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AMD plans for the AMD Opteron#8482; A1100 processors to be available in the second half of 2014 with four or eight ARM Cortex A57 cores, up to 4MB of shared Level 2 cache and 8MB of shared Level 3 cache. The AMD Opteron A-Series processor supports up to 128GB of formal DDR3 or DDR4 ECC memory as unbuffered DIMMs, registered DIMMs or SODIMMs. The ARMv8 architecture is the first from ARM to have 64-bit support, something that AMD brought to the x86 market in a level, 2003 with the AMD Opteron processor. Not only can the research rules ARMv8-based Cortex A-57 architecture address large pools of memory, it has been designed from the ground up to provide the optimal balance of performance and power efficiency to address the broad spectrum of scale-out data center workloads. Language And Composition Ap Essay. With more than a decade of experience in paper rules, designing server-class solutions silicon, AMD took the ARM Cortex A57 core, added a server-class memory controller, and language, included features resulting in a processor that meets the demands of formal rules scale-out workloads. A requirement of preliminary definition scale-out workloads is high performance connectivity, and research paper, the AMD Opteron A1100 processor has extensive integrated I/O, including eight PCI Express Gen 3 lanes, two 10 GB/s Ethernet and of the essay, eight SATA 3 ports. Scale-out workloads are becoming critical building blocks in formal research, today's data centers. These workloads scale over hundreds or thousands of servers, making power efficient performance critical in cite anthology, keeping total cost of research paper ownership (TCO) low. The AMD Opteron A-Series meets the demand of these workloads through intelligent silicon design and by preliminary thesis statement definition, supporting a number of operating system and software projects.
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This blog contains forward-looking statements concerning AMD, and features of AMD#8217;s future products, the ability of AMD to win in traditional server segments with new Arm-based products in 2014, the benefits from AMD#8217;s new technology partnerships and the timing of future products that incorporate AMD#8217;s products, which are made pursuant to the safe harbor provisions of the Private Securities Litigation Reform Act of 1995. Forward-looking statements are commonly identified by paper, words such as would, may, expects, believes, plans, intends, projects, and the art of the personal essay, other terms with similar meaning. Investors are cautioned that the forward-looking statements in research, this document are based on current beliefs, assumptions and expectations, speak only as of the attend essay date of rules this blog and involve risks and uncertainties that could cause actual results to differ materially from current expectations. *Originally Posted by llatif in AMD Business on Jan 28, 2014 1:34:04 PM.
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Kristen, Alicia (2016) Wildkin: Mobile App Gameplay for Nature Connection Communities. Maggiulli, Katrina (2016) Going Feral: The Utopian Horror of Human-Animal Hybrids. Reed, Jaleel (2016) Transit Development in Leimert Park, Los Angeles: The Specter of Gentrification and Community Capital as Leverage toward Transforming Redevelopment Projects. Shtob, Daniel (2016) Fluid Boundaries: The Social Construction and english language ap essay Memory of Future Catastrophic Environmental Risk in formal, a Community on the Oregon Coast. Stoll, Shannan (2016) Transforming Regulatory Processes: Karuk Participation in the Klamath River Total Maximum Daily Load (TMDL) Process. Torres, Christopher (2016) What is Ethics Without Justice? Reframing Environmental Ethics for Social Justice.
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Moore, Samuel (2015) The “World’s Biggest Zoo”? Elephants, Ecological Change, and the Contested Legacies of Conservation in the Kruger National Park. Qiu, Wenhui (2015) Environmental Education Curricula for Middle School Students in Dalad County, Inner Mongolia, China. Rommwatt, Maya (2015) The Impact of formal paper, Hypoxia on the Louisiana Brown Shrimp Fishery and the Potential for essay the Public Trust Doctrine to Slow Nonpoint Source Pollution. Woodard, Allyson (2015) Most Delicate Shades: Digging for Relics in the High Desert. Eaton, Collin (2014) Bajareque Block: Negotiating Formal and Informal Cultures of Building.
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Tucker, Randall Jeffrey (1994) State Sovereignty, Environmental Protection, and the North American Free Trade Agreement. Bjarnason, Stefan Jay (1993) An Analysis of the Integrated Environmental Plan for the Mexican-US Border Area. Borden-Jackson, Angela (1993) Stewardship: A Proposal for Boat-based Environmental Education Programs on the Columbia-Williamette Rivers. Dinne, John J. Attend College Essay! (1993) An Evaluation of the formal research rules, Delta Showcase Projectis Public Parcipation Process: An Experiment in Natural Resource Planning. Joost, Kathryn (1993) Terminal Project on Maps, Borders, and Boundaries. Saillard, Dominique M. Essay Table! (1993) The Environmental Dimensions of Transfrontier and formal rules Interregional Cooperation in Europe. Schut, Michael W. (1993) Toward Sustainable Communities: A Curriculum to Teach Sustainability, Environmental Justice, and essay Creation Theology Within Christian Churches. Shafer, Sarah L. Research Rules! (1993) The Hydrologic Response to of the table of contents Landuse Change in a Small Watershed in Western Oregon. Twight-Alexander, Susanne (1993) Walking Upstream. Yung, Laurie (1993) Environmental Sustainability and the International Trade Regime: A Critique of “Rich Then Green” and paper an Assessment of Alternative Strategies.
Daniels, Emily Anne (1992) The Perception of GIS Technology and essay originality check Its Implications for formal research paper Successful GIS Implementation for Environmental and Natural Resource Applications: A Case Study of Federal and State Agencies in NW Oregon. Holmes, Gregory A. (1992) Community-Based Labor Environmentalist Coalitions: Striving for Economic and attend college essay Ecological Stability. McDowell, Elizabeth J. (1992) Power and research Environmentalism in Recent Writings by Barbara Kingsolver, Ursula K. LeGuin, Alice Walker, and attend college essay Terry Tempest Williams. Schoustra, Monique (1992) Terminal Project. Ely, Sandra J. (1991) Migrant and Seasonal Farm Workers and Pesticide Exposure in Oregon: A Comparative Analysis. Everts, Todd Mitchel (1991) Canadian/American Groundwater Issues – The Forgotten Resource. Ferester, Philip Michael (1991) Comparing Federal and State Environmental Planning Laws: What NEPA Lacks in Substantive Law Exists in Its Progeny. Fish, Gary Travis (1991) A Resource Planneris Environmental Handbook for Landfill Gas-to-Electricity Generation Projects: A Study of the formal rules, Emerald Peopleis Utility Districtis Short Mountain Landfill Methane-to-Electricity Generation Project. Kelley, Claudia E. (1991) The Effects of essay, Fire and rules Grazing in Vegetation and Aquatic Habitats in Semidesert Grasslands of the Southwest.
Morgan, Dennis Hall (1991) Green Consumerism and Chlorine-Free Paper Products: An Alternative Strategy for Eliminating Organo-Chlorine Discharge from Pulp Mills. Stickler, James N. (1991) Managing the First Areas of Critical Environmental Concern in Western Oregon Designated Under the Federal Land Policy and Management Act of 1976. Demeritt, Sean Benjamin (1990) Marine Plastic Pollution: Varying Impacts of antony and cleopatra essays, Marine Wildlife in Oregon’sCoastal Zone. Livengood, David Lee (1990) The North Pacific and Regional Cooperation: An Integrated Approach to formal research Marine Pollution and Overfishing Problems. Medler, Michael John (1990) The Foundation of the Forest Serviceis Inability to Protect Ancient Forests.
Ribe, Thomas E. (1990) U.S. Forest Service Logging Programs Near Bandelier National Monument, New Mexico: A Legal Study. Halpaap, Achim Alexander (1989) Global Environmental Education at check the University Level: A Model Curriculum for Interdisciplinary Education. Hassanein, Neva E. (1989) Enforcement of the Federal Pesticide Law: An Assessment of Oregon’sProgram. Paula-Santos, Jose Octavio Simoes de (1989) The South American Association for paper Environmental Education.
Ringer, Gregory D. (1989) A Study of Land-Use Planning and Politics in Oregon in and cleopatra a level, 1988: The Comprehensive Statewide Goals. Sullivan, William (1989) Energy Planning. Watkins, Robert K. (1989) West Eugene Wetlands: An Experimental Mitigation Bank Model. Wechner, David (1989) Proposed Alternatives for formal research paper rules the Reduction of Automobile Traffic Impacts to the Columbia Gorge National Scenic Area. Campbell, Maureen A. (1988) Land Use and Basin Characteristics Influencing Water Temperature and college Suspended Sediment in research rules, the Mohawk River Basin, Oregon. Harnden, Kathryn (1988) Desert Wilderness: An Evaluation of the cite, BLMis Wilderness Selection Process in SE Oregon. Kozak, David John (1988) Maintaining Large Forest Landholdings in Northern New England: Problems, Perspectives, and paper Policies in a Changing Environment. Lanahan, Samuel Jackson (1988) Meeting the Resource Conservation and Recovery Actis Liability Requirements.
Sugarman, Lisa (1988) Women and the Natural Environment Class. Mele, Suellen M. (1986) Hazardous Materials: Evolving Perceptions and Policy.
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RESEARCH PAPER-WRITING GUIDELINES - Temple University
How to Teach Introduction to Applied Ethics. Version 1 (June 18th, 2004) This, in research paper rules my experience, is how the typical introduction to cite anthology applied ethics goes: At the formal research rules beginning of the semester, the instructor faces a roomful of students who are sceptical about the value of the enterprise, if they are not completely indifferent to it. The class usually begins with a review of normative moral theory. That is, the class will read a bit of Mill (or a substitute) and a bit of Kant (or a substitute). They will learn to associate Mill with a moral perspective which takes consequences to be fundamental to moral appraisal and Kant with one which takes rights or duties or autonomy or respect to be fundamental. And either explicitly or implicitly, the statement instructor will convey the impression that the task of applied ethics consists in mechanically applying these normative theories to formal research paper rules whatever subject matter comes up for review. The brief survey of normative theory completed, the class then rushes through eight or nine or ten different moral problems (abortion, euthanasia, affirmative action, etc. etc. etc.), none of cite essay which are discussed with (much of) any reference to the other.
Because so many topics are treated, they are all treated superficially and in paper rules a way that encourages the original impression that applied ethics involves the mechanical application of preliminary thesis statement normative theories to particular cases. And that it is useless. That’s a harsh description, but although I make exceptions and even concede that generous plea bargains are in order in some cases, I think it is research paper rules a fair generalization. (This essay is, in a way, part of my own plea bargain.) And although responsibility for the undercurrent of mutual antagonism running through so many introductory classes (especially, I’ve found, introductory applied ethics classes), falls on students and instructors alike, I think we ought to cite anthology face the fact that our own lousy teaching is responsible for research paper rules some of the problems here. But even if it isn’t, better teaching is preliminary thesis statement definition probably the best way out of formal research this mess. Anthology Essay? This essay describes a few modest steps in the right direction. As I’ve suggested, many instructors, whether they mean to formal rules or not, end up perpetuating a narrow understanding of applied ethics.
Usually they don’t actually have this understanding of applied ethics themselves. It is only when they get in the classroom and start racing through the material that they find themselves backsliding. I would not suggest that every time we teach a class in applied ethics we should teach a class on cite, normative ethics (or metaethics) in parallel with it. But I do think that we should encourage our students to do applied ethics in a self-reflective way, and that means reflecting on the status of our normative ethical theories as we go along. And because this point is difficult to get across, I think it needs to be emphasized. I intend to emphasize it for my class by paper rules putting the essay point in the syllabus (which is research also useful since so many students can be counted on to miss the first class in antony the flux that begins a new semester). Paper? With apologies for a bit of repetition, here, in part, is what the antony and cleopatra a level current draft of the syllabus has to say about this: Applied ethics is often distinguished from normative ethics. The project of normative ethics is usually regarded as the attempt to discover the moral theory which makes the best sense of our considered moral intuitions.
For example, some normative ethicists believe that our obligation is to research paper rules do whatever promotes the most pleasure (and the least pain) for the most people involved in any decision. For other normative ethicists, rights are fundamental. On one way of thinking about applied ethics, applied ethics is rather like applied mathematics. In applied mathematics (or engineering, and so on) we take our mathematical theories - which we know independently of any particular case to english language and composition ap essay be true - and we apply them to concrete problems, such as how much weight a particular bridge will bear given such and such forces acting on such and such a type of formal research paper rules material. If we think of applied ethics in attend college essay the same way, we may well imagine that the task of applied ethics is to take our normative theories - which we know independently of any particular case to be true - and apply them to formal research concrete moral problems, such as abortion, euthanasia, and so on. In my opinion, this way of thinking about applied ethics is seriously mistaken. Originality Check? For if we consider how we arrive at our normative theories in rules the first place, it is at originality check least partly as a result of considering which theories handle specific cases (such as abortion, euthanasia, and formal research paper, so on) most plausibly.
The analogy with applied mathematics therefore threatens to mislead us about the way that moral reflection actually proceeds: Typically, we begin with intuitions about thesis definition, about what is morally right and formal research paper rules, test these intuitions against difficult cases. When we find a conflict, or an inconsistency, or the theory yields results which seem terribly implausible, we often revise the theory to bring it more in line with our considered views. So when we “apply” a normative theory to attend college a specific case, such as abortion or euthanasia, as often as not we are “testing” the theory at the same time that we consider the formal paper rules particular case. A quick example: I taught a class on Just War Theory during the table of contents Iraq War. In that class, I tried to respect the point I’ve just made in two ways. The first way was to emphasize the diversity of formal research Just War theorists. Indeed, I urged students to essays think more of a Just War Tradition than a Just War Theory. Formal Paper Rules? So we would never find ourselves simply applying Just War Theory. Rather, we would need to try to find the more plausible versions of Just War theory by examining how they handled particular cases. The second point I emphasized was that even after that work in formulating the attend essay best version of Just War Theory, students might nevertheless be inclined to research rules reject it as inadequate. That is, if our most plausible version of Just War Theory still led us to english implausible claims about the Iraq War, it might for all that just be tough luck for Just War Theory. (There would still be lots of work to do, of course: We would need to explain why it was implausible, what alternatives there were, why it might seem plausible, and so on.)
In my experience, not every student is thrilled to formal paper rules encounter such untidyness. Some will - initially at least - take an and composition ap essay even dimmer view of the enterprise of moral reflection, at research paper least as professional philosophers understand it. And since the epistemological committments implicit in this view of cite anthology essay moral reflection as a sort of reflective equilibrium are at odds with the intuitive (and largely foundationalist) epistemological sympathies of most undergraduates, teaching applied ethics this way runs the risk of aggravating students’ natural scepticism. Hold firm, I say. Paper? Hold firm because the alternative view (of applied ethics as analogous to applied mathematics) which grows more tempting as the college essay semester wears you down, is, in addition to being seriously misleading, probably more damaging to your case for paper rules the importance of antony and cleopatra moral philosophy than the alternative. And if you can succeed in giving an adequate sense of how moral reflection actually works - if you can pull it off - then you will have vindicated your teaching in a way that is formal paper really impossible on cite anthology, the alternative. This way lies possible failure, but also hope. The theory of research rules moral reflection I’m pushing here puts reflective equilibrium (as Rawls calls it) at personal essay the centre of the enterprise. Formal Research? But taking reflective equilibrium seriously means more than simply refusing to cite anthology essay depict applied ethics as the rote application of normative theories to particular cases. It also means testing normative theories and basic intuitions across a range of cases, with special attention to inconsistencies which come to formal paper rules light in thesis statement definition the comparison of reactions to particular cases.
Many students, for example, will be attracted to general principle X when they consider access to health care, but general principle Y, which is on its face incompatible with X, when they consider affirmative action. A course which moves from formal research paper rules access to health care to affirmative action without noting the larger principles at stake - and the need to refine and choose from among them - is really failing to take either issue seriously. If there is one pedagogical mystery I have encountered in my life as a teaching assistant and student, it is the mystery of how so many intelligent and serious philosophers who have arrived at cite essay their own positions through precisely this kind of reflective equilibrium can teach entire classes without referring much (or at all) to the need to sort out the apparently conflicting principles which emerge when we consider our intuitions about particular cases. Research Rules? And even instructors who care to make this point don’t do nearly enough to anthology essay bring out the connections between particular topics. In my opinion, the connections between issues are not some sort of formal research rules optional act that might come on during intermissions - time permitting - to keep us occupied. They are interesting and important in their own right.
In a good class, they often steal the show. A good course tells a story. It has a few related themes which are developed and elaborated over the course of a semster by an instructor who knows how to relate any particular topic back to the broader themes. As I’ve tried to show, this is more than sound pedagogy. The Art Of The Personal Table? It is also sound philosophy, since understanding the relations between particular issues is a basic part of the work of philosophical reflection. “But there isn’t enough time for all that.”.
Well of course there isn’t time if you insist on formal research paper, packing an issue a week onto essay originality check the syllabus. Once, after taking a torturous graduate class on Kant which had us whipping through most of the Critique and half of the formal paper rules works in Kant’s moral philosophy, I almost screwed up the courage to write on the course evaluation: “The course reminded me of galloping on a horse: You don’t see much, and after a while you get sore .” And so it is english language ap essay with most introductions to philosophy: In general, I think we would accomplish more if we tried to rules do less. That means that students will be deprived of any chance to learn (in your class) about topics which they might have covered. Console yourself thus: When you cut material out of your syllabus, your students at language and composition ap essay least have a chance to formal paper see how philosophical reflection actually works. Philosophical reflection takes time. It usually requires us to dwell on an issue, and especially on essay table of contents, different texts which dwell on an issue. You can’t do that in a week. Formal Rules? Or rather, perhaps you can, but I can’t, and neither can my students. So stop trying.
So on the one hand we need to think about the connections between different topics, and on the other it is essential to and cleopatra essays make room for a discussion of the connections between them. My own compromise for next semester is to rules cover three issues in applied ethics: abortion, euthanasia and animal testing. And throughout the course, I will try to draw attention to the various ways that we might be tempted to balance the different rights and interests involved in attend essay each of the cases. The point of these cases is that thinking about them together puts pressure on our specific responses to each. For example, each involves, in a different way, questions about the moral relevance of pain and autonomy. Research Rules? And each requires us to essay balance rights and responsibilities attaching to different parties with different capacities and potentials. But as I’ve pointed out, part of the balancing act in the treatment of each of these issues involves the balancing we do when we realize that we are attracted, for example, to one view of the moral relevance of pain when we consider euthanasia and another when we consider animal testing. Another problem I’ve noticed in classes on applied ethics is formal paper that instructors are often surprisingly allergic to facts. Philosophers have a habit of bracketing disputes about empirical matters, so that they can focus on the art of the essay table of contents, conceptual issues: “OK, suppose that that is true. What follows?” That can be an research excellent habit, and one that shows the appropriate degree of humility when we’re not an expert in the empirical study of the preliminary definition subject. And yet it seems to me that we’ve gone too far when we spend two weeks on, say, the issue of research abortion, without ever mentioning how many women get abortions; what their financial circumstances are when they seek them; how many women who get abortions have more than one; whether the number of abortions, per capita, has increased or decreased in recent years; how many women likely sought abortions when it was illegal; how many women would seek an abortion anyway if it became illegal again; how difficult it would be to seek an abortion if it were illegal; and whether the difficulty varies with social class; and so on.
I recognize that these are tricky empirical questions, and the art essay of contents, ones we’re not trained as philosophers to address. Formal Research Paper Rules? But if part of the point of studying abortion in an applied ethics class is to cite anthology make up your mind about the permissibility of abortion, it’s difficult to see how you can get away with bracketing these issues. Formal Research? They matter, if you think that consequences matter at all (and even if you favour rights-based approaches to cite the issue they ought to matter to you). And anyway, students will inevitably rely on background assumptions about precisely these questions when they approach them. So I don’t think it’s something you can get away from. One advantage of research scaling back the essays number of subjects you try to cover in a class is that it gives you the chance to paper spend a class or two establishing some basic factual or technical points that will make the ensuring discussion much less tentative and conditional. Covering the cite essay basic facts about an issue in a class also makes the point that responsible moral assessment of an issue often does involve a lot of effort to get clear on the non-moral questions tangled up in paper the dispute. These are all objections I’ve had to the way that applied ethics is often taught. Let me draw back a bit and make a more general complaint. Here is another mistake that philosophy instructors often make: They confuse giving a sense of the philosophical questions involved in an issue with giving a sense of the state of the english philosophical state of the formal rules art. Now, look.
Of course if we’re professional philosophers (or training to be professional philosophers) we tend not only to enjoy the philosophical state of the art - we also think, more or less, that it matters. But we ought to understand that the philosophical state of the antony essays a level art is paper rules not something that develops by essays some purely philosophical process, responsive only to the unfolding of paper rules philosophical reasons in some pure Hegelian dialectic. Quite often the philosophical state of the art includes preoccupations which are quite accidental: At some point, one famous philosopher took issue (for possibly very quirky reasons) with another famous philosopher, and it generated a literature that people now feel obliged to take into account - especially because many of the english and composition leading lights in the field were trained by one or the other, and formal paper rules, writing about the debate is a way of a) working through their own intellectual roots; and b) implying how very respectable those roots are. Fair enough. But don’t for one moment suppose that anyone else is going to be riveted by the to-and-fro here.(1) And - please, please - don’t suppose that anyone not riveted by the to-and-fro is defective with respect to philosophical curiosity. This is scholarly narcissism - and it ruins a lot of introductory classes. Obviously, you can still take all my advice and end up teaching an awful class. I may have myself, once or twice. Language And Composition Ap Essay? But I think that things go better when we pay close attention to the sorts of things I’ve mentioned.
For example, teaching Vlastos (on Plato) in a second year Introduction to formal paper rules Ancient Philosophy. I’m sorry, but that’s just nuts. Even if - if! - a handful of students find Vlastos interesting, they only have so many hours in the week to check devote to the class. As a general rule, any hours spent on Vlastos are hours taken away from research paper Plato. Essay? But Plato only makes sense after quite a few hours.
In all but the most exceptional cases, all this does it teach students how to pay homage to an intellectual authority - which may not be what Plato had in mind. This essay will be updated periodically as I think through the issues. Formal Research Paper? Please feel free to link to it or otherwise distribute it under the terms of the Creative Commons license below. Feedback is especially welcome. Unless otherwise specified, original content on Christopher Young's website is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.