tag:open.umn.edu,2005:/opentextbooks/textbooks?page=58&term=SBObet+Sports+Filipino+%28%EF%BF%BD%EF%BF%BD%EF%BF%BD%EF%BF%BD+peraplayOpen Textbook Library - Search results for "SBObet Sports Filipino (���� peraplay.org ����) Get 13 percent first deposit bonus ���� PeraPlay.Net"2018-09-07T17:21:48Zhttps://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.icohttps://open.umn.edu/assets/library/otl_logo-f9161d5c999f5852b38260727d49b4e7d7142fc707ec9596a5256a778f957ffc.png1932018-09-07T17:21:48Z2024-01-22T14:51:48ZPrinciples of Microeconomics<img alt="Read more about Principles of Microeconomics" title="Principles of Microeconomics cover image" class="cover " width="200" height="259" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTU3LCJwdXIiOiJibG9iX2lkIn19--214c3dc8ee1b5c003583c915375aeb6a0120c2f4/9781938168246.png" />Principles of Economics 2e covers the scope and sequence of most introductory economics courses. The text includes many current examples, which are handled in a politically equitable way. The outcome is a balanced approach to the theory and application of economics concepts. The second edition has been thoroughly revised to increase clarity, update data and current event impacts, and incorporate the feedback from many reviewers and adopters. Changes made in Principles of Economics 2e are described in the preface and the transition guide to help instructors transition to the second edition. The first edition of Principles of Economics by OpenStax is available in web view in the ancillaries1922018-09-07T17:21:48Z2024-01-29T14:09:06ZPrinciples of Macroeconomics - 3e<img alt="Read more about Principles of Macroeconomics - 3e" title="Principles of Macroeconomics - 3e cover image" class="cover " width="404" height="532" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NjAzMSwicHVyIjoiYmxvYl9pZCJ9fQ==--274a60e55677a48be77bcada9b62a8708b84b5ea/Screenshot%202023-04-24%20at%2010.23.56%20AM.png" />Principles of Macroeconomics 3e covers the scope and sequence of most one semester introductory macroeconomics courses. The third edition takes a balanced approach to the theory and application of macroeconomics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples using both fictional and real-world scenarios. The third edition has been carefully and thoroughly updated to reflect current data and understanding, as well as to provide a deeper background in diverse contributors and their impacts on economic thought and analysis. For example, the third edition highlights the research and views of a broader group of economists. Brief references and deeply explored socio-political examples have also been updated to showcase the critical – and sometimes unnoticed – ties between economic developments and topics relevant to students. A fuller list of changes made in Principles of Macroeconomics 3e are described in the preface and the transition guide to help instructors transition to the third edition.1912018-09-07T17:21:48Z2024-03-11T13:07:28ZPrinciples of Economics - 3e<img alt="Read more about Principles of Economics - 3e" title="Principles of Economics - 3e cover image" class="cover " width="730" height="948" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6OTM1OCwicHVyIjoiYmxvYl9pZCJ9fQ==--7e44293ce59ddb130da7021c32b547c75398971d/Screenshot%202023-08-18%20at%206.24.51%20PM.png" />Principles of Economics 3e covers the scope and sequence of most introductory economics courses. The third edition takes a balanced approach to the theory and application of economics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples using both fictional and real-world scenarios. The third edition has been carefully and thoroughly updated to reflect current data and understanding, as well as to provide a deeper background in diverse contributors and their impacts on economic thought and analysis. For example, the third edition highlights the research and views of a broader group of economists. Brief references and deeply explored socio-political examples have been updated to showcase the critical – and sometimes unnoticed – ties between economic developments and topics relevant to students. A fuller list of changes made in Principles of Economics 3e are described in the preface and the transition guide to help instructors transition to the third edition.1902018-09-07T17:21:48Z2024-01-22T14:52:19ZThe Information Literacy User's Guide: An Open, Online Textbook<img alt="Read more about The Information Literacy User's Guide: An Open, Online Textbook" title="The Information Literacy User's Guide: An Open, Online Textbook cover image" class="cover " width="717" height="717" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTU0LCJwdXIiOiJibG9iX2lkIn19--2c8b8adb7a71657d9ed9ff39e7d5f781743cbcc6/9780989722629.png" />Good researchers have a host of tools at their disposal that make navigating today's complex information ecosystem much more manageable. Gaining the knowledge, abilities, and self-reflection necessary to be a good researcher helps not only in academic settings, but is invaluable in any career, and throughout one's life. The Information Literacy User's Guide will start you on this route to success. The Information Literacy User's Guide is based on two current models in information literacy: The 2011 version of The Seven Pillars Model, developed by the Society of College, National and University Libraries in the United Kingdom and the conception of information literacy as a metaliteracy, a model developed by one of this book's authors in conjunction with Thomas Mackey, Dean of the Center for Distance Learning at SUNY Empire State Col- lege.2 These core foundations ensure that the material will be relevant to today's students. The Information Literacy User's Guide introduces students to critical concepts of information literacy as defined for the information-infused and technology-rich environment in which they find themselves. This book helps students examine their roles as information creators and sharers and enables them to more effectively deploy related skills. This textbook includes relatable case studies and scenarios, many hands-on exercises, and interactive quizzes.1892018-09-07T17:21:47Z2024-01-22T14:52:22ZInformation Systems for Business and Beyond<img alt="Read more about Information Systems for Business and Beyond" title="Information Systems for Business and Beyond cover image" class="cover " width="97" height="150" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjE4OSwicHVyIjoiYmxvYl9pZCJ9fQ==--b9adc4fd35bc3c22f83fb6d106a6a8535f12af88/thumbnail.jpg" />This book is written as an introductory text, meant for those with little or no experience with computers or information systems. While sometimes the descriptions can get a little bit technical, every effort has been made to convey the information essential to understanding a topic while not getting bogged down in detailed terminology or esoteric discussions. Information Systems for Business and Beyond was written by Dr. David Bourgeois and originally published in 2014 as part of the Open Textbook Challenge at the Saylor Foundation. Since then, it has been accessed thousands of time and used in many courses worldwide. This 2019 update to the textbook brings it up to date and adds many new topics. True to its open textbook roots, many of the updates have come from the community of instructors and practitioners who are passionate about information systems. Please note that the XML and MS Word links go to an earlier version.1882018-09-07T17:21:47Z2024-01-22T14:52:22ZLinear Algebra<img alt="Read more about Linear Algebra" title="Linear Algebra cover image" class="cover " width="1058" height="1391" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTUyLCJwdXIiOiJibG9iX2lkIn19--50183f935ceee65096a92c2496c92ff9bb3eaa9c/0000LineaAlge.png" />We believe the entire book can be taught in twenty five 50-minute lectures to a sophomore audience that has been exposed to a one year calculus course. Vector calculus is useful, but not necessary preparation for this book, which attempts to be self-contained. Key concepts are presented multiple times, throughout the book, often first in a more intuitive setting, and then again in a definition, theorem, proof style later on. We do not aim for students to become agile mathematical proof writers, but we do expect them to be able to show and explain why key results hold. We also often use the review exercises to let students discover key results for themselves; before they are presented again in detail later in the book. The book has been written such that instructors can reorder the chapters (using the La- TeX source) in any (reasonable) order and still have a consistent text. We hammer the notions of abstract vectors and linear transformations hard and early, while at the same time giving students the basic matrix skills necessary to perform computations. Gaussian elimination is followed directly by an “exploration chapter” on the simplex algorithm to open students minds to problems beyond standard linear systems ones. Vectors in Rn and general vector spaces are presented back to back so that students are not stranded with the idea that vectors are just ordered lists of numbers. To this end, we also labor the notion of all functions from a set to the real numbers. In the same vein linear transformations and matrices are presented hand in hand. Once students see that a linear map is specified by its action on a limited set of inputs, they can already understand what a basis is. All the while students are studying linear systems and their solution sets, so after matrices determinants are introduced. This material can proceed rapidly since elementary matrices were already introduced with Gaussian elimination. Only then is a careful discussion of spans, linear independence and dimension given to ready students for a thorough treatment of eigenvectors and diagonalization. The dimension formula therefore appears quite late, since we prefer not to elevate rote computations of column and row spaces to a pedestal. The book ends with applications–least squares and singular values. These are a fun way to end any lecture course. It would also be quite easy to spend any extra time on systems of differential equations and simple Fourier transform problems.1822018-09-07T17:21:47Z2024-01-22T14:52:16ZCombinatorics Through Guided Discovery<img alt="Read more about Combinatorics Through Guided Discovery" title="Combinatorics Through Guided Discovery cover image" class="cover " width="225" height="322" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NjY2LCJwdXIiOiJibG9iX2lkIn19--fdf402b8f70f92b6d04840dfae246115413d0f55/combinatorics.png" />This book is an introduction to combinatorial mathematics, also known as combinatorics. The book focuses especially but not exclusively on the part of combinatorics that mathematicians refer to as “counting.” The book consists almost entirely of problems. Some of the problems are designed to lead you to think about a concept, others are designed to help you figure out a concept and state a theorem about it, while still others ask you to prove the theorem. Other problems give you a chance to use a theorem you have proved. From time to time there is a discussion that pulls together some of the things you have learned or introduces a new idea for you to work with. Many of the problems are designed to build up your intuition for how combinatorial mathematics works. There are problems that some people will solve quickly, and there are problems that will take days of thought for everyone. Probably the best way to use this book is to work on a problem until you feel you are not making progress and then go on to the next one. Think about the problem you couldn't get as you do other things. The next chance you get, discuss the problem you are stymied on with other members of the class. Often you will all feel you've hit dead ends, but when you begin comparing notes and listening carefully to each other, you will see more than one approach to the problem and be able to make some progress. In fact, after comparing notes you may realize that there is more than one way to interpret the problem. In this case your first step should be to think together about what the problem is actually asking you to do. You may have learned in school that for every problem you are given, there is a method that has already been taught to you, and you are supposed to figure out which method applies and apply it. That is not the case here. Based on some simplified examples, you will discover the method for yourself. Later on, you may recognize a pattern that suggests you should try to use this method again.1742018-09-07T17:21:47Z2024-01-22T14:52:22ZIntroduction to Real Analysis<img alt="Read more about Introduction to Real Analysis" title="Introduction to Real Analysis cover image" class="cover " width="107" height="150" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTk1NSwicHVyIjoiYmxvYl9pZCJ9fQ==--98acb3888fda07e56eadb9dd9e78494256450598/thumbnail.jpg" />This is a text for a two-term course in introductory real analysis for junior or senior mathematics majors and science students with a serious interest in mathematics. Prospective educators or mathematically gifted high school students can also benefit from the mathematical maturity that can be gained from an introductory real analysis course. The book is designed to fill the gaps left in the development of calculus as it is usually presented in an elementary course, and to provide the background required for insight into more advanced courses in pure and applied mathematics. The standard elementary calculus sequence is the only specific prerequisite for Chapters 1–5, which deal with real-valued functions. (However, other analysis oriented courses, such as elementary differential equation, also provide useful preparatory experience.) Chapters 6 and 7 require a working knowledge of determinants, matrices and linear transformations, typically available from a first course in linear algebra. Chapter 8 is accessible after completion of Chapters 1–5.1732018-09-07T17:21:47Z2024-01-22T14:52:22ZElementary Differential Equations with Boundary Value Problems<img alt="Read more about Elementary Differential Equations with Boundary Value Problems" title="Elementary Differential Equations with Boundary Value Problems cover image" class="cover " width="117" height="150" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTQ1LCJwdXIiOiJibG9iX2lkIn19--b142e1942ba330b85432c48ce6ac7df648b9b0e6/0000EleDiffer.png" />Elementary Differential Equations with Boundary Value Problems is written for students in science, engineering, and mathematics who have completed calculus through partial differentiation. An elementary text should be written so the student can read it with comprehension without too much pain. I have tried to put myself in the student's place, and have chosen to err on the side of too much detail rather than not enough. An elementary text can't be better than its exercises. This text includes 1695 numbered exercises, many with several parts. They range in difficulty from routine to very challenging. An elementary text should be written in an informal but mathematically accurate way, illustrated by appropriate graphics. I have tried to formulate mathematical concepts succinctly in language that students can understand. I have minimized the number of explicitly stated theorems and definitions, preferring to deal with concepts in a more conversational way, copiously illustrated by 250 completely worked out examples. Where appropriate, concepts and results are depicted in 144 figures. Although I believe that the computer is an immensely valuable tool for learning, doing, and writing mathematics, the selection and treatment of topics in this text reflects my pedagogical orientation along traditional lines. However, I have incorporated what I believe to be the best use of modern technology, so you can select the level of technology that you want to include in your course. The text includes 336 exercises – identified by the symbols C and C/G – that call for graphics or computation and graphics. There are also 73 laboratory exercises – identified by L – that require extensive use of technology. In addition, several sections include informal advice on the use of technology. If you prefer not to emphasize technology, simply ignore these exercises and the advice.1722018-09-07T17:21:47Z2024-01-22T14:52:13ZContract Doctrine, Theory & Practice Volume 3<img alt="Read more about Contract Doctrine, Theory & Practice Volume 3" title="Contract Doctrine, Theory & Practice Volume 3 cover image" class="cover " width="548" height="717" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTQ0LCJwdXIiOiJibG9iX2lkIn19--ff10a759a27c19e8c5940bbadb78acc2d83ae5a0/0000ConDocVo3.png" />This is Volume 3 in a three volume series written for Contracts Law. Its former title is "Collaborative Teaching Materials for Contracts." The first semester of law school is mostly about learning to speak a new legal language (but emphatically not “legalese”), to formulate and evaluate legal arguments, to become comfortable with the distinctive style of legal analysis. We could teach these skills using almost any legal topic. But we begin the first-year curriculum with subjects that pervade the entire field of law. Contract principles have a long history and they form a significant part of the way that lawyers think about many legal problems. As you will discover when you study insurance law, employment law, family law, and dozens of other practice areas, your knowledge of contract doctrine and theory will be invaluable.
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