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Choosing the top Accountant for your Organization
June 23, 2015
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Challenges and opportunities facing Australian universities caused by the internationalisation of Chinese higher education 1
- Beatrice Powell
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1 International Education Journal, 2006, 7(3), ISSN Shannon Research Press Challenges and opportunities facing Australian universities caused by the internationalisation of Chinese higher education 1 Mingxuan Wu Faculty of Business and Informatics, Central Queesnland University, Australia Ping Yu School of Information Technology and Computer Science, The University of Wollongong China opened its market to the world after it entered The World Trade Organisation (WTO) at the turn of the last century. The Chinese Ministry of Education recently reviewed a series of policies about international cooperation in higher education with foreign countries in an effort to standardise their practice through centralised control. The purpose of this paper is to analyse current features and trends in international cooperation in Chinese higher education. This paper also develops a benefit-driven model of the internationalisation of Chinese higher education, and attempts to address the reasons for the marketability of cooperative programs in China. Finally, this paper discusses the issues related to the internationalisation of Chinese higher education, and makes recommendations for Australian universities intending to enter the Chinese higher educational market successfully. Cooperative Programs, higher education, internationalisation, challenges, opportunities INTRODUCTION Strong competition at the global level for creative talents is forcing the Chinese education sector to adopt innovative ideas and new operational models in order to stay competitive after entry into the World Trade Organisation (WTO). Chinese higher educational institutions are expected to play an important role in this process. How to improve the internationalisation quality of Chinese higher education and the educational quality of overseas programs facing the challenges of internationalisation of higher education in China has been a major concern of both the Chinese government and the education sector. With an open market policy, a huge population base and increased economic advancement, there is an immense market and opportunity for higher educational development in China (Chen, 2002a). Some obvious features and phenomena have changed in Chinese higher education since the country entered the WTO. Although China is currently the major exporting country of overseas students in the world, it is also becoming an important host country for international 1 This article was extensively edited by Dr B. Matthews, Research Associate, Flinders University Institute of International Education
2 212 Challenges and opportunities facing Australian universities students. On the one hand, more and more Chinese students study overseas; on the other hand, an increasing number of overseas students are pursuing degrees in China. In the meantime, some Chinese universities have started to restructure their curricula and are actively seeking collaboration with overseas institutions (Xinhuanet, 2001). Therefore, the internationalisation of Chinese higher education not only influence the local educational system, but also impacts on that of other countries, thereby producing an open market that is likely to be shared with other international educational enterprises. THE INTERNATIONALISATION OF CHINESE HIGHER EDUCATION By the end of June 2004, China had 1683 higher educational institutions (EDU, 2004a) including 645 universities at the following four levels. Table 1 lists the 15 national universities that are directly under the authority of the Ministry of Education. (1) At the first level, there are 15 national universities (Wu, 2005) that have been developed and managed by the Ministry of Education; (2) At the second level, there are higher educational institutions that are co-managed by the provincial governments and the Ministry of Education; (3) At the third level, there are higher educational institutions that are managed by the provincial governments; (4) At the fourth level, there are higher educational institutions that are managed by the local or municipal governments. Table 1. A list of the top Chinese national universities Universities City Web Address 1 Tsinghua University Beijing 2 Peking University Beijing 3 Peking Union Medical College Beijing 4 China Agricultural University Beijing 5 Beijing Normal University Beijing 6 Xi'an Jiaotong University Xi'an 7 Renmin University of China Beijing 8 Nanjing University Nanjing 9 Shanghai Jiao Tong University Shanghai 10 Zhejiang University Hangzhou 11 Fudan University Shanghai 12 University of Science and Technology of China Hefei 13 Huazhou University of Science and Technology Wuhan 14 Harbin Institute of Technology Harbin 15 Tianjin University Tianjin (Source: Wu, 2005) With the internationalisation of Chinese higher education, the following features have emerged in Chinese education sector. The Two Features of Chinese Higher Education Two features are very obvious in Chinese higher education today. First, the higher education system is undergoing a transition from elite to mass education. By the end of 2004, the number of enrolled students in Chinese higher institutions was close to 20 million, and the enrolment rate was 19 per cent (Lv, 2005). The number of students is expected to increase to 25 million and the enrolment rate to more than 23 per cent by 2010 (EDU, 2002). Second, Chinese higher education is undergoing a transition from a one-way outflow to a two-way student exchange. The number of
3 Wu and Yu 213 Chinese students studying overseas reached 527,400 in 2004 (EDU, 2004b) in more than 103 countries worldwide (Qianlong, 2002). As well, Lv (2004a) reported that the number of overseas students studying in China was increasing at the rate of 30 per cent annually. The first 33 overseas students came to study in China in 1950 (Lv, 2004a). However, by 2003 the number increased to more than 78,000. The students came from 175 countries and studied in 353 Chinese higher education institutions (Lv, 2004a). This number represented an increase of more that 2364 times compared with the numbers in In 2005, more than 500 Chinese higher educational institutions planned to recruit the overseas students (Lv, 2004b). In addition, many international cooperative programs were extant in China. The Benefits-Driving Model of the Internationalisation of Chinese Higher Education Figure 1 illustrates the factors influencing change in the Chinese higher education. There are three factors driving China to open her educational market. This opening has also brought about three prominent benefits for China. Figure 1. The benefits-driven model of the internationalisation of Chinese higher education The first cause of growth comes from students demands. Students want to obtain advanced educational training to improve their competitive capacity and increase career opportunities. Therefore, more and more Chinese students want to study in educationally advanced countries. This pressure from students, in turn, pushes the Chinese universities to improve their educational quality and catch up with the recent advances in higher education. In fact, Chinese higher educational institutions have benefited from this move by optimising the program structures and promoting new teaching methods (Liang, 2004). The second driving force has been the globalisation of the education market. One report indicated that the tuition fees of Chinese students studying overseas were worth several billion US dollars in 2002 (Qianlong, 2002). Cooperative programs provided opportunities for students to receive overseas higher education in China, and reduce the cost of moving overseas for their education. On the other hand, the opening educational market may also attract overseas students to study in China. It changes the transition from just a one-way outflow to a two-way exchange. The third determining factor is cost. Expensive tuition fees prevent many Chinese students from studying overseas. Cooperative programs provide an opportunity for those students who wish to access the educational resources offered by overseas higher educational institutions, but cannot afford to do it. Therefore, the cooperative programs may overcome the cost barrier. A Chinese
4 214 Challenges and opportunities facing Australian universities report (Liang, 2004) highlighted the fact that cooperative programs can reduce the tuition fees by up to 75 per cent. The above three mentioned driving forces are likely to remain for a long period of time. Therefore, it is foreseeable that more and more overseas universities are likely to enter the Chinese higher education market. Cooperative Programs in China Ten years ago, the first cooperative program was run by Tianjin University of Finance and Economics in China and Oklahoma City University in the United States (Liang, 2004). By the end of June 2004, the Chinese government had approved 169 international cooperative programs involving 16 countries and organisations including Hong Kong (HK) (JSJ, 2004). These approved programs included two doctoral, 117 master, 48 bachelor and 2 diploma programs. Table 2 shows the approved cooperative educational programs that existed in 2004 between Chinese and overseas universities in descending order. The top six countries offering these programs: were Australia, the United States, Hong Kong, Canada, France and the United Kingdom. As the top offshore program provider in China, Australian universities have had to face increased competition from other countries. Table 2. The international programs in China by the end of June 2004 PROGRAM Aus USA HK Can Fra UK Ire IMO Kor Neth Nor Sin Bel EFMD Ger NZ SUM Diploma 2 2 Bachelor Master Doctoral TOTAL Note: Aus = Australia, Bel = Belgium, Can = Canada, EFMD = European Foundation for Management Development, Fr = France, Ger = Germany, HK = Hong Kong, China, Ire = Ireland, IOM = the International Maritime Organisation, Kor = Korea, Neth = Netherlands, Nor = Norway, Sin = Singapore, NZ = New Zealand and UK = United Kingdom, USA = United States of America. THE CHALLENGES OF INTERNATIONAL COMPETITION FOR AUSTRALIAN UNIVERSITIES By June 2004, there were more than 36,000 Chinese students studying in Australia, which accounted for 19 per cent of all overseas students in Australia (Chinatalents, 2003). At the same time, more than 50 Australian higher educational programs were running in China as indicated in Table 2. Australian universities have taken over from their counterparts in the United States and have become the first-choice of many Chinese universities in establishing cooperative programs. Australia is the Leading Cooperative Program Provider in China In June 2003, the United States provided the highest number of programs (38) including 1 doctoral, 26 masters and 11 bachelor programs in China, followed by Australia with 28 programs. However, programs offered by Australian universities increased to 50 while the United States programs only increased to 44 by the end of June Therefore, Australia became the leading educational program provider in China. This increment occurred in one year from July 2003 to the end of June Table 3 and Figure 2 show a comparison of the top six countries and areas that ran cooperative programs in China between June 2003 and the end of June 2004.
5 Wu and Yu 215 Table 3. The comparison of the top six countries and study areas between June 2003 and June 2004 PROGRAM Australia United States Hong Kong Canada France Britain Diploma 2 2 Bachelor Master Doctorate TOTAL Diploma Bachelor Master Doctorate TOTAL Australia USA Hong Kong Canada France Britain Figure 2. The comparison of the top six countries and area between 2003 and 2004 The Competition between Australian Universities As the major cooperative program provider to China, 21 Australian universities provided 50 programs by the end of June 2004, which were approved by the Chinese government. These included 36 masters and 14 bachelor programs that are shown in Table 4. In fact, there are some other programs in existence that had not approved as of June Table 4 shows the following features in the Australian programs (1) There are 53.9 per cent (21 out of 39) Australian universities offering programs in China. (2) The majority are Master s programs with 72 per cent (36 out of 50). (3) The largest number of the cooperative programs focus on the fields of management, economics, and accounting and education. (4) In addition, one Masters and three bachelor programs focus on computing. (5) Three bachelor programs focus on electronic commerce (e-commerce). (6) Two Master s programs focus on general engineering. (7) One Master s program is in nursing. (8) One program provides for a degree in law. Obviously, Australian universities are not just competing against other countries for the Chinese higher education market, they are also competing with each other.
6 216 Challenges and opportunities facing Australian universities Table 4: Australian programs in China by the end of June 2004 UNIVERSITIES PROGRAMS SUM Master No. Bachelor No. 1 Charles Sturt University B.E-commerce 1 1 B.International Business 1 1 B.Accounting 1 1 B.Human Resource Deakin University M.Accounting Edith Cowan University M.IT 1 1 M.Education Management Griffith University M.Health Management 1 1 M.International Business 1 1 M.Hospital Management James Cook University B.IT 1 1 M.Accounting La Trobe University M.Health Management 2 2 M.English Language 1 1 B.BA Macquarie University M.Economics RMIT University M.Logistics 1 B.Logistics Business 1 2 B.International Business The Australian National University M.Management The Flinders University M.Education The University of New England B.E-commerce The University of New South Wales M.Business 1 1 M.TelComm Engineering 1 1 M.Accounting The University of Queensland MBA University of Canberra MBA 1 1 M.Economics Law 1 1 M.Education Management 1 1 M.English Teaching University of South Australia M.Civil Engineering University of Southern Queensland B.IT 1 1 B.Accounting University of Sydney M.Education Management 1 1 M. Language Education 1 1 M.Education University of Tasmania B.IT University of Technology, Sydney M.Sporting Management 2 B.International Business University of Western Sydney B.E-commerce Victoria University of Technology MBA 1 1 M.ERP 1 1 M.Nursing 1 1 M.Business 1 1 TOTAL Note: M. stands for the Master program; B. stands for the Bachelor program. THE POLICY, SHORTAGES AND ISSUES In July 2001, the Chinese Ministry of Education announced the inception of the Tenth Five-year Plan of China s National Educational Development (JYB, 2001). According to this plan, the Chinese government hoped to develop disciplines that would be recognised internationally. This plan also encouraged Chinese universities to strengthen their cooperation with overseas universities. By the end of June 2004, the Chinese government had approved cooperative programs involving 96 Chinese higher educational institutions and overseas institutions These programs are listed in Table 5.
7 Wu and Yu 217 Table 5. The distribution of cooperative programs by the end of June 2004 UNIVERSITIES PROGRAMS Total Including: MBA percentage Total Including: MBA percentage 1 Beijing Shanghai Tianjin Zhejiang Jiangsu Guangdong Jiangxi Hubei Liaoning Jilin Shaanxi Yunnan Guizhou Heilongjiang Chongqing Fujian Hebei Henan Shanxi Sichuan Total Since 2001 the benefits of the internationalisation of higher education to China became evident after China opened its educational market to the world. However, some shortages and other issues have also appeared. First, the Chinese government failed to approve some programs. In fact, more than 800 programs were being run in China (Liang, 2004). However, the Chinese government had only approved 169 programs by end of 2004 as noted in Table 2. Second, the scope of these programs was very narrow. There were 25 per cent (24 out of 96) Chinese higher educational institutions that cooperated with overseas institutions in MBA programs or executive master of business administration (EMBA) programs. This represented 31 MBA/EMBA programs or 18 per cent (31 out of 169) of the programs that are listed in Table 5. On 6th August 2003, O Hagan (2003) published an article entitled MBA loses sway in the Sydney Morning Herald. She noted that the iconic degree of the 80s would not guarantee a job today. The same situation also exists in China. Third, the distribution of cooperative programs is also too narrow. There are 31 provinces, autonomous regions and municipalities aside from Hong Kong, Taiwan and Macao in Mainland China. The level of economic advancement in these areas varies significantly across China. Therefore, there is great diversity in the style and focus of the existing cooperative programs with overseas institutions. Table 5 shows two obvious features about distribution of cooperative programs as follows: (1) 65 per cent (20 out of 31) areas run cooperative programs whereas 35 per cent (11 out of 31) do not offer any joint programs. (2) Nearly half of cooperative programs or 47 per cent (79 out of 169) are located in the cities of Beijing and Shanghai, the principal centres of politics and culture in China. Fourth, very few lecturers have come from overseas universities, and therefore, the majority of the lecturers in the cooperative programs are from Chinese universities. A report by Liang (2004) stated that the Chinese government has required that the number of overseas lecturers should not
8 218 Challenges and opportunities facing Australian universities be less than 25 per cent of all lecturers. However, it has been noted that 99 per cent of the lecturers in some programs come from Chinese universities (Liang, 2004). Finally, only a few degree programs have adopted some overseas teaching materials. According to Chinese government policy, at least 30 per cent of the teaching materials should come from overseas sources (Liang, 2004). At present, a series of policies concerning cooperation in education has been established; they address the following three critical factors: (1) The Regulations of the People's Republic of China on Chinese-Foreign Cooperation in Running Schools that came into effect as of 1st September 2003 is considered to be the most important set of regulations on cooperative education (JSJ, 2003). (2) The Provisional Management Method of Higher Educational Institutions on Running a School Outside China came into effect on 1st February 2003 (MOE, 2003). (3) The Notice about Strengthening the Management and the Awarding Degrees in Chineseforeign cooperation used to run a School came into effect on 22nd January 1996 (MOE, 1996). From the 1st September 2003, all cooperative programs have to adhere to these regulations. They assist in the standardisation of international cooperative education in China. THE TRENDS OF THE INTERNATIONALISATION OF CHINESE HIGHER EDUCATION The Chinese Ministry of Education recognises that Chinese higher educational institutions need to reform curricula, teaching materials, teaching methods, and examination and assessment tools by incorporating international experience into their programs (Chen, 2002b). In the coming years, Chinese higher education is expected to have the following development trends. English as teaching language The Chinese Ministry of Education required that universities offer at least five per cent of their courses in a bilingual mode by 2004 in informatics, biology, law, and finance programs (ZJU, 2001). Some universities have taught in English or are bilingual in their programs (ZJU, 2002). Others have revised only their teaching plans. Lecturers skills Many universities have invited well known overseas professors with world class reputations to teach and do research in China, including supervising postgraduate students at Chinese higher educational institutions. They have also invited overseas experts to give guest lectures or make presentations in China. Some cooperative programs have run under the Teaching Partnership System (TPS), in which the overseas professors give the lectures and the Chinese professors act as the tutors (Tochange, 2004). Importing more teaching materials In September 2001, 20 kinds of overseas textbooks in information technology (IT) fields were introduced to Chinese higher education institutions (Lan, 2001). Currently, imported foreign teaching materials still focus on IT as well as bioscience and technology. However, the situation is changing. For example, some overseas textbooks in the e-commerce area are being adopted in a few Chinese universities.
9 Wu and Yu 219 Collaborative development in teaching materials Chinese experts and professionals are willing to collaborate with overseas experts in the development of teaching material. A few e-commerce textbooks have been published in China by Sino-American authors. This trend is expected to spread to other areas. Master of Business Administration programs The demand for the Master of Business Administration (MBA) programs in China is likely to decline. The MBA program would fulfil its objectives if it changed from a broad coverage to a more focused approach. An MBA in hospital management and an MBA in sports science are two such examples. Joint ventures to establish universities The University of Nottingham from the United Kingdom in partnership with Zhejiang Wanli University, China as a joint venture launched the first overseas cooperative university called the University of Nottingham, Ningbo China in Autumn 2004 (UNNC, 2004). It is possible that more cooperative universities (rather than cooperative programs) are likely to be established in the future. Australian universities should pay attention to these issues and trends when they consider the development of further offshore programs with China. Several aspects of Australian programs need to be adjusted so as to increase the competitive advantage of Australian universities in the Chinese market. The following suggestions should be considered by Australian universities in order to develop cooperative programs with Chinese universities. RECOMMENDATIONS First, it would be more suitable for overseas institutions to provide bachelor programs in China rather than masters programs. The competitive advantage exists because studying in bachelor programs offered by overseas institutions is likely to be more economical for Chinese students compared with pursuing the same degree overseas. To pursue a Master s degree, Chinese students may prefer to go to overseas instead of staying in China if indeed they wish to pursue a program offered by overseas educational institution. Second, Australian universities should increase the duration of the master s program to enhance this credential. Most Chinese master s programs are three-year programs that include one and a half years of coursework plus one and a half years of research despite the move of a few of them to change three-year programs to two years from 2002 (Qi and Cao 2005). Currently Australian master s programs provided for overseas students are normally one to one and a half years coursework programs. Only a few universities provide master s programs of two yeasr duration. This type of one-year Master s program would face the problem of meeting accreditation requirements by Chinese authorities if more overseas programs are run in China. Therefore, it is recommended that the master s degree should be designed as two and a half year program with one year preliminary coursework program conducted in China and one and a half years study undertaken in Australia. Students could be awarded double degrees; one from the Chinese university and another from the Australian institution of higher education after their approval by both Chinese and Australian authorities. The third suggestion is to provide a greater variety of study disciplines. Australian universities currently only offer Master s or bachelor programs in the area of management, business, language, law and a few computer programs in China. These programs are focused too narrowly. It might be useful to offer programs which are in high demand in the Chinese market, such as e-commerce, health informatics, nursing and nursing management, hospital management, finance, human
10 220 Challenges and opportunities facing Australian universities resource management, biotechnology and bioengineering, agricultural technology and environmental protection. This would require an expression of interest from the Chinese particularly from the receptor university. Fourth, some Australian universities have provided offshore programs in conjunction with Chinese universities. These cooperative programs are not listed as cooperating institutions in running of higher education programs awarding foreign degrees. Currently the Chinese Ministry of Education publishes this list in June and December each year. If it is not on the list, it means the program is not likely to be approved by Chinese government and might not get official status. It is likely to face problems in student recruitment and marketing. Therefore, it important for these programs to gain entry to the list as soon as possible. Finally, currently the geographical distribution of programs is not even. Eleven provinces do not run any cooperative programs in China as noted in Table 5. Those provinces are mostly located in less advanced areas of China. The students living in these areas should have the same opportunities to pursue a world-class education at the same cost. Therefore, there is definitely potential for establishing more advanced educational programs in these areas. CONCLUSION Today, Chinese educators are addressing higher education in global terms. This marks the entrance of Chinese higher educational institutions into the international competitive market. The influence of global forces on China s higher education system is likely to increase (Yang, 2001). Chinese higher educational institutions are taking steps to catch up with the globalisation and internationalisation of education in terms of collaboration with overseas higher educational institutions. The trend is observable in the Chinese higher education sector today. With its accession to the WTO, Chinese higher education is bound to become more integrated into the international community (Yang, 2001). Many developed countries have exported their advanced higher education programs to China. It is predicted that the coverage of cooperative educational programs is likely to increase substantially. The increasing demand will also affect Australian universities. REFERENCES CFCE (2004) List of other countries and China reached the agreement of the academic credentials admitting with each other. [Online] [2005, Jan 5]. Chen, S.P. (2002a) The University Mission in the 21st Century. Association of University of Asia and Pacific- AUAP. [Online] [2003, May 4]. Chen, Z.L. (2002b) Research on Influence and Countermeasure of China s Accession to WTO to Education Sector. China Education and Research Network [Online] [2004, December 25]. Chinatalents (2003) Australia and China reached the agreement of the academic credentials admitting with each other. [Online] [2003, October 23]. EDU (2002) The Statistics of the Expansion Recruitment of Chinese Higher Educational Institutions in the Last Three Years. China Education and Research Network, 6 November - last update [Online] [2004, July 28]. EDU (2004a) List of Chinese Higher Educational Institutions. China Education and Research Network. [Online]. [2004, November 16]. EDU (2004b) The Statistics of Chinese Student Studying Abroad. China Education and Research Network. [Online] [2004, May 8].
11 Wu and Yu 221 JSJ (2003) Regulations of the People s Republic of China on Chinese-Foreign Cooperation in Running Schools. [Online] [2004, December 3]. JSJ (2004) List of Cooperating in Running Higher Education Program and Awarding Foreign Degree. [Online] [2004, December 4]. JYB (2001) The Tenth Five-year Planning of the China s National Education Development. [Online] [2003, July 28]. Lan, Y. (2001) Partial universities use the original overseas teaching materials in this fall. [Online] [2003, August 5]. Liang, K. (2004) The Discussion of The Chinese and foreign cooperation running schools for ten years. [Online] [2004, December 14]. Lv, N. (2004a) The number of overseas students studying in China is up to the average increase of 30% increment annually. [Online] [2005, Jan 12]. Lv, N. (2004b) More than 500 Chinese universities have been approved to recruit the overseas students. [Online] [2005, Jan 12]. Lv, N. (2005) From the number to the quality, Chinese universities are making changing. [Online] [2005, Jan 10]. MOE (1996) The Notice About Strengthening the Management of Awarding Degrees in Chineseforeign cooperation to Run a School. Ministry of Education. [Online] [2004, August 4]. MOE (2003) The Provisional Management method of Higher Educational Institutions Outside China. Ministry of Education. [Online] [2004, August 4]. O Hagan J. (2003) MBA loses sway. The Sydney Morning Herald, August 6, Australia. Qi, S.X. and Cao, J.Y. (2005) Some universities reform the duration of master programs and have got the initial success. [Online] [2005, Jan 11]. Qianlong (2002) Chinese student taking more than billion dollars to overseas. [Online] [2004, August 1]. Tochange (2004) The current situation, perspective and challenge of Chinese-foreign cooperation running a school. [Online] [2004, May 3]. UNNC (2004) The University of Nottingham, Ningbo China. [Online] [2004, November 15]. Wu, S.L. (2005) The top-class national universities in [Online] [2005, February 24]. Xinhuanet (2001) China foresees major reform in education sector after WTO. [Online] [2005, January 5]. Yang, R. (2001) China's entry into the WTO and higher education. International Higher Education, Summer 2001 [Online] [2004, May 5]. ZJU (2001) The bilingual courses will be offered more than 5% in the next three years at the universities in Beijing. [Online] [2004, August 1]. ZJU (2002) The several suggestions of using foreign original teaching materials and advancing bilingual education in bachelor s programs. [Online] [2004, August 1]. IEJ
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text:
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HMC Mathematics Calculus Online Tutorials
Welcome to the Online Mathematics Tutorials at Harvey Mudd College!
Here we have a series of Tutorials to ensure that you are up to speed on calculus topics. Each tutorial has an associated quiz that you will be expected to complete if you're an HMC student. We cannot make the quizzes available to nonstudents, but anyone is welcome to explore the tutorials.
Math 11 and 12
Mathematics 11 and Mathematics 12 require you to complete a series of tutorials and quizzes by specified dates.
Displaying Math
In the summer of 2009, all the calculus tutorials were updated to display mathematics using jsMath. This change should make the tutorials universally viewable to all modern internet browsers and operating systems, and even many older ones. To see if your browser is supported, check the list of jsMath supported browsers
If your browser is not supported or the math refuses to display correctly for some other reason, all the tutorials are also available in PDF format. The content of the tutorials is identical, whether viewed online or in the PDF form.
Installing Fonts
We encourage you to install the jsMath fonts on your computer for best results. We have brief instructions on doing so on our fonts page, or you can follow the instructions on the jsMath fonts page.
The online quiz system is for use only by Harvey Mudd College students. We regret that we can not offer access to the quizzes for non-HMC students or other users.
Quiz Registration
Once you are ready to take your first quiz, you will be asked for a
username and password. Your username is your first and last name,
both capitalized; for example,
Isaac Newton. Choose a password for yourself, keep it
secret, and please don't forget it!
Taking Quizzes
At the end of each tutorial is a link to take the associated quiz. You will be required to enter your login and password to gain access to the quiz. Under the HMC Honor Code, you are expected to abide by certain guidelines concerning the taking of quizzes:
- While taking a quiz, you are not allowed to use any aids (e.g., the tutorials, textbooks, notes) unless specifically directed to do so by the quiz.
- Calculators may be used only for doing simple arithmetical calculations. Do not use calculators for graphing or symbol manipulation.
- You may not solicit help while taking a quiz or give help to someone else who is taking a quiz.
- After you have accessed a quiz, you may not discuss its contents with any of your classmates until after they have taken the same quiz. Note: there is more than one quiz for each tutorial!
In order to pass a quiz, you must answer at least 70% of the questions correctly.
The questions are fairly straightforward and follow directly from the tutorial.
There are several quizzes for each tutorial so you can attempt a different one if you aren't successful the first time.
If you are unable to pass a quiz for a particular tutorial within three attempts, we suggest that you contact your professor to review. He or she will be happy to help you. Your professor might even contact you first!
When to Take the Quizzes
You may (and should!) start taking quizzes as soon as you've completed the tutorials, even if you do not know exactly what math classes you will be taking when the semester starts.
Problems, Comments, or Questions
If you run into any difficulties or think you have found an error
or bug, please contact us by sending e-mail to
Credits and Thanks!
Thanks to all the people who have contributed to this project, past and present.
- Project Directors and Editors
- Prof. Michael E. Moody
- Prof. Jon Jacobsen
- Prof. Art Benjamin
- Technical Design
- Brad Boban
- Aaron Boyer
- John Chou
- Kevin Fleming
- William Goo
- Shane Markstrum
- Ben Nahir
- Elizabeth Norton
- Martin Pyne
- Virginia Stoll
- Megan Thorsen
- Patrick Vinograd
- Kim Wallmark
- Writing
- Jennifer Switkes
- 2009 Refresh
- Paul Riggins
- Claire Connelly


text:
Lencarta 1700 Watts QuadLite Continuous Light
- Brand: Lencarta
- Stock Code: CON004
- Availability: In Stock
- £124.99
- Ex VAT: £104.16
QuadLite Continuous Lighting
The QuadLite is ideal for high quality video as well as for still photography
- This adjustable Power light incorporates 4x85W Photographic spiral fluorescent lights, cool running amd completely silent, and with an absolutely consistent colour temperature of 5,500K, which matches typical daylight as well as flash. Power can be reduced by 50% if required, allowing full control of the brightness. Although, at full power, the QuadLite only consumes 340 watts, the output is equivalent to 1,700 watts of ordinary tungsten lighting, making the QuadLite the most powerful continuous light of its type.
- The Colour Rendition Index of 90 guarantees that all colours are reproduced accurately.
- A big advantage of using continuous lights for photography is that it allows large apertures to be used when required and, because there is no flash to recharge, it also allows constant shooting.
- Continuous lighting is essential for all types of video production and the QuadLite is ideal because of its extremely high power, which is more than enough to allow video to be used without increasing the ISO, which reduces image quality.
- The QuadLite is also perfect for video because the lamps have a special coating that produces perfectly flicker free light.
- The QuadLite can also be used for small product photography in conjunction with light cubes, product shooting tables etc. Continuous lighting is also very popular with portrait photographers because of its 'what you see is what you get' quality and because it allows constant shooting with no recharge delays. Most continuous lighting products can only produce harsh light, but this new product completely overcomes this problem by incorporating the lights into an efficient, medium sized softbox.
- The QuadLite produces the equivalent of over 1700 watts of tungsten lighting. This means that there is enough light, at a distance of 1 metre and with 800 ISO, to give a typical full power exposure of 1/60th second at f/13 (or 1/800th at f/4), and a typical minimum power exposure of 1/30th second at f/4.
- The softbox is fitted with a diffuser, which can be removed if required, giving an effect similar to that of a Beauty Dish. If required, the softbox can be removed and can be replaced with an umbrella (not included).
- Supplied complete with lamps
- The stand shown in the photos is NOT included. We recommend our air damped stand,which is ideal.
These lamps are several times as powerful as similar lights that cost far more, and a combination of high performance and low price means that the Lencarta Quadlite is by far the best available, and it won the "Best in Test" when tested against all other continuous lights by Advanced Photographer.
Please see our 'spares' page for replacement lamps
Tags: Lencarta professional lighting cool light, cool white studio light, continuous studio light not flash, studio light continuous light, studio lighting fluorescent light


text:
Children's Maple Bench
Lapps Toys and Furniture
$ 89.50
Children's Bench. At just 12" high, this cute bench is perfect for small kids to feel big on. These sturdy benches are made out of solid Maple wood by the Amish folks at Lapp's Toys and Furniture. Choose below between a Natural Harvest Finish or White with Butterfly Stenciling. The Childrens Bench measures 12"H x 32"L x 7"W.


text:
Heater Supply Hose; 97-01 Jeep Cherokee XJ, 4.0L
Heater Supply Hose 4.0L 1997-2001 Jeep Cherokee (XJ) By Omix-ADA
Pricing: $23.99
Are your heater hoses soft or leaking? Engine heat and time will cause them to deteriorate. It's always a good idea to replace both radiator hoses and the heater core hoses at the same time. Usually if one hose is bad, the others are close behind. Save yourself a roadside or trail breakdown in the future. Get high quality coolant hoses for your Jeep from Omix-ADA.
- 17116.59
- 17116.59
- 804314159610
- Omix-ADA
- New
Shipping Information
- Item Requires Shipping
- 0.7 lbs.
- W3.0000" x H1.0000" x L36.0000"
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text:
SLTF Consulting
Technology with Business Sense
Scott Rosenthal
June, 1996
In embedded development a never-ending concern is how to establish and maintain a
healthy line of communication between yourself and a client. My previous column (see
reference) addressed this issue with a discussion of
invaluable documentation that assures that what I build is what the customer wants.
However, with any development project, at the end of the day you still must prove to
someone that what you designed actually does work. No one cares if technically a design
functions the way you meant it to. What really matters is how well it works for the end
In theory, if a design meets the specifications as set out in a requirements document,
then it should be acceptable. Unfortunately, because a requirements document sometimes
doesn't cover every nuance of system operation, a huge opening often exists for ambiguity
and misunderstanding.
To remove this potential problem area, I write a test document that precisely defines
each project's acceptance criteria. It simply explains how to tell whether the device is
working or not. Above all, you don't want to get to the end of a development cycle and
find out that you and the client have different definitions of "working."
This document describes the tests necessary to prove that a design meets the criteria
in the requirements document. Therefore, to keep things simple, the test document should
follow the outline of the requirements document. Writing a test document that skips around
through the requirements document is an open invitation to gaps in test coverage. Further,
it makes it tough to prove to the client that the specified test really indicates how well
the design satisfies system requirements. The test document is the mechanism that closes
the loop in the development process. Without it, just think about an open-loop system and
the stability problems it inherently suffers from.
Because you derive the test document from the requirements document, I find that test
documents really aren't difficult or time consuming to create. For the display-controller
example in the previous column, the test document is roughly 800 words and took an hour to
write. As with all previous documents, I made sure the client approved this paper because
it forms the critical link in getting me paid for my development work.
All told, I spent 5 hrs writing the two documents I covered last time, including the
test document. With them, I know exactly what it is Im designing, how Im going
to design it and how Im going to prove to someone that the design works. Just as
important, though, my client knows these things, too. Everything is clear and well
definedjust what you need to ensure a lasting relationship.
Some of you probably still don't agree with me about the need for these documents.
However, I want my productivity to be as high as possible. Productivity to me is related
to the number of lines of usable debugged code I can create in an hour. If the code
created is excessively buggy or unusable because I misunderstood what the client wanted,
I've had zero productivity, regardless of how much code I ground out. So instead of just
blindly writing code and grumbling about all the changes the client or management sends
down, I invest a bit of time up front to make sure I know what Im doing. As in other
aspects of life, here brains should win out over brawn.
At this point in the display controller project, all the documentation was completed,
and I was ready to start coding. So I went ahead, fired up my favorite editor and
proceeded to write the program. My technique isn't to write a bunch of code at once, but
instead to do it in little pieces. This way I get positive feedback that something's
working. In addition, if a problem arises, Im still quite familiar with what I had
just written.
As with all development projects, a few unexpected problems popped up. First, the only
C compiler for the 8051 that we had was a shareware program that didn't even include a
linker and thus would've restricted me to writing all my software in one module. Hence, I
had to investigate other compilers on the market. In the end I picked one from BSO Tasking
(Dedham, MA (617) 320-9400). However, when the compiler came in, I found to my dismay that
this "Windows-based" program was actually running in DOS. The Windows interface
was a demo program that only works for 30 days! As it turns out, buying the real Windows
front-end software more than doubles the price for the complete package (from $900 to
The next glitch came after I compiled some code and tried running it on a simulator we
had in the office. Unfortunately the simulator's user interface was in German! After a few
tries, I managed to get some useful information out of it. The biggest problem I had was
trying to exit. I would press the exit key and it would ask me to select "yes"
if I truly wanted to exit. So of course, I pressed "Y" with no reaction. Now
I'll never forget to press "J" (for "Ja") in a German program.
Once I got the program running under the simulator, the next step (lacking an emulator)
was to burn the code into an EPROM and begin testing. One of the first hurdles you must
overcome with this technique is knowing whether or not the microcontroller is executing
the software. To assist in this effort, I stuck in a few lines of code to toggle an output
line each time the program reached a certain point in its operation. When I found this
"heartbeat" signal with a scope, I immediately knew that the program was running
and that the microcontroller was correctly wired.
To fully test the display controller, I wrote a test program on a PC that allowed me to
interactively exercise various commands and features in the microcontroller's software.
With this infrastructure in place, I quickly wrote a test procedure that allowed me to
verify the display controller's operation against the test document. Now I could exercise
all the software's features and validate the display controller's operation against its
The last step of the checkout was characterizing the interface speeds between the PC
and the display controller. For this task I modified the software to toggle various I/O
bits while it was executing key code sections. By monitoring these signals with a scope I
could determine the proper timings for the interface signals to the display controller.
This technique also helped me tune the code for faster operation in some critical
sections. With testing and characterization finished, the display controller as a
completed unit was ready for integration into the rest of the design.
In closing, the purpose of my past few columns wasn't to just walk through a simple
development project. I also wanted to share some techniques I've found useful for
producing a quality design. In addition, you can see from this example that if thought
goes into the process at the beginning, quality doesn't have to increase development
costs. In the final analysis, the display controller required 1700 lines of code, the PC
test program has 400 lines and the complete process from start to finishincluding
all documentation I've talked abouttook 40 hrs to complete. In terms of
productivity, it averages out to 420 lines/day or approximately 50 lines/hr of debugged
documented code. Obviously, different development efforts will give different results, but
the point is that quality development needn't be slow development. PE&IN
Rosenthal, S, "A requirements document before a project
pays big dividends in time and money," PE&IN, April 1996, pgs 65-66.
Adapted from an article that appeared in Personal Engineering & Instrumentation
Return to the article index.


text:
BRUSSELS (Reuters) - The latest round of talks to try to resolve a dispute over mackerel fishing rights in the northeast Atlantic has ended in failure, with the EU's fisheries chief blaming Iceland and the Faroe Islands for their collapse.
Officials have so far held five rounds of talks to try to end the ongoing "mackerel war," which began in 2010 when Iceland increased its annual catch quota for the fish from around 2,000 tons to 130,000 tons.
Faroese mackerel catches have increased six-fold in the last two years to reach 150,000 tons in 2011.
The massive increase in quotas has brought both countries into conflict with fishermen from Scotland, Ireland and Norway, and threaten to derail Iceland's bid to join the 27-nation EU.
Last month, Iceland's economics minister said the dispute over fishing rights would probably be the biggest hurdle in the country's EU membership bid, which is losing support among Icelanders.
"It is particularly disappointing that neither Iceland nor the Faroe Islands really engaged in the negotiating process," EU fisheries chief Maria Damanaki said in a statement after the talks in Reykjavik.
"The Union and Norway call on Iceland and the Faroe Islands to reduce their current unsustainable fishing levels," she said. "We remain ready in the future to continue to seek a reasonable and fair quota sharing arrangement."
Iceland and the Faroe Islands have said the increase in their quotas is justified because warmer temperatures have caused migratory mackerel to swim further north than ever before into their waters.
For its part, the EU has threatened to stop Icelandic and Faroese fishermen from landing their catches at EU ports.
(Reporting by Charlie Dunmore)


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Submitted by kallen • August 5, 2013 customwritingtips.com
The popular culture of America is expressed in almost every medium of communication in music and movies and mediums like sports. Another aspect of American popular culture is the evolving and adaptation of various elements like cultural icons (Bugs Bunny, Mickey Mouse) and foods like hamburgers, hibachi and pizza into its culture.
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Omar Comin' Supercut - HBO's "The Wire" MP3
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HAIM - The Wire MP3
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HaimYou know I'm bad at communication, it's the hardest thing for me to do And it's sad, it's the most important part that relationships go through And I gave it all away, just so I could say that Well, I know, I know, I know, I know that you're gonna be okay anyway You know there's no rhyme or reason for the way it turned out to be I didn't go and try to change my mind, not intentionally I know[...]
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David DallasOhh, ohh, ohh Easy what you want could be another thing it is the power of itâs all. Easy what youâve got one minute it is here And then another it is gone. Oh! And higher, and higher Iâm going out in The wire, the wire Is growing and buried in And you can call it But I never gonna wonât let leave The wire, the wir[...]
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Jimmy goes out in style.


text:
Posted by Tony
Referred to Clint to write a patent settlement. He quickly picked up on the context and finished the agreement on time and below my expected cost. I liked how he explained the patent license laws in a way everyone on our team could understand. I recommend Clint and would work with him again.


text:
AVEVA has opened its new office in Aberdeen, further strengthening its growing global network. The office will offer sales and support for all of AVEVA's solutions and services with a strategic focus on the region's globally recognised oil & gas sector.
'We have worked with our customers in Aberdeen for many decades,' said Richard Longdon, CEO, AVEVA. 'This office represents our continued commitment to these strategic companies and the wider region. Aberdeen is, and will remain, a key location for the oil & gas industry with the expertise in Aberdeen exported throughout the world.'
The new premises is based at the prestigious Arnhall Business Park, which is home to some of the largest oil & gas companies in Aberdeen including Technip, Subsea 7 and TAQA.
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text:
BMW 335i M Performance is Seriously M-Proved
The BMW stand at the Paris Motor Show might be dedicated to fuel efficient models like the new (for Europe) 1 Series and the Active Tourer Concept, but perhaps the most eye catching machine on display is a 335i equipped with a selection of M Performance accessories.
Looking too wild to be something available off the shelf, this 300-hp sports sedan gets a wild body kit and a low M Performance suspension package that has the front splitter almost on the ground. Making it even more dramatic are the absolutely massive 20-inch wheels, which of course house an upgraded brake package.
Perhaps the most notable addition, however, is the rear carbon fiber duckbill spoiler. Adding to the carbon on the body are carbon fiber mirror caps while the front grille is painted gloss black.
Inside there's an M Performance steering wheel, more carbon fiber and Alcantara used through the cabin, including for the handbrake and shift knob.


text:
Find the Right Product for the Right Application
Bio Clean is an industrial strength, all purpose, heavy duty product that can be used as both a degreaser and detergent. It is water based, biodegradable and phosphate free, making it environmentally safer to use. It is also a quick-break detergent, allowing oil and water to separate making it easier to remove the oil/grease layer when used with oil/water separators, interceptor pits and oil traps.
Bio Clean has a formulation based on orange oil and has a pleasant citrus fragrance. It is yellow in colour for ease of identification.
Bio Clean is designed for use in a wide range of applications such as degreasing, cleaning workshop floors & surfaces, cleaning washrooms, pressure cleaning and vehicle washing.
Bio Clean is suitable for use in all industrial areas including mine sites and workshops or wherever an industrial strength heavy duty cleaner is needed.
Bio Clean can be applied as a spray or as a wipe concentrate and will lift and remove grease, grime and dirt from many interior and exterior hard surfaces including aluminium, steel, laminate, vinyl, plastic and painted surfaces on floors and bench tops.
Bio Clean can be diluted with hot water to enhance the cleaning action. It is easy and quick to rinse off with water and will not leave any oily residues.
Please Note: Do not use this product undiluted on aluminium surfaces.
See Product Information Sheet for dilution ratios and suggested uses
For product safety and handling information, refer to Safety Data Sheet (SDS SHEET) below


text:
Family Law
Family Law Questions? Ask a Family Lawyer Online.
Good morning Doug,I'm Doug, as well, and I'm very sorry to hear of your situation. My goal is to provide you with excellent service today.If you are local to the court, you can go to the clerk of the Superior Court and they will assist you in getting a certified copy of the decree.If you are not local, you can write to the Superior Court Clerk's office in that county and ask them to pull your file and mail you a certified copy of your divorce decree.This will take some back and forth because they won't know the cost to charge until they see the length of the decree.Alternatively, you can contact a local private process server in the county, and they can go to the court, look up the file, and arrange to get a certified copy for you and then sent it to you overnight if you need it quickly.Here are several agencies who would be able to assist you:
You may reply back to me using the Continue the Conversation or Reply to Expert link if you need any clarification of my answer. Please remember to rate my service to you when our communication is completed, so that I will be compensated for my time in providing you with the information you requested. I will be happy to continue further, and to assist you until I am able to address your concerns, to your satisfaction.I wish you the best in 2013,Doug
Is there a way to do this online?
Is there a way to just view it online? I don't need an official document.


text:
Repairing a dent or scratch may sound like a lot of work, but with ColorSpec paint refinishing system achieving a professional result has never been so easy and affordable.
The ColorSpec Refinish Paint System provides an integrated approach to achieving a highly durable paint finish on automotive, marine and almost any surface that can be spray painted… all to your colour specification. The specially developed range includes Primers, Mixed-colour Base Coat, Clear Top Coat, and Premium Thinner. All products are suitable for DIYers through to professional painters with over 74,000 colours available loaded into an aerosol ready to use, ready to use, or mixed by the litre for use with a spray gun.
How to identify the correct paint code for your vehicle:
The first step to repairing a dent or scratch is to obtain the paint code of your vehicle. You might know that your car is red but without the exact code you can easily apply the wrong shade so it is imperative that you find the correct paint code. Finding the correct colour code for your car is quite easy as it is usually found in the door jamb or under the bonnet on the majority of vehicles. Open the driver's door — like other information placarded on your vehicle, paint code information is typically found inside the driver's door on the door jamb or the inside of the door.
Check the owner's manual:
If you can't find the paint code, check your car owner's manual as that book may identify where the paint code placards have been placed. Other common places to look include under the top of your car's hood, glove box, VIN number sticker and in the boot where your spare tyre is. Alternatively, you can choose a colour from the colour fan book available in stores. When you have your correct paint code head down to your local SCA store and ask the friendly staff to mix up some ColorSpec Base Coat in either an aerosol can or bulk cans for spraying with a spray gun. Don't forget to pick up the Primer and Clear and anything else needed to make the job complete
ColorSpec is now exclusively available at all Supercheap Auto stores.
To find your nearest Stockist click HERE


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All Android applications categories
Classic zuma style game with more awesome new features.
Are you a super fan of zuma games? If the answer is yes, Marble Blast is the game that you must have.
It has a lot of new items to make the game much more interesting and challenging.
How to play:
- Shoot to match colored marbles in group of 3 or more;
- More marbles, higher score;
- Create Combos to cause a chain reaction and earn more opportunities to get awarding items.
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