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mathematics form 4 chapter 9 trigonometry

Case Study Political Geography and Al Qaeda Terrorism - Cengage ...

Why do the Islamic fundamentalists in general—and followers of al Qaeda in particular—resort to terrorist tactics against Americans and other Westerners around the globe? This question has haunted Americans since 9/11 and prompted a host of antiterrorist policies throughout the world. Much has been written and spoken on the subject, and more will be written and spoken in the years ahead. Political geography offers a frame of reference to learn about al Qaeda and other militant Islamic groups and their anti-West, anti–U.S. posture. To explore the point of view propounded by Osama bin Laden and others, this case study uses the five levels of analysis introduced in chapter three, examined here from a geopolitical perspective. The five levels of analysis are the: 1) international system, 2) regional, 3) state, 4) substate (tribal groups), and 5) individual. INTERNATIONAL SYSTEM LEVEL From the international system perspective, consider the following historical context of al Qaeda’s militant Islam. Militant Islamic fundamentalists and followers of Islam are heirs to one of the great civilizations of the world. While...

XBugBot - FlowStone
by JonyB 0 Comments favorite 9 Viewed Download 0 Times

This project came about when trying to make a low cost autonomous robot for use in education. The idea being that students would be able to identify with the Xbox controller and enjoy hacking it into something far more interesting! The Concept: This was a concept to make a low cost autonomous programmable robot for education using low cost every day things that the students could identify with – ie. The Xbox Controller. There are of course several existing product in this market most notably the Lego NXT and the Vex Systems. Both of these allow users to build and program autonomous robots, but there are two key differences, 1) On the XBugBot the programming and the processor are not separate! 2) The price! The XBugBot can be build for around 1/10th of the cost of the competing products! The humble Xbox Controller. What is the Xbox controller? Well once connected to the PC it becomes a low cost wireless DAQ (Data Acquisition System), it has several digital inputs (Buttons) and several analogue inputs (Joy Sticks etc.), plus two motor control outputs (Vibration Motors). What can it become? - Meet XBugBot: Hack your Xbox Controller and add a couple of wheels and sensors and you get an XBugBot! How is it Controlled? Using the FlowStone graphical programming language from DSPRobotics: (www.dsprobotics.com ) FlowStone is an awesome teaching tool for science, technology, engineering and mathematics (STEM) as is graphical so students can easily relate and understand it. Also the Xbox Controller is already pre-programmed into FlowStone so you can just use the Xbox Module and start programming your Bot. Programming and Processor:...

APHIS Form 7001
by andrewT 0 Comments favorite 7 Viewed Download 0 Times

According to t he P aperwork R eduction Act o f 1995, an ag ency ma y not cond uct or sponsor, an d a p erson i s not r equired to r espond to , a c ollection of information unless it displays a valid OMB control number. The valid OMB control numbers for this information collection are 0579-0036 and 0579-0333. The ti me r equired to complete t his i nformation col lection i s esti mated t o av erage .25 h ours per r esponse, i ncluding the ti me for rev iewing in structions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. UNITED STATES DEPARTMENT OF AGRICULTURE ANIMAL AND PLANT HEALTH INSPECTION SERVICE UNITED STATES INTERSTATE AND INTERNATIONAL CERTIFICATE OF HEALTH EXAMINATION FOR SMALL ANIMALS WARNING: Anyone who makes a false, fictitious, or fraudulent statement on this document, or uses such document knowing it to be false, fictitious, or fraudulent may be subject to a fine of not more than $10,000 or imprisonment of not more than 5 years or both (18 U.S.C. 1001).

Kangal Dog Health and Pedigree Database Data Collection Form

The Kangal Dog Health and Pedigree Database (KDCA P&H Database) is a project of the Kangal Dog Club of America. The purpose of the Database is to carefully develop and make available to contributors a comprehensive Kangal Dog database on dog lineages and health records to aid in the protection and development of our cherished breed. The project seeks to recruit information on all documented pure bred Kangal Dogs, regardless of registration, from around the world, and to make it available for protecting and developing the Kangal Dog to those involved in its husbandry. Database operations are guided by the KDCA Kangal Dog Health and Pedigree Database Policy, Version 2007. Data integrity, participant privacy rights, and data access are fundamental issues that are addressed in the Policy and are of paramount concern for this project. Data Form Instructions Please complete the form as fully as possible with the best available information. The only information required is page 1 and all entries must submit a fully completed and signed copy of this page in order to be accepted. Attach the requested or required documentation information as indicated. Please attach a copy of your dog’s official pedigree if it is registered and also include any extended pedigree information that you can. If your dog is not registered, please include as complete a lineage as you can and as much documentation for this lineage as is available.

Free Wall-Box Offer For Renault ZOE Customers Registration Form

Please read this document carefully as it will tell you everything you need to know about the terms and conditions of our Standard Services. Once you have signed and returned this form, British Gas will contact you within 2-3 working days to arrange your installation. Please keep a copy for your records. If you have any questions or need help completing your form please contact evenquiries@britishgas.co.uk or call us on 0800 980 8175*. *Phone lines are open 8am-5pm Mon to Fri. Calls may be recorded and/or monitored for quality assurance and compliance purposes. Terms and conditions - home charging point installation services (standard services) for Renault ZOE customers Please read this document carefully as it will tell you everything you need to know about the terms and conditions of the standard services. 1. Definitions In these terms and conditions the following expressions will have the following meanings. Agreement means these terms and conditions. Cooling-off period means that you are given the right to cancel 14 days from the date of agreeing to the standard services or any shorter period you may agree to. Extra services means services that do not form part of those standard services shown in your agreement, and which are defined by separate contract terms that the electrician will give you when you receive the quotation. Domestic Chargepoint Grant means the grant provided by the Office for Low Emission Vehicles specifically for installing HCPs at a private home.

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 16 Viewed Download 0 Times

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

ALGEBRA 2/ TRIGONOMETRY
by Jimakon 0 Comments favorite 10 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 Conversion Chart - Regents Exams

To determine the student’s final examination score, find the student’s total test raw score in the column labeled “Raw Score” and then locate the scale score that corresponds to that raw score. The scale score is the student’s final examination score. Enter this score in the space labeled “Scale Score” on the student’s answer sheet. 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. Because scale scores corresponding to raw scores in the conversion chart change from one administration to another, it is crucial that for each administration the conversion chart provided for that administration be used to determine the student’s final score. The chart above is usable only for this administration of the Regents Examination in Algebra 2/Trigonometry. Algebra 2/Trigonometry Conversion Chart - June '13

Algebra/Trig Review - Pauls Online Math Notes - Lamar University

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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