• 沒有找到結果。

013-1-126

N/A
N/A
Info
下載
Protected

Academic year: 2022

Share "013-1-126"

Copied!
1
0
0

加載中.... (立即查看全文)

立即下載 ( 1 頁 )

全文

(1)

12 月 26 日 生活教育整潔、秩序綜合評分表

班級 導師 生輔教師 體衛組長 自治幹部 小計 比序 導師 生輔教師 生輔組長 自治幹部 小計 比序

幼一1 0 13 -1 -1 26

幼二1 0 13 0 15

幼三1 -1 -1 36 -1 -1 26

美一1 0 13 -1 -1 26

美二1 -1 -1 -2 43 -1 -2 -3 41

美三1 0 13 0 15

電商一1 1 1 5 -1 -1 26

電商二1 2 2 2 2 2 1

電商三1 0 13 1 -1 0 15

普一1 -1 -1 36 2 2 1

普一2 -1 -1 36 -3 -3 41

普一3 -2 -2 43 -1 -1 26

普一4 -1 -1 -2 43 1 -1 0 15

普二1 0 13 2 -1 1 5

普二2 0 13 -4 -4 45

普二3 -1 -1 36 -2 -2 36

普二4 0 13 1 1 5

普三1 1 -1 0 13 2 2 1

普三2 0 13 1 1 5

普三3 1 -1 0 13 -1 -1 26

普三4 2 2 2 1 1 5

普三5 0 13 -2 -2 36

應一1 1 1 5 -1 -1 26

應二1 0 13 1 1 5

應二2 1 -1 0 13 -1 -1 26

應三1 0 13 0 15

應三2 -1 -1 36 2 2 1

資一1 0 13 -3 -3 41

資二1 1 1 5 1 1 5

資二2 1 1 5 1 1 5

資三1 -1 -1 36 -1 -1 26

資三2 0 13 1 -1 0 15

觀一1 -1 -1 36 -1 -1 26

觀一2 1 1 5 1 1 5

觀一3 0 13 0 15

觀二1 1 1 5 -2 -2 36

觀二2 0 13 -3 -3 41

觀二3 1 1 5 0 15

觀二4 0 13 -1 -1 -2 36

觀三1 0 13 1 -1 0 15

觀三2 1 1 5 0 15

觀三3 0 13 1 1 5

觀三4 1 2 3 1 1 1 5

建觀二

0 13 0 15

建觀一

2 2 2 -1 -1 -2 36

國一1 0 3 1 1 4

國一2 0 3 2 2 2

國一3 0 3 -1 -1 12

國一4 1 1 1 0 8

國二1 0 3 3 3 1

國二2 0 3 0 8

國二3 0 3 0 8

國二4 0 3 1 1 4

國三1 0 3 1 1 4

國三2 -1 -1 11 0 8

國三3 1 1 1 1 1 4

國三4 -1 -1 11 2 2 2

復華中學

整潔 秩序

參考文獻

立即下載 ( PDF - 1 頁 - 63.25 KB )

相關文件

正參】013

[r]

4 =12( θ − θ | )= − 12tan π 121 θ = (11+cos2 − 1) dθ =12 (1 − θ ) dθ − 12 12sec ˆ ˆ (1+ r ) r ț  = = (11+ | ) dθ rdrdθ − 12 ˆ ˆ ˆ R : − ≤ θ ≤ , 0 ≤ r ≤√ cos2 θ ὃY : 1.(10%)   ᑖ , ᐸ R ʖ `   r =cos2 θ 5Ȗ Ό  ╵ B  ᡠ Ⱥ ᡂḄ ᓜ 9 ஺5 ˜

[r]

|ρ − 2|]dρ = (2πmM G) Z 1 r ρ 2· 2ρdρ = (2πmM G) Z 1 r ρ2dρ = (2 3πmM G)(1 − r3

[r]

L-1..o,Y . 7~ r'~nt.,

[r]

ESTATÍSTICAS DEMOGRÁFICAS-- 4º TRIMESTRE DE 1998 --Nº 4

No mesmo trimestre, verificou-se a entrada em Macau de 2 472 trabalhadores não residentes e a saída de 1 743, existindo, assim, 32 013 trabalhadores não residentes, mais 729 em

REEL to REAL (R2R)

The Seed project, REEL to REAL (R2R): Learning English and Developing 21st Century Skills through Film-making in Key Stage 2, aims to explore ways to use film-making as a means

In particular, for any given r, we show examples which are r-convex functions

In this section, we define the so-called SOC-r-convex functions which is viewed as the natural extension of r-convex functions to the setting associated with second- order

4 SOC-r-convex functions

We point out that extending the concepts of r-convex and quasi-convex functions to the setting associated with second-order cone, which be- longs to symmetric cones, is not easy