Este documento describe los sistemas de producción. Define un sistema de producción como uno que tiene entradas (insumos) que sufren un proceso de transformación y producen una salida (producto), realimentándose a través de un proceso de control. Explica que el objetivo principal de un sistema de producción es lograr la máxima satisfacción del cliente a través de mejoras en la productividad. Además, identifica tres tipos de sistemas de producción - a la orden, en masa y por lotes - y tres clasificaciones basadas en la finalidad - primarios, sec
Este documento fornece uma lista de unidades polo de inscrição e matrícula para 2013, incluindo o nome, endereço e telefone de cada unidade escolar. A lista está organizada por Coordenadorias Regionais de Educação.
Este documento describe los sistemas de producción. Define un sistema de producción como uno que tiene entradas (insumos) que sufren un proceso de transformación y producen una salida (producto), realimentándose a través de un proceso de control. Explica que el objetivo principal de un sistema de producción es lograr la máxima satisfacción del cliente a través de mejoras en la productividad. Además, identifica tres tipos de sistemas de producción - a la orden, en masa y por lotes - y tres clasificaciones basadas en la finalidad - primarios, sec
Este documento fornece uma lista de unidades polo de inscrição e matrícula para 2013, incluindo o nome, endereço e telefone de cada unidade escolar. A lista está organizada por Coordenadorias Regionais de Educação.
2006: Computação Bioinspirada - Novas Perspectivas para Pesquisa em BiologiaLeandro de Castro
O documento discute a computação bio-inspirada e como a biologia pode servir como inspiração para o desenvolvimento de ferramentas computacionais. Aborda conceitos como auto-organização, simulação e adaptação. Apresenta casos de estudo como redes neurais artificiais, inteligência de enxame e sistemas imunológicos artificiais inspirados em sistemas biológicos.
El documento anuncia una sesión de badminton el 2 de octubre de 2012 a las 17:30 horas en el I.E.S. Otero Pedrayo. La sesión es para los grupos infantil nacidos en 1999/2000 y cadete nacidos en 1997/98, y es obligatorio llevar raqueta.
O documento descreve vários jogos e tarefas realizados por alunos do 2o ano como parte das comemorações de 25 anos da Escola EB 2,3 Alto do Moinho em Catujal-Unhos, incluindo jogos de pinos, tangram, basquetebol, BTT e ténis, assim como tarefas únicas relacionadas ao "Peddy Paper".
Este documento fornece um tutorial passo a passo sobre como se cadastrar e usar a plataforma PIL (Partners In Learning) para professores, incluindo como fazer login usando uma conta existente, preencher dados pessoais e da escola, e baixar e instalar a ferramenta gratuita AutoCollage.
O documento discute a importância dos fósseis para reconstituir a história da Terra. Os fósseis são restos de seres vivos antigos preservados em rochas e seu estudo pela paleontologia permite entender a evolução da vida no planeta ao longo do tempo. Os principais processos de fossilização incluem a mumificação, moldagem, mineralização e marcas de atividade, que preservam diferentes aspectos dos antigos organismos.
O documento apresenta uma oferta especial da Philips para a compra de monitores de diferentes polegadas, oferecendo descontos para compras de 5 monitores de tamanhos diferentes ou descontos especiais em modelos entre 15,6" e 21,5" durante a promoção de 15 a 23 de março.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Joshua W. Zagorski is a math teacher at Cinnaminson Township Public Schools in New Jersey. He has over 10 years of experience teaching mathematics at the middle and high school levels. He holds a Master's degree in Education from La Salle University and a Bachelor's degree in Sociology from Moravian College. Zagorski has received several honors for his teaching, including being named Teacher of the Year at Cinnaminson Middle School. He actively integrates technology into his classroom and has led initiatives to supplement math instruction.
This document contains instructions for an experiment to measure the time it takes for a varying number of students to complete a task of standing, clapping, and sitting. Students will take turns performing the task until all have participated, and the time to complete each round will be recorded. The number of students is the independent variable and time is the dependent variable. Data for groups of 3 to 24 students will be plotted on a graph and the best fit line drawn to analyze the correlation between more students and longer completion times.
This document provides instructions for creating a realistic monthly budget. It explains that a budget accounts for income versus expenses, with the goal of expenses being less than income. Common expenses are listed like housing, utilities, transportation, food, and savings, which should be at least 5% of income. Students will be assigned an occupation with a set income and must choose housing, a car, and estimate other expenses to track in a monthly budget worksheet. If expenses exceed income or savings is less than 5%, spending habits must be adjusted.
This document provides instructions for creating a scale drawing of a piece of furniture. It notes that measurements should be provided in either boxes or inches, not both. As an example, a grey shelf that is 3 feet by 1 foot in real life would be drawn as either 3 boxes by 1 box or 0.75 inches by 0.25 inches on the scale drawing, since the scale factor is that 1 foot equals 1/4 inch or one box.
A linear equation is represented by y = mx + b, where m is the coefficient that determines the steepness of the graph line, b is the y-intercept or the point at which the line crosses the y-axis, and x and y are coordinate pairs that each represent a single point on the line.
This document discusses the slope formula for a line, which is the ratio of the rise over the run between any two points on the line. Specifically, it notes that the slope (m) equals the rise over the run, where the rise is the change in the y-values and the run is the change in the x-values between the two points.
2006: Computação Bioinspirada - Novas Perspectivas para Pesquisa em BiologiaLeandro de Castro
O documento discute a computação bio-inspirada e como a biologia pode servir como inspiração para o desenvolvimento de ferramentas computacionais. Aborda conceitos como auto-organização, simulação e adaptação. Apresenta casos de estudo como redes neurais artificiais, inteligência de enxame e sistemas imunológicos artificiais inspirados em sistemas biológicos.
El documento anuncia una sesión de badminton el 2 de octubre de 2012 a las 17:30 horas en el I.E.S. Otero Pedrayo. La sesión es para los grupos infantil nacidos en 1999/2000 y cadete nacidos en 1997/98, y es obligatorio llevar raqueta.
O documento descreve vários jogos e tarefas realizados por alunos do 2o ano como parte das comemorações de 25 anos da Escola EB 2,3 Alto do Moinho em Catujal-Unhos, incluindo jogos de pinos, tangram, basquetebol, BTT e ténis, assim como tarefas únicas relacionadas ao "Peddy Paper".
Este documento fornece um tutorial passo a passo sobre como se cadastrar e usar a plataforma PIL (Partners In Learning) para professores, incluindo como fazer login usando uma conta existente, preencher dados pessoais e da escola, e baixar e instalar a ferramenta gratuita AutoCollage.
O documento discute a importância dos fósseis para reconstituir a história da Terra. Os fósseis são restos de seres vivos antigos preservados em rochas e seu estudo pela paleontologia permite entender a evolução da vida no planeta ao longo do tempo. Os principais processos de fossilização incluem a mumificação, moldagem, mineralização e marcas de atividade, que preservam diferentes aspectos dos antigos organismos.
O documento apresenta uma oferta especial da Philips para a compra de monitores de diferentes polegadas, oferecendo descontos para compras de 5 monitores de tamanhos diferentes ou descontos especiais em modelos entre 15,6" e 21,5" durante a promoção de 15 a 23 de março.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Joshua W. Zagorski is a math teacher at Cinnaminson Township Public Schools in New Jersey. He has over 10 years of experience teaching mathematics at the middle and high school levels. He holds a Master's degree in Education from La Salle University and a Bachelor's degree in Sociology from Moravian College. Zagorski has received several honors for his teaching, including being named Teacher of the Year at Cinnaminson Middle School. He actively integrates technology into his classroom and has led initiatives to supplement math instruction.
This document contains instructions for an experiment to measure the time it takes for a varying number of students to complete a task of standing, clapping, and sitting. Students will take turns performing the task until all have participated, and the time to complete each round will be recorded. The number of students is the independent variable and time is the dependent variable. Data for groups of 3 to 24 students will be plotted on a graph and the best fit line drawn to analyze the correlation between more students and longer completion times.
This document provides instructions for creating a realistic monthly budget. It explains that a budget accounts for income versus expenses, with the goal of expenses being less than income. Common expenses are listed like housing, utilities, transportation, food, and savings, which should be at least 5% of income. Students will be assigned an occupation with a set income and must choose housing, a car, and estimate other expenses to track in a monthly budget worksheet. If expenses exceed income or savings is less than 5%, spending habits must be adjusted.
This document provides instructions for creating a scale drawing of a piece of furniture. It notes that measurements should be provided in either boxes or inches, not both. As an example, a grey shelf that is 3 feet by 1 foot in real life would be drawn as either 3 boxes by 1 box or 0.75 inches by 0.25 inches on the scale drawing, since the scale factor is that 1 foot equals 1/4 inch or one box.
A linear equation is represented by y = mx + b, where m is the coefficient that determines the steepness of the graph line, b is the y-intercept or the point at which the line crosses the y-axis, and x and y are coordinate pairs that each represent a single point on the line.
This document discusses the slope formula for a line, which is the ratio of the rise over the run between any two points on the line. Specifically, it notes that the slope (m) equals the rise over the run, where the rise is the change in the y-values and the run is the change in the x-values between the two points.
This document provides instructions for a scale drawing project of a classroom floor plan. Students are asked to measure a classroom, determine an appropriate scale to fit the room on a piece of graph paper, and draw the outline of the room along with major furniture items using the scale. Students must include a scale bar, title, and colors to make the floor plan realistic. The project aims to provide floor plans of classrooms to facilitate school renovations.
Jenn had to create a scale drawing of her classroom for a school project. She measured her classroom and found it was 24 feet by 30 feet. To fit the drawing on graph paper, Jenn decided to use a scale of 1 foot equals 1/4 inch.
This grade sheet is for a lifeline project and assigns points to students for correctly graphing life events before and after their birth on a timeline, using accurate numerical representations and year intervals, as well as adding illustrations or labels for graphed events. It outlines the specific criteria students will be judged on, including correctly placing their birth at zero, graphing at least three pre-birth and six post-birth events, and creating a neat and creative final project.
This document provides directions for creating a personal lifeline. Students must include their birth and at least 3 events that occurred before they were born, with each event listing the date as a fraction of years before or after the student's birth (assigned as 0). Events should have the month and year, the student's age at the event, and a brief description. Sample events include parents meeting, siblings being born, first teeth, words, bike riding, moves, vacations, or historical events. The lifeline may include one break and some photos.
The document discusses polygons and quadrilaterals. It defines regular and irregular polygons, as well as convex and concave polygons. It then defines different types of quadrilaterals including trapezoids, rectangles, squares, rhombuses, and parallelograms. It provides three examples of finding the value of x and angle measures in different geometric shapes.
The document provides examples and explanations of geometry concepts including finding the perimeter of a regular octagon where one side is 12 cm, the triangle sum rule stating the interior angles of a triangle sum to 180 degrees, the definition of a diagonal as a line segment connecting two non-adjacent vertices of a polygon, and examples of finding the number of diagonals in nonagons and dodecagons.
Vertical angles are angles that are opposite each other when two lines intersect. Corresponding angles are angles that are in the same relative position to the point of intersection but on opposite sides of the intersecting lines. Alternate exterior angles are nonadjacent angles outside of the intersecting lines formed by a transversal crossing two parallel lines. Alternate interior angles are nonadjacent angles inside of the intersecting lines formed by a transversal crossing two parallel lines.
This document discusses different types of lines and their relationships. It defines parallel lines as two lines that lie in the same plane and do not intersect, intersecting lines as lines that cross paths at one point, and skew lines as lines that do not lie in the same plane and neither intersect nor are parallel. The document also notes that two points are needed to form a line and that two straight lines cannot intersect at more than one point.
1) The document defines and provides examples of different types of angles including adjacent angles, complementary angles, supplementary angles, vertical angles, and angles formed when parallel lines are cut by a transversal.
2) It then provides practice problems involving calculating missing angles using properties such as angles summing to 90, 180 degrees, and the interior angles of triangles summing to 180 degrees.
3) The final problems involve identifying congruent, supplementary, and corresponding angles related to two parallel lines cut by a transversal.
1) The document defines and provides examples of different types of angles including adjacent angles, complementary angles, supplementary angles, vertical angles, and angles formed when parallel lines are cut by a transversal.
2) It then provides practice problems involving calculating missing angles using properties such as angles summing to 90 or 180 degrees. Problems include solving for missing angles in triangles where the three interior angles sum to 180 degrees.
3) The last problems involve identifying properties of angles formed when two lines are parallel and cut by a transversal, such as naming congruent or supplementary angles.
The document defines basic geometry terms including point, line, plane, ray, line segment, and angle. A point is represented by a dot at a location without size. A line extends in two opposite directions and is named by two points. A plane extends forever like a tabletop. A ray has one endpoint and extends forever in one direction, while a line segment connects two endpoints on a line.
The document contains 4 math word problems and their solutions:
1) Choosing 2 students from a group of 4 can be done in 6 combinations.
2) 15 - 3(2+1) = 15 - 3(3) = 15 - 9 = 6
3) A room measuring 8 feet 6 inches by 12 feet with 6-inch tiles needs 408 tiles.
4) A sequence with first terms 3, 5, 7, 9 has a rule of adding 2 to get the next term; a different sequence following the same rule of adding 2 would have first terms 5, 7, 9, 11, and the 100th term would be 198.
The document contains a practice test for a 7th grade math assessment with 500 multiple choice questions covering topics like fractions, order of operations, geometry, probability, and more. Each question is numbered and includes 4 answer options with the correct answer indicated. The test reviews essential 7th grade math concepts and skills in a standardized multiple choice format.
This document contains 100 math word problems and multiple choice questions from an 8th grade standardized test practice. It provides the question, possible answer choices, and the correct answer for each problem. The questions cover a range of math topics including arithmetic, algebra, geometry, statistics, probability, and measurement.