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CUANDO SE USA UNA CARTA MULTIPLE

Universal Trolley Jack moUnTing brackeT - Minecorp

Features -- Designed to be used for the Kincrome 1800Kg Hydraulic Trolley Jack. -- Optional Skid Pan supplied incase jacking is required on uneven ground. -- Securely houses the complete Trolley Jack assembly including handle. -- Can be padlocked to prevent theft. Securing any item in a vehicle is important so accidents don’t occur. The Minecorp trolley jack mounting bracket is designed to hold the Kincrome 1800Kg Hydraulic Trolley jack securely even on the roughest roads. It includes holes for easy mounting to multiple vehicle locations such as in a tray or tub body. The added benefit to fitting this bracket is to help organise the vehicle so space is not compromised. Manufactured from 2.5mm mild steel and powder coated for extra corrosive protection, this Minecorp bracket is made to last tough conditions. Included in the kit is a tensioning bolt which prevents the Trolley Jack rattling whilst being stored in the holder. bracket net Weight: -- 4.7 Kg Trolley Jack net Weight: -- 11.2 Kg optional Skid pan net Weight: -- 1.6 Kg orders & Enquiries National Sales: nationalsales@minecorp.com.au International Sales: export@minecorp.com.au Head Office Ph +61 1300 922 881 37 Murdoch Circuit Acacia Ridge Qld 4110 Brisbane Australia minecorp.com.au © Minecorp 2012

Känguru-Wettbewerb Mathematik 2014 - ForRefs

Das Werk als Ganzes sowie in seinen Teilen unterliegt dem deutschen Urheberrecht. Der Erwerber des Werkes ist berechtigt, das Werk als Ganzes oder in seinen Teilen für den eigenen Gebrauch und den Einsatz im eigenen Unterricht zu nutzen. Die Nutzung ist nur für den genannten Zweck gestattet, nicht jedoch für einen schulweiten Einsatz und Gebrauch, für die Weiterleitung an Dritte (einschließlich aber nicht beschränkt auf Kollegen), für die Veröffentlichung im Internet oder in (Schul-)Intranets oder einen weiteren kommerziellen Gebrauch. Eine über den genannten Zweck hinausgehende Nutzung bedarf in jedem Fall der vorherigen schriftlichen Zustimmung des Verlages. Verstöße gegen diese Lizenzbedingungen werden strafrechtlich ve verfolgt. Vorwort Liebe Lehrerinnen und Lehrer, im März 2014 findet zum 20. Mal der Känguru-Wettbewerb im Fach Mathematik statt. Der freiwillige Wettbewerb, bei dem Ihre Schüler Multiple-Choice-Aufgaben in drei Schwierigkeitsstufen lösen, fördert durch die interessanten Aufgaben die Freude an mathematischem Denken. Die vorliegenden Aufgaben dienen als Vorbereitung für den Känguru-Wettbewerb 2014 und ermöglichen Ihren Kindern Übungen zu drei Schwierigkeitsbereichen (3-Punkte-Aufgaben, 4-Punkte-Aufgaben, 5-Punkte-Aufgaben). Hinweise zur Bearbeitung und Bewertung der Aufgaben: ben: Ȝ Von den Antworten (A) bis (E) ist genau eine richtig. nau Ȝ Jeder Schüler bekommt zu Beginn 24 Punkte. Bei einer richtigen Antwort werden die für 4 Pun e. eine richt en die Aufgabe vorgesehenen 3, 4 oder 5 Punkte hinzuaddiert. der Punkte hinzuad Wird keine Antwort gegeben, gibt es 0 Punkte. ,

Känguru Wettbewerb Infobrief Eltern
by Novany 0 Comments favorite 1 Viewed Download 0 Times

Auch dieses Jahr nimmt unsere Schule am internationalen Wettbewerb „Känguru der Mathematik“ teil. Es sollen möglichst viele Schülerinnen und Schüler daran teilnehmen. Die Idee für diesen Multiple-Choice-Mathe-Wettbewerb kommt aus Australien. Die Aufgaben sind in allen teilnehmenden Ländern im Wesentlichen gleich und werden überall am selben Tag bearbeitet. Der internationale Känguru-Tag ist jedes Jahr der 3. Donnerstag im März, dieses Jahr am Donnerstag, dem 20. März 2014. Der Wettbewerb „boomt“, im vergangenen Jahr waren es mehr als 850.000 Teilnehmer. Welches Ziel hat der Wettbewerb? Der Wettbewerb ist ein Multiple-Choice-Wettbewerb mit vielfältigen Aufgaben zum Knobeln, zum Grübeln, zum Rechnen und zum Schätzen, der vor allem Freude an der Beschäftigung mit Mathematik wecken soll. Ein Wettstreit, bei dem es nur Gewinner gibt, denn alle Teilnehmer erhalten eine Urkunde mit den erreichten Punktzahlen und einen Erinnerungspreis – für die Besten gibt es Bücher, Spiele, Puzzles, T-Shirts und Reisen in ein internationales Mathe-Camp. Die Aufgaben sind sehr anregend, heiter, ein wenig unerwartet. Die bei Schülerinnen und Schülern häufig vorhandene Furcht vor dem Ernsthaften, Strengen, Trockenen der Mathematik soll etwas aufgebrochen oder mindestens angekratzt werden – und, wie die Resonanz aus den Schulen zeigt, gelingt dies sehr gut.

Algebra 2/Trigonometry - Regents Exams

The following procedures are to be followed for scoring student answer papers for the Regents Examination in Algebra 2/Trigonometry. More detailed information about scoring is provided in the publication Information Booklet for Scoring the Regents Examinations in Mathematics. Do not attempt to correct the student’s work by making insertions or changes of any kind. In scoring the open-ended questions, use check marks to indicate student errors. If the student’s responses for the multiple-choice questions are being hand scored prior to being scanned, the scorer must be careful not to make any stray marks on the answer sheet that might later interfere with the accuracy of the scanning. Unless otherwise specified, mathematically correct variations in the answers will be allowed. Units need not be given when the wording of the questions allows such omissions. Each student’s answer paper is to be scored by a minimum of three mathematics teachers. No one teacher is to score more than approximately one-third of the open-ended questions on a student’s paper. On the student’s separate answer sheet, for each question, record the number of credits earned and the teacher’s assigned rater/scorer letter. Schools are not permitted to rescore any of the open-ended questions on this exam after each question has been rated once, regardless of the final exam score. Schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Raters should record the student’s scores for all questions and the total raw score on the student’s separate answer sheet. Then the student’s total raw score should be converted to a scale score by using the conversion chart that will be posted on the Department’s web site at: http://www.p12.nysed.gov/apda/ on Tuesday, June 19, 2012.

ALGEBRA 2/ TRIGONOMETRY
by Jimakon 0 Comments favorite 3 Viewed Download 0 Times

SAMPLE RESPONSE SET Table of Contents Question 28 . . . . . . . . . . . . . . . . . . . 2 Question 29 . . . . . . . . . . . . . . . . . . . 5 Question 30 . . . . . . . . . . . . . . . . . . . 9 Question 31 . . . . . . . . . . . . . . . . . . 12 Question 32 . . . . . . . . . . . . . . . . . . 16 Question 33 . . . . . . . . . . . . . . . . . . 21 Question 34 . . . . . . . . . . . . . . . . . . 25 Question 35 . . . . . . . . . . . . . . . . . . 28 Question 36 . . . . . . . . . . . . . . . . . . 31 Question 37 . . . . . . . . . . . . . . . . . . 37 Question 38 . . . . . . . . . . . . . . . . . . 44 Question 39 . . . . . . . . . . . . . . . . . . 49 Question 28 28 Show that sec θ sin θ cot θ ϭ 1 is an identity. Score 2: The student has a complete and correct response. Algebra 2/Trigonometry – Jan. ’14 [2] Question 28 28 Show that sec θ sin θ cot θ ϭ 1 is an identity. Score 1: 1 sin θ The student made a substitution error by replacing _____ with _____ . Algebra 2/Trigonometry – Jan. ’14 tan θ [3] cos θ Question 28 28 Show that sec θ sin θ cot θ ϭ 1 is an identity. Score 0: The student made multiple errors when substituting for sec θ and sin θ. Algebra 2/Trigonometry – Jan. ’14 [4] Question 29 29 Find, to the nearest tenth of a square foot, the area of a rhombus that has a side of 6 feet and an angle of 50°. Score 2: The student has a complete and correct response. Algebra 2/Trigonometry – Jan. ’14

ALGEBRA 2/TRIGONOMETRY - JMap
by Jimakon 0 Comments favorite 3 Viewed Download 0 Times

SchooIName: ________~>~+_~-'~·.~'_,,_·w_"'_________________________________ Print your name and the name of your school on the lines above. A separate answer sheet for Part I has been provided to you. Follow the instructions from the proctor for completing the student information on your answer sheet. This examination has four parts, with a total of 39 questions. You must answer all questions in this examination. Write your answers to the Part I multiple-choice questions on the separate answer sheet. Write your answers to the questions in Parts II, III, and IV directly in this booklet. All work should be written in pen, except graphs and drawings, which should be done in pencil. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. The formulas that you may need to answer some questions in this examination are found at the end of the examination. This sheet is perforated so you may remove it from this booklet. Scrap paper is not permitted for any part of this examination, but you may use the blank spaces in this booklet as scrap paper. A perforated sheet of scrap graph paper is provided at the end of this booklet for any question for which graphing may be helpful but is not required. You may remove this sheet from this booklet. Any work done on this sheet of scrap graph paper will not be scored. When you have completed the examination, you must sign the statement printed at the end of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. Notice ...

ALGEBRA 2/TRIGONOMETRY - JMap
by Jimakon 0 Comments favorite 2 Viewed Download 0 Times

ALGEBRA 2/TRIGONOMETRY Tuesday, January 28, 2014 — 1:15 to 4:15 p.m., only Student Name:________________________________________________________ School Name: ______________________________________________________________ The possession or use of any communications device is strictly prohibited when taking this examination. If you have or use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. Print your name and the name of your school on the lines above. A separate answer sheet for Part I has been provided to you. Follow the instructions from the proctor for completing the student information on your answer sheet. This examination has four parts, with a total of 39 questions. You must answer all questions in this examination. Record your answers to the Part I multiple-choice questions on the separate answer sheet. Write your answers to the questions in Parts II, III, and IV directly in this booklet. All work should be written in pen, except for graphs and drawings, which should be done in pencil. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. The formulas that you may need to answer some questions in this examination are found at the end of the examination. This sheet is perforated so you may remove it from this booklet. Scrap paper is not permitted for any part of this examination, but you may use the blank spaces in this booklet as scrap paper. A perforated sheet of scrap graph paper is provided at the end of this booklet for any question for which graphing may be helpful but is not required. You may remove this sheet from this booklet. Any work done on this sheet of scrap graph paper will not be scored.

iPod nano Manual del usuario - Support - Apple

Accesorios El iPod nano viene con los accesorios siguientes: EarPods de Apple Cable Lightning a USB Utilice el cable Lightning para conectar el iPod nano al ordenador, sincronizar el contenido y cargar la batería. También puede utilizar el cable con el adaptador de corriente USB de Apple (se vende por separado). Utilice los auriculares Apple EarPods para escuchar música, audiolibros y podcasts. Estos auriculares también sirven de antena para escuchar emisiones de radio. Para obtener información acerca del uso de accesorios con el iPod nano, incluidos auriculares con micrófono opcionales y dispositivos Bluetooth®, consulte Capítulo 12, Auriculares EarPods y accesorios Bluetooth, en la página 57. Pantalla de inicio Cuando se enciende el iPod nano, aparece la pantalla de inicio. Pulse un icono en la pantalla de inicio para abrirlo; a continuación, utilice gestos para desplazarse (consulte en la página 9). Aparecerán los siguientes iconos de la pantalla de inicio la primera vez que encienda su iPod nano: Música Proporciona un acceso rápido a su música y otros contenidos sonoros organizados por listas de reproducción, artistas, canciones y otros. Vídeos Proporciona acceso rápido a sus películas y vídeos, organizados según el tipo. Ejercicio Abre la función Ejercicio, con la que puede contar los pasos si corre o camina y registrar el tiempo, la distancia, el ritmo y las calorías quemadas durante los entrenamientos. Podcasts Muestra los podcasts sincronizados con la biblioteca de iTunes. Fotos Muestra las fotos sincronizadas con el ordenador. Radio Abre el sintonizador de radio FM si se conectan los auriculares Apple EarPods o de otro tipo al iPod nano. Deslice el dedo hacia la izquierda para ver estos iconos adicionales en una segunda pantalla: Reloj Ajustes Abre el reloj, el cronómetro y el temporizador. Abre los ajustes del iPod nano y muchas de sus funciones. Capítulo 1    El iPod nano de un vistazo

9 Reasons Why Reputation Marketing Is Critical For Local Business

Local consumers are using multiple devices more frequently to search for, research & review local businesses. SMBs who don't capitalise on this by having a useful & professional websites, monitoring their online reputation, or communicating with consumers online, may get left behind.

Detection and Attribution of Climate Change: from Global to Regional

Atmospheric Temperatures More than half of the observed increase in global mean surface temperature (GMST) from 1951 to 2010 is very likely1 due to the observed anthropogenic increase in greenhouse gas (GHG) concentrations. The consistency of observed and modeled changes across the climate system, including warming of the atmosphere and ocean, sea level rise, ocean acidification and changes in the water cycle, the cryosphere and climate extremes points to a large-scale warming resulting primarily from anthropogenic increases in GHG concentrations. Solar forcing is the only known natural forcing acting to warm the climate over this period but it has increased much less than GHG forcing, and the observed pattern of long-term tropospheric warming and stratospheric cooling is not consistent with the expected response to solar irradiance variations. The Atlantic Multi-decadal Oscillation (AMO) could be a confounding influence but studies that find a significant role for the AMO show that this does not project strongly onto 1951–2010 temperature trends. {10.3.1, Table 10.1} It is extremely likely that human activities caused more than half of the observed increase in GMST from 1951 to 2010. This assessment is supported by robust evidence from multiple studies using different methods. Observational uncertainty has been explored much more thoroughly than previously and the assessment now considers observations from the first decade of the 21st century and simulations from a new generation of climate models whose ability to simulate historical climate has improved in many respects relative to the previous generation of models considered in AR4. Uncertainties in forcings and in climate models’ temperature responses to individual forcings and difficulty in distinguishing the patterns of temperature response due to GHGs and other anthropogenic forcings prevent a more precise quantification of the temperature changes attributable to GHGs. {9.4.1, 9.5.3, 10.3.1, Figure 10.5, Table 10.1} GHGs contributed a global mean surface warming likely to be between 0.5°C and 1.3°C over the period 1951–2010, with the contributions from other anthropogenic forcings likely to be between –0.6°C and 0.1°C, from natural forcings likely to be between –0.1°C and 0.1°C, and from internal variability likely to be between –0.1°C and 0.1°C. Together these assessed contributions are consistent with the observed warming of approximately 0.6°C over this period. {10.3.1, Figure 10.5} It is virtually certain that internal variability alone cannot account for the observed global warming since 1951. The observed global-scale warming since 1951 is large compared to climate model estimates of internal variability on 60-year time scales.

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