Lesson 22 Given below is a table of inputs, outputs, and ordered pairs for the function ( ) = 2 , as well as its graph. Inputs Outputs −2 −1 0 1 2 ( ) (−2) = 4 (−1) = 1 (0) = 0 (1) = 1 (2) = 4 Ordered Pairs (, ( )) (−2, 4) (−1, 1) (0, 0) (1, 1) (2, 4) I have plotted the ordered pairs above in the graph below. Function f 1 Example 1: Use the function on the previous page, its table, and its graph to answer the following: a. How can the function
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I invited 5 colleagues to join me on the ‘Anderson Team Journey.’ (ref) The first activity within this journey was the completion of a team effectiveness audit. The audit asked members of the Learning and Development team/workstream to answer seven questions on a 5 point Likert Scale of 1 being strongly disagree to 5 being strongly agree. An introduction to the team selected, the 5 point Likert Scale and the results of the audit can be found in appendix A. As a team we reviewed the results of the
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easy-to-work-with people. While one group felt more personal (in a good way) and the other felt more efficient, both groups had motivated people that carried their weight and tried to go above and beyond. I was very satisfied with the results of our projects! In the following pages, I’ll attempt to compare these two groups: Appleritas AppleBomb and Send It!. I’ll begin by giving a brief description of each team member, continued by a comparison of the two groups in terms of how we developed, made
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Developing group norms in groups is essential to establishing a productive and efficient work group. The expectations for interpersonal communication and relationships within a group help groups to accomplish goals, by creating an environment in which the group is able to function optimally. Group norms are sometimes defined explicitly, but are usually developed as the group evolves and are implicit. This is seen in a case study, in which the behavioural characteristics of a team were examined. “The
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Teaching Reflection - Bryan Fotino Overall, I think our group planned well for our team teaching session, but we left a lot of work for the end. On the plus side, there was lots of open communication within our group through in-person discussions and an email chain, which allowed us to set up meeting times that worked for everyone. Our meetings were highly productive, with all team members contributing their ideas and effort, and driving the group forward into the process of discovering our key messages
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each other and accepted the ideas of individuals within our groups in order to make they didn’t feel left. The ideas began to follow through, so when it comes to creating our brand extensions for strictly come dancing we had no difficulties at all. The team was also effective because some people in our team have not achieved and met p6, so by come completing the task we meet M3 which the reason we when to the BBC and the people I our groups who never meet and achieved p6 met by the end of the task
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My experiences so far in this course have been a blast I have gotten better in math now than I did when I was in school. When I first started this course I thought to myself I don’t know if I will be able to solve these math problems and equations. I didn’t think that math was use in my everyday life such as cooking, grocery shopping, adjusting the bank, and maintaining my bills. I was a little nervous about taking this course online but my husband is doing his master’s degree online then I know
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LANGUAGE NOTES: Unit 7 7 A Ex. 1 Stress: Remember that in Noun+Noun compounds the stress generally falls on the first element (exhaust fumes, etc.), whereas in Adj+Noun combinations it is usually on the noun (global warming) Practise the pron. of the terms that appear here and elsewhere in the unit. 2. account for = ‘represent’. Find other verb+prep collocations and phrasal verbs in the unit. 3. The verb rise – rose – risen is intransitive (= ‘to go up’) while raise is transitive
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ASSESSMENT RUBRIC FOR GROUP REPORTING CRITERIA 5 points 4 points 3 points 2 points SCORE Organization The presentation was well organized, well prepared and easy to follow. The presentation Had organizing ideas but could have been much stronger with better preparation. There were minimal signs of organization or preparation. The presentation lacked organization and had little evidence of preparation. Mastery of the topic The reporters demonstrate total mastery
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migrate faster that albumin or dyes bound to albumin. This separation enabled use to differentiate between albumin-bound dye and free dye not associated with the protein. Our results were compared to Anderson to see where we failed. Results Group 4 This group shows the ligand binding is protein specific. We see that serum albumin binds bromophenol blue while hemoglobin doesn’t. our results corresponds very close to Anderson’s as the mixture with hemoglobin shows no binding occurred, the hemoglobin
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