...integers. Students will use the checkers to help them visually see how many positive or negative checkers when performing problems. Activity2: Students will create a picture on a piece of graph paper in quadrant one the students will then rotate the picture 180 degrees. Activity 3: Student will use graphs to answer questions on a work sheet. Interpretation is the second Facet. “Interpretation is defined as interpretations, narratives, and translations that provide meaning” (Wiggins & McTighe, 2005). The goal is to find the meaning of readings, activities and other types of media. Interpretation can leads to gray area. There is not definite right or wrong answer. Activity 1: This activity is works with PEMDAS and why it is important. Students will receive a work sheet with math equation. There will be multiple-choice answers. The student will have to figure out which answer correctly goes with PEMDAS. Activity 2: Students will interpret graphs to calculate future results of student growth in Rochester City school district. Activity 3: Students will be given a worksheet with pictures that are rotated, reflected and translated. It is up to the student to interpret the pictures and decide which term fits each problem. Application is the third facet. “Application is the ability to use knowledge effectively in new situations and diverse, realistic contexts” (Wiggins & McTighe, 2005). Activity 1:...
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...|Certain words in a word problem can clue us in to the mathematical symbols that| | |A cab ride costs $5 for the first mile and $4 for each additional mile.|relate the values that appear in the word problem. | | |Carlo’s cab ride cost $13. | | | |How many miles was the ride? |Skills: | | |A. 2 |Identify the givens | | |B. 3 |Circle all the values | | |C. 4 |Underline the “clue words” (mental triggers) in the word problem that tell us | | |D. 5 |what mathematical symbols to use | | |13 = 5 + 4(m-1) |+...
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...This page intentionally left blank English Grammar Understanding the Basics Looking for an easy-to-use guide to English grammar? This handy introduction covers all the basics of the subject, using a simple and straightforward style. Students will ¢nd the book’s step-by-step approach easy to follow and be encouraged by its non-technical language. Requiring no prior knowledge of English grammar, the information is presented in small steps, with objective techniques to help readers apply new concepts. With clear explanations and well-chosen examples, the book gives students the tools to understand the mysteries of English grammar as well as the perfect foundation from which to move on to more advanced topics. E V E L Y N P . A L T E N B E R G is Professor in the Department of Speech-Language-Hearing Sciences at Hofstra University, NewYork. R O B E R T M . VA G O is Professor and Chair in the Department of Linguistics and Communication Disorders at Queens College, City University of NewYork. English Grammar Understanding the Basics EV E LY N P. A LT EN B E RG Hofstra University and ROB E RT M . VAG O Queens College and the Graduate Center City University of NewYork CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Dubai, Tokyo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge...
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...AFTER ACTION REVIEW SECTION I. ADMINISTRATIVE DATA Task(s) Task Number Task Title Taught or After Action Review Supported Task(s) Task Number Task Title Supported N/A NA Academic The academic hours to teach this class are as follows: Hours PEACETIME HOURS/METHODS 100 mins/CO/PE/ 20 minutes video Total Hours 2 hrs Test Lesson Type of Test: Brigade Certification Test Number Total Hours: 3 hours Prerequisite Lesson Number Lesson Title Lesson(s) None None Clearance There are no clearance or access requirements for this lesson. and Access References |NUMBER |TITLE |DATE |PARA/ | | | | |PAGE | | | | |NO. ALL | |TC 25-20 |A Leader’s Guide To After Action Reviews |Sept 93 |All | |TC 25-10 |A Leader’s Guide To Lane Training |Aug 96 |Chapter 5 | Student Provide Slides to students one day prior to the start of class. Students Study must be prepared to discuss the Slides during class. Scan TC 25-20. Assignments Instructor One instructor, familiar with TC 25-20, Requirements Additional...
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...2 marks per question) Part B of the exam (40 marks) has 2 problem style questions requiring written responses (15 marks each) and 1 short answer style question (with 5 questions worth 2 marks each). Look at the Unit Guide and the Assessment Guide Also on iLearn are: Coversheet for the exam Practice Questions Answer Guide to Practice Questions This question paper must be returned. Candidates are not permitted to remove any part of it from the examination room. SEAT NUMBER: ……….… ROOM: .………………. FAMILY NAME.………….....…………………………. OTHER NAMES…………….…………………..…….. STUDENT NUMBER………….………..…………….. SESSION 1 EXAMINATIONS – JUNE 2013 Unit Code and Name: BUSL301 Corporations Law Time Allowed: Two hours (2) plus 10 minutes reading time Total Number of Questions: Part A has 10 questions; Part B has 3 questions Instructions: 1. All Parts are compulsory. 2. This exam is worth 60% (60 marks) of your overall assessment. 3. Part A is worth 20 marks and is comprised of 10 multiple-choice questions worth 2 marks each. It must be answered on the Answer Sheet provided. 4. Part B is worth 40 marks and is comprised of 3 questions. Question 1 and 2 are worth 15 marks each and Question 3 is worth 10 marks. All questions in Part B must be answered within (and must not exceed) the separate 6 page answer booklet. 5. Writing must be legible, answers clearly set out and your details entered as required. For Part A see the instructions on the multiple-choice Answer Sheet. For Part B answers must be...
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...FINAL | CHAPTER | TOPIC | PRACTICE QUESTIONS | CHAPTER 4:ACTIVITY BASED COSTING | * TRADITIONAL ALLOCATION METHOD * ABC ALLOCATION METHOD | E33, E34, E35, E36, E37, P42, P44 | CHAPTER 7:VARIANCE ANALYSIS | * M.Price.V * M.Quantity.V * L.Rate.V * L.Efficiency.V * Controllable.OH.V * OH.Volume.V | E22, E23, E24, E25, E26, E27, E28, E29, E30, E31 | CHAPTER 8:BUDGETING | * SALES BUDGET * PRODUCTION BUDGT * MATERIAL BUDGT * LABOR BUDGT * OH BUDGET * BUDGETED I/S * CASH FLOW BUDGET | E19, E20, E21, E22, E23, E24, E25, E26, E27, E28, E29, E35, E36 | CHAPTER | TOPIC | PRACTICE QUESTIONS | CHAPTER 9:C-V-P ANALYSIS | * BREAK-EVEN * MARGIN OF SAFETY * SOLVING FOR ONEUNKNOWN * MULTIPRODUCT * WHAT-IF ANALYSIS | E11, E12, E14, E15, E16, E17, E18, E19, E20, E22, E23, E24, E25, E26, E31, P38, P41, P42 | CHAPTER 10:DECISION MAKING | * MAKE V/S BUY * PRODUCT MIX UNDERCONSTRAINT * DROP-ADD PRODUCTS * SPECIAL OFFER * PRICING OF PRODUCTS | E12, E13, E15, E17, E18, E19, E20, E21, E22, E23, E24, E25, E26, E27, E28, E29, P33, P38 | CHAPTER 15:CAPITAL BUDGETING | * NPV * IRR * EPVI (PROF INDEX) * PAYBACK PERIOD * ACCT ROR * DEPRECIATION TAX SHIELD | E21, E22, E23, E24, E25, E26, E27, E28, E29, E30, E35, P45, P46, P47, P48 | TOTAL = 16 OR 17 QUESTIONS80% NEW (CH. 7, 8 &15) + 20% OLD (CH. 4, 9, & 10) ALSO GO THROUGH SAMPLE EXAMS + ALL EXCEL PROBLEMS | ADDITIONAL PRACTICE QUESTIONS 1. Slyman Manufacturing...
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...together | admin@tbsconsulting.com.au PDF Created with deskPDF PDF Creator X - Trial :: http://www.docudesk.com BSBMKG501B Investigate & Evaluate Marketing Opportunities This unit of competency describes the performance outcomes, skills and knowledge required to identify, evaluate and take advantage of marketing opportunities by analysing market data, distinguishing the characteristics of possible markets and assessing the viability of changes to operations. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. BSBMKG501B Investigate & Evaluate Marketing Opportunities contains employability skills. Instructions to the candidate 1. Read the relevant chapter(s) of the nominated texts included in your Candidate Study Guide. Read relevant texts from the list of suggested reading websites, industry journals and forums provided. Read each of the practical activity assessments for this unit of competency before commencing. 2. Answer all of the requirements of the practical activities. Keep in mind you are studying a Nationally Recognised Diploma unit of competency. Your answers must reflect the depth of knowledge and understanding expected of a person who can work without supervision and demonstrate a level of judgement and decision making. 3. This assessment is to be conducted in your own time. 4. Notes, textbooks and computers may be used. Be prepared to: • View www.youtube.com • Utilise search engines like www.google...
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...ACCT1501 Practice Exam Questions & Solutions QUESTION 1 (10 marks) 2015S2 Accounts Receivable Rupert Ltd maintains subsidiary ledgers for debtors and creditors. At 31 May 2014, the debtors control account has a debit balance of $50,120 and the creditors control account has a credit balance of $30,670. An extract of totals from the special journals for the month of June 2014 is as follows: $ Credit sales 86,500 Cash sales 6,100 Credit purchases 93,200 Cash received from debtors 67,800 Cash paid to creditors 55,890 Cash purchases 4,300 Discount received from 7,500 creditors Discount allowed to debtors 3,500 Complete the debtors control accounts as they would appear in the general ledger. 2 MARKS PER ENTRY IN EACH CONTROL ACCOUNT (NO HALF MARKS) Opening balance (Balance b/d) Sales Closing balance (Balance c/d) Debtors control $ 50,120 86,500 65,320 1 Cash Discount expense $ 67,800 3,500 ACCT1501 Practice Exam Questions & Solutions 2015S2 This is also acceptable. Opening balance (Balance b/d) Sales Opening balance (Balance b/d) Debtors control $ 50,120 86,500 136,620 65,320 2 Cash Discount expense Closing balance (Balance c/d) $ 67,800 3,500 65,320 136,620 ACCT1501 Practice Exam Questions & Solutions 2015S2 QUESTION 2 (12 Marks) Financial Reporting Principles, Accounting Standards and Auditing, & Sustainability Reporting Provide short answers to the following: 1...
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...test 1. Stay up-to-date on assignments. 2. Make sure you understand the information as you are learning it. 3. Read and study information by chapters or units. 4. At the end of each chapter or unit, identify the information that was most important. 5. Analyze the past tests to determine how you can improve test results. 6. Ask the instructor about the test. Find out what information will be stressed and the kinds of questions that will be asked. Then go over your text and lecture notes to develop a study strategy. 7. Before a test or exam, break study sessions into manageable time segments and meaningful units. 8. Practice answering essay questions BEFORE the test. 9. Use techniques to memorize lists, definitions, and other specific kinds of information. 10. Form a study group with other students in your class to discuss and quiz each other on important material. 11. Maintain healthy living habits. Get a good night's sleep before the test. During the test 1. Get to the test site early so you can select a seat, organize your materials, and get relaxed. Be prepared with pencils, paper, calculator, books, etc. 2. Survey the entire test before you answer any questions. 3. Take a few deep breaths and to relax tense muscles. Repeat throughout the test. This process will help you to stay relaxed and to make more energy available for remembering, thinking, and writing. 4. Read directions carefully. Ask questions if you don't understand...
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...Package Examination Essay Questions For Practice © Copyright 2010 By Institute of Certified Management Accountants Introduction The Institute of Certified Management Accountants (ICMA) is publishing this book of practice questions with answers to help you prepare for the CMA examination. Each question is referenced to the Content Specification Outline (CSO) and the Learning Outcome Statements (LOS). These questions are actual “retired” questions from the CMA exams and are intended to supplement other study materials. These practice questions will help you test your understanding of the concepts and rules included in your CMA study materials by requiring you to apply those concepts and rules to unique and varying situations. You will encounter different scenarios and applications on your actual examination so it is essential that you understand the underlying concepts. In general, it will not be helpful to you to memorize particular questions. Essay questions appear in both Part 1 and Part 2 of the CMA exam and combine topics from the part in which they appear. No inference should be made from the lack of practice questions in any topic areas. All topic areas listed in the Content Specification for each exam part can be tested in the essay questions for that part at the difficulty levels shown. The CMA Program is a rigorous test of your skills and capabilities and requires dedication to be successful. We hope that these practice questions will be a valuable ...
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... For the official, and most up-to-date version, please visit www.RISEindiana.org DOMAIN 1: PURPOSEFUL PLANNING Teachers use Indiana content area standards to develop a rigorous curriculum relevant for all students: building meaningful units of study, continuous assessments and a system for tracking student progress as well as plans for accommodations and changes in response to a lack of student progress. Competencies 1.1 Utilize Assessment Data to Plan Highly Effective (4) At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Incorporates differentiated instructional strategies in planning to reach every student at his/her level of understanding At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Plans an ambitious annual student achievement goal Effective (3) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, AND lesson plans Improvement Necessary (2) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, OR lesson plans, but not all of the above Teacher develops an annual student achievement goal that is: - Measurable The goal may not: - Align to content standards; OR - Include benchmarks to help monitor learning and inform interventions throughout the year Based on achievement goals, teacher plans units by: - Identifying content standards that students will master in each unit Teacher may not: -Create assessments before each unit begins for backwards planning...
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...Student generated questions in an Earth Science Classroom In my Earth Science class, I showed students a photo of the Hubble Deep Field, the farthest we have ever seen in space. I asked them “What kind of questions come to mind looking so deep into space?” A majority of the students were completely stumped. Their minds were blank and they even seemed uncomfortable with the process. Obviously, I was so disappointed. Science, at its heart, is relentless curiosity and questioning. Asking questions and defining problems is one of the eight scientific practices outlined as essential to K-12 science curriculum in A Framework for K-12 Science Education (NRC, 2011). “Asking questions is essential to developing scientific habits of mind.” (NRC, 2011, p. 3-6). Yet several researchers describe the decline of student questioning and curiosity as they progress in school (Dillon, 1988; Engelhard, Jr. & Monsaas, 1988), and in particular, there is a preciptious decline in questions from low achieving students (Good, Slavings, Harel, and Emerson, 1987). What we see instead is that the majority of questions are initiated by the teacher, answered by students, and then evaluated by the teacher (Lemke, 1990). Conversely, when the students generate and ask the questions, it creates a far more powerful metacognitive and more scientific practice. I seek to encourage my 8th grade Earth Science students to ask their own questions at every opportunity. This article describes a variety...
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...Chapter 3: Process flow measures 3.3 Solutions to the Chapter Questions Discussion Question 3.1 The opposite of looking at average is looking at a specific flow unit’s flow time, and the inventory status and instantaneous flow rate at a specific point in time. Because flow times change from flow unit to flow unit, it is better to look at the average over all flow units during a period of time. Similar for inventory and throughput. [pic] Discussion Question 3.2 In practice, one often tracks inventory status periodically (each day, week, or month). Flow rate is typically also tracked periodically (even more frequently than inventory status because it directly relates to sales). It then is easy to calculate the average of those numbers to obtain average inventory and throughput during a period. In contrast, few companies track the flow time of each flow unit, which must be done to calculate the average flow time (over all flow units during a given period). [pic] Discussion Question 3.3 First, draw a process flow chart. Second, calculate all operational flows: throughput, inventory, and flow time for each activity. Third, calculate the financial flow associated with each activity. If the activity incurs a cost (or earns a revenue), the cost or revenue rate is simply the throughput times the unit cost or revenue. If the inventory incurs a holding cost, the inventory cost rate is simply the average inventory times the unit holding cost. Fourth,...
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...ITT TECHNICAL INSTITUTE NT1210 Introduction to Networking Onsite Course GRADED ASSIGNMENTS Graded Assignment Requirements Retain all handouts issued in every unit, as well as any assignment, research, or lab documents you prepare as part of assignments and labs. Some may be used more than once in different units. NOTE: Always check with your instructor for specific due dates of assignments. Graded Assignments Unit 1 Assignment 1: Computer Basics Review Course Objectives and Learning Outcomes Identify the major needs and major stakeholders for computer networks and network applications. Describe how digital devices store data. Describe the differences between input and output devices. Assignment Requirements In the Chapter Review Activities at the end of Chapter 1 in the Odom textbook (answers can be found in the textbook): Respond to the multiple-choice questions. Complete the List the Words inside Acronyms table. Required Resources Odom textbook Computer with word processing software Internet access Printer Submission Requirements: Submit your responses as a typed document using Arial or Times New Roman 12-point font, double-spaced. Label your assignment Unit 1 Assignment 1. Unit 2 Assignment 1: Identifying Network Topologies Course Objectives and Learning Outcomes * Identify the major needs and major stakeholders for computer networks and network applications. * Identify the classifications of networks and how they are...
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...This page intentionally left blank This practical coursebook introduces all the basics of semantics in a simple, step-bystep fashion. Each unit includes short sections of explanation with examples, followed by stimulating practice exercises to complete the book. Feedback and comment sections follow each exercise to enable students to monitor their progress. No previous background in semantics is assumed, as students begin by discovering the value and fascination of the subject and then move through all key topics in the field, including sense and reference, simple logic, word meaning, and interpersonal meaning. New study guides and exercises have been added to the end of each unit (with online answer key) to help reinforce and test learning. A completely new unit on non-literal language and metaphor, plus updates throughout the text, significantly expand the scope of the original edition to bring it up-to-date with the modern teaching of semantics for introductory courses in linguistics as well as intermediate students. JAMES R. HURFORD is Professor of General Linguistics, University of Edinburgh. BRENDAN HEASLEY is Consultant (Postgraduate Training), Sharjah Women’s College, United Arab Emirates. MICHAEL B. SMITH is Associate Professor of Linguistics, Oakland University. Semantics A Coursebook SECOND EDITION JAMES R. HURFORD Professor of General Linguistics, University of Edinburgh BRENDAN HEASLEY Consultant (Postgraduate Training), Sharjah Women’s College...
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