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ASSIGNMENT ( SPN 1022 ) MOHD IZAR SHAZERY BIN SAHBUDIN SX081132PTJ04 SPT SEMESTER 1 2008/2009

Th D!"" # $% B &' $ ( )#$!$* O+&%,- . )$/ ( )#$!$* O01 %&!2 .3


Learning Objectives:

tend to describe specific, discrete units of knowledge and skill were useful during the 1970's and 19 0's when atte!pts were !ade to describe workplace activities as specific tasks to be co!pleted can be acco!plished within a short ti!e fra!e " still !a# be relevant for a class period tend to be state!ents of intent$ do not necessaril# suggest that the behaviour has been de!onstrated

Learning Outco!es:

describe broad aspects of behaviour which incorporate a wide range of knowledge and skill increased use in the 1990's when workplace re%uire!ents involve broader skillsets which are transferable to a wide range of work settings acco!plished over ti!e in several learning e&periences refer to de!onstrations of perfor!ance

M,# )0,+& &h /!"" # $% 0 &' $ ( )#$!$* O+&%,- . )$/ 4,+#. O01 %&!2 . Learning Objective:
't the end of this class, the learner will be able to:

(efine affir!ative action$ (escribe three factors which pro!ote affir!ative action in the workplace)

Learning Outco!e:
't the end of this course the learner will have reliabl# de!onstrated the abilit# to develop affir!ative action progra!s within a workplace environ!ent) (ifferences L)O) is a !uch broader perfor!ance state!ent L)O) represents an end stage of perfor!ance Learning outco!es are not written at the class level since the# represent broad, state!ents which incorporate !an# areas of inter"related knowledge and skill that !a# be developed over ti!e through a wide range of e&periences) *lass roo! or short learning sessions would address course learning outco!es, but not be considered sufficient opportunit# for the student to achieve the outco!e in a single episode of learning)

What are Mnemonics


M$ -,$!% is a ver# general word) +t is defined si!pl# as so!e device which aids the !e!orisation of so!ething) ,he word co!es fro! the -reek -$ -,$!56., which refers to the !ind) ,hese devices co!e in a variet# of for!s) One co!!on sort is #h7- ) ,he following re!inds people of the nu!ber of da#s in each !onth of the #ear: Th!#&7 /)7. h)&h S 8& -0 #9 A8#!:9 J+$ 9 )$/ N,2 -0 #; A:: &h # .& h)2 &h!#&7<,$ E=% 8&!$* > 0#+)#7 ):,$ ? @h!%h h)&h 0+& &' $&7< !*h&9 !$ "!$ 9 T!:: : )8 7 )# *!2 . !& &' $&7<$!$ 3 .an# !ne!onics also take the for! of )%#,$7-.) ,o recall the spelling of the word -$ -,$!%, sa#, #ou could !e!orise the following phrase: Monke# Nut Eating Means Old Nutshells In 4arpet) ,aking the initial letters of each word spells out MNEMONI4) Of course, if #ou find it harder to !e!orise the sentence than the spelling of the word directl# then the !ne!onic serves no useful purpose) /owever such sentences are often easier to learn, especiall# for words with trick# spellings) ,here is a closel# related -$ -,$!% & %h$!A+ that also uses the initial letters of a phrase) ,his ti!e the# do not spell out a word, but each initial corresponds to a word beginning with the sa!e letter) 0uch !ne!onics are generall# used to !e!orise the order of a list of ite!s) 1or e&a!ple, !ost people with even a passing interest in astrono!# are fa!iliar with the na!es of the planets in the 0olar 0#ste!: 2arth, 3upiter, .ars, .ercur#, 4eptune, 5luto, 0aturn, 6ranus, and 7enus) 1ar fewer though could confidentl# tell #ou the order of these planets 8in average distance fro! the 0un9) /owever, with a si!ple !ne!onic such as the one below, recalling this can be ver# si!ple indeed: M# Ber# Eas# Method: Just Set Up Nine Planets) Mercur#, Benus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto) ,his kind of !ne!onic breaks down so!ewhat when a letter is repeated) +n the e&a!ple above .ars and .ercur# share an initial M and without being aware that .ercur# was closer to the 0un than .ars the !ne!onic alone would not help to distinguish) 's an e&a!ple we return to the !onths of the #ear !entioned in the opening paragraph) ,here is a visual !ethod of recalling the nu!ber of da#s in each !onth, which, being a techni%ue to aid the !e!or#, also falls under the heading -$ -,$!%) ,he !ethod involves placing #our two fists together with the thu!bs tucked in and counting across the knuckles and spaces in between 8but not counting the space between the hands9) +f each !onth is assigned to a knuckle or space in turn, each 5$+%5: -,$&h has :1 da#s, whilst all of the .8)% -,$&h. have just :0 da#s$ e&cept of course for the ano!alous 1ebruar#;

E=)-8: ," M$ -,$!5 M)&h -)&!%.


Arithmetic

52.('0 " Order of operations 5arenthesis, 2&ponents, .utiplication < (ivision, 'ddition < 0ubtraction

Trigonometry

0O/*'/,O' " 0ine 8of an angle9 = Opposite > /#potenuse, *osine = 'djacent > /#potenuse, ,angent = Opposite > 'djacent

Calculus

1or re!e!bering the order of taking the derivative of a %uotient in calculus, the phrase ?ho"di"hi, hi" di"ho, ho"ho? can be useful, where ho !eans the botto!, hi !eans the top, and di !eans the derivative) 0o,

'nother phrase that one !a# use is: ?@otto! d ,op, ,op d botto!?, where ?d? stands for derivative 8note that this !ne!onic does not include the crucial dividing b# the botto! s%uared9) 'nother phrase !e!orable for sounding like a s%uare dance is ?low d high less high d low, draw the line and s%uare below)? MIXED OPERATION. 0u!!ar# 1) ,he correct procedure to solve !i&ed operations without bracket) 0olve for A&B and , from left to right
Then solve for + and , from left to right 2. The correct procedure to solve mixed operations with bracket First solve the operation in the bracket

+f there are so!e other brackets in the bracket, start with the innest bracket)
Then solve for x and , from left to right Lastly,solve for + and , from left to right 3. The following Mnemonik can be used to recall on the operation procedure BODMAS (Bracket Of Division Multiplication Addition Subtraction)

C)

,he bracket can be in the for! of 89 or D E or F G

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