Analytic Geometry A Accelerated Week 3 Page 35 of 51
Analytic Geometry A ‐ Accelerated Week 3
Lesson 2.1 Introduction to Right Triangle Trigonometry
Lesson 2.2 Sine Ratio
Lesson 2.3 Cosine Ratio
Lesson 2.4 Tangent Ratio
Lesson 2.5 Review
Lesson 2.6 Inverse Trigonometric Ratios
Lesson 2.7 Solve Right Triangles
Lesson 2.8 Solve Right Triangles in Applied Problems
Before working the problems, study the lesson listed above each problem set.
Record the answers on the answer sheet. Turn in the answer sheet to be graded.
For some problem sets, answer boxes are given. Choices may be used more than
once if necessary.
Lesson 2.1 Introduction to Right Triangle Trigonometry
True or False. Choose ‘A’ for True or ‘B’ for False.
1. The word “trigonometry” comes from the Greek words that mean “triangle measurement.”
2. The study of trigonometry did not begin until long after the beginning of the Christian era.
3. The longest side of any right triangle is the hypotenuse.
4. A right triangle contains one right angle and two acute angles.
5. The hypotenuse of a right triangle can be opposite an acute angle of a triangle.
6. The legs of a right triangle form the right angle.
Analytic Geometry A Accelerated Week 3 Page 36 of 51
Multiple Choice.
Use the given triangle to answer problems 7‐11.
A
C B
7. Which of the following is the side opposite of A ?
A) AB B) BC C) AC D) B
8. Which of the following is the side opposite of B ?
A) AC B) BC C) AB D) B
9. Which of the following is the hypotenuse?
A) AC B) BC C) AB D) C
10. Which of the following is the side adjacent to A ?
A) AB B) AC C) BC D) B
11. Which of the following is the side adjacent to B ?
A) AB B) AC C) BC D) A
Lesson 2.2 Sine Ratio
A
C B
12. What is the sine ratio for A ?
A)
BC
AC
B)
BC
AB
C)
AC
AB
D)
AB
BC
13. What is the sine ratio for B ?
A)
BC
AC
B)
.
Analytic Geometry A Accelerated Week 5 Page 37 of .docxLynellBull52
Analytic Geometry A Accelerated Week 5 Page 37 of 46
Analytic Geometry A – Accelerated Week 5
Lesson 3.13 Volume of Prisms and Cylinders
Lesson 3.14 Volume of Pyramids and Cones
Lesson 3.15 Volume of Spheres
Lesson 4.1 Write Expressions in Radical and Exponential Form
Lesson 4.2 Extend the Properties of Exponents to Rational Exponents
Lesson 4.3 Use Properties of Rational and Irrational Numbers
Lesson 4.4 Simplify Complex Numbers
Lesson 4.5 Add and Subtract Complex Numbers
Lesson 4.6 Multiply Complex Numbers
Lesson 4.7 Divide Complex Numbers
Before working the problems, study the lesson listed above each problem set.
Record the answers on the answer sheet. Turn in the answer sheet to be
graded.
For some problem sets, answer boxes are given. Choices may be used more than
once if necessary.
Lesson 3.13 Volume of Prisms and Cylinders
Find the volume of the prisms.
1. 2. 3.
4.
Choices for 1‐4: (Answers are in cubic units.)
A) 42 B) 60 C) 118.8 D) 120 E) 237.6 AB) 420
AC) 720 AD) 726 AE) 864 BC) 1728 BD) 2400 BE) 2640
Analytic Geometry A Accelerated Week 5 Page 38 of 46
Find the indicated measure.
5. Find the height of a prism that has a volume of 96 cubic meters and the area of the base is 24
square meters.
6. A prism has a square base and a height of 5 in. The volume is 125 in
3
. Find the side length of
the square base.
7. A prism with a triangular base has a volume of 432 cubic feet. The height of the prism is 8
feet and the triangle base has a base of 12 feet. Find the height of the triangular base of the
prism.
Find the volume of the cylinders. Round to the nearest hundredths.
8. 9. 10.
Find the indicated measure. Round answer to nearest hundredths when necessary.
11. Find the height of a cylinder that has a volume of 1061.86 ft
3
and a radius of 6.5.
12. Find the radius of a cylinder that has a volume of 301.59 yd
3
and height of 6 yd.
13. Find the diameter of a cylinder that has a volume of 855.3 mm
3
and height of 6 mm.
Choices for 5‐7: (Answers are in appropriate units.)
A) 4 B) 4.5 C) 5 D) 6 E) 8 AB) 9
AC) 12 AD) 18 AE) 25 BC) 27 BD) 36 BE) 72
Choices for 11‐13: (Answers are in appropriate units.)
A) 4 B) 6 C) 8 D) 12 E) 16 AB) 6.74
AC) 8.38 AD) 13.47 AE) 25.13 BC) 32.64 BD) 42.51 BE) 45.38
Choices for 8‐10: (Answers are in cubic units.)
A) 62.83 B) 157.08 C) 314.16 D) 376.99 E) 942.48 AB) 1693.32
AC) 2261.95 AD) 2660.93 AE) 4561.59 BC) 4976.28 BD) 6773.27 BE) 16725.84
Analytic Geometry A Accelerated Week 5 Page 39 of 46
Lesson 3.14 Volume of Pyramids and Cones
Find the volume of the pyramid.
14. 15.
16. 17.
Find the indicated measure.
18. Find the area of the base of a pyramid that has .
Evolution of Labor ManagementShould we have ONE BIG UNION.docxgitagrimston
Evolution of Labor Management
Should we have ONE BIG UNION? Would one union benefit workers in all industries?
Labor-Management Relationships
Define and discuss the open shop movement. Include a specific example and analyze its success or failure, and why. Write a 2-3 page paper using APA format.
Analytic Geometry A Accelerated Week 4 Page 39 of 53
Analytic Geometry A – Accelerated Week 4
Lesson 3.1 Special Lines and Segments with Circles
Lesson 3.2 Central Angles and Arc Measures
Lesson 3.3 Angles with a Vertex on the Circle and Arc Measures
Lesson 3.4 Other Angle Relationships with Circles
Lesson 3.5 Arcs and Chords
Lesson 3.6 Inscribed and Circumscribed Polygons
Lesson 3.7 Theorems of Inscribed Triangles and Quadrilaterals
Lesson 3.8 Circumference of a Circle
Lesson 3.9 Length of an Arc
Lesson 3.10 Area of a Circle
Lesson 3.11 Area of a Sector
Before working the problems, study the lesson listed above each problem set.
Record the answers on the answer sheet. Turn in the answer sheet to be
graded.
For some problem sets, answer boxes are given. Choices may be used more than
once if necessary.
Lesson 3.1 Special Lines and Segments with Circles
Given the diagram, match the notation for the term that best describes it.
1. F 2.
3. 4.
5. 6. G
7. 8.
9. D 10.
Choices for 1‐10:
A) Chord
B) Tangent
C) Radius
D) Secant
E) Center
AB) Point of tangency
AC) Diameter
Analytic Geometry A Accelerated Week 4 Page 40 of 53
Draw the common tangents for the pairs of circles. Indicate how many common tangents
there are for each pair.
11. 12. 13. 14.
is a radius of ⊙C and is tangent to ⊙C. Find the value of x.
15. 16.
K and M are points of tangency. Find the value of x.
17. 18.
Choices for 11‐14:
A) 0 B) 1 C) 2 D) 3 E) 4 AB) 5 AC) 6
Choices for 15‐16:
A) 16 B) 24 C) 28 D) 32 E) 36 AB) 40 AC) 42 AD) 48 AE) 56 BC) 64
Choices for 17‐18:
A) 1 B) 2 C) 3 D) 4 E) 5 AB) 6 AC) 7 AD) 8 AE) 9 BC) 10
Analytic Geometry A Accelerated Week 4 Page 41 of 53
Lesson 3.2 Central Angles and Arc Measures
is a diameter in ⊙E. Identify the given arc as a major arc, minor arc, or semicircle.
A) Major arc B) Minor Arc C) Semicircle
19. 20. 21. 22.
23. 24. 25. 26.
and are diameters of ⊙U. Find the measure of the indicated arc.
27. 28.
29. 30.
31. 32.
33. 34.
35. 36.
Lesson 3.3 Angles with a Vertex on the Circle and Arc Measures
Find the indicated measure.
37. 38. 39.
Choices for 27‐36:
A) 42° B) 64° C) 74° D) 84° E) 106° AB) 116° AC) 138° AD) 180°
AE) 222° BC) 244° BD) 254° BE) 264° CD) 276° CE) 286° DE) 296° ABC) 318°
Choices for 37‐39:
A) 16° B) 18.5° C) 2 ...
Analytic Geometry B Accelerated Week 5 Page 39 of 5.docxLynellBull52
Analytic Geometry B Accelerated Week 5 Page 39 of 51
Analytic Geometry B Accelerated Week 5
Lesson 12.2 Combining Functions by Arithmetic Operations
Lesson 12.3 Combining Functions by Composition
Lesson 13.1 Transformations of Quadratic Functions
Lesson 13.2 Even/Odd Functions
Lesson 14.1 Writing Equations of Circles
Lesson 14.2 Writing Equations of Parabolas
Before working the problems, study the lesson listed above each problem set.
Record the answers on the answer sheet. Turn in the answer sheet to be
graded.
For some problem sets, answer boxes are given. Choices may be used more than
once if necessary.
Lesson 12.2 Combining Functions by Arithmetic Operations
Given , , and find each function.
1. 2. 3. .
4. • 5. 6. •
Choices for 1‐6
A) 2 14 24 B) 2 9 14 C) 3 9 27 D) 6
E) 8 15 AB) 9 12 AC) 12 AD) 9 12
AE) 5 12 BC) 6 9 BD) 12 BE) 7 15
CD) 9 12 CE ) DE ) ABC)
ABD) ABE) 27 ACD) 2 6 ACE ) 2 5
ADE) 3 3 BCD) 3 BCE) 3 CDE) 4
Analytic Geometry B Accelerated Week 5 Page 40 of 51
Given , , and find each function.
7. 8. 9.
10. 11. 12.
Given and indicate the restrictions in the domain. Choose all
restrictions that apply (there may be more than one answer). If there are no restrictions,
select “none”.
13.
14.
15. •
16.
17.
Choices for 7‐12
A) 2 14 24 B) 2 9 14 C) 3 9 27 D) 6
E) 8 15 AB) 9 12 AC) 12 AD) 9 12
AE) 5 12 BC) 6 9 BD) 12 BE) 7 15
CD ) 9 12 CE) DE) ABC)
ABD) ABE) 27 ACD) 2 6 ACE) 2 5
ADE) 3 3 BCD) 3 BCE) 3 CDE ) 4
Choices for 13‐17
A) x ≠ 0 B) x ≠ 4 C) x ≠ –4 D) x ≠3
E) x ≠ –3 CD) x ≠ 9 CE) x ≠ –2 CDE) None
Analytic Geometry B Accelerated Week 5 Page 41 of 51
Lesson 12.3 Combining Functions by Composition
Given and find each composition.
18. ∘ 19. ∘
Given and find each composition.
20. ∘ 21. ∘
Given and find each composition.
22. ∘ 23. ∘
Given and find each composition.
24. ∘ 25. ∘
Choices for 18‐25
A) 2 8 8 AE) 4 6
B) 4 4 2 BC)
C) 4 6 BD) 4 18
D) 2 7 6 BE) 3
E) 4 4 CD) 16 16
AB) 4 2 CE)
AC) 8 DE) 2
AD) ABC) 4
Analytic Geometry B Accelerated Week 5 Page 42 of 51
Lesson 13.1 Transformations of Quadratic Functions
What effect on the quadratic parent graph does each of the following have?
26. 2( ) ( )f x x h if 0h Choices for 26‐32
27. 2( )f x x k if 0k
28. 2(.
Analytic Geometry A Accelerated Week 5 Page 37 of .docxLynellBull52
Analytic Geometry A Accelerated Week 5 Page 37 of 46
Analytic Geometry A – Accelerated Week 5
Lesson 3.13 Volume of Prisms and Cylinders
Lesson 3.14 Volume of Pyramids and Cones
Lesson 3.15 Volume of Spheres
Lesson 4.1 Write Expressions in Radical and Exponential Form
Lesson 4.2 Extend the Properties of Exponents to Rational Exponents
Lesson 4.3 Use Properties of Rational and Irrational Numbers
Lesson 4.4 Simplify Complex Numbers
Lesson 4.5 Add and Subtract Complex Numbers
Lesson 4.6 Multiply Complex Numbers
Lesson 4.7 Divide Complex Numbers
Before working the problems, study the lesson listed above each problem set.
Record the answers on the answer sheet. Turn in the answer sheet to be
graded.
For some problem sets, answer boxes are given. Choices may be used more than
once if necessary.
Lesson 3.13 Volume of Prisms and Cylinders
Find the volume of the prisms.
1. 2. 3.
4.
Choices for 1‐4: (Answers are in cubic units.)
A) 42 B) 60 C) 118.8 D) 120 E) 237.6 AB) 420
AC) 720 AD) 726 AE) 864 BC) 1728 BD) 2400 BE) 2640
Analytic Geometry A Accelerated Week 5 Page 38 of 46
Find the indicated measure.
5. Find the height of a prism that has a volume of 96 cubic meters and the area of the base is 24
square meters.
6. A prism has a square base and a height of 5 in. The volume is 125 in
3
. Find the side length of
the square base.
7. A prism with a triangular base has a volume of 432 cubic feet. The height of the prism is 8
feet and the triangle base has a base of 12 feet. Find the height of the triangular base of the
prism.
Find the volume of the cylinders. Round to the nearest hundredths.
8. 9. 10.
Find the indicated measure. Round answer to nearest hundredths when necessary.
11. Find the height of a cylinder that has a volume of 1061.86 ft
3
and a radius of 6.5.
12. Find the radius of a cylinder that has a volume of 301.59 yd
3
and height of 6 yd.
13. Find the diameter of a cylinder that has a volume of 855.3 mm
3
and height of 6 mm.
Choices for 5‐7: (Answers are in appropriate units.)
A) 4 B) 4.5 C) 5 D) 6 E) 8 AB) 9
AC) 12 AD) 18 AE) 25 BC) 27 BD) 36 BE) 72
Choices for 11‐13: (Answers are in appropriate units.)
A) 4 B) 6 C) 8 D) 12 E) 16 AB) 6.74
AC) 8.38 AD) 13.47 AE) 25.13 BC) 32.64 BD) 42.51 BE) 45.38
Choices for 8‐10: (Answers are in cubic units.)
A) 62.83 B) 157.08 C) 314.16 D) 376.99 E) 942.48 AB) 1693.32
AC) 2261.95 AD) 2660.93 AE) 4561.59 BC) 4976.28 BD) 6773.27 BE) 16725.84
Analytic Geometry A Accelerated Week 5 Page 39 of 46
Lesson 3.14 Volume of Pyramids and Cones
Find the volume of the pyramid.
14. 15.
16. 17.
Find the indicated measure.
18. Find the area of the base of a pyramid that has .
Evolution of Labor ManagementShould we have ONE BIG UNION.docxgitagrimston
Evolution of Labor Management
Should we have ONE BIG UNION? Would one union benefit workers in all industries?
Labor-Management Relationships
Define and discuss the open shop movement. Include a specific example and analyze its success or failure, and why. Write a 2-3 page paper using APA format.
Analytic Geometry A Accelerated Week 4 Page 39 of 53
Analytic Geometry A – Accelerated Week 4
Lesson 3.1 Special Lines and Segments with Circles
Lesson 3.2 Central Angles and Arc Measures
Lesson 3.3 Angles with a Vertex on the Circle and Arc Measures
Lesson 3.4 Other Angle Relationships with Circles
Lesson 3.5 Arcs and Chords
Lesson 3.6 Inscribed and Circumscribed Polygons
Lesson 3.7 Theorems of Inscribed Triangles and Quadrilaterals
Lesson 3.8 Circumference of a Circle
Lesson 3.9 Length of an Arc
Lesson 3.10 Area of a Circle
Lesson 3.11 Area of a Sector
Before working the problems, study the lesson listed above each problem set.
Record the answers on the answer sheet. Turn in the answer sheet to be
graded.
For some problem sets, answer boxes are given. Choices may be used more than
once if necessary.
Lesson 3.1 Special Lines and Segments with Circles
Given the diagram, match the notation for the term that best describes it.
1. F 2.
3. 4.
5. 6. G
7. 8.
9. D 10.
Choices for 1‐10:
A) Chord
B) Tangent
C) Radius
D) Secant
E) Center
AB) Point of tangency
AC) Diameter
Analytic Geometry A Accelerated Week 4 Page 40 of 53
Draw the common tangents for the pairs of circles. Indicate how many common tangents
there are for each pair.
11. 12. 13. 14.
is a radius of ⊙C and is tangent to ⊙C. Find the value of x.
15. 16.
K and M are points of tangency. Find the value of x.
17. 18.
Choices for 11‐14:
A) 0 B) 1 C) 2 D) 3 E) 4 AB) 5 AC) 6
Choices for 15‐16:
A) 16 B) 24 C) 28 D) 32 E) 36 AB) 40 AC) 42 AD) 48 AE) 56 BC) 64
Choices for 17‐18:
A) 1 B) 2 C) 3 D) 4 E) 5 AB) 6 AC) 7 AD) 8 AE) 9 BC) 10
Analytic Geometry A Accelerated Week 4 Page 41 of 53
Lesson 3.2 Central Angles and Arc Measures
is a diameter in ⊙E. Identify the given arc as a major arc, minor arc, or semicircle.
A) Major arc B) Minor Arc C) Semicircle
19. 20. 21. 22.
23. 24. 25. 26.
and are diameters of ⊙U. Find the measure of the indicated arc.
27. 28.
29. 30.
31. 32.
33. 34.
35. 36.
Lesson 3.3 Angles with a Vertex on the Circle and Arc Measures
Find the indicated measure.
37. 38. 39.
Choices for 27‐36:
A) 42° B) 64° C) 74° D) 84° E) 106° AB) 116° AC) 138° AD) 180°
AE) 222° BC) 244° BD) 254° BE) 264° CD) 276° CE) 286° DE) 296° ABC) 318°
Choices for 37‐39:
A) 16° B) 18.5° C) 2 ...
Analytic Geometry B Accelerated Week 5 Page 39 of 5.docxLynellBull52
Analytic Geometry B Accelerated Week 5 Page 39 of 51
Analytic Geometry B Accelerated Week 5
Lesson 12.2 Combining Functions by Arithmetic Operations
Lesson 12.3 Combining Functions by Composition
Lesson 13.1 Transformations of Quadratic Functions
Lesson 13.2 Even/Odd Functions
Lesson 14.1 Writing Equations of Circles
Lesson 14.2 Writing Equations of Parabolas
Before working the problems, study the lesson listed above each problem set.
Record the answers on the answer sheet. Turn in the answer sheet to be
graded.
For some problem sets, answer boxes are given. Choices may be used more than
once if necessary.
Lesson 12.2 Combining Functions by Arithmetic Operations
Given , , and find each function.
1. 2. 3. .
4. • 5. 6. •
Choices for 1‐6
A) 2 14 24 B) 2 9 14 C) 3 9 27 D) 6
E) 8 15 AB) 9 12 AC) 12 AD) 9 12
AE) 5 12 BC) 6 9 BD) 12 BE) 7 15
CD) 9 12 CE ) DE ) ABC)
ABD) ABE) 27 ACD) 2 6 ACE ) 2 5
ADE) 3 3 BCD) 3 BCE) 3 CDE) 4
Analytic Geometry B Accelerated Week 5 Page 40 of 51
Given , , and find each function.
7. 8. 9.
10. 11. 12.
Given and indicate the restrictions in the domain. Choose all
restrictions that apply (there may be more than one answer). If there are no restrictions,
select “none”.
13.
14.
15. •
16.
17.
Choices for 7‐12
A) 2 14 24 B) 2 9 14 C) 3 9 27 D) 6
E) 8 15 AB) 9 12 AC) 12 AD) 9 12
AE) 5 12 BC) 6 9 BD) 12 BE) 7 15
CD ) 9 12 CE) DE) ABC)
ABD) ABE) 27 ACD) 2 6 ACE) 2 5
ADE) 3 3 BCD) 3 BCE) 3 CDE ) 4
Choices for 13‐17
A) x ≠ 0 B) x ≠ 4 C) x ≠ –4 D) x ≠3
E) x ≠ –3 CD) x ≠ 9 CE) x ≠ –2 CDE) None
Analytic Geometry B Accelerated Week 5 Page 41 of 51
Lesson 12.3 Combining Functions by Composition
Given and find each composition.
18. ∘ 19. ∘
Given and find each composition.
20. ∘ 21. ∘
Given and find each composition.
22. ∘ 23. ∘
Given and find each composition.
24. ∘ 25. ∘
Choices for 18‐25
A) 2 8 8 AE) 4 6
B) 4 4 2 BC)
C) 4 6 BD) 4 18
D) 2 7 6 BE) 3
E) 4 4 CD) 16 16
AB) 4 2 CE)
AC) 8 DE) 2
AD) ABC) 4
Analytic Geometry B Accelerated Week 5 Page 42 of 51
Lesson 13.1 Transformations of Quadratic Functions
What effect on the quadratic parent graph does each of the following have?
26. 2( ) ( )f x x h if 0h Choices for 26‐32
27. 2( )f x x k if 0k
28. 2(.
Math 2318 - Test 3In this test we will try something differe.docxandreecapon
Math 2318 - Test 3
In this test we will try something different. The answers are provided, your job is to show the work in how to get that
solution. On problem 1 only A is a vector space. You will show why it is a vector space but you will also show why B
and C are not vector spaces. On question 2 only V is a vector space. You will show why it is a vector space and you
will also show why W and U are not vector spaces.
Solve the problem.
1) Determine which of the following sets is a subspace of Pn for an appropriate value of n.
A: All polynomials of the form p(t) = a + bt2, where a and b are in ℛ
B: All polynomials of degree exactly 4, with real coefficients
C: All polynomials of degree at most 4, with positive coefficients
A) A and B B) C only C) A only D) B only
1)
2) Determine which of the following sets is a vector space.
V is the line y = x in the xy-plane: V = x
y
: y = x
W is the union of the first and second quadrants in the xy-plane: W = x
y
: y ≥ 0
U is the line y = x + 1 in the xy-plane: U = x
y
: y = x + 1
A) U only B) V only C) W only D) U and V
2)
Find a matrix A such that W = Col A.
3) W =
3r - t
4r - s + 3t
s + 3t
r - 5s + t
: r, s, t in ℛ
A)
0 3 -1
4 -1 3
0 1 3
1 -5 1
B)
3 0 -1
4 -1 3
0 1 3
1 -5 1
C)
3 -1
4 3
1 3
1 -5
D)
3 4 0 1
0 -1 1 -5
-1 3 3 1
3)
Determine if the vector u is in the column space of matrix A and whether it is in the null space of A.
4) u =
5
-3
5
, A =
1 -3 4
-1 0 -5
3 -3 6
A) In Col A and in Nul A B) In Col A, not in Nul A
C) Not in Col A, in Nul A D) Not in Col A, not in Nul A
4)
Use coordinate vectors to determine whether the given polynomials are linearly dependent in P2. Let B be the standard
basis of the space P2 of polynomials, that is, let B = 1, t, t2 .
5) 1 + 2t, 3 + 6t2, 1 + 3t + 4t2
A) Linearly dependent B) Linearly independent
5)
Find the dimensions of the null space and the column space of the given matrix.
6) A = 1 -5 -4 3 0
-2 3 -1 -4 1
A) dim Nul A = 2, dim Col A = 3 B) dim Nul A = 4, dim Col A = 1
C) dim Nul A = 3, dim Col A = 2 D) dim Nul A = 3, dim Col A = 3
6)
1
Solve the problem.
7) Let H =
a + 3b + 4d
c + d
-3a - 9b + 4c - 8d
-c - d
: a, b, c, d in ℛ
Find the dimension of the subspace H.
A) dim H = 3 B) dim H = 1 C) dim H = 4 D) dim H = 2
7)
Assume that the matrix A is row equivalent to B. Find a basis for the row space of the matrix A.
8) A =
1 3 -4 0 1
2 4 -5 5 -2
1 -5 0 -3 2
-3 -1 8 3 -4
, B =
1 3 -4 0 1
0 -2 3 5 -4
0 0 -8 -23 17
0 0 0 0 0
A) {(1, 3, -4, 0, 1), (0, -2, 3, 5, -4), (0, 0, -8, -23, 17), (0, 0, 0, 0, 0)}
B) {(1, 3, -4, 0, 1), (0, -2, 3, 5, -4), (0, 0, -8, -23, 17)}
C) {(1, 3, -4, 0, 1), (2, 4, -5, 5), -2, (1, ...
This pdf is free to download. This document is prepared by tutor Kundan sir from Vista's Learning.Keep learning CBSE Class 1 0 maths by signing up in Vista's Learning portal here
https://v-learning.in/live-course/1114/ncert-solutions-for-maths-chapter-2-polynomials-part-8-vistas-learning
Table of Specification and Test Questionnaires about Measurement of Three Dim...Elton John Embodo
I just want to tell you everyone that...there is a mistake about it....instead of 120%, it is 120min,,by the way,, you can just easily notice and correct it. This is about the Table of Specification and Questionnaires about Measurement of Three Dimensional Figures_I made 4 Completion type of test and 26 items for Multiple Choice.This is for pilot testing...My purpose is to determine its difficulty, discrimination and reliability of my own test questions.
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
·
·
· Must be a foreign film with subtitles
· Provide you with a glimpse of what life is like in another culture
· The process of watching this movie or TV show should provide you with a unique cultural experience.
· Watch the movie or TV show that you selected, and use your reactions as part of your response to the following topic:
· Define ethnocentrism. Discuss how ethnocentrism affects individuals and societies.
Write a paper of 2–3 pages addressing the following:
· Provide a comprehensive overview of the concept of ethnocentrism.
· Use your cultural experience of watching the selected movie or TV show to discuss the effect of ethnocentrism on individuals and societies.
· Use any personal experiences that you may have had visiting different countries around the world as part of this paper; however, do not let your personal experiences with other cultures be the focal point of this paper.
· The focal point of the paper is your cultural experience watching the selected movie or TV show and your comprehensive overview of the concept of ethnocentrism.
· Please note that this paper is not intended to be a summary of the movie or TV show.
· This paper is not a book review or overview of the movie or TV show you selected.
· Focus on the cultural observations that you are able to make based on this experience and your discussion of the concept of ethnocentrism.
Please submit your assignment.
The following rubric will be used for grading:
Grading Rubric
Submission addresses content requirements
30%
Evidenced critical thinking and connection to real-world and assignment scenario applicability
40%
Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience
20%
Adherence to assignment deadlines, length requirement, correct spelling and proper grammar, and properly formatted per APA style
10%
For assistance with your assignment, please use your text, Web resources, and all course materials. Please refer to the following multimedia course material(s):
· Unit 2: Social Interaction (Watch It)
· Unit 2: Social Interaction and Group Functioning
· Unit 2: Social Interaction (Answer It)
· Unit 2: Concepts in Sociology
· Unit 2: Social Groups and Organizations
Instructions
You and your teammates are working for a company as members of their management team.
Write a 1,300- to 1,500-word management plan that includes the following:
•Discuss the best methods that the management team can use to problem solve areas under consideration.
•Discuss how judgment is included in these processes.
•Provide an example in your plan.
Sources should include the course text and at least 1 peer-reviewed journal article.
Papers should adhere to APA style.
Problem Solving and Judgment
Everyday we’re faced with making a decision or decisions, some are life changing, and others may be derived from a policy or procedure that has little or no input from the individual that requires a judgment t.
· Identify the stakeholders and how they were affected by Heene.docxLynellBull52
· Identify the stakeholders and how they were affected by Heene's actions?
· 2. What stage of moral reasoning is exhibited by Richard Heene's actions? Do you believe the punishment fit the crime? Why or why not?
· 3. Explain how the cognitive-developmental approach influences one's ability to make ethical judgments.
4. How do you assess at what stage of moral development in Kohlberg's model you reason at in making decisions? Are you satisfied with that stage? Do you believe there are factors or forces preventing you from reasoning at a higher level? If so, what are they?
.
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Similar to Analytic Geometry A Accelerated Week 3 Page 35 of 5.docx
Math 2318 - Test 3In this test we will try something differe.docxandreecapon
Math 2318 - Test 3
In this test we will try something different. The answers are provided, your job is to show the work in how to get that
solution. On problem 1 only A is a vector space. You will show why it is a vector space but you will also show why B
and C are not vector spaces. On question 2 only V is a vector space. You will show why it is a vector space and you
will also show why W and U are not vector spaces.
Solve the problem.
1) Determine which of the following sets is a subspace of Pn for an appropriate value of n.
A: All polynomials of the form p(t) = a + bt2, where a and b are in ℛ
B: All polynomials of degree exactly 4, with real coefficients
C: All polynomials of degree at most 4, with positive coefficients
A) A and B B) C only C) A only D) B only
1)
2) Determine which of the following sets is a vector space.
V is the line y = x in the xy-plane: V = x
y
: y = x
W is the union of the first and second quadrants in the xy-plane: W = x
y
: y ≥ 0
U is the line y = x + 1 in the xy-plane: U = x
y
: y = x + 1
A) U only B) V only C) W only D) U and V
2)
Find a matrix A such that W = Col A.
3) W =
3r - t
4r - s + 3t
s + 3t
r - 5s + t
: r, s, t in ℛ
A)
0 3 -1
4 -1 3
0 1 3
1 -5 1
B)
3 0 -1
4 -1 3
0 1 3
1 -5 1
C)
3 -1
4 3
1 3
1 -5
D)
3 4 0 1
0 -1 1 -5
-1 3 3 1
3)
Determine if the vector u is in the column space of matrix A and whether it is in the null space of A.
4) u =
5
-3
5
, A =
1 -3 4
-1 0 -5
3 -3 6
A) In Col A and in Nul A B) In Col A, not in Nul A
C) Not in Col A, in Nul A D) Not in Col A, not in Nul A
4)
Use coordinate vectors to determine whether the given polynomials are linearly dependent in P2. Let B be the standard
basis of the space P2 of polynomials, that is, let B = 1, t, t2 .
5) 1 + 2t, 3 + 6t2, 1 + 3t + 4t2
A) Linearly dependent B) Linearly independent
5)
Find the dimensions of the null space and the column space of the given matrix.
6) A = 1 -5 -4 3 0
-2 3 -1 -4 1
A) dim Nul A = 2, dim Col A = 3 B) dim Nul A = 4, dim Col A = 1
C) dim Nul A = 3, dim Col A = 2 D) dim Nul A = 3, dim Col A = 3
6)
1
Solve the problem.
7) Let H =
a + 3b + 4d
c + d
-3a - 9b + 4c - 8d
-c - d
: a, b, c, d in ℛ
Find the dimension of the subspace H.
A) dim H = 3 B) dim H = 1 C) dim H = 4 D) dim H = 2
7)
Assume that the matrix A is row equivalent to B. Find a basis for the row space of the matrix A.
8) A =
1 3 -4 0 1
2 4 -5 5 -2
1 -5 0 -3 2
-3 -1 8 3 -4
, B =
1 3 -4 0 1
0 -2 3 5 -4
0 0 -8 -23 17
0 0 0 0 0
A) {(1, 3, -4, 0, 1), (0, -2, 3, 5, -4), (0, 0, -8, -23, 17), (0, 0, 0, 0, 0)}
B) {(1, 3, -4, 0, 1), (0, -2, 3, 5, -4), (0, 0, -8, -23, 17)}
C) {(1, 3, -4, 0, 1), (2, 4, -5, 5), -2, (1, ...
This pdf is free to download. This document is prepared by tutor Kundan sir from Vista's Learning.Keep learning CBSE Class 1 0 maths by signing up in Vista's Learning portal here
https://v-learning.in/live-course/1114/ncert-solutions-for-maths-chapter-2-polynomials-part-8-vistas-learning
Table of Specification and Test Questionnaires about Measurement of Three Dim...Elton John Embodo
I just want to tell you everyone that...there is a mistake about it....instead of 120%, it is 120min,,by the way,, you can just easily notice and correct it. This is about the Table of Specification and Questionnaires about Measurement of Three Dimensional Figures_I made 4 Completion type of test and 26 items for Multiple Choice.This is for pilot testing...My purpose is to determine its difficulty, discrimination and reliability of my own test questions.
Similar to Analytic Geometry A Accelerated Week 3 Page 35 of 5.docx (20)
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
·
·
· Must be a foreign film with subtitles
· Provide you with a glimpse of what life is like in another culture
· The process of watching this movie or TV show should provide you with a unique cultural experience.
· Watch the movie or TV show that you selected, and use your reactions as part of your response to the following topic:
· Define ethnocentrism. Discuss how ethnocentrism affects individuals and societies.
Write a paper of 2–3 pages addressing the following:
· Provide a comprehensive overview of the concept of ethnocentrism.
· Use your cultural experience of watching the selected movie or TV show to discuss the effect of ethnocentrism on individuals and societies.
· Use any personal experiences that you may have had visiting different countries around the world as part of this paper; however, do not let your personal experiences with other cultures be the focal point of this paper.
· The focal point of the paper is your cultural experience watching the selected movie or TV show and your comprehensive overview of the concept of ethnocentrism.
· Please note that this paper is not intended to be a summary of the movie or TV show.
· This paper is not a book review or overview of the movie or TV show you selected.
· Focus on the cultural observations that you are able to make based on this experience and your discussion of the concept of ethnocentrism.
Please submit your assignment.
The following rubric will be used for grading:
Grading Rubric
Submission addresses content requirements
30%
Evidenced critical thinking and connection to real-world and assignment scenario applicability
40%
Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience
20%
Adherence to assignment deadlines, length requirement, correct spelling and proper grammar, and properly formatted per APA style
10%
For assistance with your assignment, please use your text, Web resources, and all course materials. Please refer to the following multimedia course material(s):
· Unit 2: Social Interaction (Watch It)
· Unit 2: Social Interaction and Group Functioning
· Unit 2: Social Interaction (Answer It)
· Unit 2: Concepts in Sociology
· Unit 2: Social Groups and Organizations
Instructions
You and your teammates are working for a company as members of their management team.
Write a 1,300- to 1,500-word management plan that includes the following:
•Discuss the best methods that the management team can use to problem solve areas under consideration.
•Discuss how judgment is included in these processes.
•Provide an example in your plan.
Sources should include the course text and at least 1 peer-reviewed journal article.
Papers should adhere to APA style.
Problem Solving and Judgment
Everyday we’re faced with making a decision or decisions, some are life changing, and others may be derived from a policy or procedure that has little or no input from the individual that requires a judgment t.
· Identify the stakeholders and how they were affected by Heene.docxLynellBull52
· Identify the stakeholders and how they were affected by Heene's actions?
· 2. What stage of moral reasoning is exhibited by Richard Heene's actions? Do you believe the punishment fit the crime? Why or why not?
· 3. Explain how the cognitive-developmental approach influences one's ability to make ethical judgments.
4. How do you assess at what stage of moral development in Kohlberg's model you reason at in making decisions? Are you satisfied with that stage? Do you believe there are factors or forces preventing you from reasoning at a higher level? If so, what are they?
.
· · Re WEEK ONE - DISCUSSION QUESTION # 2posted by DONALD DEN.docxLynellBull52
·
· Re: WEEK ONE - DISCUSSION QUESTION # 2
posted by DONALD DENNIS
Aug 19, 2014, 8:31 AM
Financial statements are crucial documents with details of what the company earns, how they earn, as well as what and how the company spends its money.
The income statement shows figures of profitability of that given company over a period of time. The statements usually include detailed sections of revenue, gains in addition to their expenses and losses. If revenue and gains are greater than expenses and losses, the income statement will show a profit for the company
The balance sheet provides information about the company's financial situation over a period of time. This information is used to make certain business decisions for future projects, plans or general business operations. The balance sheet includes more information than that of the income statement. This information included the company's assets, liabilities, in addition to the stockholders' equity (their investment). The assets should always equal liabilities, plus the stockholders investment(s).
· Comment on Aug 19, 2014, 6:52 PM
Re: WEEK ONE - DISCUSSION QUESTION # 2
posted by Linda Moore
Aug 19, 2014, 6:52 PM
Good! The income statement tells us what we've earned, our sales and expenses, and in the balance sheet we see our assets and liabilities, and owner's equity. The equity will also increase if we have net income and other investments from our owners. Our income statement tells us a lot especially when we compare months over time - we can see trends of expenses and revenues; and analyze what has changed.
Class: Any questions?
· Comment on Aug 20, 2014, 9:13 AM
2 Other Statements
posted by DONALD DENNIS
Aug 20, 2014, 9:13 AM
Other than the income and balance sheets, there are two other documents that are just as important. More about these will be mentioned in this week and class.
Owners equity statement - This shows and explains changes in the retained earnings. Retained earnings are on the balance sheet and will change due to incomes or dividends.
Cash flow statement - A company could be successful, yet lack cash to pay its bills. This will show sources of cash and where cash is being used.
· Comment on Aug 20, 2014, 11:36 AM
Re: 2 Other Statements
posted by Mark Pollack
Aug 20, 2014, 11:36 AM
Donald,
You bring up a great point about the cash flow statement. I was a small business owner in a retail strip center. I cant tell you how many conversations I had with fellow business owners that were struggling to pay there bills; however they showed a profit. The company used the money in various ways other than appropriately such as product that did not sell, decorations, "write-offs" for their home. I do believe that many small businesses fail because they are underfunded and do not use simple accounting principles to determine its health.
Mark
· Comment on Aug 21, 2014, 10:09 AM
Re: 2 Other Statements
posted by DONALD DENNIS
Aug 21, 2014, 10:09 AM
I curre.
· Week 3 AssignmentGovernment and Not-For-Profit AccountingVal.docxLynellBull52
· Week 3 Assignment
Government and Not-For-Profit Accounting
Value of Donated Assets
Which is the proper value to be assigned to certain donated assets? (This is a question for which answers cannot be found in either GASB pronouncements or the text), research is necessary.
A city’s road maintenance department received “donations” of two type of assets:
1. From the county in which the city is located it received earthmoving equipment. The equipment had cost the county $800,000 when it was acquired five years earlier. Accounted for in a county proprietary fund, its book value, net of accumulated depreciation at the time of donation, was $500,000. Its fair market value was $530,000.
2. From the city’s own utility fund (a proprietary fund) it received motor vehicles that had cost the city $400,000 when acquired three years earlier. At the time of transfer, the vehicles were recorded on the utility’s books at $180,000, net of accumulated depreciation. Their fair market value was #225,000.
Write a 1000 word, APA you answer style paper where the following:
1. At what value should the city record in its government-wide financial statements for: (1) the earth-moving equipment, and (2) the motor vehicles?
1. Briefly justify your response, commenting on any apparent inconsistencies in the values assigned to each of the two types of assets.
1. Comment on the significance of the resultant book values for decisions or assessments to be made by statement users.
Myth Clash Paper #1
Zheng Hui
The present paper will discuss how different ancient poets describe the myths. It will compare and Contrast the two versions of the myth of the Cyclops Polyphemus in the Archaic Greek poet Homer’s Odyssey (EH 298-314) and in the Hellenistic poet Theocritus' poem (Idyll 11) (ACM 399-401). It will also elaborate how Roman poet Ovid combine elements from each of these earlier poets’ versions to make his own version of the myth in his poem, the Metamorphoses (OM 374-381). In general, the paper will discuss and analyze the differences and similarities among several versions from different aspects including characters, features, techniques and others.
According to ancient Greek myth, there were three separate tribes of the mythical, one eyed giants known as Cyclops, or Cyclopes. One of them is the Ouranian Cyclopes, who was the offspring of Gaea and Ouranos. Besides, there is also another Cyclops called the mason-Cyclopes, who represents workers in Hephaestus’s forge. The third one is the shepherd-like Cyclopes, who was neighbors of the island-dwelling Polyphemus, who was a son of Poseidon (Weinstock, 2013). Based on the description of the Cyclopes in the ancient Greek myth, one feature that is present in all these Cyclopes is that they had one unique anatomy. In addition, they all had a single round eye in the middle of their foreheads. In fact, the eye, according to the Greek poet Hesiod, is the source of their name.
In Greek, Cyclops means “circle-eye.” These giants .
· Week 10 Assignment 2 Submission
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Click the link above to submit your assignment.
Assignment 2: Critical Thinking
Topic: "People have become overly dependent on technology"
Your paper should present a reasoned, convincing argument for a position on a selected topic.
Write a four to six (4-6) page paper in which you:
1. Follow the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
2. Clearly define your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper (whether the overriding argument or one contained in an individual paragraph)
4. Ensure that each argument in the paper (whether the overriding argument or one contained in an individual paragraph) is valid and free from both formal and informal fallacies.
5. Include at least four (4) references (sources). At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page.
The paper should follow guidelines for clear and effectively organized writing:
• The paper is well-organized, and every explanation is both complete and easy to understand.
• Include an introductory paragraph and concluding paragraph for the paper.
• Main ideas should be addressed in body paragraphs with a topic sentence and supporting sentences.
• Adhere to standard rules of English grammar, punctuation, and mechanics.
• The paper should be checked for spelling and grammatical errors.
Your assignment must:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Create written work utilizing the concepts of critical thinking.
• Use technology and information resources to research issues in critical thinking skills and informal logic.
• Write clearly and concisely about issues in critical thinking using proper writing mechanics.
.
· Write in paragraph format (no lists, bullets, or numbers).· .docxLynellBull52
· Write in paragraph format (no lists, bullets, or numbers).
· Do not re-write the question(s) from the assignment list.
· Ensure that you have a minimum of three (3) paragraphs.
· Each paragraph should be six (6) to eight (8) sentences each.
· Include at least one in-text citation per paragraph that corresponds to the References.
· You need to use and cite at least two (2) references for each submitted assignment, including DBs.
Remember we are in a college-level course. As such, you need to clearly and thoroughly answer every question asked in each project. This will rarely be accomplished with one or two sentences. In addition to providing a basic answer for each question, a quality response will explain:
a. “How” you arrived at your answer(s)
b. “What” facts and sources you reviewed and considered
c.“Why” your response is the best one from all the alternatives
SPE 352N Module 3 Lecture Instructional Strategies for Teaching Students With MR
When thinking about how to instruct students with mental retardation, educators must consider the fact that instructional organization and effective instructional delivery are the keys to success. Instruction is not just done in some sort of haphazard, discovery-learning manner without any particular goals in mind; rather, teachers should be thinking about their students' particular disability and their associated learning characteristics from start to finish.
Three Assumptions To Guide Instructional Delivery
Assumptions in science have to do with laying out ground rules or basic agreements about how something is to be interpreted, discussed, or studied by interested parties; it is much like setting the rules for playing a game. Similarly, teachers need basic assumptions to govern the science and practice of teaching. The first assumption teachers should come to agreement about is that due to the unique learning characteristics of students with mental retardation, instructional procedures that work well for typically developing students may not work as well with this population (Taylor, Richards, & Brady, 2005). The learning characteristics of students with mental retardation will ultimately affect what actual skills will be learned and what educational goals can realistically be attained. So while typically developing students will benefit from the global general education curriculum, the educational goals and specific skills students with mental retardation will focus on will depend heavily on the decisions of an individualized education plan (IEP) team as they consider the unique educational needs and monitor instructional progress over time (Miner & Bates, 1997).
The second assumption teachers of students with mental retardation should adhere to is that instructional progress can only be obtained if that instruction is direct and explicit. The idea that typically developing students do not need precise instruction to make academic gains is losing ground in America because s.
· WEEK 1 Databases and SecurityLesson· Databases and Security.docxLynellBull52
· WEEK 1: Databases and SecurityLesson
· Databases and Security
Databases are in just about everything we use today. When you are performing any task, think to yourself, Does this involve a database in some way?
As a daily process, communication occurs between people by many mediums, but there is no other medium more utilized than the large internetwork of computer systems we know as the Internet. When we look at some of the transactions that are performed on a daily basis, it is highly likely that there is a database involved. For example, if you open a web page to www.google.com and type a keyword in the textbox to search for, this process starts a series of searches through multiple databases. Another example is when searching for a book in the APUS library, this search is conducted using a database of books known as a catalog. so databases play an integral part in our daily lives; they store millions of pieces of data and more is collected each day (Basta, 2012).
In recent years, we find that technology has expanded to the reaches of utilities and production environments. Many of the utilities we come to rely on so heavily, such as gas, oil and electric, have been tied into the networks we use today. This interconnection allows for many new innovations in keeping everything in working order, but at the same time it also presents some very real threats to security. In reality, an intruder could take down an entire electrical grid which would remove power to millions of customers. An article in CIO Insight gives a great perspective on this and other issues in security where databases play such an important role (CIOInsight, 2011).
With the importance of securing the database infrastructure, we need to look at a multilayered approach to security. As can be seen in many security programs, multiple layers allow for strong security because it adds another roadblock that an intruder has to bypass to get to these systems. This same approach leads us to begin with the foundation of security; the CIA Triad. It all begins with the most basic approach, computer security and moves forward from that point on. Below is a detailed description of the components of the CIA Triad from (Basta, 2012):
· Confidentiality: For a system to provide confidentiality, it needs to do two things: ensure that information maintains its privacy by limiting authorized access to resources; block unauthorized access to resources.
· Integrity: This refers to the efforts taken through policy, procedure, and design in order to create and maintain reliable, consistent, and complete information and systems.
· Availability: This refers to the efforts taken through policy, procedures, and design to maintain the accessibility of resources on a network or within a database. These resources include, but are not limited to, data, applications, other databases, computers, servers, applications, files, drives, shares, and network access.
Database Structure, Models and Management
A databa.
· Unit 4 Citizen RightsINTRODUCTIONIn George Orwells Animal.docxLynellBull52
· Unit 4 Citizen Rights
INTRODUCTION
In George Orwell's Animal Farm, the assertion that "all animals are equal but some animals are more equal than others" signals the breakdown of any semblance of a fair society. We have probably all experienced it: a situation where someone who was better connected, more influential, or in a position of power could advance far beyond the position or actions of the common person. On a typical day, this happens in travel, restaurant seating, the selection of a church pew, and the line at the grocery store.
It should not, however, happen in our public services. As citizens, we all have rights, and we all have the same rights. That is the beauty of the United States's democratic government structure, and perhaps one of the most cherished aspects of it. Economic and social diversity aside, when we interact with the government, we expect to receive the same treatment, whether we are a Rockefeller or a plumber. The reality is that this balance of citizen rights is difficult to achieve, because in many cases, those wielding power and influence attempt to trump equity.
TOGGLE DRAWERHIDE FULL INTRODUCTION
Inherent in the concept of citizenship is the exchange wherein citizens give allegiance to a nation and receive protection offered by that nation. Citizens therefore have certain privileges in the eyes of the nation, such as the right to vote, to pay taxes, and to refuse certain actions, such as reciting the Pledge of Allegiance because it refers to God. There are benefits and entitlements that the citizen can demand from the government. These rights are balanced by responsibilities, such as upholding the law, participating in government, and engaging in the same privileges previously mentioned.
In this unit, issues of the middle class, the welfare state, and what constitutes citizenship will be examined based on the concept of citizen rights.
Reference
Orwell, G. (1945). Animal Farm. New York, NY: Harcourt Brace & Company.
SANDRA CISNEROS
Woman Hollering Creek
The day Don Serafín gave Juan Pedro Martínez Sánchez permission to take CleófilasEnriquetaDeLeón Hernández as his bride, across her father’s threshold, over several miles of dirt road and several miles of paved, over one border and beyond to a town en el otrolado—on the other side—already did he divine the morning his daughter would raise her hand over her eyes, look south, and dream of returning to the chores that never ended, six good-for-nothing brothers, and one old man’s complaints.
He had said, after all, in the hubbub of parting: I am your father, I will never abandon you. He had said that, hadn’t he, when he hugged and then let her go. But at the moment Cleófilas was busy looking for Chela, her maid of honor, to fulfill their bouquet conspiracy. She would not remember her father’s parting words until later. I am your father, I will never abandon you.
Only now as a mother did she remember. Now, when she and Juan Pedrito sat by the creek’s edge..
· Unit Interface-User Interaction· Assignment Objectives Em.docxLynellBull52
· Unit: Interface-User Interaction
· Assignment Objectives: Employ appropriate tools and methods for simple, functional, and effective interfaces.
· Deliverable Length: Screenshot or functional application, and a Word document of 1-2 pages
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
.
· The Victims’ Rights MovementWrite a 2 page paper. Address the.docxLynellBull52
· The Victims’ Rights Movement
Write a 2 page paper. Address the following in your paper:
· Explain how has the victims’ rights movement has affected the criminal justice system and the rights of offenders?
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia).
Paper 2
· Victim Selection
Write a 2 page paper. Address the following in your paper:
· Is the victim selection process different between team serial killers and those who work alone?
· Discuss any differences and or similarities as it relates to motives, methods, and offender history.
· Support your argument. Be sure to cite your resource(s), use APA style formatting.
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia
Paper 3
· Credit Card Crime
In a two to three page paper, please discuss the following: Assume a person accidentally picks up a credit card that is not theirs and uses the card in several instances.
Can the person be charged with multiple violations of a state statute that makes it a crime to "knowingly obtain, possess, use, or transfer a means of identification or financial information of another?" Why or why not? See State vs. Leyda, 138 P.3d 610 (Wash. 2006).
Make sure you format your paper and cite all sources used in this paper appropriately according to APA style guidelines.
.
· Question 1· · How does internal environmental analy.docxLynellBull52
· Question 1
·
·
How does internal environmental analysis help health care organizations sustain competitive advantage? As a health care leader, what are some of the key aspects that you will assess in conducting your own internal environmental analysis?
Question 2
· How does the “value chain” relate to health care organizations? What is the role of the value chain in the strategic planning process?
Question 3
· How can the value chain be used to identify organizational strengths and weaknesses in health care organizations?
· Question 4
·
Read the Perspective 4-3–LEAN Six Sigma on page 140 in your textbook Discuss the Ottawa Ankle Rules as an example of Six Sigma utilization. How was Six Sigma beneficial in this case example? Think about your own health care organization or one which you hope to lead. How might Six Sigma be utilized in your own facility, as our colleagues in Ottawa did a few years ago?
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Clarence_Eder_Biography_(Jan_2015) (1).pdf
BIOGRAPHY: CLARENCE L. EDER (January 2015)
Clarence Eder is a retired United States Air Force officer and is currently working as Principal Acquisition
Associate and Senior Systems Engineer for Quantech Services, Inc. in El Segundo, California. He leads a team
of systems engineers and acquisition professionals in the development of strategies and documents to start the
new Air Force Weather Systems Follow-On (WSF) program. Clarence has over 18 years of acquisitions,
engineering, and operational experience in space, intelligence, missile defense, and aircraft programs.
Clarence was raised in Honolulu, Hawaii. He graduated with a Mechanical Engineering degree from the
University of Hawaii and was commissioned into the Air Force in 1996. As a second lieutenant, he was
assigned to Wright-Patterson Air Force Base in Dayton, Ohio. He worked to improve Air Force flying training
systems, and then became a project manager to improve T-37 aircraft engines and A-10 aircraft engines.
In 1999, he was assigned to Space and Missiles Systems Center in Los Angeles, California. He worked as an
Acquisition Support manager to implement Department of Defense (DoD) processes and policies to major space
programs. As a captain, he became a Mission Integration Manager for launch vehicles. He led teams to
integrate Global Positioning System (GPS), weather, and intelligence satellites into the newly acquired $18.8B
Air Force rockets. He also worked Ground systems integration issues.
In 2003, he was assigned to the National Geospatial Intelligence Agency (NGA) in Reston, Virginia to be Chief
of Tactical Imagery Dissemination. He led a team to develop, test, and deploy a $17M imagery system. He
trained Navy Seals and Special Forces deployed worldwide to use the system. As a major, he became a
Contacting Officer Technical Representative (COTR) for the $2B Geoscout program, NG.
· Question 1Question 192 out of 2 pointsWhat file in the.docxLynellBull52
· Question 1Question 19
2 out of 2 points
What file in the etc/ directory contains user’s hashed password?
Selected Answer:
etc/shadow file
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 20
1 out of 2 points
What file and file-field are read by the finger command?
Selected Answer:
Passwd file, it reads user id info like user name phone number and so on
Correct Answer:
[None]
Response Feedback:
gecos field
· Question 21
0 out of 2 points
When a parent process dies, what happens to any child processes that are still running?
Selected Answer:
They Child Processes keep running
Correct Answer:
[None]
Response Feedback:
process becomes child of init
· Question 22
1 out of 2 points
What is the effect of the command: $ killall root (Where root is the root account of the system)
Selected Answer:
It canceles all the Processes that the user
Correct Answer:
[None]
Response Feedback:
shutdown
· Question 23
2 out of 2 points
List 4 shortcomings of root accounts.
Selected Answer:
1- Single Point of failure if compromised
2-The security model is not strong enough for a network
3-High security environments enforce rules that cannot be implemented with traditional UNIX
4- Since some rules are implemented in command code, modification requires rewrite and recompilation
5- Minimal support for auditing
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 24
1 out of 2 points
Write a BASH command that would force the OS into single-user mode.
Selected Answer:
Root should run the init command to change the run level using the letter s or the number 1 for example
Correct Answer:
[None]
Response Feedback:
telinit 1
· Question 25
0 out of 2 points
Explain when it would be necessary to use the non-rewinding interface file of any backup device.
Selected Answer:
To implement permanent changes to the backup device
Correct Answer:
[None]
Response Feedback:
Only if multiple dumps were being made to the same tape drive. Failure to use the non-rewind would cause successive dumps to overwrite each other.
· Question 26
2 out of 2 points
What BASH shell command can send any signal level to a running process?
Selected Answer:
Kill Command
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 27
2 out of 2 points
Which two inter-process signals cannot be caught or blocked?
Selected Answer:
Kill process
Stop Process
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 28
2 out of 2 points
What BASH shell utility allows you to monitor CPU and memory usage?
Selected Answer:
Network Monitoring: Netstat, nethogs, iptraf, iftop
Disk I/O: iotop
CPU/ memory: top, Ps, htop, atop
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 29
0 out of 2 points
In the file permission listing drwxr-xr-x, what is the file type?
Selected Answer:
.sh
Correct Answer:
[None]
Response Feedback:
directory
· .
· Question 15 out of 5 pointsWhen psychologists discuss .docxLynellBull52
· Question 1
5 out of 5 points
When psychologists discuss fear, anger, sadness, joy, surprise, disgust, and contempt, they are usually describing the:
Answer
Selected Answer:
b.
primary emotions
· Question 2
5 out of 5 points
Studies on sex differences in emotion have found that men are more likely to ruminate about _____________ thoughts whereas women are more likely to ruminate about ____________.
Answer
Selected Answer:
a.
anger; depression
· Question 3
5 out of 5 points
Positive emotions evoke more electrical activity in the __________, and negative emotions evoke more activity in the __________.
Answer
Selected Answer:
c.
left hemisphere; right hemisphere
· Question 4
5 out of 5 points
What limbic structure is a center for fear responses?
Answer
Selected Answer:
b.
amygdala
· Question 5
5 out of 5 points
Imagine that you have just discovered a space craft that landed in a remote field near your home. Fortunately, the aliens aboard the space craft share your language, but they do not know anything about how to interact appropriately within the cultural norms of North America. Using your knowledge of emotions and emotional expression, create a list of 5 important points to remember when expressing emotion in this culture.
Answer
Selected Answer:
Smiling Frequently is ok
Dont kiss other male friends if male (european countries)
shake hands before hugging
Arms length of space between people, it can be seen as hostile or uncomfortable otherwise
Public displays of affection are often more acceptable then in other cultures
· Question 6
0 out of 5 points
Cindy used to study with her friend Amanda but found that she had to quit studying with her because Amanda was always so hyper and anxious before taking tests. Cindy often felt anxious after the study sessions and was worried that this might have a negative influence on her test performance. Cindy was probably experiencing:
Answer
Selected Answer:
c.
catharsis.
· Question 7
5 out of 5 points
Social and cultural rules that regulate when, how, and where a person may express emotions are referred to as:
Answer
Selected Answer:
c.
display rules
· Question 8
5 out of 5 points
Why are polygraph tests considered invalid or unreliable?
Answer
Selected Answer:
d.
There is no pattern of physical arousal that is specific to lying and distinct from other types of arousal
· Question 9
5 out of 5 points
This term is the process by which the facial muscles send messages to the brain about the basic emotion being expressed.
Answer
Selected Answer:
c.
facial feedback
· Question 10
5 out of 5 points
___________, or how we explain events or behavior, affect our emotional responses.
Answer
Selected Answer:
a.
Attributions
· Question 11
0 out of 5 points
In one study, infants were put on a modified version of a visual cliff that is only moderately frightening because the cliff did not dr.
· Question 1 2 out of 2 pointsWhich of the following i.docxLynellBull52
· Question 1
2 out of 2 points
Which of the following is not considered a union unfair labor practice?
Answer
Selected Answer:
under a valid union-shop agreement, demanding the discharge of an employee who fails to pay union dues
· Question 2
2 out of 2 points
In recent years,
Answer
Selected Answer:
all of the above
· Question 3
0 out of 2 points
The first U.S. President ever to grant official recognition to federal government employees to bargain collectively was President
Answer
Selected Answer:
Nixon
· Question 4
0 out of 2 points
Recent media campaign ads by the Automobile Workers have contained the message
Answer
Selected Answer:
"America works best when we say, 'Union, Yes!' "
· Question 5
0 out of 2 points
Most of the local union's time is devoted to
Answer
Selected Answer:
negotiating labor agreements.
· Question 6
0 out of 2 points
Most members of the National Education Association
Answer
Selected Answer:
support right-to-work laws
· Question 7
0 out of 2 points
About 85 percent of the UAW's spending goes to
Answer
Selected Answer:
strike funds.
· Question 8
0 out of 2 points
As compared to the Teachers, many of the building trades are much
Answer
Selected Answer:
less active in research efforts.
· Question 9
0 out of 2 points
In 1970, an unprecedented federal sector eight-day strile was carried on by the employees of the
Answer
Selected Answer:
State Department
· Question 10
2 out of 2 points
The American Federation of Labor was originally entitled the
Answer
Selected Answer:
Federation of Organized Trades and Labor Unions
· Question 11
0 out of 2 points
Under Taft-Hartley, if management or labor wishes to terminate or modify an existing labor contract, it must give a
Answer
Selected Answer:
thrity-day notice to the other party.
· Question 12
0 out of 2 points
At present, the unionized percentage of all United States workers is approximately
Answer
Selected Answer:
33.4
· Question 13
0 out of 2 points
In 1993, the Retail, Wholesale and Department Store Union merged with the
Answer
Selected Answer:
Service Employees International Union.
· Question 14
0 out of 2 points
By 1917 some thrity states had introduced
Answer
Selected Answer:
antitrust laws for unions.
· Question 15
0 out of 2 points
Investigation of union misconduct under the Landrum-Griffin is the responsibility of the
Answer
Selected Answer:
Senate Subcommittee on Ethics.
· Question 16
0 out of 2 points
COPE is a part of the
Answer
Selected Answer:
Furriers.
· Question 17
0 out of 2 points
When it has found that employees have been unlawfully discharged for union activities, the NLRB has most frequently required
Answer
Selected Answer:
automatic union certification.
· Question 18
2 out of 2 points
Employ.
· Processed on 09-Dec-2014 901 PM CST · ID 488406360 · Word .docxLynellBull52
· Processed on 09-Dec-2014 9:01 PM CST
· ID: 488406360
· Word Count: 1969
Similarity Index
47%
Similarity by Source
Internet Sources:
46%
Publications:
2%
Student Papers:
N/A
sources:
1
30% match (Internet from 27-Mar-2009)
http://www.isaca.org/Content/ContentGroups/Journal1/20023/The_IS_Audit_Process.htm
2
13% match (Internet from 29-Mar-2011)
http://www.scribd.com/doc/36655995/Chapter-1-the-Information-System-Audit-Process
3
2% match (publications)
Athula Ginige. "Web site auditing", Proceedings of the 14th international conference on Software engineering and knowledge engineering - SEKE 02 SEKE 02, 2002
4
1% match (Internet from 26-Feb-2012)
http://www.dc.fi.udc.es/~parapar/files/ai/The_IS_Audit_Process_isaca_sayana.pdf
5
1% match (Internet from 01-Apr-2009)
http://www.idkk.gov.tr/web/guest/it_audit_manual_isaca
paper text:
Running head: AUDITING INFORMATION SYSTEMS PROCESS Auditing information systems process Student’s Name University Affiliation Auditing information systems 2process Information systems are the livelihood of any huge business. As in past years, computer systems do not simply record transactions of business, but essentially drive the main business procedures of the enterprise. In such a situation, superior management and business managers do have worries concerning information systems. Auditing is a methodical process by which a proficient, independent person impartially obtains and assesses evidence concerning assertions about a financial entity or occasion for the reason of outlining an outlook about and reporting on the extent to which the contention matches to an acknowledged set of standards. Auditing of information systems is the administration controls assessment inside the communications of Information Technology. The obtained proof valuation is used to decide if systems of information are defensive assets, maintenance reliability of data, and also if they are efficiently operating in order to attain organization’s goals or objectives (Hoelzer, 2009). Auditing of Information Systems has become an essential part of business organization in both large and small business environments. This paper examines the preliminary points for carrying out and Information system audit and some of the, techniques, tools, guidelines and standards that can be employed to build, manage, and examine the review function. The Certified Information Systems Auditor (CISA) qualifications is recognized worldwide as a standard of accomplishment for those who assess, monitor, control and audit the information technology of an organization and business systems. Information Systems experts with a concern in information systems security, control and audit. At least five years of specialized information systems security, auditing and control work practice is necessary for certification. An audit contract should be present to evidently state the responsibility of the management, 2objectives for, and designation of authority to Information .
· Strengths Public Recognition of OrganizationOverall Positive P.docxLynellBull52
· Strengths Public Recognition of Organization
Overall Positive Perception of Organization
Established Integrity and Longevity of the Organizations
Continued success in saving lives and always willing to lend a helping hand
Weaknesses
Lack of Congruency of public and internal views
Commitment to service to the public overlooks the work environment of the employees that make these endeavors possible daily
Opportunities
Disaster relief is always a turning point for anyone’s perception of the organization especially when it hits close to home
Threats
Possibility of not being able to help someone due to lack in financial or physical resources
Understanding that it’s impossible to please everyone, there could be some bad experiences that are communicated to many tarnishing the positive perception of the brand
Strengths with Opportunities
Increasing amount of volunteers and assistance of employees on a continual basis in order to secure definite support in the face of a disaster
Weaknesses with Threats
Increase and expand awareness of employees concerns through surveys and group discussions in order to increase the morale of the organization.
Strengths with Threats
With understanding the necessity of all aspects of the organization needing to be congruent, implementing and ensuring that public and employees all hold the same values to be true simultaneously through continued efforts of the organization increasing the involvement of the employees in minor decision making abilities in order to feel as if the organization is less of a dictatorship and slightly reflective of a democracy
Weaknesses with Opportunities
Increasing awareness of the severity of a need for this organization in the country due to the lack of ability by the country alone
.
· Part I Key Case SummaryThis case discusses the Union Carbid.docxLynellBull52
· Part I: Key
Case Summary
This case discusses the Union Carbide gas leak that occurred in Bhopal, India in 1984. Over five thousand people were killed and hundreds of thousands were injured after water inadvertently mixed with methyl isocyanate (MIC) causing the release of a deadly gas. The plant in Bhopal was a pesticide production facility that served the increasing demand of India’s thriving farming industry. However, uncontrolled zoning allowed the plant to be built within close proximity to a densely populated region. While the plant was initially profitable, market changes negatively impacted revenue forcing budget cuts that led to the decay of maintenance and safety practices. There are several theories as to why the incident occurred such as a disgruntled employee’s maliciousness or an accidental contamination. Over several years, Union Carbide paid out hundreds of millions of dollars to the survivors and ultimately ceased to exist, while the community continues to struggle with the aftermath of the disaster.
Main Critical Issues (the list):
· India’s officials adopted careless zoning practices and allowed the construction of the plant near dense population.
· The proper safety procedures were not followed and the equipment was not being properly utilized as designed. UCIL managers placed a higher weight on cost cutting than on safety, resulting in the reduction of maintenance and safety practices.
· Union Carbide Corp. did not require frequent reporting from its subsidiary in India (UCIL), which allowed malpractices and unsafe systems in the Bhopal plant to go unnoticed.
· Union Carbide Corporation and UCIL had an ethical obligation to warn the surrounding community of potential dangers of living close to the pesticide plant
· If the case, the disgruntled employees action to sabotage the plant to take vengeance
· Employees and supervisors in the Bhopal plant did not follow numerous policies and routines that could have prevented the tragedy (e.g. acting upon the alarming increase in the tank pressure, instead of postponing it to after the tea break).
· The residents were not informed of what actions to take in the event of a toxic leak or accident.
· The employees did not use the emergency buses to evacuate surrounding residents.
·
Part II: Key
Stakeholders:
The following are the stakeholders in the case: The Union Carbide’s Corporation Stockholders, The Bhopal’s population, The Indian Government, The Bombay Stock Exchange, The Union Carbide’s workers from de Indian subsidiary “UCIL”. The workers from Union Carbide headquarter in Connecticut, The Board of Directors of Union Carbide Headquarter, and The Board of Directors from Union Carbide’s Indian subsidiary. The American and Indian lawyers. UCIL’s Executives. Carbides’ Scientifics. Indian Scientists and engineers. Indian Court Systems. Insurance company. Indian Public. Corrupts Physicians. Corrupts Court Officials. Bhopal Congress. Chemical Industry. Dow Chemical. The Activis.
· Perceptual process is a process through manager receive organize.docxLynellBull52
· Perceptual process is a process through manager receive organize and interpret information. According to this case, after Andrea decided quit this job, Sam chose Grant for the manager position from three candidates, even he is not very suitable for this position, because Sam strongly believes the manager have to be a full time based on previous customer experience(He believed that you can’t be a part time manager and that his customers would think Vibe was not a serious company if he appointed a part time manager for marketing and public relations-Sam Nguyen) Moreover Sam thought Grant could Increase himself-awareness to achieve demonstrate good relationship with customer.
· Job satisfaction is a collection of positive or negative felling that an individual holds toward their job. In this case, Andrea is a good example of having a negative felling of her job. ( Sam’s only criticism of her was that she seemed to live to work). Because Sam does not care about the employee satisfaction, Andrea can not get more spiritual benefit even get good salary. People may have different level of the job satisfaction. In this case, Andrea work long hours, she may feel very stressful, she is happy with cognitive job satisfaction, but not with the affective job satisfaction.
LIBRARY USE
lllillllllllllllll LA TROBE UNIVERSITY
3 2934 02374381 0
SEMESTER TWO EXAMINATION PERIOD
2010
student ID: Seat Number:
Unit Code: LST2LBA
Unit Name:
Paper Name:
Reading Time:
Writing Time:
Paper No: 1
Law of Business Association
Final
30 minutes
3 hours
No. of Pages (including cover sheet): 9
OFFICE USE ONLY (FACULTY/SCHOOL STAFF):
CAMPUS AW BE BU MI SH
Number
102
92
ALLOWABLE MATERIALS
Description
Open book, including electronic dictionary
Students may make notes during reading time (not on script books or multiple
choice answer sheets)
INSTRUCTIONS TO CANDIDATES
1. This examination Is in three parts:
i. Part A: This Is a set of 20 multiple choice questions, worth 1 mark each. You may tear off the
answer sheet at the back of the examination paper. Write your student number on the answer
sheet. Circle the appropriate letter for each question.
li. Part B: This comprises three questions worth 10 marks each. Answer all questions.
III. Part C: Answer ONE of the two questions In Part C. It Is worth 20 marks.
2. This examination is worth 70 marks, being 70% of the marks for the course.
This paper MUST NOT BE REMOVED from the examination venue
Part A
This Part of the examination consists of twenty (20) multiple choice questions, each worth
one (1) marlc. The suggested time for completion is fifty minutes; that is, two minutes and
thirty seconds for each question. Be very careftal not to spend too much time on this section.
Students should circle the most appropriate answer to each question in Part A on the Part A
answer sheet provided at the end of this examination paper. Y o u may tear the answer shee.
· Performance Critique Assignment· During the first month of.docxLynellBull52
· Performance Critique Assignment
· During the first month of class, you are required to attend a theatrical production and to respond to it in the form of a performance critique (due February 29). A performance critique is a short essay in which you describe and offer your perspective on the specific choices that were made in a production. For this particular assignment, you are asked to develop an argument about how the production choices reflected (or failed to clearly reflect) the play’s central message.
· This piece of writing is uniquely tied to your own experience as a spectator in the theatre. Your critique should engage with the production as performance. This is different from doing a simple literary analysis of the main themes in the play. You should explore how these ideas are communicated through specific scenic choices – acting, directing, design, use of space, etc. – and make an argument about how these choices contributed to the production as a whole. Did they further the audience’s understanding of the message it was trying to convey? Did they make sense within the world they were trying to create? Was the text more alive because of them?
·
· *If there is a director’s note in the program, this will be particularly useful in ascertaining what the director’s intentions were or why he/she chose to stage this play in particular.
·
· A Performance Critique Looks Like:
·
· Format: 4 pages, 12-point font, double-spaced, 1” margins. Consulting other sources is not recommended (and you should definitely NOT consult other reviews of the performance), but if there is a secondary source that you feel provides important supporting information for your argument, you may use it if you include proper MLA citation.
·
· Ticket: Staple your ticket stub to the back page of your paper.
·
· Description: Give the audience a sense of the play. Include information about the name of the production, location, notable cast members, etc. Also include a very brief description of the main action, and/or the driving character relationships, and/or the genre (period piece, musical, etc.). When describing the action of the play, use the present tense.
·
· Argument: You should move far beyond saying simply whether you liked or disliked the play. Be sure to develop a clear thesis about what you think the production company was attempting to accomplish and whether they were successful.
·
· Specific Examples: Remember to provide specific examples to back up your argument. Your critique should help readers "visualize" the play. Provide relevant and evocative details. You will likely want to address several of the following elements: Acting (were the characters believable? Were they supposed to be?), Directing (Did there seem to be a unifying concept behind the production? How was that concept realized? Did the different elements of the production fit together?), Costume/Set/Lighting/Sound Design (H.
· Please read the following article excerpt, and view the video cl.docxLynellBull52
· Please read the following article excerpt, and view the video clips below. Listen carefully in order to understand as much of the Spanish as you can, using the images and contextual clues to help you get a sense of the gist of the video content.
· Next, write a 200-word response in English to the issues raised. Make sure to address the following questions:
1. What is syncretism and how does it differ from the concept of the melting pot?
2. How is Latin America’s (specifically Brazil and Cuba) experience with racial and cultural mixture different from that of the U.S.?
3. Can you give a couple of examples of syncretism in your own culture or in the U.S.?
Article
SYNCRETISM AND ITS SYNONYMS: REFLECTIONS ON CULTURAL MIXTURE by CHARLES STEWART
(If you would like to read the article from which this excerpt was taken, you can find it in Doc Sharing.)
The subject matter of anthropology has gradually changed over the last twenty years. Nowadays ethnographers rarely search for a stable or original form of cultures; they are usually more concerned with revealing how local communities respond to historical change and global influences. The burgeoning literature on transnational flows of ideas, global institutions, and cultural mixture reflects this shift of attention. This increased awareness of cultural penetration has, furthermore, been instrumental in the critique of earlier conceptions of “culture” that cast it as too stable: bounded, and homogeneous to be useful in a world characterized by migrations (voluntary or forced), cheap travel, international marketing, and telecommunications… In this body of literature the word syncretism has begun to reappear alongside such related concepts as hybridization and creolization as a means of portraying the dynamics of global social developments.
My purpose in considering the history of syncretism up to the present is not to enforce a standard usage conformed to the domain of religion; nor is it my goal to promote syncretism to a position of primus inter pares in the company of all other terms for mixture. I see my approach instead as an attempt to illustrate historically that syncretism has an objectionable but nevertheless instructive past…
Current Discussions of Mixture
Cultures, if we still wish to retain this term (and I do), are porous; they are open to intermixture with other, different cultures and they are subject to historical change precisely on account of these influences. This has no doubt always been the case…
Cultural borrowing and interpenetration are today seen as part of the very nature of cultures… To phrase it more accurately, syncretism describes the process by which cultures constitute themselves at any given point in time. Today's hybridization will simply give way to tomorrow's hybridization, the form of which will be dictated by historical-political events and contingencies… As [Edward] Said expresses it: all cultures are involved in one another, none is simple and pure, all.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Analytic Geometry A Accelerated Week 3 Page 35 of 5.docx
1. Analytic Geometry A Accelerated Week 3 Page 35 of 51
Analytic Geometry A ‐ Accelerated Week 3
Lesson 2.1 Introduction to Right Triangle Trigonometry
Lesson 2.2 Sine Ratio
Lesson 2.3 Cosine Ratio
Lesson 2.4 Tangent Ratio
Lesson 2.5 Review
Lesson 2.6 Inverse Trigonometric Ratios
Lesson 2.7 Solve Right Triangles
Lesson 2.8 Solve Right Triangles in Applied Problems
Before working the problems, study the lesson listed above each
problem set.
Record the answers on the answer sheet. Turn in the answer she
et to be graded.
For some problem sets, answer boxes are given. Choices may be
used more than
once if necessary.
2. Lesson 2.1 Introduction to Right Triangle Trigonometry
True or False. Choose ‘A’ for True or ‘B’ for False.
1. The word “trigonometry” comes from the Greek words that
mean “triangle measurement.”
2. The study of trigonometry did not begin until long after the
beginning of the Christian era.
3. The longest side of any right triangle is the hypotenuse.
4. A right triangle contains one right angle and two acute angl
es.
5. The hypotenuse of a right triangle can be opposite an acute
angle of a triangle.
6. The legs of a right triangle form the right angle.
Analytic Geometry A Accelerated Week 3 Page 36 of 51
Multiple Choice.
Use the given triangle to answer problems 7‐11.
A
C B
3. 7. Which of the following is the side opposite of
A) AB B) BC
C) AC D)
8. Which of the following is the side opposite of
A) AC B) BC
C) AB D)
9. Which of the following is the hypotenuse?
A) AC B) BC
C) AB D)
10. Which of the following is the side adjacent to
A) AB B) AC
C) BC D)
11. Which of the following is the side adjacent to
A) AB B) AC
C) BC D)
Lesson 2.2 Sine Ratio
4. A
C B
12. What is the sine ratio for
A)
BC
AC
B)
BC
AB
C)
AC
AB
D)
AB
BC
13. What is the sine ratio for
A)
BC
AC
B)
5. BC
AB
C)
AC
AB
D)
AB
BC
Analytic Geometry A Accelerated Week 3 Page 37 of 51
Find the indicated trigonometric ratio. Write each answer as a fr
action in simplest form.
14. sin R 16. sin R
15. sin S 17. sin S
18. sin R 20. sin R
6. 19. sin S 21. sin S
Choices for 14‐21
A)
24
26
B)
44
125
C)
20
21
D)
12
13
E)
28
53
AB)
10
24
AC)
9. Choices for 22‐25
Use sine to find the value of x to the nearest tenth.
26. 27. 28.
Choices for 26‐28
A) 20.1 B) 21.4 C) 23.5 D) 25.2 E) 28.1
AB) 30.8 AC) 32.6 AD) 33.3 AE) 34.1 BC)
35.6
BD) 36.9 BE) 38.0
A) 0.3243 B) 0.3429 C) 0.90 D) 0.7423 E) 1 AB)
3.5714
AC) 0.9459 AD) 0.2917 AE) 0.9059 BC) 0.28
BD) 1.3472
BE) 0.96
CD) 0.4235 CE) 0.47 DE) 0.6701 ABC) 1.1039
10. Analytic Geometry A Accelerated Week 3 Page 39 of 51
Lesson 2.3 Cosine Ratio
A
C B
29. What is the cosine ratio for
A)
BC
AC
B)
BC
AB
C)
AC
AB
D)
AB
BC
30. What is the cosine ratio for
17. 106
Find the indicated trigonometric value. Round to 4 decimal plac
es, if necessary.
39. cos A 41. cos A
40. cos B 42. cos B
Choices for 39‐42
A) 0.3243 B) 0.3429 C) 0.90 D) 0.7423 E) 1 AB)
3.5714
AC) 0.9459 AD) 0.2917 AE) 0.9059 BC) 0.28
BD) 1.3472
BE) 0.96
CD) 0.4235 CE) 0.47 DE) 0.6701 ABC) 1.1039
18. Analytic Geometry A Accelerated Week 3 Page 41 of 51
Use cosine to find the value of x to the nearest tenth.
43. 44. 45.
Choices for 43‐45
Lesson 2.4 Tangent Ratio
A
C B
46. What is the tangent ratio for
A)
BC
AC
B)
AC
BC
C)
19. BC
AB
D)
AC
AB
47. What is the tangent ratio for
A)
BC
AC
B)
AC
BC
C)
BC
AB
D)
AC
AB
A) 4.3 B) 5.6 C) 8.2 D) 9.3 E) 13.1 AB) 14.0
20. AC) 15.0 AD) 26.4 AE) 29.6 BC) 34.8 BD) 36.9
BE) 38.7
CD) 50.5 CE) 51.3 DE) 65.9 ABC) 68.9 ABD) 75.8
ABE) 78.3
Analytic Geometry A Accelerated Week 3 Page 42 of 51
Use the figure below to answer the following.
48. Find tan as a fraction in simplest form.
49. Find tan as a decimal rounded to four decimal places.
50. Find tan as a fraction in simplest form.
51. Find tan as a decimal rounded to four decimal places.
Use the figure below to answer the following.
52. Find tan as a fraction in simplest form.
53. Find tan as a decimal rounded to four decimal places.
54. Find tan as a fraction in simplest form.
21. 55. Find tan as a decimal rounded to four decimal places.
Choices for 48‐55
A)
B) 0.9524 C) 0.5892 D)
E) 1.0500 AB) 0.5077
AC)
21
20
AD) 0.8615 AE) BC) BD) 1.6970 BE)
CD) CE) 0.5893 DE) .6897
ABC) ABD) 0.7241 ABE) 0.9523
Analytic Geometry A Accelerated Week 3 Page 43 of 51
Find the value of x to the nearest tenth.
56. 57. 58.
Choices for 56‐58
22. A) 15.5 B) 42.2 C) 18.4 D) 10.9 E)
37.2
AB) 14.4 AC) 3.4 AD) 13.9 AE) 25.5 BC) 143.8
Lessons 2.2, 2.3 and 2.4 Sine Ratio, Cosine Ratio, and Tangent
Ratio
Use a sine, cosine, or tangent ratio to find the value of x
. Round decimals to the nearest tenth.
Answer choices are on the following page.
59. 60. 61.
Choices for 59‐61
A) 6.8 B) 7.6 C) 12.0 D) 12.4 E) 20.2 AB)
22.4
AC) 22.6 AD) 26.0 AE) 35.7 BC) 36.3 BD)
40.6 BE) 42.5
CD) 56.3 CE) 56.4 DE) 76.1 ABC) 77.3 ABD)
98.8 ABE) 103.1
Analytic Geometry A Accelerated Week 3 Page 44 of 51
23. 62. 63. 64.
Choices for 62‐64
A) 6.8 B) 7.6 C) 12.0 D) 12.4 E) 20.2 AB)
22.4
AC) 22.6 AD) 26.0 AE) 35.7 BC) 36.3 BD)
40.6 BE) 42.5
CD) 56.3 CE) 56.4 DE) 76.1 ABC) 77.3 ABD)
98.8 ABE) 103.1
True or False. Choose ‘A’ for true or ‘B’ for false.
65. Tangent ratios of complementary angles are reciprocals.
66. The sine ratio can be greater than 1.
67. The cosine ratio is never greater than 1.
68. The tangent ratio involves the legs of a right triangle.
69. As acute angles get larger, the sine ratio gets larger.
70. The tangent ratio can be greater than 1.
71. The sine of an angle and the cosine of its complement are e
qual.
24. 72. As acute angles get larger, the cosine ratio gets larger.
73. Trigonometric ratios can be found by using a table of trigo
nometric values or a calculator.
74.
75.
Analytic Geometry A Accelerated Week 3 Page 45 of 51
Find the indicated trigonometric value for triangle XYZ. Round
the answer to four decimal places.
76. sin 77. 78.
79. 80.
Choices for 76‐80
A) 0.2917 B) 0.9600 C) 1.0417 D) 0.8000 E)
0.7500 AB) 0.2800
AC) 1.6667 AD) 3.5714 AE) 0.6000 BC) 1.3333
BD) 3.4286 BE) 1.2500
Lesson 2.5 Review
25. Find the missing side in a right triangle. Leave radicals in simpl
ified form.
81. If the legs are 8 and 15, find the hypotenuse.
82. If one leg is 40 and the hypotenuse if 41, find the other le
g.
83. If the legs are 5 and 10, find the hypotnenuse.
Find the missing angle.
84. Find the complement of
85. Find the third angle of a triangle if two angles are
86. Find the other acute angle of a right triangle if one acute a
ngle is
Choices for 81‐86
A) 4 B) 9 C) 12 D) 17 E) 23 AB) 30
AC) 81 AD) 3 AE) 5
BC) 5 3 BD) 5 5 BE) CD) CE)
DE) 4 ABC) ABD)
Analytic Geometry A Accelerated Week 3 Page 46 of 51
26. Draw a right triangle ABC with the right angle at C for each pro
blem. Find the indicated angle or
side. Leave radicals in simplified form.
87. Find c if and
88. Find a if and
89. Find b if and
90. Find if
91.
Choices for 87‐91
A) 4 B) 9 C) 12 D) 17 E) 23 AB) 30
AC) 81 AD) 3 AE) 5
BC) 5 3 BD) 5 5 BE) CD) CE)
DE) ABC) ABD)
Lesson 2.6 Inverse Trigonometric Ratios
Let
be an acute angle in a right triangle. Approximate the measure
of to the nearest tenth
of a degree.
92.
28. Find to the nearest degree.
102. 103. 104.
Draw a right triangle ABC with right angle at C for each proble
m. Find the indicated angle to the
nearest degree.
105. Find if and
106. Find if and
107. Find if and
108. Find if AC and
109. Find if and
Choices for 102‐109
29. A) B) C) D) E) AB)
AC) AD) AE) BC) BD)
Analytic Geometry A Accelerated Week 3 Page 48 of 51
Lesson 2.7 Solve Right Triangles
Use the figures below to answer problems 110‐123.
Use a tangent, sine, or cosine ratio to find the value of the indic
ated variable. Round decimals to
the nearest tenth.
110. t
111. u
112. x
113. y
114. g
115. h
30. 116. a
117. b
118. c
119. d
120. m
121. n
122.
123.
Choices for problems 110‐123
A) 3.9 B) 5.8 C) 7.0 D) 7.8 E) 8.2 AB) 8.8
AC) 8.9
AD) 12.0 AE) 20.1 BC) 24.9 BD) 35.6 BE) 56.6
CD) CE)
Analytic Geometry A Accelerated Week 3 Page 49 of 51
Lesson 2.8 Solve Right Triangles in Applied Problems
124. Let x
represent the width of a river. Use the drawing to determine the
width of the
river. Round decimals to the nearest hundredth if necessary.
31. A) 25.36 .ft
B) 27.98 .ft
C) 54.38 .ft
D) 128.67 .ft
125. Let x
represent the height of a tower. Use the drawing to determine t
he height of the
tower. Round decimals to the nearest hundredth if necessary.
A) 57.85 .ft
B) 68.94 .ft
C) 107.26 .ft
D) 140.02 .ft
126. Find the distance d
from a house on the shore to a house on the island. An instrume
nt
called a transit is used to find that the measure of
Round decimals to the
nearest hundredth if necessary.
A) 29.73m
B) 44.42m
C) 53.83m
32. D) 59.78m
Analytic Geometry A Accelerated Week 3 Page 50 of 51
127. Ladder You lean a 20 foot ladder against a house. The ba
se of the ladder is 4 feet from
the wall. What angle
does the ladder make with the ground? Round decimals to the n
earest
tenth if necessary.
A)
B)
C)
D)
128. Skyscraper You are standing 350 feet away from a skyscr
aper that is 750 feet tall. What
is the angle of elevation from you to the top of the building? Ro
und decimals to the
33. nearest tenth if necessary.
A)
B)
C)
D)
129. Concert You attend a music concert with some friends a
nd sit halfway up the bleachers
in the arena. The angle of depression from the horizontal line to
the stage is your
seat is 45 feet above the stage level, what is your actual distanc
e d from the stage?
Round to the nearest foot.
A) 49 .ft
B) 111 .ft
C) 62 .ft
D) 101 .ft
Analytic Geometry A Accelerated Week 3 Page 51 of 51
The Uniform Federal Accessibility Standards specify that the ra
34. mp angle used for a
wheelchair ramp must be less than or equal to
130. The length of one ramp is 16 feet. The vertical rise is 14 i
nches. Estimate the ramp’s
horizontal distance. Use the Pythagorean Theorem. (Hint: Cha
nge 16 feet into inches.)
131. Estimate the ramp’s angle.
132. Does this ramp meet the Uniform Federal Accessibility St
andards?
Choices for 130‐132
A) B) C) D) 7.75 .ft
E) 191.49 .in AB) 192.51 .in AC) yes AD) no
133. A forest ranger spotted an unattended campfire from his p
osition in a 75 foot tall tower.
The angle of depression as he looks toward the campfire is
What is the distance from
the base of the tower to the campfire?
A) 73.9 .ft B) 298.6 .ft
35. C) 425.3 .ft D) 523.5 .ft
134. You lean a 24 foot ladder against a house. The base of the
ladder is 4.5 feet from the
house. Find the angle of elevation.
A) B)
C) D)
135. A person is flying a kite. What is the angle of elevation th
e string makes with the ground
if the kite is flying 124 feet above the ground and 150 feet of s
tring is let out?
A) B)
C) D)