Schedule for Stat 21‚ Fall 2013 Note: Chapter readings are from FPP‚ and SG refers to Professor Philip Stark’s free online text SticiGui. “notes by RP” indicates Professor Roger Purves’ notes on chance variables‚ which will be posted on Canvas later. Week 1 (8/29): • Reading:chapters 3‚ 4; SG 3‚ 4 • Histograms‚ measures of location and spread‚ first look at Markov and Chebyshev Week 2 (9/3‚ 9/5) • Reading: chapters 5‚ 8‚ 9; SG: 6‚ 7‚8 • Finish chapter 4 • Normal curve‚ normal approximation
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Ephesians 2 Verses 1-3 a) We are dead because of our transgressions and sins b) We walk according to the world and the devil c) We fufill the desires of the flesh‚ and mind Questions: 1) In Ephesians 2:1-2 God found us spirutually dead. Why were we said to be dead? ❖ our transgressions and sins killed us 2) Who is the ruler of the kingdom of the air? ❖ The devil Verses 4-10 1. God made us alive together
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SUMMARY OF IAS 21 Objective of IAS 21 The objective of IAS 21 is to prescribe how to include foreign currency transactions and foreign operations in the financial statements of an entity and how to translate financial statements into a presentation currency. [IAS 21.1] The principal issues are which exchange rate(s) to use and how to report the effects of changes in exchange rates in the financial statements. [IAS 21.2] Key Definitions [IAS 21.8] Functional currency: the currency of the primary
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Exegesis: Judges III Inside the Passage -key pieces of the passage explained in detail (historically‚ message wise‚ theologically) -Key word study (comprehensive‚ definitive‚ and aware complexity and ambiguity?) -summary of the passage (clear‚ concise‚ persuasive) -other Biblical material to understand this passage (references elsewhere in the OT or NT - list your sources Outline I. Prologue: Incomplete Conquest and Apostasy (1:1- 3:6) A. First Episode: Israel’s Failure to Purge
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Individual Case 21: Freemark Abbey Winery Executive Summary: The case is based on William Jaeger a partner in the Freemark Abbey winery. Due to recent weather forecast showing the possibility of a storm formation in the Nape Valley. There needs to be a decision made to either wait the storm out to see if the storm would help produce Botrytis mold‚ which allows for a wine with 11% alcohol and 13 % sugar. For this the winery is able to produce a complex
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The movie 21 There is one thing I like in this movie‚ Trick math and card counting was one of the fascinating thing in the movie and the introduction of the principle of variable change (The Monty hall problem and conditional probability). A game show host tells a contestant to choose between three doors. Two doors have a goat behind them…and the other has a brand new car. He tells the contestant to choose a door. The contestant chooses door #1. Then‚ the host‚ knowing what is behind each door
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•For this project you will fully research a modern artist from Art: 21 and make a connection between their work and at least one artist from the past (prior to 1945) who you have learned about in our text book. Your modern artist will be someone from the PBS series Art:21 http://www.pbs.org/art21/. Follow this link and click on the “artists” tab. Choose an artist you have a strong reaction to and who interests you. •So‚ to be clear‚ you are focusing on a modern artist but linking them to an artist
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AP World History Chapter 21- Things to Know People to Know: Nicholas Copernicus- (1473-15430) A Polish astronomer and Aristotelian Scholar‚ who investigated the old geocentric theory that assumed that the sun‚ the planets‚ and the stars all circled the earth. Tycho Brahe- (1546-1601) A Danish astronomer‚ aided by his sister‚ Sophia‚ had recorded hundreds of observations that pointed to difficulties in the Ptolemaic explanation. He also attempted to find a compromise between the Ptolemaic
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SHC 21: 1.1 To express yourself precisely it is important to be able to communicate well with others. I can build really good relationships depending on who I’m communicating with. You need to build a good relationship with the children because every individual child is different‚ some may be really shy‚ whereas some may be very interactive‚ and it could be a child with special needs. 1.2 Greeting with a positive smile and making eye contacts with my colleagues‚ line manager and the children
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CHAP TE R 21 Progressivism from the Grass Roots to the White House 1890–1916 CHAPTER LEARNING OBJECTIVES After reading and studying this chapter‚ students should be able to: • Explain grassroots progressivism including its proponents‚ and why they targeted the city for reform. Understand why activists formed alliances with the working class and under what circumstances those alliances proved successful. • Recognize the intellectual underpinnings of progressivism. Explain how reformers put the theories
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