuss current and possible future climate. The cores show that there have been nine periods in the recent past when large areas of the Earth
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    6.1 ‘I’, ‘we’ or ‘they’?

    We must abandon the conceit that individual, isolated, private actions are the answer. They can and do help. But they will not take us far enough without collective action.

    (Al Gore, 2007)

    There are some things that we can do as individuals: making this an energy-efficient house and making smart transport choices. Then there a
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    5.3 Moving towards a sustainable carbon footprint

    So far, you've been considering reductions in average individual or household carbon footprints by 20% to 30% or more.

    But it is becoming increasingly clear that this will not be enough. As I mentioned in Section 4, developed countries, like Britain, Germany and America, will have to reduce their CO2e emissions by 60% to 80% or more by 2050 to prevent climate change running out of control, while at the same time allowing the growing populations of Africa, India and China to r
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    2.2 Records of the Earth's temperature

    To put the temperature records reported by the IPCC in context, we start with a longer-term geological perspective on the Earth's GMST.


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    1.5 ‘Radiative forcing’ as an agent of climate change

    Since its first major report in 1990, the IPCC has used the concept of ‘radiative forcing’ as a simple measure of the importance of a potential climate change mechanism. The basic idea is straightforward. Any factor that disturbs the radiation balance at the top of the atmosphere has the potential to ‘force’ the global climate to change: it will either warm up or cool down until a balance is restored. The perturbation to the energy balance of the whole Earth-atmosphere system i
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    1.3.5 Corporate connections

    As I mentioned in Section 2, what was happening in the factories of overseas contractors was said to have appeared remote to most, if not all, the chief executive officers of the clothing multinationals in the 1980s. Overseas contractors were selected on the basis of market price, quality and reliability, not on whether forced or child labour happened to be employed to stitch the product together. However, all that changed in the early 1990s when the geographical ties between the big retailer
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    1.3.4 Bringing remote sweatshops within reach continued

    Another claim made by the movement is that we are all in some way connected to a market system which effectively allows sweatshops to exist in the first place. This is about more than targeting the big brand names and linking them directly to exploitation abroad; rather, it is about piecing together the global market machinery that ties the corporate buyer, the boardroom executive, the factory owner and the consumer into a system which establishes particular lines of responsibility (Ha
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    1.2.8 In praise of cheap offshore labour? continued

    There are two points which are central to this line of thinking. One, according to Wolf (2004), is that the whole process, as odd as it may sound, is about mutual exploitation. Outside firms do indeed exploit the poor by taking advantage of the profitable opportunities that a pool of cheap labour represents. But Indonesian or Chinese workers, for instance, could be said to exploit the incoming firms by extracting higher pay from them and taking advantage of opportunities that previousl
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