This document contains new tasks for the mathematics SL portfolio for use in 2012 and 2013. It provides 4 tasks - two Type I tasks called "Lacsap's Fractions" and "Circles", and two Type II tasks called "Fish Production" and "Gold Medal Heights". Teachers are only allowed to use tasks from this document and the 2011-2012 document for assessment in 2012-2013. Using old tasks will result in a 10-mark penalty. The document provides guidance on using and developing tasks for the portfolio.
This document summarizes a facilities, realignment, and restructuring report from Sibley East Schools. It discusses current staffing and programming from K-12, compares school facilities to state guidelines, and reviews research on aligning grades K-6 and 7-12. The report finds that elementary school facilities are outdated and class/support spaces are significantly smaller than recommended. Research supports aligning grades K-6 and 7-12 to improve student achievement and reduce dropout rates. Pros and cons of restructuring to a K-6, 7-12 model are presented from both elementary and secondary staff perspectives.
The document discusses the IT industry in British Columbia. It describes how the IT industry contributes to the economy through sectors like software/computer services, IT wholesaling, and IT manufacturing. The software and computer services sector contributed $62.7 billion to Canadian GDP in 2011 and has accounted for 8.9% of GDP growth since 2002. The IT industry employs over 556,000 people in Canada, half in software development. The industry benefits from access to the large US market and a highly educated workforce.
This document provides an overview of an emotion lead lecture. It includes definitions of emotion, charts and diagrams about emotions, an EI test with multiple choice questions about handling emotional situations, and discussions about expressing emotions through social media and the relationship between emotion and reason. It also links to a TED talk about robots that relate to humans.
Li-Fi (Light Fidelity) is a wireless optical networking technology that uses light-emitting diodes (LEDs) for data transmission. It can provide much higher speeds than Wi-Fi and has several advantages. Li-Fi works by varying the intensity of light from an LED to transmit digital data. It is possible to achieve speeds over 500 megabytes per second. Li-Fi has potential applications in areas where radio frequencies are regulated like hospitals and aircraft. It could also enable wireless internet access anywhere there is light.
This document discusses various management strategies and skills. It covers topics such as leadership theories, communication skills, motivation, conflict resolution, time management, and ethics. Effective leadership requires skills that are learned like building teams, handling conflict, giving feedback, and managing stress and emotions. Leaders must act ethically to inspire trust and achieve organizational goals.
La solicitud presenta los datos personales de Verónica Fernanda Carchi Chuba, incluyendo su nombre, cédula, ciudad, universidad y paralelo. Además, menciona sus hobbies como jugar básquet los fines de semana, practicar natación, ir de paseo con su familia, ver películas y escuchar música de Tiziano Ferro, y jugar con sus hijas.
I want to inform all of you that this work was based on a PDF provided by the University of Camberra, to whom I thank for providing such important insights, even for external students. I only adapted it, and now I'm sharing it to help other students with their dissertation/essays or others
This document summarizes a facilities, realignment, and restructuring report from Sibley East Schools. It discusses current staffing and programming from K-12, compares school facilities to state guidelines, and reviews research on aligning grades K-6 and 7-12. The report finds that elementary school facilities are outdated and class/support spaces are significantly smaller than recommended. Research supports aligning grades K-6 and 7-12 to improve student achievement and reduce dropout rates. Pros and cons of restructuring to a K-6, 7-12 model are presented from both elementary and secondary staff perspectives.
The document discusses the IT industry in British Columbia. It describes how the IT industry contributes to the economy through sectors like software/computer services, IT wholesaling, and IT manufacturing. The software and computer services sector contributed $62.7 billion to Canadian GDP in 2011 and has accounted for 8.9% of GDP growth since 2002. The IT industry employs over 556,000 people in Canada, half in software development. The industry benefits from access to the large US market and a highly educated workforce.
This document provides an overview of an emotion lead lecture. It includes definitions of emotion, charts and diagrams about emotions, an EI test with multiple choice questions about handling emotional situations, and discussions about expressing emotions through social media and the relationship between emotion and reason. It also links to a TED talk about robots that relate to humans.
Li-Fi (Light Fidelity) is a wireless optical networking technology that uses light-emitting diodes (LEDs) for data transmission. It can provide much higher speeds than Wi-Fi and has several advantages. Li-Fi works by varying the intensity of light from an LED to transmit digital data. It is possible to achieve speeds over 500 megabytes per second. Li-Fi has potential applications in areas where radio frequencies are regulated like hospitals and aircraft. It could also enable wireless internet access anywhere there is light.
This document discusses various management strategies and skills. It covers topics such as leadership theories, communication skills, motivation, conflict resolution, time management, and ethics. Effective leadership requires skills that are learned like building teams, handling conflict, giving feedback, and managing stress and emotions. Leaders must act ethically to inspire trust and achieve organizational goals.
La solicitud presenta los datos personales de Verónica Fernanda Carchi Chuba, incluyendo su nombre, cédula, ciudad, universidad y paralelo. Además, menciona sus hobbies como jugar básquet los fines de semana, practicar natación, ir de paseo con su familia, ver películas y escuchar música de Tiziano Ferro, y jugar con sus hijas.
I want to inform all of you that this work was based on a PDF provided by the University of Camberra, to whom I thank for providing such important insights, even for external students. I only adapted it, and now I'm sharing it to help other students with their dissertation/essays or others
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
NRB Bearings Ltd. - Company Valuation and Investment RecommendationAnkur Agarwal
The document recommends buying shares of NRB Bearings based on intrinsic and relative valuation. NRB is a leading manufacturer of bearings in India, with the #1 market share in needle roller bearings. The company is focusing on expanding exports and its industrial components business. Key risks include rising raw material costs and foreign exchange exposure. The bearings industry is growing due to increased automotive, infrastructure, and export demand. NRB has a diversified customer base and manufacturing footprint across India and Thailand.
Your guide to help you choose the right preposition.
This guide was made to help people who use english as a second language. It may become handy when making presentations or documents in english.
The document summarizes a staff meeting to discuss plans for decanting Island School during its redevelopment. It outlines three potential models for splitting the school across temporary sites:
1) A phase split that separates younger and older students.
2) A house split that divides the school into two complete schools based on house system.
3) A faculty split that divides students and teachers by academic departments between two sites.
Concerns are raised about how each model would impact curriculum, resources, guidance, and school identity. Staff are asked to consider the pros, cons, and interesting aspects of each to help determine the best approach. A working group will be formed to represent staff perspectives during the decant
O documento fornece orientações para estudantes do 1o ano sobre como preparar a dissertação, incluindo escolher um tema, pesquisar informações, escolher um orientador e organizar o cronograma. Recomenda explorar interesses, fontes acadêmicas e profissionais ao escolher um tema, e usar revistas, teses e livros para pesquisa. Também sugere conversar com possíveis orientadores e alunos anteriores para escolher o melhor orientador.
This document provides steps for finding your undertone and selecting the proper foundation color. It discusses determining if you have pink/red or yellow undertones based on how your skin reacts to the sun, the color of veins on your wrist, and the underlying color of your skin. It then explains how to use foundations that are 1-2 shades lighter or darker to contour and highlight areas of the face. Applying highlight under the eyes, center of forehead, and down the nose brings features out while contouring below the cheekbones, in the eye crease, sides of the nose, and sides of forehead slims features for a chiseled look. Loose powder is recommended for blending areas together seamlessly.
This document summarizes a parent meeting about redevelopment plans for Island School that requires temporarily relocating ("decanting") the school into two sites. It outlines the goals of informing parents about issues in splitting the school, finding suitable temporary sites, and establishing a parent working group. Three potential decant models are described - splitting by phase, splitting by house, or splitting by faculty. Each model is analyzed considering implications for curriculum, resources, guidance, and school identity. The document invites parents to join a focus group to provide input on decant issues.
Here's the final presentation I've made for my thesis in the International Business Master.
The Comparative Advantages in the services sector of the developing economies.
Self leadership involves having a clear vision and goals, self-discipline, responsibility for one's actions, self-knowledge, integrity, courage in the face of challenges, being a role model for others, and empowering others. The document profiles several Latin American leaders who exemplify qualities of self leadership, such as Rafael Nadal, Bosco Gutierrez Cortina, Irene Villa, Jaume Sanllorente, Nando Parrado and Roberto Canessa, Pope Francis, and Toni Nadal. It concludes that the most important person to lead is oneself.
The document summarizes an awareness webinar on outcome-based education and accreditation for engineering colleges. It discusses key concepts of OBE including program outcomes, course outcomes, assessment of outcomes, and closing the loop for continuous improvement. Specifically, it defines outcomes at the program level including program educational objectives, program outcomes, and course outcomes. It also provides examples of mapping course outcomes to program outcomes and assessing attainment of outcomes. The webinar focuses on assessment tools and methods for evaluating the achievement of outcomes to improve engineering education programs.
Automatic Grammatical Error Correction for ESL-Learners by SMT - Getting it r...Marcin Junczys-Dowmunt
Video recording of full talk: http://lectures.ms.mff.cuni.cz/view.php?rec=255
There has been an increasing interest in using statistical machine translation (SMT) for the task of Grammatical Error Correction (GEC) for English-as-a-Second-Language (ESL) learners. Two of the three highest-scoring systems of the CoNLL-2014 Shared Task were SMT-based. The currently highest-scoring result published for the CoNLL-2014 test set has been achieved by a system combination of the five best CoNLL-2014 submissions built with MEMT (a tool for MT system combination). In this talk, we demonstrate how a single SMT-based system can match and outperform the result of the mentioned combined system. Furthermore, this system outperforms any other published results (including our own CoNLL-2014 submission) for a single system by a margin of several percent F-Score when the same training data is being used. These results are achieved by adapting current state-of-the art methods for phrase-based SMT specifically to the problem of GEC.
We report on the effects of:
- Parameter tuning for GEC
- Introducing GEC-specific dense and sparse features
- Using large-scale data
The document provides instructions for Program 1, which involves writing a program to calculate the mean and standard deviation of a set of numbers stored in a linked list. It outlines the requirements of calculating the mean and standard deviation of two sample data sets. It also provides overview information on linked lists, mean, standard deviation, and examples of calculating them. The assignment instructions describe completing the planning, development, and postmortem phases according to the PSP0 process, including reviewing work and submitting required files.
The document provides instructions for Program 1, which involves writing a program to calculate the mean and standard deviation of a set of numbers stored in a linked list. It outlines the requirements, including thoroughly testing the program on sample data and expected results provided. It also provides overviews of linked lists, mean, standard deviation and examples of calculating them. Finally, it details the planning, development and postmortem phases students should follow, including process scripts, exit criteria and guidelines for submitting the assignment.
Writing a scientific paper : DISCUSSION AND CONCLUSION.pptSuadFaraj
This document discusses conclusions sections in research papers. It provides guidance on what should be included, such as summarizing what was learned, directions for future research, and evaluating any shortcomings or benefits of the work. It also describes common problems like conclusions being too long or failing to comment on larger issues. Examples are provided to illustrate a conclusion matching the objectives and highlighting the major findings of the research.
Scheme g third semester (co,cm,cd,if, cw)anita bodke
This document outlines the teaching and examination scheme for the third semester of various diploma programs. It includes:
1. The subject Data Structure Using 'C' which has 4 hours of theory and 4 hours of practical classes per week. It will be examined through a theory paper worth 100 marks, a practical exam of 50 marks, and internal assessment of 25 marks.
2. Details of the Applied Mathematics subject including its objectives, learning structure, theory topics and contents across various engineering programs for the third semester.
3. Excerpts from documents providing more context on the Data Structure Using 'C' and Applied Mathematics subjects, including their objectives, importance, and learning outcomes for students.
IRJET- Teaching Learning Practices for Metrology & Quality Control Subject in...IRJET Journal
1. The document discusses teaching and learning practices for the Metrology and Quality Control subject in an outcome-based education system.
2. It outlines the program educational objectives, program outcomes, and course outcomes for the subject and describes how they are mapped and assessed.
3. Internal evaluations of students including unit tests, assignments, and exams are used to measure course outcome attainment, with lower attainment found for two course outcomes, leading to corrective actions being taken like industrial visits and expert lectures.
This document provides a mark scheme for an IGCSE English as a Second Language exam. It outlines the exercises on the exam paper, what assessment objectives each exercise tests, and how many marks are available for reading and writing objectives. It then provides detailed marking criteria for each exercise, describing what students need to include to receive marks for content and language. Exercises include reading comprehension questions, note-making, information transfer, writing summaries, and longer writing responses. The document is intended as guidance for examiners on how to consistently apply standards in awarding marks.
White Line Follower.pptxWhite Line FollowerByFawaz Alana.docxalanfhall8953
This document discusses a white line follower system using an H-bridge circuit to control DC motors. It describes how an H-bridge allows control over the direction of current in a motor. The H-bridge uses four switching elements to change the motor's direction by controlling which switches are open or closed. An L293D H-bridge motor driver IC can be used to control two DC motors independently with logic signals controlling the direction. The document provides diagrams of an H-bridge circuit and the pin connections for the L293D chip.
The document outlines guidelines for assessment frameworks for the C20 syllabus. It aims to fill the gap between academics and industry by increasing student and faculty skills. Question papers will assess different cognitive levels depending on the phase of study, starting with lower levels and progressing to higher-level analysis. Sample question papers are provided for various subjects assessing different cognitive levels through multiple choice and descriptive questions. Integrated learning assessments will include written tests, skills tests, portfolios, and semester exams.
Scheme g second semester (ae,me,pg,pt,fe,mh,mi,ps)soni_nits
This document outlines the teaching and examination scheme for the second semester of various diploma programs including Mechanical Engineering.
It provides the course code, duration, subjects, credits, and evaluation details. The subjects for the second semester include Communication Skills, Applied Science (divided into Physics and Chemistry), Engineering Mechanics, Engineering Drawing, Engineering Mathematics, Development of Life Skills, and Workshop Practice.
For the Applied Science (Physics) subject, the teaching hours are 2 theory and 2 practical per week. Students will be evaluated out of 75 marks, with a theory exam of 50 marks and a practical exam of 25 marks. Internal assessment will include two tests of 25 marks each.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
NRB Bearings Ltd. - Company Valuation and Investment RecommendationAnkur Agarwal
The document recommends buying shares of NRB Bearings based on intrinsic and relative valuation. NRB is a leading manufacturer of bearings in India, with the #1 market share in needle roller bearings. The company is focusing on expanding exports and its industrial components business. Key risks include rising raw material costs and foreign exchange exposure. The bearings industry is growing due to increased automotive, infrastructure, and export demand. NRB has a diversified customer base and manufacturing footprint across India and Thailand.
Your guide to help you choose the right preposition.
This guide was made to help people who use english as a second language. It may become handy when making presentations or documents in english.
The document summarizes a staff meeting to discuss plans for decanting Island School during its redevelopment. It outlines three potential models for splitting the school across temporary sites:
1) A phase split that separates younger and older students.
2) A house split that divides the school into two complete schools based on house system.
3) A faculty split that divides students and teachers by academic departments between two sites.
Concerns are raised about how each model would impact curriculum, resources, guidance, and school identity. Staff are asked to consider the pros, cons, and interesting aspects of each to help determine the best approach. A working group will be formed to represent staff perspectives during the decant
O documento fornece orientações para estudantes do 1o ano sobre como preparar a dissertação, incluindo escolher um tema, pesquisar informações, escolher um orientador e organizar o cronograma. Recomenda explorar interesses, fontes acadêmicas e profissionais ao escolher um tema, e usar revistas, teses e livros para pesquisa. Também sugere conversar com possíveis orientadores e alunos anteriores para escolher o melhor orientador.
This document provides steps for finding your undertone and selecting the proper foundation color. It discusses determining if you have pink/red or yellow undertones based on how your skin reacts to the sun, the color of veins on your wrist, and the underlying color of your skin. It then explains how to use foundations that are 1-2 shades lighter or darker to contour and highlight areas of the face. Applying highlight under the eyes, center of forehead, and down the nose brings features out while contouring below the cheekbones, in the eye crease, sides of the nose, and sides of forehead slims features for a chiseled look. Loose powder is recommended for blending areas together seamlessly.
This document summarizes a parent meeting about redevelopment plans for Island School that requires temporarily relocating ("decanting") the school into two sites. It outlines the goals of informing parents about issues in splitting the school, finding suitable temporary sites, and establishing a parent working group. Three potential decant models are described - splitting by phase, splitting by house, or splitting by faculty. Each model is analyzed considering implications for curriculum, resources, guidance, and school identity. The document invites parents to join a focus group to provide input on decant issues.
Here's the final presentation I've made for my thesis in the International Business Master.
The Comparative Advantages in the services sector of the developing economies.
Self leadership involves having a clear vision and goals, self-discipline, responsibility for one's actions, self-knowledge, integrity, courage in the face of challenges, being a role model for others, and empowering others. The document profiles several Latin American leaders who exemplify qualities of self leadership, such as Rafael Nadal, Bosco Gutierrez Cortina, Irene Villa, Jaume Sanllorente, Nando Parrado and Roberto Canessa, Pope Francis, and Toni Nadal. It concludes that the most important person to lead is oneself.
The document summarizes an awareness webinar on outcome-based education and accreditation for engineering colleges. It discusses key concepts of OBE including program outcomes, course outcomes, assessment of outcomes, and closing the loop for continuous improvement. Specifically, it defines outcomes at the program level including program educational objectives, program outcomes, and course outcomes. It also provides examples of mapping course outcomes to program outcomes and assessing attainment of outcomes. The webinar focuses on assessment tools and methods for evaluating the achievement of outcomes to improve engineering education programs.
Automatic Grammatical Error Correction for ESL-Learners by SMT - Getting it r...Marcin Junczys-Dowmunt
Video recording of full talk: http://lectures.ms.mff.cuni.cz/view.php?rec=255
There has been an increasing interest in using statistical machine translation (SMT) for the task of Grammatical Error Correction (GEC) for English-as-a-Second-Language (ESL) learners. Two of the three highest-scoring systems of the CoNLL-2014 Shared Task were SMT-based. The currently highest-scoring result published for the CoNLL-2014 test set has been achieved by a system combination of the five best CoNLL-2014 submissions built with MEMT (a tool for MT system combination). In this talk, we demonstrate how a single SMT-based system can match and outperform the result of the mentioned combined system. Furthermore, this system outperforms any other published results (including our own CoNLL-2014 submission) for a single system by a margin of several percent F-Score when the same training data is being used. These results are achieved by adapting current state-of-the art methods for phrase-based SMT specifically to the problem of GEC.
We report on the effects of:
- Parameter tuning for GEC
- Introducing GEC-specific dense and sparse features
- Using large-scale data
The document provides instructions for Program 1, which involves writing a program to calculate the mean and standard deviation of a set of numbers stored in a linked list. It outlines the requirements of calculating the mean and standard deviation of two sample data sets. It also provides overview information on linked lists, mean, standard deviation, and examples of calculating them. The assignment instructions describe completing the planning, development, and postmortem phases according to the PSP0 process, including reviewing work and submitting required files.
The document provides instructions for Program 1, which involves writing a program to calculate the mean and standard deviation of a set of numbers stored in a linked list. It outlines the requirements, including thoroughly testing the program on sample data and expected results provided. It also provides overviews of linked lists, mean, standard deviation and examples of calculating them. Finally, it details the planning, development and postmortem phases students should follow, including process scripts, exit criteria and guidelines for submitting the assignment.
Writing a scientific paper : DISCUSSION AND CONCLUSION.pptSuadFaraj
This document discusses conclusions sections in research papers. It provides guidance on what should be included, such as summarizing what was learned, directions for future research, and evaluating any shortcomings or benefits of the work. It also describes common problems like conclusions being too long or failing to comment on larger issues. Examples are provided to illustrate a conclusion matching the objectives and highlighting the major findings of the research.
Scheme g third semester (co,cm,cd,if, cw)anita bodke
This document outlines the teaching and examination scheme for the third semester of various diploma programs. It includes:
1. The subject Data Structure Using 'C' which has 4 hours of theory and 4 hours of practical classes per week. It will be examined through a theory paper worth 100 marks, a practical exam of 50 marks, and internal assessment of 25 marks.
2. Details of the Applied Mathematics subject including its objectives, learning structure, theory topics and contents across various engineering programs for the third semester.
3. Excerpts from documents providing more context on the Data Structure Using 'C' and Applied Mathematics subjects, including their objectives, importance, and learning outcomes for students.
IRJET- Teaching Learning Practices for Metrology & Quality Control Subject in...IRJET Journal
1. The document discusses teaching and learning practices for the Metrology and Quality Control subject in an outcome-based education system.
2. It outlines the program educational objectives, program outcomes, and course outcomes for the subject and describes how they are mapped and assessed.
3. Internal evaluations of students including unit tests, assignments, and exams are used to measure course outcome attainment, with lower attainment found for two course outcomes, leading to corrective actions being taken like industrial visits and expert lectures.
This document provides a mark scheme for an IGCSE English as a Second Language exam. It outlines the exercises on the exam paper, what assessment objectives each exercise tests, and how many marks are available for reading and writing objectives. It then provides detailed marking criteria for each exercise, describing what students need to include to receive marks for content and language. Exercises include reading comprehension questions, note-making, information transfer, writing summaries, and longer writing responses. The document is intended as guidance for examiners on how to consistently apply standards in awarding marks.
White Line Follower.pptxWhite Line FollowerByFawaz Alana.docxalanfhall8953
This document discusses a white line follower system using an H-bridge circuit to control DC motors. It describes how an H-bridge allows control over the direction of current in a motor. The H-bridge uses four switching elements to change the motor's direction by controlling which switches are open or closed. An L293D H-bridge motor driver IC can be used to control two DC motors independently with logic signals controlling the direction. The document provides diagrams of an H-bridge circuit and the pin connections for the L293D chip.
The document outlines guidelines for assessment frameworks for the C20 syllabus. It aims to fill the gap between academics and industry by increasing student and faculty skills. Question papers will assess different cognitive levels depending on the phase of study, starting with lower levels and progressing to higher-level analysis. Sample question papers are provided for various subjects assessing different cognitive levels through multiple choice and descriptive questions. Integrated learning assessments will include written tests, skills tests, portfolios, and semester exams.
Scheme g second semester (ae,me,pg,pt,fe,mh,mi,ps)soni_nits
This document outlines the teaching and examination scheme for the second semester of various diploma programs including Mechanical Engineering.
It provides the course code, duration, subjects, credits, and evaluation details. The subjects for the second semester include Communication Skills, Applied Science (divided into Physics and Chemistry), Engineering Mechanics, Engineering Drawing, Engineering Mathematics, Development of Life Skills, and Workshop Practice.
For the Applied Science (Physics) subject, the teaching hours are 2 theory and 2 practical per week. Students will be evaluated out of 75 marks, with a theory exam of 50 marks and a practical exam of 25 marks. Internal assessment will include two tests of 25 marks each.
This document outlines the mapping of course outcomes (COs) to program outcomes (POs) and program specific outcomes (PSOs) for a control theory course. It provides the course structure, list of COs, and maps each CO to the relevant POs and PSOs. For each mapping, it identifies the cognitive level and justification. The purpose of the mapping is to assess the attainment of COs, POs, and PSOs for the program.
This document provides guidelines for evaluating manuscripts submitted for publication in journals. It discusses various aspects of the manuscript that should be checked such as the title, authorship, abstract, keywords, methodology, results and discussion section, conclusions, acknowledgments, and references. The document emphasizes that the title should clearly represent the content, the authorship should include all those who made significant contributions, and the abstract should provide the background, objectives, methods, key results and conclusions in a clear and concise manner. It also provides examples and tips for writing each section of the manuscript effectively to ensure high quality of publication.
The document outlines the teaching and examination scheme for the second semester Agricultural Engineering course. It includes 7 subjects - Communication Skills, Engineering Drawing, Engineering Mathematics, Engineering Chemistry, Agricultural Science, Development of Life Skills, and Workshop Practice. The semester will be of 16 weeks duration with 28 hours of student contact per week. Examinations will include theory exams, practical exams, oral exams, and internal assessments. Subject details like objectives, content breakdown, and reference materials are provided for Communication Skills and Engineering Drawing.
EDSP 557 Phonological Awareness Activity Part I Grou.docxjack60216
The document provides base year and horizon year land use and travel data for 29 zones. It asks the student to:
1. Determine possible linear regression equations for estimating total work trip productions and attractions using variables from the base year data.
2. Estimate equation parameters, determine R2 values, and comment on parameter validity.
3. Explain reasons for selecting certain equations and apply the chosen equations to the horizon year data to forecast work trips.
1) The document provides a lesson plan for teaching trainees about shift registers. It includes information on the trainees, classroom, college, curriculum, content, methodology, and objectives of the lesson.
2) The lesson plan uses various teaching methods like lecture, classroom discussion, individual work, partner work and group work. Videos and handouts will also be used.
3) The lesson objectives are for trainees to understand what a shift register is, its types, how it works in serial in/serial out and serial in/parallel out modes, and design simple shift register circuits.
Descriptionsordernametypeformatvallabvarlab1location_idint%8.0gNumeric identifier of export source location2partner_idint%8.0gNumeric identifier of export destination location3yearint%8.0gYear4location_codestr3%9sThe source of the export goods (NZL) 3 character code.5location_name_short_enstr11%11sDescriptive name of country/region6partner_codestr3%9sThe destination of the export goods 3 character code7partner_name_short_enstr44%44sDescriptive name of country/region8hs_product_codestr2%9sProduct code identifier9export_valuedouble%10.0g(sum) export_value10comlang_offbyte%8.0g1 for common official of primary language11comlang_ethnobyte%8.0g1 if a language is spoken by at least 9% of the population in both countries12colonybyte%8.0g1 for pairs ever in colonial relationship13distfloat%9.0gsimple distance (most populated cities, km)14distcapfloat%9.0gsimple distance between capitals (capitals, km)15distwdouble%9.0gweighted distance (pop-wt, km)16pop_odouble%9.0gPopulation, total in mn17pop_ddouble%9.0gPopulation, total in mn18gdp_odouble%9.0gGDP (current US$)19gdp_ddouble%9.0gGDP (current US$)20gdpcap_ofloat%9.0gGDP per cap (current US$)21gdpcap_dfloat%9.0gGDP per cap (current US$)22area_olong%12.0gArea in sq. kms23area_dlong%12.0gArea in sq. kms24comcurbyte%8.0g1=Common currency25comreligfloat%9.0g1=Common religion26gatt_obyte%8.0g1=Origin is GATT/WTO member27gatt_dbyte%8.0g1=Destination is GATT/WTO member28pta_bbbyte%9.0g1=Non-reciprocal PTA ; 2=PTA (Source: Baier & Bergstrand, 2009)29fta_wtobyte%8.0g1=RTA (Source: WTO, 2015)30fta_bbbyte%8.0g1=FTA;2=Cust. Union;3=Common Market;4=Economic union (Baier & Bergstrand, 2009)31eu_dbyte%8.0g1=Destination is a EU member32product_idint%8.0gProduct id code33hs_product_name_short_enstr48%48sEnglish description of product category
SEES0095
Advanced Quantitative
Methods
2019/2020
Project Description and Q & A
Svetlana Makarova room 525 (16 Taviton)
[email protected]
2 SEES0095 AQM Project Description and Q & A
Brief Extraction from the
SEESG46 Advanced Quantitative Methods Course Description
The course will be assessed through 100% coursework assignment. The assignment will be in the
form of a project. For your project are you encouraged to use data related to emerging markets
and transition economies – for example, on Demographic and Health indicators, voting patterns
and determinants, regional GDP, Foreign Direct Investment, Growth, inflation, labour markets
etc – and carry out an appropriate statistical analysis. Your results should be written up as a
research project incorporating an introduction, a contextual or literature background, a
methodology, data description and interpretation, results and conclusions. The practical
exercises throughout the course will prepare you for this assignment. You will be expected to
use Stata as the only computational tool. No other statistical packages will be allowed. The
assignment should be no more than 5,000 words. T.
Descriptionsordernametypeformatvallabvarlab1location_idint%8.0gNumeric identifier of export source location2partner_idint%8.0gNumeric identifier of export destination location3yearint%8.0gYear4location_codestr3%9sThe source of the export goods (NZL) 3 character code.5location_name_short_enstr11%11sDescriptive name of country/region6partner_codestr3%9sThe destination of the export goods 3 character code7partner_name_short_enstr44%44sDescriptive name of country/region8hs_product_codestr2%9sProduct code identifier9export_valuedouble%10.0g(sum) export_value10comlang_offbyte%8.0g1 for common official of primary language11comlang_ethnobyte%8.0g1 if a language is spoken by at least 9% of the population in both countries12colonybyte%8.0g1 for pairs ever in colonial relationship13distfloat%9.0gsimple distance (most populated cities, km)14distcapfloat%9.0gsimple distance between capitals (capitals, km)15distwdouble%9.0gweighted distance (pop-wt, km)16pop_odouble%9.0gPopulation, total in mn17pop_ddouble%9.0gPopulation, total in mn18gdp_odouble%9.0gGDP (current US$)19gdp_ddouble%9.0gGDP (current US$)20gdpcap_ofloat%9.0gGDP per cap (current US$)21gdpcap_dfloat%9.0gGDP per cap (current US$)22area_olong%12.0gArea in sq. kms23area_dlong%12.0gArea in sq. kms24comcurbyte%8.0g1=Common currency25comreligfloat%9.0g1=Common religion26gatt_obyte%8.0g1=Origin is GATT/WTO member27gatt_dbyte%8.0g1=Destination is GATT/WTO member28pta_bbbyte%9.0g1=Non-reciprocal PTA ; 2=PTA (Source: Baier & Bergstrand, 2009)29fta_wtobyte%8.0g1=RTA (Source: WTO, 2015)30fta_bbbyte%8.0g1=FTA;2=Cust. Union;3=Common Market;4=Economic union (Baier & Bergstrand, 2009)31eu_dbyte%8.0g1=Destination is a EU member32product_idint%8.0gProduct id code33hs_product_name_short_enstr48%48sEnglish description of product category
SEES0095
Advanced Quantitative
Methods
2019/2020
Project Description and Q & A
Svetlana Makarova room 525 (16 Taviton)
[email protected]
2 SEES0095 AQM Project Description and Q & A
Brief Extraction from the
SEESG46 Advanced Quantitative Methods Course Description
The course will be assessed through 100% coursework assignment. The assignment will be in the
form of a project. For your project are you encouraged to use data related to emerging markets
and transition economies – for example, on Demographic and Health indicators, voting patterns
and determinants, regional GDP, Foreign Direct Investment, Growth, inflation, labour markets
etc – and carry out an appropriate statistical analysis. Your results should be written up as a
research project incorporating an introduction, a contextual or literature background, a
methodology, data description and interpretation, results and conclusions. The practical
exercises throughout the course will prepare you for this assignment. You will be expected to
use Stata as the only computational tool. No other statistical packages will be allowed. The
assignment should be no more than 5,000 words. T.
The document discusses how to build a table of specification for assessment. It defines a table of specification as a two-way chart that describes the topics covered by a test and the number of items or marks associated with each topic. The purpose is to ensure a fair and representative sample of questions on the test and that the test has content validity by covering the intended subject matter. The document provides examples of using Anderson's and Bloom's taxonomies to design tables of specification by listing learning outcomes for topics at different cognitive levels and assigning test items to each cell.
Descriptionsordernametypeformatvallabvarlab1location_idint%8.0gNumeric identifier of export source location2partner_idint%8.0gNumeric identifier of export destination location3yearint%8.0gYear4location_codestr3%9sThe source of the export goods (NZL) 3 character code.5location_name_short_enstr11%11sDescriptive name of country/region6partner_codestr3%9sThe destination of the export goods 3 character code7partner_name_short_enstr44%44sDescriptive name of country/region8hs_product_codestr2%9sProduct code identifier9export_valuedouble%10.0g(sum) export_value10comlang_offbyte%8.0g1 for common official of primary language11comlang_ethnobyte%8.0g1 if a language is spoken by at least 9% of the population in both countries12colonybyte%8.0g1 for pairs ever in colonial relationship13distfloat%9.0gsimple distance (most populated cities, km)14distcapfloat%9.0gsimple distance between capitals (capitals, km)15distwdouble%9.0gweighted distance (pop-wt, km)16pop_odouble%9.0gPopulation, total in mn17pop_ddouble%9.0gPopulation, total in mn18gdp_odouble%9.0gGDP (current US$)19gdp_ddouble%9.0gGDP (current US$)20gdpcap_ofloat%9.0gGDP per cap (current US$)21gdpcap_dfloat%9.0gGDP per cap (current US$)22area_olong%12.0gArea in sq. kms23area_dlong%12.0gArea in sq. kms24comcurbyte%8.0g1=Common currency25comreligfloat%9.0g1=Common religion26gatt_obyte%8.0g1=Origin is GATT/WTO member27gatt_dbyte%8.0g1=Destination is GATT/WTO member28pta_bbbyte%9.0g1=Non-reciprocal PTA ; 2=PTA (Source: Baier & Bergstrand, 2009)29fta_wtobyte%8.0g1=RTA (Source: WTO, 2015)30fta_bbbyte%8.0g1=FTA;2=Cust. Union;3=Common Market;4=Economic union (Baier & Bergstrand, 2009)31eu_dbyte%8.0g1=Destination is a EU member32product_idint%8.0gProduct id code33hs_product_name_short_enstr48%48sEnglish description of product category
SEES0095
Advanced Quantitative
Methods
2019/2020
Project Description and Q & A
Svetlana Makarova room 525 (16 Taviton)
s.makaro[email protected]
2 SEES0095 AQM Project Description and Q & A
Brief Extraction from the
SEESG46 Advanced Quantitative Methods Course Description
The course will be assessed through 100% coursework assignment. The assignment will be in the
form of a project. For your project are you encouraged to use data related to emerging markets
and transition economies – for example, on Demographic and Health indicators, voting patterns
and determinants, regional GDP, Foreign Direct Investment, Growth, inflation, labour markets
etc – and carry out an appropriate statistical analysis. Your results should be written up as a
research project incorporating an introduction, a contextual or literature background, a
methodology, data description and interpretation, results and conclusions. The practical
exercises throughout the course will prepare you for this assignment. You will be expected to
use Stata as the only computational tool. No other statistical packages will be allowed. The
assignment should be no more than 5,000 ...
2. –2– MATME/PF/M12/N12/M13/N13
CONTENTS
Type I tasks
Lacsap’s Fractions
Circles
Type II tasks
Fish Production
Gold Medal Heights
INTRODUCTION
What is the purpose of this document?
This document contains new tasks for the portfolio in mathematics SL. These tasks have been produced by
the IB, for teachers to use in the examination sessions in 2012 and 2013. It should be noted that most tasks
previously produced and published by the IB will no longer be valid for assessment after the November 2010
examination session. These include all the tasks in any teacher support material (TSM), and the tasks in the
document “Portfolio tasks 2009–2010”. The tasks in the document “Portfolio tasks 2011–2012” can be used
in the 2012 examinations but NOT in 2013.
Copies of all TSM tasks published by the IB are available on the Online Curriculum Centre (OCC),
under Internal Assessment, in a document called “Old tasks published prior to 2008”. These tasks should
not be used, even in slightly modified form.
What happens if teachers use these old tasks?
The inclusion of these old tasks in the portfolio will make the portfolio non-compliant, and such portfolios
will therefore attract a 10-mark penalty. Teachers may continue to use the old tasks as practice tasks,
but they should not be included in the portfolio for final assessment.
What other documents should I use?
All teachers should have copies of the mathematics SL subject guide (second edition, September 2006),
including the teaching notes appendix, and the TSM (September 2005). Further information,
including additional notes on applying the criteria, is available on the Online Curriculum Centre (OCC).
Important news items are also available on the OCC, as are the diploma programme coordinator notes,
which contain updated information on a variety of issues.
Which tasks can I use in 2012?
The only tasks produced by the IB that may be submitted for assessment in 2012 are the ones contained in
this document, and those in the document “Portfolio tasks 2011–2012”. There is no requirement to use tasks
produced by the IB, and there is no date restriction on tasks written by teachers.
For final assessment in 2012 and 2013
3. –3– MATME/PF/M12/N12/M13/N13
Can I use these tasks before May 2012?
These tasks should only be submitted for final assessment from May 2012 to November 2013.
Students should not include them in portfolios before May 2012. If they are included, they will be subject
to a 10-mark penalty. Please note that these dates refer to examination sessions, not when the work
is completed.
Which tasks can I use in 2013?
The only tasks produced by the IB that may be submitted for assessment in 2013 are the ones contained in
this document.
Technology
There is a wide range of technological tools available to support mathematical work. These include graphic
display calculators, Excel spreadsheets, Geogebra, Autograph, Geometer sketch pad and Wolframalpha.
Many are free downloads from the Internet. Students (and teachers) should be encouraged to explore which
ones best support the tasks that are assigned. Teachers are reminded that good technology use should
enhance the development of the task.
Extracts from diploma program coordinator notes
Important information is included in the DPCN, available on the OCC. Teachers should ensure they are
familiar with these, and in particular with the ones noted below. Please note that the reference to the
2009/2010 document is outdated.
Copies of tasks and marking/solution keys
Teachers are advised to write their own tasks to fit in with their own teaching plans, to select from the
2009/2010 document, or to use tasks written by other teachers. In each case, teachers should work the task
themselves to make sure it is suitable, and provide a copy of the task, and an answer, solution or marking key
for any task submitted. This will help the moderators confirm the levels awarded by the teacher.
It is particularly important if teachers modify an IB published task to include a copy of the modified task.
While this is permitted, teachers should think carefully about making any changes, as the tasks have been
written with all the criteria in mind, to allow students to achieve the higher levels.
Non-compliant portfolios from May 2012
Please note the following information on how to deal with portfolios that do not contain one task of
each type. This will be applied in the May 2012 and subsequent examination sessions.
If two pieces of work are submitted, but they do not represent a Type I and a Type II task (for example, they
are both Type I or both Type II tasks), mark both tasks, one against each Type.
For example, if a candidate has submitted two Type I tasks, mark one using the Type I criteria, and the other
using the Type II Criteria. Do not apply any further penalty
This means that the current system of marking both tasks against the same criteria and then applying a
penalty of 10 marks will no longer be used.
For final assessment in 2012 and 2013
4. –4– MATME/PF/M12/N12/M13/N13
LACSAP’S FRACTIONS SL TYPE I
Aim: In this task you will consider a set of numbers that are presented in a symmetrical pattern.
Consider the five rows of numbers shown below.
Describe how to find the numerator of the sixth row.
Using technology, plot the relation between the row number, n, and the numerator in each row.
Describe what you notice from your plot and write a general statement to represent this.
Find the sixth and seventh rows. Describe any patterns you used.
Let En (r ) be the ( r 1) th element in the nth row, starting with r 0 .
15
Example: E5 (2) .
9
Find the general statement for En (r ) .
Test the validity of the general statement by finding additional rows.
Discuss the scope and/or limitations of the general statement.
Explain how you arrived at your general statement.
For final assessment in 2012 and 2013
5. –5– MATME/PF/M12/N12/M13/N13
CIRCLES SL TYPE I
Aim: The aim of this task is to investigate positions of points in intersecting circles.
The following diagram shows a circle C1 with centre O and radius r, and any point P.
r
O P
C1
The circle C2 has centre P and radius OP. Let A be one of the points of intersection of C1 and C2 .
Circle C3 has centre A, and radius r. The point P is the intersection of C3 with (OP). This is
shown in the diagram below.
C3
A
O P' P
C2
C1
Let r 1 . Use an analytic approach to find OP , when OP 2 , OP 3 and OP 4 . Describe
what you notice and write a general statement to represent this.
Let OP 2 . Find OP , when r 2 , r 3 and r 4 . Describe what you notice and write a
general statement to represent this. Comment whether or not this statement is consistent with your
earlier statement.
Use technology to investigate other values of r and OP. Find the general statement for OP .
Test the validity of your general statement by using different values of OP and r.
Discuss the scope and/or limitations of the general statement.
Explain how you arrived at the general statement.
For final assessment in 2012 and 2013
6. –6– MATME/PF/M12/N12/M13/N13
FISH PRODUCTION SL TYPE II
Aim: This task considers commercial fishing in a particular country in two different environments –
the sea and fish farms (aquaculture). The data is taken from the UN Statistics Division Common
Database.
The following table gives the total mass of fish caught in the sea, in thousands of tonnes
(1 tonne = 1000 kilograms).
Year 1980 1981 1982 1983 1984 1985 1986 1987 1988
Total Mass 426.8 470.2 503.4 557.3 564.7 575.4 579.8 624.7 669.9
Year 1989 1990 1991 1992 1993 1994 1995 1996 1997
Total Mass 450.5 379.0 356.9 447.5 548.8 589.8 634.0 527.8 459.1
Year 1998 1999 2000 2001 2002 2003 2004 2005 2006
Total Mass 487.2 573.8 503.3 527.7 566.7 507.8 550.5 426.5 533.0
Define suitable variables and discuss any parameters/constraints. Using technology, plot the data
points from the table on a graph. Comment on any apparent trends in your graph and suggest
suitable models.
Analytically develop a model that fits the data points. (You may find it useful to consider a
combination of functions.)
On a new set of axes, draw your model function and the original data points. Comment on
any differences. Revise your model if necessary.
The table below gives the total mass of fish, in thousands of tonnes, from fish farms.
Year 1980 1981 1982 1983 1984 1985 1986 1987 1988
Total Mass 1.4 1.5 1.7 2.0 2.2 2.7 3.1 3.3 4.1
Year 1989 1990 1991 1992 1993 1994 1995 1996 1997
Total Mass 4.4 5.8 7.8 9.1 12.4 16.0 21.6 33.2 45.5
Year 1998 1999 2000 2001 2002 2003 2004 2005 2006
Total Mass 56.7 63.0 79.0 67.2 61.2 79.9 94.7 119.8 129.0
Plot the data points from this table on a graph, and discuss whether your analytical model for the
original data fits the new data.
Use technology to find a suitable model for the new data. On a new set of axes, draw both models.
Discuss how trends in the first model could be explained by trends in the second model.
By considering both models, discuss possible future trends in both types of fishing.
For final assessment in 2012 and 2013
7. –7– MATME/PF/M12/N12/M13/N13
GOLD MEDAL HEIGHTS SL TYPE II
Aim: The aim of this task is to consider the winning height for the men’s high jump in the
Olympic Games.
The table below gives the height (in centimeters) achieved by the gold medalists at various
Olympic Games.
Year 1932 1936 1948 1952 1956 1960 1964 1968 1972 1976 1980
Height (cm) 197 203 198 204 212 216 218 224 223 225 236
Note: The Olympic Games were not held in 1940 and 1944.
Using technology, plot the data points on a graph. Define all variables used and state any
parameters clearly. Discuss any possible constraints of the task.
What type of function models the behaviour of the graph? Explain why you chose this function.
Analytically create an equation to model the data in the above table.
On a new set of axes, draw your model function and the original graph. Comment on any
differences. Discuss the limitations of your model. Refine your model if necessary.
Use technology to find another function that models the data. On a new set of axes, draw both your
model functions. Comment on any differences.
Had the Games been held in 1940 and 1944, estimate what the winning heights would have been
and justify your answers.
Use your model to predict the winning height in 1984 and in 2016. Comment on your answers.
The following table gives the winning heights for all the other Olympic Games since 1896.
Year 1896 1904 1908 1912 1920 1928 1984 1988 1992 1996 2000 2004 2008
Height (cm) 190 180 191 193 193 194 235 238 234 239 235 236 236
How well does your model fit the additional data?
Discuss the overall trend from 1896 to 2008, with specific references to significant fluctuations.
What modifications, if any, need to be made to your model to fit the new data?
For final assessment in 2012 and 2013