zilongwang/ReadingBank huggingface dataset:
18 MAV 11 Applied Mathematics 4 -- 3 40 60 100 4 18 MAV 12 Aircraft Communication Systems and Standards 4 2 3 40 60 100 4 18 MAV 13 Fundamentals of Avionics 4 2 3 40 60 100 4 Total 12 4 9 120 180 300 12 Visvesvaraya Technological University, Belagavi Scheme of Teaching and Examination 2018-19 M.Tech (Avionics Systems) - PT Outcome Based Education and Choice Based Credit System (OBE & CBCS) Second Semester Part Time-(Part-I) Course Code Course Title Teaching / week Examination Credits Theory Practical/ Field work/ Assignment Duration in Hours CIE Marks SEE Marks Marks 18 MAV 21 Flight Dynamics and Control 4 2 3 40 60 100 4 18 MAV 22 Aircraft Navigation Systems 4 2 3 40 60 100 4 18 MAV 23 Aircraft Display Systems 4 .. 3 40 60 100 4 Total 12 4 9 120 180 300 12
Visvesvaraya Technological University, Belagavi Scheme of Teaching and Examination 2018-19 M.Tech (Avionics Systems) - PT Outcome Based Education and Choice Based Credit System (OBE & CBCS) Semester Part Time (Part II) Course Code Course Title Teaching hours / week Examination Credits Theory Practical/ Field work/ Assignment Duration in Hours CIE SEE Marks Total Marks 18 MAV 14 Flight Instrumentation & Flight Management Systems 4 -- 3 40 60 100 4 18 MAV 15 Aircraft System Engineering & Standards 4 -- 3 40 60 100 4 18 MAVL 16 Avionics System Lab-1 .. 4 3 40 60 100 2 18 RMI 17 Research Method and IPR 2 -- 3 40 60 100 2 Total 10 4 12 160 240 400 12 Internship: All the students have to undergo mandatory internship of 6 weeks during the vacation of I Semester (Part-2) and II Semester (part-1) and /or II Semester (part-2) and III semesters. A University examination shall be conducted during III semester and the prescribed credit shall be counted in the same semester. Internship shall be considered as a head of passing and shall be considered for the award of degree. Those, who do not take-up/complete the internship shall be declared as failed and have to complete during the subsequent University examination after satisfying the internship requirements. Visvesvaraya Technological University, Belagavi Outcome Based Education and Choice Based Credit System (OBE & CBCS)
Aditya Institute of Technology and Management, Tekkali (Autonomous) ELECTRONICS AND COMMUNICATION ENGINEERING M.Tech (DECS) – II Sem. ADAPTIVE SIGNAL PROCESSING Subject Code : 16MDE1009 Internal Marks: 40 Credits : 4 External Marks: 60 Objectives : To recall the fundamentals of eigen value and vectors concept To study introduction to adaptive system To study the searching for performance surface To study the steepest descent algorithm To study the concept of LMS & RLS algorithms
56) Here is a number trick: Pick a whole number Double your number. Add 20 to the above result. Multiply the above by 5 Subtract 100 Divide by 10 The result is always the number that you started with! Suppose you start by picking N. Which of the equations below best demonstrates that the result after Step 6 is also N? A) B) C) D) 57) Use the problem to answer the question that follows: T shirts are on sale for 20% off. paid $8.73 for a shirt. What is the regular price of the shirt? There is no tax on clothing purchases under $175. Let represent the regular price of these t-shirt. Which of the following equations is correct? A) B) C) D)
0025 Understand descriptive statistics. 111) A teacher has a list of all the countries in the world and their populations in March 2012. She is going to have her students use technology to compute the mean and median of the numbers on the list. Which of the following statements is true? A) The teacher can be sure that the mean and median will be the same without doing any computation. B) The teacher can be sure that the mean is bigger than the median without doing any computation. C) The teacher can be sure that the median is bigger than the mean without doing any computation. D) There is no way for the teacher to know the relative size of the mean and median without computing them. 112) The histogram below shows the number of pairs of footware owned by a group of college students. Which of the following statements can be inferred from the graph above? A) The median number of pairs of footware owned is between 50 and 60 pairs. B) The mode of the number of of footware owned is 20. C) The mean number of pairs of footware owned is less than the median number of pairs of footware owned. D) The median number of pairs of footware owned is between 10 and 20.
A) B) C) D) 20) A solution requires 4 ml of saline for every 7 ml of medicine. How much saline would be required for 50 ml of medicine? A) 28 ml B) 28 ml C) 28 ml D) 87.5 ml 21) Some children explored the diagonals in 2 x 2 squares on pages of a calendar (where all four squares have numbers in them). They conjectured that the sum of the diagonals is always equal; in the example below, 8+16=9+15. Which of the equations below could best be used to explain why the children’s conjecture is correct? A) B)
Sample Test Items: Adult Basic Education (55) Read the passage below from a draft of a news article; then answer the question that follows. 1The controversy that has swirled around one of the city's bookshops for the past few came to a head on Monday at the long-awaited city council hearing. 2During the heated debate, council president Tonya Cardera formally proposed that the bookshop be fined $10,000 for violating the city's recently enacted ordinance prohibiting displays "offensive to the community." 3Councilor Jeffrey Franklin refused to comment until the hearing resumed. 4Martin Halpern, the owner of the bookshop, vowed to appeal any council ruling against his store. 5For nearly a month, Bright Lights Bookshop and the city have been embroiled in a dispute over a window display featuring Blake Fisher's new novel on Vietnam that has prompted both critical acclaim and angry denunciations from veterans around the country. 6Here in Atherton, the display of Fisher's book in the Bright Lights window—flanked by American and Vietnamese flags—has on three separate occasions generated crowds of protesters requiring intervention by the police. 7The hearing will resume next Monday evening, at 7:30 p.m., in the council chambers at City Hall. Which of the following changes in sentence order would make the passage flow more logically? Move Sentence 3 after Sentence 7. Move Sentences 5 and 6 before Sentence 2. Move Sentence 4 Sentence 1. Move Sentences 2 and 3 after Sentence 6.
Read the sentence below; then answer the question that follows. Which of the following words from the sentence shown above is an adverb? lightly quiet green vivid Which of the following teaching practices is an example of applying the input hypothesis in ESOL instruction? encouraging ESOL students to become familiar with and apply conscious strategies for language learning using gestures, facial expressions, visual aids, realia, and kinesthetic activities to support ESOL students' comprehension placing equal emphasis on developing ESOL students' fluency and accuracy in their language production incorporating cooperative-learning and problem-solving activities as components of each ESOL instructional unit Which of the following oral language assignments requires the highest degree of proficiency in cognitive-academic language skills? comparing everyday cultural practices (e.g., greetings, meals, clothing) between the home culture and mainstream U.S. culture explaining the steps in a multistep procedure (e.g., changing a tire, preparing a family meal) describing the symptoms of an illness that the student or one of his or her family members recently had discussing the issues presented in a documentary on the environment that the class recently watched
Investigations by Coverage Type MassHealth Coverage Type Investigate self declared insurance? Investigate access to ESI and require enrollment in coverage? Standard Yes Yes, all but BCCT and HIV CommonHealth Yes Yes CarePlus Yes Yes Family Assistance Children Yes Yes Young Adults below 150%FPL Yes Yes Young Adults above 150% No No Disabled Adults Yes Yes Adults and Elders No No Limited No No
Articles ALGBTIC Transgender Committee (2010). American Counseling Association: Competencies for counseling with transgender clients. Journal of LGBTQ Issues in Counseling, 4, 135-139. Carlson, A. (2002). Transgender counseling: Beyond afterthoughts and into the margins. Retrieved from . dickey, l.m., & Loewy, M.I. (2010). Group work with transgender clients. The Journal for Specialists in Group Work, 35(3), 236-245. doi: 10.1080/01933922.2010.492904 Sanchez, F.J., & Vilain, E. (2009). Collective self-esteem as a coping resource for male-to-female transsexuals. Journal of Counseling Psychology, 56(1), Doi: 10.1037/a0014573. The Transgender Institute. (2012). Group gender therapy: A useful adjunct to individual therapy. Retrieved April 6, 2013, from Web Resources American Psychological Association Answers to Questions about Transgender People, Gender Identity, and Gender Expression Fenway Health The mission of Fenway Health is to enhance the wellbeing of the lesbian, gay, bisexual and transgender community and all people in our neighborhoods and beyond through access to the highest quality health care, education, research and advocacy. Fenway Guide to LGBT Health, Module 7, Handout 7-A: Readings and Resources- Understanding the T in LGBT: Caring for Transgender Patients Fenway Health Glossary of Gender and Transgender Fenway Health Handout- Understanding the T in LGBT: A Role for Clinicians Gay, Lesbian, & Straight Education Network GLSEN, the Gay, Lesbian & Straight Education Network, is the leading national education organization focused on ensuring safe schools for all students. Established in 1990, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. GLSEN seeks to develop school climates where difference is valued for the positive contribution it makes to creating a more vibrant and diverse community. Gender Education & Advocacy Gender Education and Advocacy (GEA) is a national organization focused on the needs, issues and concerns of gender variant people in human
Agreements have been reached with a platform provider (IDESS) and with SGS to use their material as the basis for on-line training. It is intended to add material from others to extend the facility. 7.3 Asian Forum The last meeting was in December 2012 with the next meeting planned for 20th June. The main work item is HM67 – Additisation Guidelines, recently circulated for comment. Comments will be addressed at the next meeting. Hopefully the document can then be balloted. Issues regarding bunkering remain a key issue for the group. 7.4 EI GTC Committee The Model Terms for CIF/CFR sale and purchase of crude oil version had been balloted and comments were still being addressed with a view to publishing in Q3. The next work items will be FOB and CIF products contracts. It was noted that close contact was being maintained with LEAP who are working on EU barge terms in order to standardise general clauses across all model terms. The possibility of developing model bunker contracts following the products work had been suggested but had not so far met with much support. 8.0 API REPORT – Prepared by Goodson, API (presented by P Harrison) The sister committee to HMC-4 in API is COMA (Committee on Measurement Accountability) Jose Lopez (Chevron Corporation) - Chairman Juri Koern (Shell) - Vice Chairman Sally Goodson (API) – Secretary COMA activities were reported as follow: 8.1 Standards published in 2012: Ch 17.5 (EI HM64) Guidelines for Voyage Analysis and Cargo Reconciliation 3rd edition – published 4/12 Ch 17.9 (EI HM 49) Marine Measurement – Vessel Experience Factors 2nd edition – published 5/12 8.2 Standards under revision: Ch 17.1 Guidelines for Marine Cargo Inspection, 6th edition
Systemic, flexible, adaptive approaches alignment Integration of other forward-looking info Using opportunities for building back better Recommendations (throughout) Platform for Exchange between Climate Scientists and Engineers/ Architects Coordination & Collaboration Across Scale (International/ Fed/ State/local) Section 4: Summary of Recommendations to the Assembly & SGC Section 5: Implementation of Recommendations beyond state infrastructure Appendices/Glossary Call out boxes with sector-specific examples, case studies will be included across the report. WG members re-assessed their ability to actively draft report sections. They also spent time providing annotations to the revised outline, which will be integrated into one document after the meeting. The next meeting will focus on filling gaps on governance questions and on various segments of the report draft, being developed between Meetings #4 and #5. The meeting adjourned at 4pm.
5.9.49.C—Mt Gravatt corridor neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Mt Gravatt corridor neighbourhood plan code Table 5.9.49.D—Mt Gravatt corridor neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Mt Gravatt corridor neighbourhood plan code
Day 71 Go to the Multimedia Library and watch the Section Video Lecture for Sec 11.6, taking your own notes OR completing the guided notes as you watch. (You may get the 11.6 guided notes from the hanging file on the bookshelf OR print them them yourself from MML.) Do pg 771-772 #1, 2, 5-20. (18 problems) Show your work. Day 72 Review section 11.6. Do pgs 772-773 #3, 4, ODD #21-29, 35, 37, ALL #39-44. (15 problems) Show your work. Do MML 11.5 & 11.6. Show your work. Day 73 Show Homework (HW) to instructor (initials) ____, take Quiz 11 in MML. Day 74 Review for Test 6 by reading Chapter 11 Summary pgs 795-797, skipping concepts from 11.2, 11.4, 11.5, 11.7. **Note: you will have content from 11.5 on the test…they just don’t cover that content in the chapter summary. Do Chapter 11 Review pgs 798-800 #1-6, 11-18, 36, 37, 38, 41 AND page 802 #16, 17. Review the various Concept Checks that were assigned throughout the chapter. They are written in blue ink in each exercise set. Day 75 Take Unit 6 Test (Chapter 11). Review for Final Exam by doing the Final Exam Review in the Homework section of MML. This review is optional and does not affect your grade but is extremely helpful in preparing the final exam. Exam days TBA Final Exam *** Check the final exam schedule for day and time of exam. Ask an instructor if you are unsure of when to take your exam.*** For Fall 2017
Last Revision: Fall 2017-2018 SYLLABUS MTH 098 Elementary Algebra 3 Semester Credit 3 Contact Hours Course Description This course is a review of the fundamental arithmetic and algebraic operations. The topics include the numbers of ordinary arithmetic and their properties; integers and rational numbers; solving equations; polynomials and factoring; and an introduction to systems of equations and graphs. This is not a core course and does not transfer. Prerequisite MTH 090 or appropriate COMPASS Placement Score Course Textbooks, Manuals, or Other Required Materials Bittinger, Marvin and Judith Beecher. Developmental Mathematics, College Mathematics, and Introductory Algebra. 9th Ed. bundled with MyMathLab. Boston, Massachusetts: Pearson Education, Inc., 2016. Course Learning Outcomes The student will develop proficiency in algebraic skills and techniques needed as preparation for a higher-level mathematics course necessary for particular majors. The student will be introduced to and develop proficiency in solving mathematical problems. The student will develop reasoning skills. Outline of Course Topics Solving and writing equations Combining like terms Ratio and Proportion Solving equations two steps Solving equations with variables in both members Solving equations using four steps Rules of exponents Product of powers of a power Power of a quotient Quotient of powers Zero and negative exponents
Middle School Equations Progress Monitoring Directions: Score each step during instruction or as soon as the lesson is complete. Score the step as unprompted correct with a “+” or prompted correct with a “p.” Graph the number of unprompted correct responses to monitor progress. BUILD ESSENTIAL UNDERSTANDINGS – CONCEPT AND SYMBOLS: Identifying the Number from a Sentence 6th 7th BUILD A GRADE ALIGNED COMPONENT: Creating an Equation 8th BUILD ESSENTIAL UNDERSTANDING: Symbol Concept Materials and Directions for Teacher Instructional Cue Student Expected Response Date: X X X X X x Student has “Shawn” story problem. Circle the numbers. Student circles/eye gazes to numbers in story problem. “Slade” story problem and equation template Write the first number. Student writes/stamps/uses Velcro numbers/points to/eye gazes to “2”. See above. Wait for students to independently write plus or say “What do you write next?” Student writes/stamps/uses Velcro numbers/points to/eye gazes to “+”. See Wait for students to independently write c or say “What do you write next?” Student writes/stamps/uses Velcro numbers/points to/eye gazes to “c”. See Wait for students to independently write equal or say “What do you write next?” Student writes/stamps/uses Velcro numbers/points to/eye gazes to “=“. See Wait for students to independently write 4 or say “What do you write next?” Student writes/stamps/uses Velcro numbers/points to/eye gazes to “4”. “Jacob” story problem and equation template Write the equation that represents this problem. Use the letter g to represent the unknown cost of the game. Write the first number. Student writes/stamps/uses Velcro numbers/points to/eye gazes to “4”. See above. Wait for students to independently write plus or say “What do you write next?” Student writes/stamps/uses Velcro numbers/points to/eye gazes to “+”. See above. Wait for students to independently write g or say “What do you write next?” Student writes/stamps/uses Velcro numbers/points to/eye to “g”. See above. Wait for students to independently write equal or say “What do you write next?” Student writes/stamps/uses Velcro numbers/points to/eye gazes to “=”.
See Wait for students to use calculator to solve for x or say “What’s next?” Student uses calculator to solve for x. See above. Wait for students to write answer or say “What’s next?” Student writes answer below. NUMBER CORRECT:
withdraw from that class before poor attendance interferes with the student’s ability to achieve the objectives required in the course. Withdrawal from class can affect eligibility for federal financial aid. Statement on Discrimination/Harassment NACC and the Alabama State Board of Education are committed to providing both employment and educational environments free of harassment or discrimination related to an individual’s race, color, gender, religion, national origin, age, or disability. Such harassment is a violation of State Board of Education policy. Any practice or behavior that constitutes harassment or discrimination will not be tolerated. Statement of Adherence to ADA Guidelines Instructors will adhere to the Americans With Disabilities Act and/or Section 504 of the Rehabilitation Act (1973) and will publish the following statement on course outlines given to students at the beginning of each semester: “Any individual who qualifies for reasonable accommodations under the American With Disabilities Act or Section 504 of the Rehabilitation Act (1973) should notify the instructor immediately.”
Solve single-step practical problems involving multiplication of a whole number, limited to 12 or less, and a proper fraction (e.g., 6 × , × 8, 9 × ), with models. The denominator will be a factor of the whole number and answers should be expressed in simplest form. (b) Apply the inverse property of multiplication in models. (For example, use a visual fraction model to represent 44 or 1 as the product of × ). (b) 5.7 FA1 FA2 FA3 T1 ML T2 M2 T3 M3 Use the order of operations to simplify whole number numerical expressions, limited to addition, subtraction, multiplication, and division. Expressions may contain parentheses. Given a whole number numerical expression involving more than one operation, describe which operation is completed first, which is second, etc.
Week 5 Quantitative Reasoning Use Sets and Venn Diagrams to solve problems. Analyze data using Venn Diagrams. Rearrange formulas to isolate a specific variable. Solve for a variable in a given equation. Analyze arguments to determine validity. Solve real-world scenarios using quantitative reasoning skills. Weekly Overview This week students visualize, analyze, and evaluate situations and arguments. Sets and Venn diagrams help classify groups. Example: Are all fish classified as salmon? How about the other way around? This week also reinforces the skills of rearranging and solving for a variable. These skills comes in handy when working with formulas in situations that students encounter in life. Students should be able to think critically about arguments and situations after completing this week’s assignments. Students also apply these critical thinking skills when finalizing their Signature Assignment. Assignment: MyMathLab® Plan for Week 5 Checkpoint Purpose: This assignment allows students to get the necessary practice to fully comprehend the weekly learning objectives through guided instructions, videos, and links to the textbook. This assignment also allows students to show mastery in the mathematical skills learned throughout the week. Assignment: MyMathLab® Week 5 Checkpoint Purpose: Students demonstrate what they have learned this week in a formative assessment. Do not grade this assignment until the week has ended. Students have unlimited attempts on the weekly checkpoints. Assignment: Signature Assignment Presentation Purpose: In this assignment, students use skills they have learned throughout all five weeks of the course. Students apply what they have learned to solve a real-world problem that they could encounter in their future careers. Students analyze their data, draw conclusions, and present what they have learned.
Required Khan Academy Study Plan Objectives Foundations Negative numbers on the number line Adding negative numbers Subtracting negative numbers Multiplying & dividing negative numbers Finding absolute values Interpreting absolute value Exponents Square roots of perfect squares Simplify square Simplify square-root expressions: no variables Rewrite decimals as fractions Finding percent’s Percent word problems Adding decimals: thousandths Subtracting decimals: thousandths Multiplying decimals 2 (standard algorithm) Dividing decimals: hundredths Algebraic Expressions Evaluating expressions with two variables Combining like terms with rational coefficients Distributive property with variables Linear Equations and inequalities One-step addition & subtraction equations One-step multiplication & division equations Two-step equations Two-step equations word problems Equations with variables on both sides Equations with parentheses One-step inequalities Two-step inequalities Two-step inequality word problems Multi-step linear inequalities Solving proportions Solving proportions 2 Writing proportions Proportion word problems Graphing Lines and Slope Graphing points & naming quadrants Intercepts from a Intercepts from an equation Slope from graph Slope from two points Graph from slope-intercept form Expressions with Exponents Negative exponents Scientific notation Using exponent rules to evaluate expressions Properties of exponents Quadratics and Polynomials Add polynomials Subtract polynomials Multiply monomials by polynomials Multiply binomials intro Multiply binomials Special products of binomials
SSS PSLO# 2 Transferable Skills: Students will integrate their foundational and knowledge in a variety of contexts. 2.1b Composition and Rhetoric: Students will demonstrate fundamentals of rhetoric in the development of formal workplace communication, including written reports, and online presentations. GE:2 ULG:3 Weight: 25% There is little or no demonstration of rhetorical skills in the development and presentation of the chosen question. Communication was not clearly stated, focused, and/or the question chosen was trivial. is limited demonstration of rhetorical skills in the development and presentation of the chosen question. Communication had deficits in either its clarity, focus, and/or the import of the question chosen. The presenter was not sensitive to the suggested time limit. There is a sound demonstration of rhetorical skills in the development and presentation of the chosen question. Communication was clear and focused, the chosen question was truly important and the presentation kept within the suggested time limit. There is an exemplary demonstration of rhetorical skills as evidenced in the development and presentation of the chosen question. Communication was extremely clear, well focused, and the chosen question was truly important and perfectly timed.
Let’s say a coffee shop has some coffee that contains 90% of a really expensive bean. They also carry a mixture that contains only 20% of that same really expensive bean. You want something in between. You want a 50% blend and you want 5 pounds of it. Here’s what you do: Let x = the amount (lbs) of the 90% blend needed for the new mixture. Then 5-x = the amount (lbs) of the 20% blend needed for the new mixture. So, you would need 2.14 lb of the 90% strength and 2.186 lb of the 20% strength. Solid Dilutions As we did in liquid dilutions you can use the “quantity/concentration” formula (Q1) (C1) = (Q2) (C2). Practice Problem 6.1 #2 A solution of 1:400 concentration 250 mL is diluted to 10000 mL. What is the new ratio strength? First change the ratio to a percent (actually, we will use a decimal), then use the Q/C formula.
A final written report is required and must be submitted to AMTA within 60 days of the end of the award period. The report will include a summary of the anticipated impact this scholarship will have on the recipient's career. Winners will also be required to submit a handwritten thank you note to the Meyer family within this timeframe. AMTA Conference Scholar (2 scholars selected) The application narrative should be a maximum of one (1) page. Statement of need and potential development should be addressed within your narrative. (Your narrative should be submitted for review) All entries for the 2016 conference must be received by 6:00 pm EST July 8, 2016 without exception. $250. Cash for conference expenses. Free Conference Registration and free participation in CMTE courses and institutes
Monday Tuesday Wednesday Thursday Friday 1 Write Here 2 Write Here 3 Write Here 4 Write Here 7 Write Here 8 Write Here 9 Here 10 Write Here 11 Write Here 14 Write Here 15 Write Here 16 Write Here 17 Write Here 18 Write Here 21 Write Here 22 Write Here 23 Write Here 24 Write Here 25 Write Here 28 Write Here 29 Write Here 30 Write Here 31 Here
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7 sections with 170 students enrolled, but data from only 111 students was included in the MPO analysis. Only 13 students took the online student survey. Information regarding the sections that participated in the study is detailed in the table below. Section # of Instructor Full-time (F) Adjunct (A) Day (D) Evening (E) Main (M) West Essex (W) 005 29 John Bottger A D M 019 27 Ming McCall F D M 025 31 Ines Figueiras F D M 046 21 Kristen Schluz Kristen_schulzg@ yahoo.com A D M CW6 25 Nataliya Chentsova nchentsova@ yahoo.com A D W ODC 22 Safa Gamalmath086@ yahoo.com A E M ORC 15 Errol Campbell A E M Total: 170 Some general information regarding the sections that participated in the study is summarized in the table below. % Taught by % Taught by % of Day Students % of Evening Students % of Main Campus Students % of West Essex
SLO Assessment Results for Test 2: Skill/Math Topic (part of specified MPO): blueprinted questions from the test Students who ‘knew how to do this’ Students who ‘had some idea how to do this Students who ‘did not know how to do this’
MPO Specific Skill / Math Topic Students who ‘knew how to do this’ Students who ‘had some idea how to do this but need more practice’ Students who ‘did not know how to do this’ MPO 1.2 linear, quadratic, exponential, and logarithmic equations Solve quadratic equations. T1: 29 = 81% FE: 15 = 75% T1: 5 = 14% FE: 0 = 0% T1: 1 = 3% FE: 5 = 25% Solve exponential equations. T4: 15 = 54% FE: 20 = 100% T4: 11 = 39% FE: 0 = 0% T4: 2 = 7% FE: 0 = 0% logarithmic equations. T4: 10 = 36% FE: 14 = 70% T4: 12 = 43% FE: 3 = 15% T4: 6 = 2% FE: 3 = 15% MPO 1.3 determine limits, continuity, and differentiability of given functions at specified values Determine limits. T2: 25 = 81% T2: 6 = 19% T2: 0 = 0% Determine continuity and/or differentiability of a function at a specified value. T2: 18 = 58% FE: 7 = 35% T2: 8 = 26% FE: 5 = 25% T2: 5 = 16% FE: 8 = 40% MPO 1.4 determine a derivative of a function by using limits and difference quotients Use the definition of a derivative to compute a derivative. T2: 12 = 52% FE: 0 = 0% T2: 4 = 17% FE: 0 = 0% T2: 7 = 30% FE: 9 = 100%
MPO Specific Skill / Math Topic Students who ‘knew how to do this’ Students who ‘had some idea how to do this but need more practice’ Students who ‘did not know how to do this’ MPO 3.1 write and explain solutions to application problems including related rates, optimization, inventory control, growth and decay, and elasticity of demand problems NOT ASSESSED IN FALL 2010 MPO 4.1 use the graph feature to display polynomial, piecewise, composite, exponential, logarithmic, and functions NOT ASSESSED IN FALL 2010 MPO 4.2 use the table feature to determine account balances for given compound interest problems NOT ASSESSED IN FALL 2010 Note: FE = final exam
Section 1.1 16 A = 12.672 in B = 3.934 in C = 7.134 in D = 2.67 in S = 1 H = R = 20 Width between centers = 58 Width = 76 Height = 31 a) b) Yes there is to spare, although this is not much when divided among 9 spaces. A = 3 B = 5 C = 11 Total Rise = 68 Total Run = 104 A = 109 B = 122 , this design will produce 84 parts. A = 102.506 in B = 75.39 in, this design will produce 96 parts. Area = 89 square inches Perimeter = 39 Width = 2 Height = 1 A = 2 B = 3 , 32 a) 6,320,000,000 V b) .0000000098 A c) .00000047 F d) 14,200,000 W 4.8 x 105 480 x 103 480 kHz 4.3 x 10-4 430 x 10-6 430 µV 7.5 x 103 7.5x 103 7.5 kW 4.2 x 10-8 42 x 10-9 42 nF 6.2 x 107 62 x 106 62MH Difference - in - .05 mm + .041 in 27 Rows, 41 Columns, this design will produce 1107 parts. 32 Rows, 35 Columns, this design will produce 1120 parts. Design Length Tolerance Fraction Max Min 3.7 in ± in 3 in 3 in 3 in 36.62 in ± in 36 in 36 in 36 in 80.5 in ± in 80 in 80 in 80 in 100.29 in ± in 100 in 100 in 100 in Design Dimension Tolerance Maximum Dimension Minimum Dimension in ± in in in in ± in in in in ± in in in in ± in in in in ± in in in in ± in in in A carpenter needs a board that is long that she will cut from a board is long. If the saw blade has a kerf blade (kerf is the thickness of wood that the blade removes with a cut), calculate the length of the left over piece. Approach:
Example: Silver Orange Yellow Orange = 3, = 9 and Yellow = 104. The design value of the resistor is 39 x 104 or 390000 Ω or 390 kΩ. The silver band represents a tolerance of ± 10%. 10% of 390 = 39, so the minimum value is 390 – 39 or 351 kΩ and the maximum value is 390 + 39 or 429 kΩ. Find the design minimum value and maximum value for each of the resistors. Answer in kΩ. 1st band = red, 2nd band = 3rd band = orange, 4th band = gold 1st band = gray, 2nd band = blue, 3rd band = yellow, 4th band = red 1st band = violet, 2nd band = 3rd band = red, 4th band = silver Approach: Use the to generate the values for each resister. Then calculate the minimum/maximum values by subtracting/adding the tolerance. To find the tolerance, multiply the percent of tolerance (in decimal form) by the design value (without the power of 10). Design Minimum Value (subtract the tolerance) Maximum Value (add the tolerance) a 1st band red = 2 2nd bank green = 5 3rd band orange = 103 Therefore, the resister value is 25 x 103 or 25 k The tolerance is identified by the 4th band (gold) = ±5% The tolerance is identified by the 4th band (gold) = ±5%
Challenge Problem: Determine the perimeter of the part to the nearest inch. Approach: Find the perimeter of the part with no cutouts, subtract the diameter of each cutout then add half the circumference of each cutout. Challenge Problem: Determine the area of the part to the nearest square inch. Challenge Problem: The diagram represents one section of a wrought iron fence. Determine the length of material needed for 27 sections like this. Round to the nearest in. Approach: Total the six straight lengths with the 5 arcs then multiply by 27. Find the weight of the table frame in the drawing to the nearest pound. (you will need the appendix to find the weight of the feet).
• Strategic Framing • Scouting R&D • Idea Portfolio • High Impact Research • Target Selection • Product Development • Rapid Commercialization Similarly a firm pursuing radical innovation can shift to / transform to incremental innovation by taking some of following steps: Installing more gatekeepers at various stages Spreading budgetory support over longer period Carrying out rigorous progress reviews Using more controls etc. Q.8 a.) Explain the “thinking hat framework” for managing creative thinking. Ans: Developed by Dr. Edward de Bono, the “Six Thinking Hats” technique is a framework designed to promote holistic and lateral thinking in decision-making and evaluation. Conducted alone or in group meetings, participants – project members, key decision-makers and stakeholders – are encouraged to cycle through different modalities of thinking using the metaphor of wearing different conceptual “hats”. This approach seeks to combine the strengths of a range of different mental “states” which individuals instinctively tend towards – from rational and positive perspectives to emotional and intuitive, or from optimistic to pessimistic - by prompting participants to consider the same problem through a full spectrum of thinking styles in coming to common agreement on a decision or shared purpose. Many successful people think from a very rational, positive viewpoint. This is part of the reason that they are successful. Often, though, they may fail to look at a problem from an emotional, intuitive, creative or negative viewpoint. This can mean that they underestimate resistance to plans, fail to make creative leaps and do not make essential contingency plans.
Boring Fixtures, Broaching Fixtures, Lathe Fixtures, Grinding March (23rd & 26th & 28th) 3 Fixture Design for Numerically Controlled Machine Tools, March, April (29th to 30th & 2nd) 3 Cutting Tools for Numerical Control, April (4th to 6th) 3 Tool-holding Methods for Numerical Control April (9th & 11th to 12th) 3 revision April (13th & 16th & 18th) 3 revision April (19th ) April (19th to 21st) Sessional Tests-II
and Purpose of Cost Expenditures Subtotal - Code 46 EMPLOYEE BENEFITS: Code 80 Rates used for project personnel must be the same as those used for other agency personnel. Benefit Proposed Expenditure Social Security Retirement Teachers Employees Other Health Insurance Worker's Compensation Unemployment Insurance Other (Identify) Subtotal – Code 80 INDIRECT COST: Code 90 A. Modified Direct Cost Base – Sum of all preceding subtotals (codes 15, 16, 40, 45, 46, and 80 and excludes the portion of each subcontract exceeding $25,000 and any flow through funds) $ (A) B. Approved Restricted Indirect Cost Rate % (B) C. (A) x (B) = Total Indirect Cost Subtotal – Code 90 $ (C) PURCHASED SERVICES WITH BOCES: Code 49 Description of Services Name of Calculation Proposed
EQUAL EMPLOYMENT OPPORTUNITY - STAFFING PLAN (Instructions on Page 2) Telephone: Federal ID No.: ZIP: Project No: Work to be utilized on this contract OR Applicant’s total work force Enter the total number of employees in each classification in each of the EEO-Job Categories identified. EEO - Job Total Work Force Race/Ethnicity - report employees in only one category Not-Hispanic or Latino Male Female Male Female White African-American or Black Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Two or More Races Disabled Veteran White African-American Native Hawaiian or Other Pacific Islander Asian American Indian or Alaska Native Two or More Races Disabled Veteran Level Officials and Managers
Date: 11th April, 2013 The Chairman, IRB, DUHS Subject: Request for Approval of Synopsis Respected Sir, With kind regards, I “Candidates Name” presented/re-present my synopsis in IRB meeting no. “__” dated on ____ and now submitting my synopsis titled “___” to the post graduate department with following corrections. CHAPTERS ERRORS CORRECTIONS PAGE # Introduction Literature Review Methodology References I request you to kindly forward my application for further processing. Thanking you Yours Sincerely, Candidate’s Name Enr # MPhil Scholar (Subject) Institute/School/Department DUHS.
MTJB Registration Form Child’s Information Name: Address: Gender: Male Female City: Date of Birth: (MM/DD/YY) Postal Code: School Child Attends: Parent/Guardian Information Father Stepmother Partner Father Stepmother Partner Mother Stepfather Legal Guardian Mother Stepfather Legal Guardian Name: Name: Address: Address: City: City: Postal Code: Postal Code: Email Address: Email Address: Home Phone: Home Phone: Alternate Phone: Alternate Phone: Work Phone: Work Phone: Business Name: Business Name: Business Address: Business Address: Position: Position: If Legal Guardian – Relationship to Child: If Legal Guardian – Relationship to Child: Special Family Circumstances: Special Family Circumstances: EMERGENCY CONTACTS NAME ADDRESS City RELATIONSHIP TO CHILD PHONE NUMBER ALTERNATE PHONE NUMBER 1 2 3 4 Signatures Parent/Legal Guardian: Parent/Legal Guardian: Date: Date: For Office Use Only Date: ___________ Centre: Program: __ Infant __Toddler __ Jr __ Sr Preschool __ Kinder Days of Care: __M __T__W __Th __F __Scheduled __Casual Hours of Care Req’d: Start_____ End______ Approval For: __ Photos __ Class Facebook Page __ Videos __HiMama __ Website Approval For: _Sunscreen _Bug Spray Sanitizer _Lip balm
GENERAL REQUIREMENTS Transformers shall have the following ratings: KVA rating: 1500kVA, AA Primary voltage: (2.4/4.16/12.47/13.2/13.8), (WYE/DELTA) Primary BIL: (30/60/95) kV. Secondary voltage: (208/480) V, WYE. Secondary BIL 10kV. 3 Phase, 60 Hz. Impedance: 5.75 percent plus or minus 7-1/2 percent. ACCESSORIES The transformer shall be furnished with the following accessories: Transformer shall be provided with a stainless steel diagrammatic nameplate. Power source for fans shall be provided for forced air-cooling and future forced air cooling. Temperature thermostats shall be provided, one per phase. Two ground pads shall be provided. Provisions for lifting and jacking. EXECUTION Install the transformer in accordance with the manufacturer's recommendations. The transformer shall be factory mounted on a skid as part of the unit substation. Make sure the transformer is level. Check for damage and loose connections. Adjust taps to deliver appropriate secondary voltage. Check operation of fans, motors, relays and other auxiliary devices. COMMISSIONING NEC, ---END---
7:00 – 8:00 Supplier Orientation & Tutorial – An introduction and overview of the Nadcap program 8:00 1.0 OPENING COMMENTS (DAILY) 8:15 2.0 REVIEW DELEGATION STATUS 8:45 3.0 MATTERS OF ACCREDITATION 9:45 4.0 AUDIT EFFECTIVENESS 12:00 – 1:00 LUNCH BREAK 1:00 5.0 AUDITOR CONSISTENCY (OP1117) 5:00 ADJOURNMENT 21-FEB-2017 8:00 1.0 Opening Comments (daily) 8:20 6.0 New Voting Member Approval, Compliance With Voting Requirements 8:50 7.0 MTL Nadcap Overview 9:10 8.0 Review of Procedure Changes 9:40 9.0 Activity Reports 10:10 10.0 OP 1110 Mode B Failure Criteria 10:30 11.0 Breakout Sessions 12:00 – 1:00 Lunch Break 1:00 11.0 Breakout Sessions 4:45 ADJOURNMENT 5:00 – 6:30 Supplier Support Committee Meeting - All suppliers are encouraged to attend. 8:00 1.0 Opening Comments (daily) 8:15 12.0 Task Group Issues 9:00 11.0 Breakout Sessions 12:00 – 1:00 Break 1:00 11.0 Breakout Sessions 4:45 ADJOURNMENT 5:00 – 7:00 NMC Planning & Ops Meeting – Task Group Chairs & Staff Engineers are required to attend. 8:00 – 10:00 Nadcap Management Council Meeting – All members are encouraged to attend this informative and important meeting. 10:05 1.0 Opening Comments (daily) 10:20 13.0 Nadcap Meeting Reports 10:45 14.0 MTL Program Status 11:00 15.0 Meeting Wrap Up 12:00 ADJOURNMENT OPEN MEETING 12:00 – 1:00 Lunch Break 1:00 3.0 MATTERS OF ACCREDITATION 3:00 ADJOURNMENT MEETING AGENDA
DAILY 8:00 am – 10:00 am Nadcap Management Council Meeting – All members are encouraged to attend this informative and important meeting. 10:05 am Opening Comments (daily) Call to Order/Quorum Check Introductions Safety Information: Review Fire Exits in Meeting Room Inform PRI Staff person of any emergencies Review Code of Ethics and Meeting Conduct Review Agenda TG Chair (Rickman) 10:20 am Nadcap Meeting Reports Supplier Support Committee Planning and Ops MTL SSC TG (Rickman) 10:45 am MTL Program Status NMC Metrics Auditor Capacity PRI Staff (Wetzel) 11:00 am Meeting Wrap Up Affirm Ad-Hoc Committees Vote on Handbook Revisions – ‘Confirmed Handbook Content’ Review/Update RAIL Detemine Meeting Objectives for Next Meeting Compose Agenda for Next Meeting Deteremine open/closed dates and times TG Chair (Rickman) 12:00 pm ADJOURNMENT OPEN MEETING 12:00 pm – 1:00 pm 1:00 pm MATTERS OF ACCREDITATION Closed discussion points addressing resolutions that are considered sensitive / confidential TG (Rickman) PRI Staff (Wetzel) 3:00 pm ADJOURNMENT
DAILY 9:00 am – 11:00 am Nadcap Management Council Meeting – All members are encouraged to attend this informative and important meeting. 11:05 am Opening Comments (daily) Call to Order/Quorum Check Introductions (Any new attendees) TG Chair (Rickman) 11:10 am Nadcap Meeting Reports Supplier Support Committee Planning and Ops MTL SSC TG Chair (Rickman) 11:25 am MTL Program Status NMC Metrics Auditor Capacity PRI Staff (Wetzel) 11:40 am Meeting Wrap Up Affirm Ad-Hoc Committees Vote on Handbook Revisions – ‘Confirmed Handbook Content’ Review/Update RAIL Detemine Meeting Objectives for Next Meeting Compose Agenda for Next Meeting Deteremine open/closed and times TG Chair (Rickman) 1:00 pm ADJOURNMENT OPEN MEETING 1:00pm – 2:00pm 2:05 pm MATTERS OF ACCREDITATION CLOSED DISCUSSION POINTS ADDRESSING RESOLUTIONS THAT ARE CONSIDERED SENSITIVE / CONFIDENTIAL TG (Rickman) PRI Staff (Wetzel) 4:00 pm ADJOURNMENT
2:30 pm Auditor Conference Report Out Ensure common understanding among all attendees. Discussion will be allowed as appropriate for the objective. Relevant Topics from the Auditor Conference Technical Presentation Checklist Changes and Handbook Supplements Presented at Auditor Conference. PRI Staff (Wetzel) Auditor Conference Presenters Audit Handoook Coordinator 3:30 pm Technical Presentation Material Selection for Proficiency and Round Robin Testing Programs Rocky Mountain Reference Materials, LLC – Review Proficiency Testing Program R. W. - MTI Daniel Geist - RMRM 5:00 pm ADJOURNMENT 23-OCT-2018 DAILY 8:00am Opening Comments (daily) Call to Order/Quorum Check Introductions (Any new attendees) TG Chair (Rickman) 8:10am Breakout sessions Time to be used by: Checklist revision Sub-Team TAG Sub-Teams Breakout session leaders, various 12:00 pm – 1:00 pm 1:00 pm Breakout sessions Time to be used by: Checklist revision Sub-Team TAG Sub-Teams Breakout session leaders, various 4:45 pm ADJOURNMENT 5:00 pm – 7:00 pm Supplier Support Committee Meeting – All suppliers are encouraged to attend. 24-OCT-2018 8:00 am Opening Comments Call to Order/Quorum Check Introductions (Any new attendees) TG Chair (Rickman) 8:05 am Task Group Issues Time set for New Task Group Business TG Chair (Rickman) 10:40 am Nadcap Meeting Reports Supplier Support Committee MTLTG Supplier NMC Planning and Ops MTL SSC MTL NMC TG Chair (Rickman) 11:20 am MTL Program Status NMC Metrics Auditor Capacity PRI Staff (Wetzel) 12:00 pm – 1:00 pm Meeting Wrap Up Affirm Ad-Hoc Committees Vote on Handbook Revisions – ‘Confirmed Handbook Content’ Review/Update RAIL Detemine Meeting Objectives for Next Meeting Compose Agenda for Next Meeting Deteremine open/closed dates and times TG (Rickman) 2:30 pm ADJOURNMENT OPEN MEETING
m = X2 – X1 2 – (-2) 4 = 2 m = 9 – 3 = 6 = 3 ========================= What is the slope of the straight line passing through (2.5, 1) and (-2, 3.25)? -0.5 0.5 -2 2.25 Y2 – Y1 m = X2 – X1 m = (3.25 – 1) 2.25 (–2 - 2.5) = –4.5 = –0.5 Solve for “y =” 3x – y = 5 3x – y + y = 5 + y 3(x) = 5 + y 3(x) = 5 + y 3x – 5 = 5 – 5 + y 3x – 5 = y (since Y = mx + b . . . then) y = 3x + (- 5) (or simply. . .) y = 3x - 5 = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = Find the slope and y-intercept of the line with equation: 2x – y = 5 [First solve for “y =” . . . add y to both sides] 2x = y + 5 [Then . . . subtract 5 from both sides] 2x – 5 = y [The y is isolated, so . . .]
131° Basically, add the two given angles and subtract from 180°. Here 57 + 74 =131, 180 – 131 = 49. Note that the lines are parallel, as indicated by the "greater than" or arrow-like signs in each. Consider the angles of triangle ABC: BAC = 57° ABC = 74° (alternate to the given angle) ACB = 180° – (57° + 74° ) = 49° Because they lie along the same line, angle ACB + angle y = 180° y° = 180° – 49° = 131° Test 11 Q 12 – is a secret to decimal placement? What does 2.37 X 104 equal? 23,700 0.237 0.000237 Test 10 Q 10 The function f is defined by f(x) = (x + 1)2 For what value of a does f(a + 1/3) = f(a – 3) ? 0 3 1/3 -41/3 f(a + 1/3) = f(a – 3) (a + 1/3 + 1)2 = (a – 3 + 1)2 (a + 4/3)2 = (a – 2)2 a2 + 8/3a + 16/9 = a2 – 4a + 4
Hugh Casper MTS Systems Corporation Julian Corato Exova PLC Niall Dodds PLC Bryan CPP Syracuse Matthew Ferrarelli Shimadzu Scientific Instruments * Alex Fish GKN Aerospace Chem-tronics, Inc. David Haynes International, Inc. Grant Gatzen United Services Company, Inc. Michelle Glass Kennametal Stellite * Courtney Grimes Sturbridge Metallurgical Services, Inc. * Cynthia Hagan NSL Analytical Services, Inc. Chris Harwood Exova Inc. Houston Laboratory * Kevin Hineman Allegheny Ludlum, LLC d/b/a ATI Flat Rolled Products Grant Jefferson Wyman Gordon * Steven Keck Carpenter Technology Corp. * Tao Liu NCS Testing Technology * David Luoni Element Materials Technology Barbara Mulcahy Sturbridge Metallurgical Services, Inc. Roger Ng Oerlikon Metco (Canada), Inc. * Sharon Norton Testing Laboratories * Annette O’Connell Haynes International, Inc. Jari Quassdorf Shimadzu GmbH * Stan Revers Senior Aerospace Thermal Engineering * James Rossi Westmoreland Mechanical Testing * Paulina Sandoval Valles Centro de Investigación en Materiales Avanzados, S. C. Elise Schiltz AADFW * Peter Scrimshire Special Metals Wiggin Ltd – IncoTest * Kevin Seidel Dunkirk Speciality LLC * Serbousek Olympic Scientific, Inc. Derek Sicotte Dirats Laboratories * Katherine Small SPS Technologies Howard Spader INSTRON Ernie Stricsek Carpenter Technology Corporation * Douglas Tannenbaum Joliet Metallurgical Laboratories, Inc. * Tyrsson Barnes Aerospace * Kevin VonScio Perryman Company Frank Walther TU Dortmund University * Donna Warner Heartland Precision Fasteners * David Winter Olympic Scientific, Inc. PRI Staff Present Connie Hess Rob Hoeth Jim Lewis Joe Pinto Kevin Wetzel Safety Information – CLOSED/OPEN The Hilton Emergency plan, emergency exits, and how to vacate the building were reviewed. Attendees were requested to notify PRI Staff of any emergencies.