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http://ricall.com/music-licensing |Movie music provides important emotional context to the stories being told on the screen. Check out these ironic scores to some memorable movie moments.

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background music for video, Business,

Counteroffer Acceptance: Road to Career Ruin by Paul Hawkinson Matthew Henry, the 17th century writer said, “Many a dangerous temptation comes to us in fine gay colors that are but skin deep.” The same can be said for counteroffers, those magnetic enticements designed to lure you back into the nest after you've decided it's time to fly away. The litany of horror stories I've come across in my years as an executive recruiter, consultant and publisher, provides a litmus test that clearly indicates counteroffers should never be accepted . . . EVER! I define a counteroffer simply as an inducement from your current employer to get you to stay after you've announced your intention to take another job. We're not talking about those instances when you receive an offer but don't tell your boss. Nor are we discussing offers that you never intended to take, yet tell your employer about anyway as a “”they-want-me-but-I'mwith-you” ploy. These are merely astute positioning tactics you may choose to use to reinforce your worth by letting your boss know you have other options. Mention of a true offer, however, carries an actual threat to quit. Interviews with employers who make counteroffers, and employees who accept them, have shown that as tempting as they may be, acceptance may cause career suicide. During the past 20 years, I've seen only isolated incidents in which an accepted counteroffer has benefited the employee. Consider the problem in its proper perspective. What really goes through a boss's mind when someone quits?

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Wall Street Journal, Journal,

How to access the Wall Street Journal Duke provides free access to WSJ articles through the library (see instructions below). Articles will be listed by date in a database. We recommend going to the WSJ website (www.wsj.com) first to identify which articles you would like to read in full. The public version of the WSJ website allows you to view news headlines and a brief description of all articles, without requiring an online subscription. The “Today’s Newspaper” tab provides the stories from that day’s front page, and each of the main sections, to help familiarize you with the layout of the print version. Guide to accessing the WSJ at Duke Libraries (need to be on Duke Network): 1. Go to the Duke Library website: http://library.duke.edu/ 2. In the catalog search box, select “Title” from the dropdown box and search “Wall Street Journal (online)”. The following page should appear: http://find.library.duke.edu/results.php?type=books&catalogsuggestions=is&catalogsou rce=duke&sourceid=homepage&searchtype=Title&query=wall+street+journal+%28onlin e%29 3. Select the first hit (Wall Street Journal (Eastern ed.: Online) by clicking on “getit@DUKE” which will take you to a different page: http://getitatduke.library.duke.edu/?sid=sersol&SS_jc=JC_001145597&title=Wall+Stree t+Journal+(online) 4. On the page above, click on third "link to Journal" on the left side of the page (1984 - present), and you'll go directly to the Wall Street Journal online. 5. Then the below page will appear and you can select a date and all the articles will appear separately: http://proquest.umi.com/pqdweb?RQT=318&pmid=117310 6. For Today’s article, click on “View most recent issue” at the top of the page. 7. You can search for the article you want, but it requires you to know the exact start of the headline, which sometimes changes. Quickest way to skim through the 125+ articles is to make sure you select to view 100 items per page (dropdown box at the bottom of the page), and select “Brief view” above the first article.

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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.

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Algebra trigonometry, Education,

ALGEBRA 2/ TRIGONOMETRY Friday, June 14, 2013 — 1:15 – 4:15 p.m. SAMPLE RESPONSE SET Table of Contents Practice Papers—Question 28 . . . . . . . . . . . . . . . . . . . . . . . 2 Practice Papers—Question 29 . . . . . . . . . . . . . . . . . . . . . . . 6 Practice Papers—Question 30 . . . . . . . . . . . . . . . . . . . . . . 10 Practice Papers—Question 31 . . . . . . . . . . . . . . . . . . . . . . 15 Practice Papers—Question 32 . . . . . . . . . . . . . . . . . . . . . . 18 Practice Papers—Question 33 . . . . . . . . . . . . . . . . . . . . . . 21 Practice Papers—Question 34 . . . . . . . . . . . . . . . . . . . . . . 26 Practice Papers—Question 35 . . . . . . . . . . . . . . . . . . . . . . 30 Practice Papers—Question 36 . . . . . . . . . . . . . . . . . . . . . . 33 Practice Papers—Question 37 . . . . . . . . . . . . . . . . . . . . . . 41 Practice Papers—Question 38 . . . . . . . . . . . . . . . . . . . . . . 46 Practice Papers—Question 39 . . . . . . . . . . . . . . . . . . . . . . 51 Practice Papers—Question 28 28 Determine the sum and the product of the roots of the equation 12x2 ϩ x Ϫ 6 ϭ 0. Score 2: The student has a complete and correct response. Algebra 2/Trigonometry – June ’13 [2] Practice Papers—Question 28 28 Determine the sum and the product of the roots of the equation 12x2 ϩ x Ϫ 6 ϭ 0. Score 1: The student made a computational error by omitting a negative sign. Algebra 2/Trigonometry – June ’13 [3] Practice Papers—Question 28 28 Determine the sum and the product of the roots of the equation 12x2 ϩ x Ϫ 6 ϭ 0. Score 1: The student made a conceptual error by using the expression Algebra 2/Trigonometry – June ’13

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Algebra trigonometry, Education,

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

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Algebra trigonometry, Education,

This review was originally written for my Calculus I class but it should be accessible to anyone needing a review in some basic algebra and trig topics. The review contains the occasional comment about how a topic will/can be used in a calculus class. If you aren’t in a calculus class you can ignore these comments. I don’t cover all the topics that you would see in a typical Algebra or Trig class, I’ve mostly covered those that I feel would be most useful for a student in a Calculus class although I have included a couple that are not really required for a Calculus class. These extra topics were included simply because the do come up on occasion and I felt like including them. There are also, in all likelihood, a few Algebra/Trig topics that do arise occasionally in a Calculus class that I didn’t include. Because this review was originally written for my Calculus students to use as a test of their algebra and/or trig skills it is generally in the form of a problem set. The solution to the first problem in a set contains detailed information on how to solve that particular type of problem. The remaining solutions are also fairly detailed and may contain further required information that wasn’t given in the first problem, but they probably won’t contain explicit instructions or reasons for performing a certain step in the solution process. It was my intention in writing the solutions to make them detailed enough that someone needing to learn a particular topic should be able to pick the topic up from the solutions to the problems. I hope that I’ve accomplished this.

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Algebra trigonometry, Education,

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