Found 352 related files. Current in page 1
http://web.up.ac.za/default.asp?ipkCategoryID=43 | Do you have a passion for education? Or are you looking to enhance your undergraduate degree in education but don’t know which university to choose? Find out about the curriculum and requirements that postgrad students need to be enrolled at the University of Pretoria’s Faculty of Education this year.
The Regents' Scholarship is a voluntary statewide scholarship aligned with the Utah Scholars Curriculum. The courses required by the scholarship are proven to help students become college and career ready. All of the requirements for the Regents’ Scholarship must be completed during grades 9-12, by the date of high school graduation. Courses taken before grade nine or after grade twelve will not satisfy the scholarship requirements. The scholarship is available to Utah high school graduates who enroll in 15 credit hours at one of the following institutions: Dixie State University, Salt Lake Community College, Snow College, Southern Utah University, University of Utah, Utah State University, Utah Valley University, or Weber State University. It can also be used at the following private, non-profit Utah institutions: Brigham Young University-Provo, LDS Business College, and Westminster College. Students apply for the Regents’ Scholarship by February 1 of their senior year of high school. It is the student’s responsibility to understand the requirements of the scholarship, however students are encouraged to work closely with their school guidance counselor and scholarship staff. Should you have questions regarding the scholarship, call 801-321-7159 or email email@example.com. Scholarship Award Information
Rockwell International School Mission is to develop a Curriculum which focuses on Self-Learning and Practical Approach to learning Concepts. For more information visit http://rockwellinternationalschool.tumblr.com/post/70384696978/why-should-one-opt-for-international-baccalaureate
NYS Mathematics Glossary* – Algebra 2/Trig *This glossary has been amended from the full SED Commencement Level Glossary of Mathematical Terms (available at http://www.emsc.nysed.gov/ciai/mst/math/glossary/home.html) to list only terms indicated to be at the Algebra 2/Trig level.) This Glossary, intended for teacher use only, provides an understanding of the mathematical terms used in the Regents-approved course entitled Algebra 2/Trig (as reflected in the NYS Mathematics Core Curriculum). A a + bi form The form of a complex number where a and b are real numbers, and i = −1 . abscissa The horizontal or x-coordinate of a two-dimensional coordinate system. absolute value The distance from 0 to a number n on a number line. The absolute value of a number n is indicated by n . Example: −3 = 3 , +3 = 3 , and 0 = 0 . absolute value equation An equation containing the absolute value of a variable. Example: x+3 = 9 absolute value function A function containing the absolute function of a variable. ⎧ x, x ≥ 0 ⎫ Example: f ( x) = x = ⎨ ⎬ ⎩ − x, x < 0 ⎭ absolute value inequality An inequality containing the absolute value of a variable. Example: x + 3 < 9 adjacent angles Two coplanar angles that share a common vertex and a common side but have no common interior points. Example: In the figure, ∠AOB and ∠BOC are a pair of adjacent angles, but ∠AOC and ∠BOD are not adjacent. A B C O D 2 adjacent sides Two sides of any polygon that share a common vertex. algebraic equation A mathematical statement that is written using one or more variables and constants which contains an equal sign. Examples: 3y + 5 = 1 2 x − 5 = 11 log 5 ( x − 3) = 2 2x = 1 8 algebraic expression A mathematical phrase that is written using one or more variables and constants, but which does not contain a relation symbol ( <, >, ≤, ≥, =, ≠ )...
Dedication To Jessica Alexander and Uriel Avalos in gratitude for their invaluable work in preparing this text for publication. Ann Xavier Gantert The author has been associated with mathematics education in New York State as a teacher and an author throughout the many changes of the past fifty years. She has worked as a consultant to the Mathematics Bureau of the Department of Education in the development and writing of Sequential Mathematics and has been a coauthor of Amsco’s Integrated Mathematics series, which accompanied that course of study. Reviewers: Richard Auclair Mathematics Teacher La Salle School Albany, NY Domenic D’Orazio Mathematics Teacher Midwood High School Brooklyn, NY Steven J. Balasiano Assistant Principal, Supervision Mathematics Canarsie High School Brooklyn, NY Debbie Calvino Mathematics Supervisor, Grades 7–12 Valley Central High School Montgomery, NY George Drakatos Mathematics Teacher Baldwin Senior High School Baldwin, NY Ronald Hattar Mathematics Chairperson Eastchester High School Eastchester, NY Raymond Scacalossi Jr. Mathematics Coordinator Manhasset High School Manhasset, NY Text Designer: Nesbitt Graphics, Inc. Compositor: ICC Macmillan Cover Design by Meghan J. Shupe Cover Art by Radius Images (RM) Please visit our Web site at: www.amscopub.com When ordering this book, please specify:... PREFACE Algebra 2 and Trigonometry is a new text for a course in intermediate algebra and trigonometry that continues the approach that has made Amsco a leader in presenting mathematics in a modern, integrated manner. Over the last decade, this approach has undergone numerous changes and refinements to keep pace with ever-changing technology. This textbook is the final book in the three-part series in which Amsco parallels the integrated approach to the teaching of high school mathematics promoted by the National Council of Teachers of Mathematics in its Principles and Standards for School Mathematics and mandated by the New York State Board of Regents in the Mathematics Core Curriculum. The text presents a range of materials and explanations that are guidelines for achieving a high level of excellence in their understanding of mathematics. In this book: ✔ The real numbers are reviewed and the understanding of operations with irrational numbers, particularly radicals, is expanded. ✔ The graphing calculator continues to be used as a routine tool in the study of mathematics. Its use enables the student to solve problems that require computation that more realistically reflects the real world. The use of the calculator replaces the need for tables in the study of trigonometry and logarithms. ✔ Coordinate geometry continues to be an integral part of the visualization of algebraic and trigonometric relationships. ✔ Functions represent a unifying concept throughout. The algebraic functions introduced in Integrated Algebra 1 are reviewed, and exponential, logarithmic, and trigonometric functions are presented. ✔ Algebraic skills from Integrated Algebra 1 are maintained, strengthened, and expanded as both a holistic approach to mathematics and as a bridge to advanced studies. ✔ Statistics includes the use of the graphing calculator to reexamine range, quartiles, and interquartile range, to introduce measures of dispersion such as variance and standard deviation, and to determine the curve that best represents a set of bivariate data.
Contents Unit 1 Reasoning and Proof Unit 2 nequalities and Linear I Programming Unit 3 Similarity and Congruence Unit 4 Samples and Variation Unit 5 olynomial and Rational P Functions Unit 6 ircles and Circular C Functions Unit 7 Recursion and Iteration Unit 8 nverse Functions I Visit us at www.glencoe.com ISBN: 978-0-07-877261-0 MHID: 0-07-877261-3 www.glencoe.com Algebra and Functions Geometry and Trigonometry Statistics and Probability Discrete Mathematics 2nd Edition James T. Fey • Christian R. Hirsch • Eric W. Hart Harold L. Schoen • Ann E. Watkins with Beth E. Ritsema • Rebecca K. Walker • Sabrina Keller Robin Marcus • Arthur F. Coxford • Gail Burrill i_TP_FM_877261.indd This material is based upon work supported, in part, by the National Science Foundation under grant no. ESI 0137718. Opinions expressed are those of the authors and not necessarily those of the Foundation. Copyright © 2009 by the McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-877261-0 (Student Edition) MHID: 0-07-877261-3 (Student Edition) Core-Plus Mathematics Contemporary Mathematics in Context Course 3 Student Edition Printed in the United States of America. 5 6 7 8 9 10 WDQ 17 16 15 14 13 12 11 Core-Plus Mathematics 2 Development Team Senior Curriculum Developers James T. Fey Advisory Board Diane Briars Collaborating Teachers Mary Jo Messenger University of Maryland Pittsburgh Public Schools Christian R. Hirsch (Director) Jeremy Kilpatrick Howard County Public Schools, Maryland Western Michigan University University of Georgia Eric W. Hart Robert E. Megginson Maharishi University of Management University of Michigan Harold L. Schoen University of Cambridge Jacqueline Stewart Okemos, Michigan Graduate Assistants Allison BrckaLorenz Christopher Hlas Kenneth Ruthven University of Iowa David A. Smith Ann E. Watkins University of Iowa Duke University California State University, Northridge Contributing Curriculum Developers Beth E. Ritsema Western Michigan University Mathematical Consultants Deborah Hughes-Hallett University of Arizona / Harvard University Stephen B. Maurer University of Maryland Swarthmore College Rebecca K. Walker William McCallum Grand Valley State University University of Arizona Sabrina Keller Doris Schattschneider Michigan State University Moravian College Robin Marcus Richard Scheaffer University of Maryland Gail Burrill Michigan State University (First edition only) Principal Evaluator Steven W. Ziebarth Dana Cox Dana Grosser Anna Kruizenga Nicole Lanie Diane Moore Western Michigan University University of Florida Arthur F. Coxford (deceased) University of Michigan Madeline Ahearn Geoffrey Birky Kyle Cochran Michael Conklin Brandon Cunningham Tim Fukawa-Connelly Evaluation Consultant Norman L. Webb University of Wisconsin-Madison Technical Coordinator James Laser Undergraduate Assistants Cassie Durgin University of Maryland Rachael Kaluzny Jessica Tucker Western Michigan University Western Michigan University Western Michigan University
It is our eTAP commitment to continually follow and respond to newly developing learning research and technology trends, improving our product to always offer the most powerful curriculum.
The Westmont Montessori School provides an environment that fosters independence, self-esteem, integrity, and personal responsibility. Our Montessori curriculum empowers each child by providing the foundation to excel academically, to develop respect for self and others, and to value the world in which we live.
SOLICITUD DE EMPLEO Instrucciones: - Queda entendido que el hecho de que la Empresa reciba esta solicitud no la compromete a aceptar como empleado al solicitante. - Cualquier convenio entre la Empresa y el solicitante, se tendrá por hecho sobre la base de que lo expuesto en la solicitud es exacto y verídico y de no ser así, la Compañía podrá cancelar cualquier Contrato de Trabajo, sin responsabilidad alguna para ella. -El solicitante autoriza a la Empresa a comprobar los datos incluidos en esta solicitud de forma confidencial. - Los datos de esta solicitud se incorporarán al fichero automatizado de Ford España S.L., haciendo posible su acceso, rectificación y cancelación por el solicitante, garantizando la absoluta discreción y confidencialidad de los datos aquí expuestos. Apellidos (primero) Nombre D.N.I / N.I.F. Piso Puerta Escal. Cod.postal Nº Afiliación Seg. Social (propio) (segundo) DOMICILIO Ciudad DATOS PERSONALES Nº Calle Teléfono Estado civil Otro Teléfono contacto Sexo Fecha nacimiento Lugar nacimiento Discapacidad (Grado Minusvalía reconocido) Igual o Superior al 33% FOTO Provincia Nacionalidad Porcentaje Tipo carnet conducir % Igual o Superior al 65% Nombre de los padres / tutores Apellidos y Nombre Dirección Ciudad Teléfono Personas que dependen económicamente del solicitante Apellidos y Nombre Fecha Nacimiento Parentesco Situación Actual (1) FORMACION Año DATOS ACADÉMICOS Clase Centro de Enseñanza Localidad/Ciudad Inicio Final Titulación académica (2) Primaria Secundaria Formacion Prof. Universitaria Otros Nivel Alto Idiomas: Inglés Otros Idiomas: (1) Estudiante, trabajador en activo, desempleado, pensionista, etc. (2) Imprescindible aportar titulación o certificado obtenido. S -1 Feb.04 Medio Bajo EXPERIENCIA PROFESIONAL, EMPLEOS U OCUPACIONES ANTERIORES (indíquelos en orden cronológico empezando por el más antiguo) Periodo DATOS LABORALES Nombre de Empresa Puesto que ocupó Motivo baja Mes/Año Mes/Año (Si lo considera oportuno) AMPLIACION AL CURRICULUM VITAE ¿ HA TRABAJADO ANTERIORMENTE EN FORD ESPAÑA S.L.? (En caso afirmativo cumplimente los siguientes datos:) Periodo Puesto de trabajo OTROS DATOS Planta Mes/Año Mes/Año C.Costos REFERENCIAS Empleado de Ford España S.L. Apellidos y Nombre Dpto. donde trabaja Ocupación Telf Relación con el empleado (amistad, parentesco etc.) VESTUARIO (Indique el número de calzado y tallas que se solicitan) Nº Calzado (Zapatos/Botas) 4 Fotografias tamaño carnet Pantalón Camisa (Ej.: talla 38,40,42,44,46,48,50 etc.) Cazadora DOCUMENTACION QUE DEBE ADJUNTAR A LA SOLICITUD DE EMPLEO: Fotocopias de: D.N.I. / N.I.F Cartilla Seguridad Social Propia Titulo Acreditativo de Estudios Realizados DOMICILIO AL QUE SE DEBE REMITIR LA SOLICITUD DE EMPLEO: FORD ESPAÑA S.L. (Dpto. Selección de Personal) Pol. Industrial S/N, 46440 -Almussafes (Valencia) Nota: En caso de no aportar la documentación que se indica, esta solicitud no será válida. Ciudad Fecha Firma del solicitante
Note: The Harry Potter books have been conceived from their intellectual inception as a 7-book series, and challenges have normally been directed toward all the books thus far published as opposed to any single title. The obvious exception would be the challenges at the time when only the first book in the series, Harry Potter and the Sorcerer’s Stone, had been published (1998-early 1999). Furthermore, within three years of their publishing inception, the Harry Potter books had been the target of enough challenges to place the entire series in top positions on the ALA banned book lists for the decade, incredibly. The information below outlines some of these challenges. Boston, MA (2007): The pastor of a Catholic school declared that the Harry Potter books contained themes of witchcraft and sorcery that were inappropriate for a Catholic school and that it was “his job to protect the weak and the strong.” Gwinnett County, GA (2005-2007); AKA The Mother Who Will Not Give Up: Challenged in Gwinnett County, Georgia (suburban Atlanta) by a parent who claimed that the novels were an “evil” attempt to “indoctrinate children in pagan religion” and should therefore be taken off the shelves of all Gwinnett County public schools. Parent Laura Mallory claimed the books were full of “evil themes, witchcraft, demonic activity, murder, evil blood sacrifice, [and] spells.” She also admitted that she had not read the books series because “they’re really very long and I have four kids,” but she argued that “I don’t agree with what’s in them. I don’t have to read an entire pornographic magazine to know it’s obscene.” Mallory told the school board that she wanted “to protect children from evil, not fill their minds with it. The ‘Harry Potter’ books teach children and adults that witchcraft is OK for children.” On her original complaint form, Mallory suggested that the Harry Potter books be replaced by C. S. Lewis’s “Chronicles of Narnia” or Tim LaHaye’s “Left Behind: The Kids” series. After the county school board voted her request down, Mallory appealed to the Georgia state Board of Education, which voted on December 14th to uphold the decision of the Gwinnett County school board. After Mallory took her case to a state court and was voted down by a Georgia judge, she threatened to take the case to federal court. “I maybe need a whole new case from the ground up,” said Mallory. Mallory’s website is at http://hisvoicetoday.org/index.htm Fort Hancock, TX (2004): Challenged in Fort Hancock, TX school curriculum, for the “mysticism” and “paganism” in book. An alternate book was allowed for ...