zilongwang/ReadingBank huggingface dataset:
ESSENTIAL PATIENT DETAILS Referral Date: Surname: Male as: Female DOB: Age: First Name: Address: Town: Ethnic status County: White British Bangladeshi Other black Postcode: Mixed white/ black Caribbean White Irish Other white Telephone: Mixed white/black African Pakistani Email: Mixed white Asian Other mixed Asian NHS No. Indian Black African Black Caribbean Hospital No. Chinese Not stated Marital status: Married Single Civil partnership Divorced Widowed Co-habiting Separated Next of Kin/Patient representatives General Practitioner Surname: Name: First Name: Surgery: Address: Postcode: Telephone: Postcode: Fax: Telephone: Secure email: Email: GP aware of referral: Yes No If “No” please inform GP Relationship to patient: Community Nursing Services Name: Main Carer (if different from above) Based at: Surname: Telephone: Name: Fax: Address: Hub email: Continuing Care funding in place Yes No Postcode: Any communication difficulties: Telephone: Email: Relationship to patient: Key reason for referral Service Requested The patient is currently Pain/symptom management ………… Emotional/psychological support……. Social/financial………………………… Carer support …………………………. Other reason ………………………….. Assessment in home……………………….. Day Hospice care……………………….…... Admission to Hospice………………………. Assessment Community Hospital…………. At home……………………………………. In hospital……………………………….…. Other care setting ………………………... (please state where) Hospital/community professional Involved with patient’s care: If in hospital, please complete the following: Name: Based at: Telephone: Fax: Ward: Direct Ward Ext: Direct telephone: Consultant: Date of discharge: Is hospital Palliative care team involved? Yes No If “No” please consider review by the Hospital Palliative Care Team MRSA/C. difficile/other status: Positive Negative Not known Specify: Diagnosis and relevant clinical history Does the patient have capacity Yes No Has the patient consented to this referral Yes No
Statistical Information for the European Commission`s I4MS Initiative 1 Participant (Organisation name) 2 Participant short name 3 Country 4 Type (SME /MID /IND / AC / OTHER) 5 First time EU project? (Y/N) 6 PIC number 7 cost 8 Requested funding TOTAL Instruction [Please delete these instruction in the submitted version] Participant: Insert the name of the organisation. Participant short name Country: Insert the 2-letter country code (using the Eurostat country codes: ). Type: Insert SME for an SME, MID for a mid-cap enterprise, IND for large industrial enterprise, AC for academia (universities and research institutes), OTHER for any other organisation type (e.g. governmental agencies, industry consortia etc.) Fill in Y if this be the first European project for that partner, N otherwise. Provide the PIC number here if available.
Riders commencing a dressage test then leaving arena to learn correct test – Kaye to clarify this and what should happen. Kaye Next council meeting Dressage & SJ Qualifiers are held in December 2012 in Section D. Section C offered to run this event in replace of the Games Event being moved and will look into a suitable venue. Section D August 2012 Zone Flat Team & Show Jumping Program to be sent out Flat ride errors to be admended Linda & Beryl P ASAP Done Zone Winter Uniform – Costing to be looked into & decision to be taken back to clubs Zone AGM – Section A venue in Stawell to be used. Section A
Zone instructors school questions Ararat – Website and myclub Questions Faye Barnett – Ribbons order for Zone Event Support for State Games event Harcourt Pony Club – Resignation of committee members & Change to committee Bendigo Race Track – letter re PCAV State Championships and use of grounds (Sue Foley) Bealiba – Zone Clinic in Jan for riders who qualify for State Event PCAV – info for Kaye Kim O’Neil – checking email address being used Loddon – PCAV logo New email address Request for invoice for Zone affiliation fees PCAV - Riders Diaries Christine Linton – question re bill for PCAV event Beryl Pearce – Flat ride Nicki Chalmers – C Certificate info PCAV Letter in reply to Horse Body Score – Discussed note below Info for insurance Note: Peggy Mills – email re Show Jumping Times letter Letter read and discussed. Moved Kaye Blanchard that the Zone endorse Peggy Mills letter and purposed changes to Show Jumping Changes. 2nd Clinton Hedger
Old Midland Zone documents that require archiving to be sent to the Donald History Group (this is where previous Midland Zone documents are archived). Linda ongoing Riders commencing a dressage test then leaving arena to learn correct test – Kaye to clarify this and what should happen. Kaye Next council meeting Letter to be sent to PCAV Re Show Jumping times and purposed changes. Linda By 10th September 2012 Done DCI ZA panel. Next meeting (Tue 13.11.12) to be held at Marong Pub and all Zone Exc. Need to attend. Sue to book 13th November 2012 Zone Event Dates: Clubs to be emailed and reminded that Club dates need to emailed to the Zone by the October meeting. Sept 12 Zone Dates for 2013 – Kaye will work out dates for the 2013 Zone Calender Kaye 15th Sept Zone AGM Move Zone HT from March to May. Will be discussed at the next meeting. October meeting. Speed to Safety Training & Qualifying dates to be placed on the Zone Calendar. Kaye October meeting.
Council Meeting it was requested that clubs give feedback on the 24/7 insurance and their thoughts. Kaye as that all clubs be emailed to ask for their opinion. Kaye said the new insurance and the price increase was put through before any responses could be given back to PCAV. Next PCA Nationals are in Perth in 2013 Next CIP Meeting is on the 4th April from 10.00am to 3.00pm it would be great to see a DCI person from the Midland Zone attend. Nicki Chalmers will be asked. Well done to Harriet Eaton (Bendigo PC) who went to the Yogi B clinic in Jan. The PCAV Championships (SJ & Dress) at Albury were a great weekend except for the extreme weather changes. Well done to all riders especially Georgie Laidlaw (Ararat PC) who won the A grade competition. The grade 3 & 4 Team Challenge has been moved from Werribee Park due to finical reasons and will be now held at Yamambatt. Kaye requested that she receives a list of the placegetters/results from Qualifying events so she is aware of whom the emergency riders are. Zone Chief Instructor: No report presented Event Secretary:
Midland Zone Meeting: 27.05.2014 Venue: Maryborough Open: 8.30pm Apologies: Arbuckle (SAPC), Mindy Balasopoulos (MSPC), Kylie Ackers (MSPC), Clinton Hedger (MPC), Don Roach, Nicki Chalmers (MPC), Julie Robins (MPC) Present: Club Representatives: Ararat - Bealiba – Debbie Weir, Faye Barnett Beaufort – Bronwyn Cubertson Bendigo – Sue Foley, Debbie Browell Castlemaine – Charlton – Kaye Blanchard Donald – Harcourt – Horsham - Huntly Spring Gully - Loddon – Maldon – Mandurang Sth – Maryborough – Linda Gerring, Debbie Ruff Neanger Park – Kim O’Neill, Kim ?, Glenda Wilson Stawell – Viv Cole, Narelle O’Callaghan St Arnaud – Liz McCourt Midland Zone – Christine Linton
Hay & Sports bags with dates will be sold at Zone Events for a discount price. Ongoing Linda & Debbie W Clubs will be able to back order comets at their own cost. Linda will bring costs to the next meeting. July 2014 Linda AGM 2nd Friday in Sept Section B to choose a July 2014 Section B Zone Qualifying Event in Dec – Section C Venue to be decided July 2014 Section C Investigate Charges for not cleaning school grounds after State Event July 2014 Sue F Midland Zone Sections: Section A Horsham Stawell Ararat Beaufort Section B Charlton Donald St Arnaud Loddon Section C Huntly Spring Gully Neangar Park Bendigo Mandurang Sth Section D Harcourt Castlemaine Maldon Maryborough Bealiba
emailed to all zone clubs The Zone has asked Debbie Weir to order another 150 of the hay bags due to the interest shown at the Qualifying event in December. Thanks to Debbie for the great job that she has done so far Ordered and paid for Beaufort PC has grant money from the volunteers grant left over and want to use this to run an NCAS coaches day Info to be passed onto Nicki Chalmers to see if we can use this money for an assessment day No answer regarding this At the qualifying event the first dressage tests were not handed out until after the second test was ridden. Bealiba PC has asked why this occurred and what is the ruling. We need to discuss this with Christine Next meeting Christine said that she was not sure if this is a state ruling but is how it has always been done at state level and therefore has been adopted at Zone level. Tests cannot be handed out while the section is still running therefore they are only given out at the end. All riders that competed at this event and placed 1st to 6th overall will receive sashes. Sashes are to be ordered and given out to riders at the State Event ASAP Linda Not done – will be placed with the next sash order Zone Committee Meetings – venue A discussion was held regarding the viability of continuing to hold meeting in Bendigo but no decision was made to change back to the Maryborough St. Arnaud roster. Next meeting Discussed and moved by Clinton that Bendigo be taken out of the meeting rotations. Carried. Speed to Safety: Bronwyn Cuthbertson will contact Lisa Coffey and the Avoca Racing Club regarding suitable dates for the qualifiers. Next meeting No report back yet.
Zone Speed to Safety Qualifiers – Bronwyn Cubbertson will contact Lisa Coffee re dates etc. ASAP Bronwyn A letter will be sent to PCAV regarding concerns about the Summer Royal and the pony club ring not following PCAV guidelines eg Gear check & Card checking March 14 Sue to draft a letter and send to Linda.
Agency: Program: __________________________________________________________ Program Inputs (What it takes) Program Inputs Proposed (What we will do) Program Outputs Proposed (How many clients, volunteers, classes, etc.?) Short Term/Intermediate Program Outcomes (What we want to accomplish) Accomplishments* (How we know program is effective) *Changes in knowledge, attitude, or skill level of the target population and must include quantitative indicator(s) that will be used to measure outcome or benefit of the activity. Please include data sources and collection methods utilized.
Club job list LIST OF JOBS Club Name Flat Teams Dressage Penciller Bendigo Gear Checkers Bendigo & Neangar Park Show Jumping Gear Check From 8.30am Maryborough/Bealiba & Neangar Park only for 1st Ring 1 A,B,C,D 9.00am Start Penciller Ararat Event 1 Bealiba Event 2 Gate Steward Event 1 Bendigo Gate Steward 2 Maldon Rail Stewards EVERYONE MUST HELP PICK UP & ADJUST COURSES Ring 2 F & E 10.00am start Penciller Neangar Park 1 Bendigo Event 2 Gate Steward Event 1 Maryborough Gate Steward Event 2 Stawell Rail Stewards EVERYONE MUST HELP PICK UP RAILS & ADJUST COURSES Back numbers AM & Debbie (Maryborough) Back Numbers PM & Debbie (Maryborough) Card Checking Debbie & Sue Scoring Christine Linton Zone Rep Sue Foley Show Jumping
POODLE (STANDARD) 5 POODLE (TOY) 3 SCHNAUZER (MINIATURE) 6 SHIH TZU 7 TOTAL FOR JUDGE 73 JUDGE: MRS M GOSTELOW (AUSTRALIA) GROUP: WORKING AMERICAN AKITA 2 BERNESE MOUNTAIN DOG 1 BOERBOEL 1 BOXER 12 BULLMASTIFF 7 CORSO DOG 1 DOBERMANN 4 GERMAN SHEPHERD (SHORT HAIR) 2 GIANT SCHNAUZER 2 DANE 8 NEAPOLITAN MASTIFF 3 NEWFOUNDLAND 3 ROTTWEILER 13 SAINT BERNARD 11 SIBERIAN HUSKY 11 TOTAL FOR JUDGE 81 JUDGE: MRS L PARKER (AUSTRALIA) GROUP: GUNDOG FOUSEK 1 GERMAN SHORT-HAIRED POINTER 1 POINTER 2 RETRIEVER (FLAT COATED) 2 RETRIEVER (GOLDEN) 25 RETRIEVER (LABRADOR) 24 SETTER (IRISH RED & WHITE) 1 SETTER 2 SPANIEL (COCKER) 15 SPANIEL (ENGLISH SPRINGER) 5 WEIMARANER 11 TOTAL FOR JUDGE 89
MEET PROGRAMME WARM UP 1230 SESSION 1 101 MIXED 100M INDIVIDUAL MEDLEY 102 MIXED 50M BREASTSTROKE 103 MIXED 100M BUTTERFLY 104 MIXED 200M BACKSTROKE 105 MIXED 50M FREESTYLE 106 MIXED 100M BREASTROKE 107 MIXED 200M BUTTERFLY 108 SKINS WARM UP 1530 SESSION 2 201 MIXED 200M FREESTYLE 202 100M BACKSTROKE 203 MIXED 50M BUTTERFLY 204 MIXED 200M BREASTROKE 205 MIXED 50M BACKSTROKE 206 MIXED 200M INDIVIDUAL MEDLEY
Information from the VSE week Theme: Learning and Teaching Lead: Heather Beaumont Evaluate the impact we are having on learning and teaching through the application of John Hattie’s visible learning research Outcomes/ Strengths Areas for improvement Next steps NQT supporters focus group Visible NQT blog (helpfully sets out expectations and what happened in the sessions/ what NQT’s have been learning) VL supports teachers to think about ‘why’ and ‘impact’ School communities are learning together Links between VL and school development work VL supports professional dialogue focused on research and reflection on practice ‘it’s got people engaged in reading’ SPOTLIGHTS support professional dialogue Links with CAT sessions and development work to reinforce key messages (for example, TEP thesis work) Research focus ‘it’s improving learning and teaching’ Concern that there is limited engagement with VL across the wider group of VL NQT supporters Do supporters feel confident in this role? How can we encourage more NQTs and supporters to access the blog? Consider ‘balance’ for NQT’s (avoiding too much duplication of VL messages, increased focus on GTC standards) How can VL be integrated and embedded so that it is not seen as a ‘bolt on’? Consider areas where it would be helpful to differentiate for secondary and primary NQT’s A clear structure and path for NQT sessions/ outline for further sessions (learning journals suggested by group) Further mechanisms for NQT feedback? Need feedback from a more diverse group of supporters Key questions: How can we engage a wider range of supporters? (not just schools that have already bought in) How can we support supporters? e.g. CPD, sessions with NQT’s and supporters, network sessions. How can we embed VL into NQT processes? (Making VL a standard agenda item in supervision highlighted by group) How can further support the development of professional dialogue? (reading groups highlighted by group) Need to create strong links between VL and standards for registration (legal implications, panel etc)
Monday 10th Tuesday 11th Wednesday 12th Thursday 13th Friday 14th Learning and Teaching 11.00-12.30 Team meeting Learning & Teaching FFH4 9.00 Leadership team meeting Josie Adamson & Karen McGowan FFH project space 3 10.30 Role of QIPs with VL Nicola McDowell, Karen McGowan & Heather Beaumont Hawthornden Primary School EH19 2NZ 9.30 Leadership VL CLPL Karen McGowan, Sarah Philp & Jackie Walker Lasswade Primary School EH19 2DU 10.00 Feedback – pupil voice Maureen McDonald, Linda Sinclair & Josie Adamson Cuiken Primary School EH26 0AH 11.00 Professional Dialogue FFH Project Space 3 Partnership working 11.00-12.30 Team meeting Partnership working FFH5 9.00 – 9.45 & 9.45 – 10.15 Case study Ian Sargison & Heather Ritchie Burnbrae Primary School EH19 3GB 9.30 CSCC follow-up Cindy English & Jacky Gillan FFH Conference room 1 11.00 Supporting children with SEBN in Secondary Schools Fiona Brown & Keith Millar Conference Room 1 FFH 12.45 -1.35 Voice of the child focus group Brown & Heather Ritchie FFH Conference room 6 Lunch Lunch Lunch Lunch Lunch Lunch Learning and Teaching 1:30 Presentation Fairfield House Room 6 2:30 VSE Team meetings Learning & Teaching FFH6 Partnership working FFH5 3:45 -5 Heather Beaumont & Josie Adamson Practitioner Enquiry 3.45 NQTs Supporters Sinclair, Sarah Philp & Katie Hayes LHS? 1-3 Team meeting Learning & Teaching FFH1 Team meeting Partnership working FFH5 3.00 are we now? Education Scotland, Heather Beaumont, Brown & Sarah Philp Partnership working 2 – 3 Attendance research group Jacqui McKenzie, Dave Shields, Heather Beaumont Newbattle High School EH22 4EW Keith Millar, Jennifer King, Cindy English Lasswade High School EH19 2LA 3.30 CSCC/ 5 Journeys Fiona Brown & Keith Millar Bonnyrigg Primary School
Student Competency Scale (in relation to grade level expectations) Beginning to acquire knowledge, skills, strategies and processes. Developing the ability to apply knowledge, skills, strategies and processes. Applying knowledge, skills, strategies and processes consistently. Extending knowledge, skills, strategies and processes creatively and strategically. ENGLISH LANGUAGE ARTS Comprehend and connect READING, LISTENING, and VIEWING Create and communicate WRITING, SPEAKING, and REPRESENTING MATHEMATICS SCIENCE SOCIAL STUDIES ARTS EDUCATION PHYSICAL AND HEALTH EDUCATION CAREER EDUCATION APPLIED DESIGN, SKILLS & TECHNOLOGY CORE FRENCH (Grades 5-8) Attachments: Teacher Signature: Principal/Vice-Principal Signature:
Bust: With arms relaxed down at sides, measure over the fullest part of your bust, keeping tape parallel to the floor. Hip: Stand with heels together. Measure around the fullest part of your hips. Waist: Measure around your natural waistline; keep your measuring tape comfortably loose. Don't measure over clothing. Sleeve Length: with arm relaxed. Measure from the bone in the center of the back to the sleeve seam, and continue around the elbow to the wrist bone.
With reference to section 1 please complete the following development plan which consolidates the midpoint review discussion. What is the student to achieve? What targets have been set? How will the student be supported? Additional notes Review date Further notes in relation to the development plan Please ensure all parties have a copy of the development plan, student, practice educator, and one to the Social Work office The plan is to be reviewed and subsequent plans can be considered. Section 3 Please review the practice learning agreement. Amendments can be made as required Signatures Student Date Date
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Name_______________________________ Date______________ Period_______ Midpoint Test – Study Guide 3. 4.
Goal 2: Reduce accessibility to prescription medications within the general public and within populations at high risk by 20% by 2016. Problem Statement Strategies (Identify each strategy you will employ to affect your goal.) Activities ( List each activity implemented to support the strategy) Measurable Outcomes/ Timeline (how much impact by when.) The public in general, and especially among high risk populations, may expect their physicians to prescribe opiates, even with pain that could be managed without opiates, or it is common to share prescription medications or save medications that have expired or are no longer needed. 1. Strengthen physician participation in the MD Drug Prescription Monitoring Program. 2. Improve physician understanding and awareness of opioid addiction local resources, and treatment options. 3. Increase the number of physicians who provide medication treatment for opioid (and heroin) addiction and/or who could provide training to family members to administer Naloxone (where law permits). 1a. Identify physicians to participate in the MD DPMP program. 1b. Determine messages and methods for engaging physicians. 1c. Recruit physicians for participation. 2a. Identify contacts within the medical community. 2b. Determine content of messages and best methods for information distribution. 2c. Distribute information and follow up with training as needed. 3a. Identify physicians who may be candidates for opiate addiction and overdose treatment training and administration. 3b. Determine who will conduct treatment trainings and logistics. 3c. Conduct trainings and engage physicians as Naloxone trainers for family members of high risk individuals 10 physicians per year per county (50 total annually) as active participants in the DPMP program (beyond prescription program requirements) by 2016 20 members of the medical community educated per year X 5 counties (100 total annually) by 2014, 2015, and 2016 4 physicians per year per county (20 participating in treatment training and 1 physician per year per county (5 total annually) to add the treatment and family training to their practice CONTACT Questions and comments may be forwarded to Gary Fry, Queen Anne’s County Alcohol and Drug Abuse Services Director, who is serving as the Mid-Shore regional contact for the Opiate Prevention Plan. 410-758-1306
MIDS LHD Report Facility [insert here] for the period XX/XX/XXXX – XX/XX/XXXX Facility summary report No of exams Total charge No of Exams YTD Total charges YTD Budget charges YTD Variance to budget General x-ray CT MRI Ultrasound Mammography OPG Fluoroscopy Image Intensifier Angiography Facility examinations by department report Ward A Ward B Ward C Theatres ED Clinic 1 Total Exams General x-ray CT MRI Ultrasound Mammography OPG Fluoroscopy Image Intensifier Angiography Facility MI charges by department report Ward A Ward B Ward C Theatres ED Clinic 1 Total cost General x-ray CT MRI Ultrasound Mammography OPG Fluoroscopy Image Intensifier Angiography
MIDS Referrer Summary Report Facility [insert here] for the period XX/XX/XXXX – XX/XX/XXXX Department summary report No of exams Total charge No of Exams YTD No exams prior YTD Total charges YTD Budget charges YTD Variance to budget General x-ray CT MRI Ultrasound Mammography OPG Fluoroscopy Image Intensifier Angiography Department referring doctor MI usage summary report No of exams Total charge No of exams per patient Average cost per patient Total exams YTD Total charge YTD MIDS Referrers Detailed Report by Department by Referrer for the period XX/XX/XXXX to XX/XX/XXXX Ward A General X-ray No of exams Total fee
7) Explain and show the sequence of events that result in photo-transduction of light to an electrical signal in a rod photoreceptor cell. (4 marks). First, light strikes the photoreceptor **Bonus**: What causes rigor mortis? (1 mark) Score Multiple Choice /33 Short Answer (plus bonus question) /27 Total /60
(2 points) What is the bank’s 1-month return on assets? (2 points) What is the bank’s 1-month return on equity? The following problem is regarding the following stock information. Assume that the cost of borrowing a stock is computed using the initial value of the stock and the following formula: Stock Today’s Share Price Commission per share Borrow Rate Microsoft $25.00 $0.50 0.5% Apple $500.00 $0.50 1.0% (4 points) You buy 2,000 shares of Apple and sell 40,000 shares of Microsoft at these prices. After 1 year the Apple share price drops to $475 the Microsoft share price drops to $20. You then sell the portfolio. What is the return in dollars of this portfolio? Take account of all costs. (4 points) You buy 2,000 shares of Apple and sell 40,000 shares of Microsoft at these prices. You are planning on holding the position for
Graph the following numbers on the number line and then order the numbers from least to greatest. 36. 37. –3, 0, 4, , , –1 Replace each _____ with , , or to make a sentence true. 38. _____ 39. –1.234 _____ –1.235 40. _____ Evaluate the expression when x = – 2.5. 41. – x 42. x + 3 43. - Find the sum or difference. 44. –13 + 7 45. –7 + (–9) 46. 7.9 + (–3.6) 47. –2.4 + (–3.3) 48. 15 – 3 49. –5 – (–6) 50. 27 – (- 2) 51. -12 - 5 Find the product or quotient. 52. 53. 54. 55. 56. 57. 58. 59. Write an algebraic expression for the following inequalities. 60. a is at most 25 61. a is less than or equal to 6 62. a is at least 4 Approximate the square root to the nearest integer. 63. 64. 65. Evaluate the expression for the given value of x. 66. 67. Use the distributive property to write an equivalent expression. 68. 3(x + 5) 69. (x + 2)6 70. –3(x – 1) Simplify the expression.
1. 2. 3. Solve and graph each inequality. 4. 3 (8 – p) < 42 5. – 5(2 – n) –30 6. 10x – 9 <15 + 4x 7. – 8y > –2y + 24 8. 5( y + 1) > 5y + 8 9. 3(4m – 2) 6(2m – 1) 10. 7( p + 3) < 4p + 21 + 3p 11. 2(5x – 12) – 2x > 8x + 3 and graph each Compound Inequality. 12. –3 < x + 1 ≤ 5 13. –7 < x – 8 < 2 14. –5 < –5x ≤ 20 15. 0 ≤ 2(x – 3) < 8 16. 2(x + 4) < 6 or –x – 3 ≤ –7 17. 3x + 2 < 8 or –x + 3 < –2
Grammar: Irregular Preterite verbs (write the verb conjugations for hacer, querer, venir, poder, poner, saber, estar, andar, tener.) Grammar: The present and preterit of “decir” (write the verb conjugations below) Presente preterito
Midterm Exam Review Solve the equation. ____ 1. = a. y = c. y = b. y = d. y = ____ 2. a. y = 16.3 c. y = 3.5 b. y = –16.3 d. y = –3.5 ____ 3. a. h = 60 c. h = 48 b. h = 9 d. h = 324 ____ 4. a. h = –5 c. h = 3 b. h = –3 d. h = –1 ____ 5. a. n = –4 c. n = –10 b. n = 10 d. n = 8 ____ 6. a. y = –1 c. y = 1 b. y = –2 d. y = 2 ____ 7. a. v = –4.3 c. v = 6 b. v = –2 d. v = 2 ____ 8. a. b = 2 c. b = –2 b. b = 36 d. b = –36 ____ 9. a. k = c. k = b. k = d. k = the equation. Determine whether the equation has one solution, no solution, or infinitely many solutions. ____ 10. a. –4; one solution c. no solution b. infinitely many solutions d. 0 ; one solution ____ 11. The admission fee to an amusement park is $28. It costs an additional p dollars to rent a locker to hold your belongings. The total cost for 5 people to enter the amusement park and each rent a locker is $180. How much does it cost for one person to rent a locker? a. $10 c. $8 b. $36 d. $2
Algebra I Mid-Term Review Packet: 1) 2) 3)The distance a free falling object has traveled can be modeled by the equation d = at2, where a is acceleration due to gravity and t is the amount of time the object has fallen. What is t in terms of a and d? 2. 3. 4. 4) If A = and B = What is A + B? What is A – B? Find the product of A & B 5) Subtract from .
35) What is the domain of the function ƒ(x) = ? {x| x ≤ 0} {x| x ≥ 0} {x| x ≤ 3} {x| x ≥ 3} 36)What is the missing term in the input/output table?
Conclusion The aircraft is nearly complete at this point: The primary construction tasks which remain are structural interfaces between the empennage, and the wing and the fuselage. The various studies and experiments performed have enabled the team to keep the factor of safety to a minimum, eliminating unnecessary structure and weight. The complexity, weight, and drag of the landing gear system was greatly reduced once it was determined wire-strut outriggers could be used in place of wheels. The current design for the fuselage will serve for initial flight testing, but it is expected that there will be another iteration before the overall design is finalized. Once the construction is complete, test flights will begin in which it will be possible to determine the exact loading the aircraft can sustain. This and other information must be obtained for the technical report due to the SAE Series in order to participate in the competition. The information gathered for the technical report and the standing that this aircraft obtains during the competition will aid future teams in entering a plane with even better performance. References [1] SAE Aero Design Competition East and West Rules, S. International, 2017. [2] E. V. Laitone, "Fixed-Pitch Propeller Selection for Light Airplanes," Journal of Aircraft, vol. 37, pp. 390-395, 2000/05/01 2000.
slope = -4 and passes through (2,-6) – Slope intercept form y = mx +b passes through the points (2,-1) and (5,2) – Standard Form Ax + By = C passes through points (-1, -3), m=4 – Point Slope Form y – y1 = m(x – x1) passes through point (4, -2), m = 0 – Slope intercept form Laws of Exponents Station 4 LAWS OF EXPONENTS WORKSHEET Simplify. Write answers with positive exponents.
Cost recovery charges: Forestry Commodity 2011-12 Actual ($) 2012-13 Actual ($) 2013-14 Actual ($) 2014-15 Initial Estimate ($) 2014-15 Revised Estimate ($)1 Forest Growers 18,199 114,593 84,444 92,078 106,531 Forest Products 194,947 187,286 121,531 164,927 138,343 Total Forestry 213,146 301,879 205,975 257,005 244,873 Cost recovery charges: Horticulture Commodity 2011-12 Actual ($) 2012-13 Actual ($) 2013-14 Actual ($) 2014-15 Initial Estimate ($) 2014-15 Revised Estimate ($)1 Almonds 8,447 10,608 8,520 13,482 10,962 Apples 134,341 85,656 70,376 68,449 72,207 Avocados 83,419 35,247 42,741 36,368 35,134 Bananas 121,530 59,114 43,983 43,436 40,769 Cherries 21,779 102,562 57,566 47,800 51,754 Chestnuts 10,313 17,571 10,604 10,425 13,287 Citrus 128,896 96,467 109,222 84,963 86,113 Custard Apples 7,021 10,368 5,097 5,857 7,139 Dried Fruits 13,399 28,127 12,681 18,500 9,621 Ginger 10,780 11,810 11,098 15,789 22,051 Lychees 14,673 14,593 6,086 7,946 7,338 Macadamia Nuts 35,735 27,953 22,495 26,223 28,681 Mangoes 52,666 43,422 30,423 33,155 35,443 Mushrooms 23,658 6,161 14,103 11,008 14,934 Nashi 4,607 (8) - - - Nursery Products 50,094 61,165 64,676 62,075 64,676 Olives - 24,767 60,266 72,310 60,783 Onions 43,116 40,483 35,907 29,582 39,478
Name: _____________________________ Common Core Algebra Date: ______________________________ Midterm Review Functions: When x values repeat NOT a function. Vertical line test: Function if only touches once Intersection symbol: ∩ AND, COMMON Union symbol: U Unite, combine all from both sets Formulas: C = 5/9 (F-32) *know how to solve for C = miles per hour Area: Length * Line: y=mx+b Graphs Types: Exponential: curves Quadratic: parabola Linear: line Absolute Value: V shaped Know PEMDAS ( ), x2, x, ÷, +, - Know FOIL First, Outside, Inside, Last (multiply 1st, combine like terms add) Properties: Commutative: Change order Associative: Always, Stays, Same Additive Identity: includes 0 Distributive property: x, has ( ) Multiplicative Identity Element: x by 1 Vocabulary: Equations have = Expressions do not have = signs Irrational: “crazy, non-repeating number” π Rational: “neat, terminating decimal” 2.3 Simplify: reduce Equivalent: equals Quadrants: 4 quadrants, counter clockwise Vocabulary: Multiplicative Inverse: flip it 2/3 = 3/2 Product: multiplication Quotient: division Constant of variation: y / x (slope) Slope: rise Run Sum: add Scientific Notation: Negative exponent: move decimal point left Positive exponent: move decimal point right Know how to solve…. Is = percent Of 100 Inequalities on # line: Open Circle → < or > Closed Circle → < or > Graphing Inequalities: < or > dotted line < or > solid line Shading: < or < shade left or below > or > shade right or above Exponents: Power to Power → multiply exponents Multiply → add exponents Dividing → subtract exponents Adding → combine like exponents Systems of Equations: Graphing, Elimination, Substitution Graphing: *know all 4 types Must be in y = mx+b *m → slope * b → y-intercept
2 2 y= -1/2x + 3 k +4 =-12 -4 -4 k = -16 18.) Graph x = 4 Graph y = 4 Parallel with y-axis Parallel with x-axis 26.) (x – 10)2 X2 + 100 19.) Solve for y in the equation 3x + 2y = 12 -3x -3x 2y = -3x + 12 2 2 2 y=-3/2x + 6 27.) Solve (x – 2) (x + 4) X2 + 4x -2x – 8 X2 +2x -8 20.) an equation that has a slope of -2 and an intercept of 4. y=mx+b y=-2x-4 28.) Find the sum 2x2 + 5x – 2 and x2 – 6x + 4 +x2 – 6x + 4 3x2 –x +2 21.) Graph: y < 3x -2 Y > -x – 4 GRAPH 29.) Solve for x: 6x + 2 = 14 x= 20 10
Algebra 2 Enriched – Midterm Review Answers 1. a. commutative of mult. b. associative of mult. c. inverse of mult. d. identity of mult. 2. -1 3. -1 1 4. $29.95 1 2 5. -3 2 5 6. 7 7. a. x = b. x = 6a – 15; no restr. c. x = 8. a. b. 9. 24cm x 29cm 10. 63.14, 75.72, 82.03 11. 51, 53, 55 12. a < 8 13. all reals 14. x 2 or x 5 15. no solution 16. -4, 1 17. -1 18. 19. or 20. a. D = -4, -1, 1, 2 R = -3, 1, 2, 5, 7 b. no – x repeats c. 21. a. D = all reals ; R = y 5 b. D = ; R =
a. Which models represent isotopes of the same element? b. What is the atomic number for (a)? c. What is the mass number for (b)? 141. In which group are the unreactive nonmetals found? 142. What are two properties of the halogens? 143. Which elements are in the same group as oxygen? You can use the periodic table to answer this. 144. Using the periodic table, determine which two groups have highly reactive metals. 145. Determine the identity of each element described below: a. This metal is very reactive, has properties similar to magnesium, and is in the same period as bromine. b. This nonmetal is in the same group as lead. c. This metal is the most reactive metal in its period and cannot be found uncombined in nature. Each atom of the element contains 19 protons.
30. Find the value of f(–8) and g(8) if f(x) = –7x + 4 and g(x) = 6x + 22x–4. 31. Find the value of f(8) and g(–3) if f(x) = –3x – 3 and g(x) = 7x2 – 21x . 32. State whether the given equation or function is linear. Write yes or no. Explain your reasoning. 8x4 + 5y = 11 33. Write the equation 2y = 15x + 0.1 in standard form. Identify A, B, and C.
34. Write the equation 7y = x – 0.5 in standard form. Identify A, B, and C. 35. Find the x-intercept and the y-intercept of the graph of the equation 9x + 16y = 17. Then graph the equation.
Find the coordinates of the vertices of the figure formed by each system of inequalities. 66. y + x ≥ –4 y ≥ x – 6 3y + x ≤ 10 Given below are some inequalities. Plot the feasible region graphically. 67.
Perform the indicated matrix operation. 71. 72. Consider the quadratic function f(x) = –2x2 + 5x – 4. Find the y-intercept and the equation of the axis of symmetry. 73. Graph the quadratic function .
82. (6 + 8i) + (2 – 15i) 83. (6 – 20i) – (23 – 10i) 84. (4 + 8i)(10 – 5i) 85. Write the following quadratic function in vertex form. Then, identify the axis of symmetry. 86. y = x2 + 6x – 2
Eg = 1.1 eV , B = 5.23 × 1015 cm-3 K-3/2, k = 86 x 10-6 eV/K and VT = 26 mV) (6 marks) A forward bias pn junction has the current ID = 3.5 mA. Consider that diode is operating at room temperature (300°K). If the reverse saturation current, IS = 1.5×10-11mA and n = 1, determine the diode voltage VD. (6 marks) A diode circuit and its load line are as shown in Fig. 2(c). (2+6 marks) Fig. 2(c) Design the circuit when the diode is operating in forward bias condition. Determine the diode current ID and diode forward resistance rf in the circuit using a piecewise linear model. Consider the cut-in voltage of the diode, Vγ = 0.65V. Question 3 [15 marks] A half wave rectifier circuit is shown in Fig. 3(a). Assume that the diode cut in voltage Vγ = 0.7V. The transformer primary is connected to an AC source voltage, vp (rms) = 220V (6+2 marks) Fig. 3(a) Design the circuit so that the peak output voltage, vo (peak) = 9V. Calculate the peak current in the circuit for load resistance RL = 50 Ω.
Alicia.agatone@rtsd.org: On the day of the midterm if you turn in this packet completed, you will be guaranteed not to receive a grade lower than 73%. The questions for the exam will be directly related to this packet. Please read your book. Concerns or questions please email me. I will be available for help class and exam prep. every day after school until 3:15 pm. The midterm will cover Gardner’s Art Through the Ages, 12th Edition, Text Pages: 520-542 (Chapter 19), 544-571 (Chapter 20), & 572-611 (Chapter 21). Chapter 19: From Gothic to Renaissance 14th Century Italian Art: Text 520-542 The word Renaissance means:___________________________. A revived interest in ________________ cultures was central to this rebirth. The City States/Politics and Economics Name four Italian city states that were very successful commercially during the late Gothic period: a. b. c. d. Disruption and Change/Letters and Learning What was the black death and what effect did it have on art? What was humanism and how did it affect art? The Movement Away from Medievalism in Art style dominated Medieval Italian painting? List of its stylistic characteristics
______ ribosome is selectively permeable, controls what goes in and out of the cell Label the diagrams of the cells below: Animal Cell: A. B. C. D. E. F. G. H. I. Cell: A. B. C. D. E. F.
?????????????Evidence for Earth's shape (OBLATE SPHEROID) Gravitational measurements: stronger at poles (closer to center) weaker at equator (further from center) Altitude of polaris does not match latitude. Moving 1o north or south on the earth’s surface does not always result in a change of exactly 1o in the altitude of Polaris. If the was perfectly round this slight difference would not occur. ?????????Determination of circumference Eratothenes experiment Get of noon sun at 2 locations on the same meridian (N-S line) Find difference between 2 angles Get distance between 2 locations Divide difference into 360E Multiply result by the distance = Circumf. 360 Circumference = ------------------------- X Distance (Angle 2) - (Angle 1) ??????Diameter of the Earth D = 2r b) D = (2) (6.37 X 103) c) D = 12.74 X 10³ or 1.274 X 104 Hydrosphere
Most minerals are made of the same few atoms because they are the most abundant: see reference tables (most abundant elements in crust & lithosphere). Different combinations of these same atoms produce many different kinds of minerals. The silicate minerals are the most abundant. They are formed from silicon and oxygen (SiO2) with the atoms arranged into a 4-sided structure called a tetrahedron. Quartz is a common silicate mineral. The silicon atom is at the center and it is surrounded by four oxygen atoms. ROCK REVIEW SEDIMENTARY ROCKS: CLASTIC: fragmental particles cemented together. They are classified according to particle size. Only rock containing FOSSILS. NONCLASTIC (evaporites): Crystals from chemical precipitates (dolostone, rock gypsum). Fossil limestone & Bituminous coal. KEY TERMS: > Burial - compaction - cementation (of sediments) > Precipitation from evaporating seawater. > Form a thin VENEER over the surface of the Earth. > Sediments deposited in LAYERS. > May contain FOSSILS, RIPPLE and MUD CRACKS IGNEOUS ROCKS: INTRUSIVE (Plutonic) Slow cooling within the Earth = large crystal grains*
The views above show the landscape as it appears in the surface and in cross section. Below each diagram is the drainage or stream pattern associated with that landscape. Given any landscape, you must be able to select the stream pattern associated with it. If you are given a steam pattern, you must be able to identify the landscape in which that pattern would be found. Also remember: Stream or river valleys: V-shaped Glacial valleys: U-shaped
Midterm2 grading questions Question 2c – 1 point if someone has the logic about tarrifs correct but have thought import duties on US cars into the European Union were actually tarrifs the other way Question 4a – one point for getting T-Bills as asset One point for reserves as liability One point for cash in circulation as liability One point for getting solution correct – no extra numbers Alternative for 4a ½ point for correct label even if calculation of number is incorrect 4 b,c +2 for getting definition correct. 4b,4c – 1 for getting some components correct in calculation Question 5a, b – What to do if the student has misinterpreted one of the rates. Do I give partial credit for the wrong description of the rate but correct logic? Do I give partial or full explanation credit if they draw the supply/demand graph. Question 6b – give 2 points for the correct exchange rates but in the wrong order. Quesiton 6c – give 2 points if they get the right idea for the arbitrage but interpret the markets incorrectly…. Question 6c – give 2 points if the get the right idea for the arbitrage but do not write down exactly how to do it. Question 6c – give 3 points if correct idea for arbitrage and gets mostly correct making a mistake with one rate. Question 8a – 2 points for drawing right graph w/o labels. 3 points for some correct interest rates but not all correct and correct graph 8b – full credit if supply demand on 10 year bond Question 8b – if they mention money supply decreases give a point 8c&d – full credit if they have got the logic wrong
Standard 7: School-Wide Practices to Promote Learning Performance Indicators Mid-Year Formative Feedback Evaluator Comments: 7.1 The SP demonstrates knowledge general and special education to collaborate effectively across the organization Data Reviewed: Anticipated Summative Level: □ Level IV□ Level III □ Level II □ Level I 7.2 The SP uses their knowledge of organizational development, systems theory to promote a respectful and supportive atmosphere for decision making and collaboration. Data Reviewed: Anticipated Summative Level: □ Level IV□ Level III □ Level II □ Level I Standard 8: Preventive and Responsive Services Performance Indicators Mid-Year Formative Feedback Evaluator Comments: 8.1 The SP provides assistance to support the mental health needs of students, families, and schools. Data Reviewed: Anticipated Summative □ Level IV□ Level III □ Level II □ Level I 8.2 The SP demonstrates capacity to assist individuals, schools and the district with responding to a variety of crisis situations and to address barriers to recovery after such events. Data Reviewed: Anticipated Summative Level: □ Level IV□ Level III □ Level II □ Level I Standard 9: Diversity in Development and Learning Performance Indicators Mid-Year Formative Feedback Evaluator Comments: 9.1 The SP provides culturally competent services and understand the influence of ethnic, economic, and sociocultural impacts to student learning/ behavior. Data Reviewed: Anticipated Summative Level: □ Level IV□ Level III □ Level II □ Level I 9.2 The SP collaborates with others to enhance student learning through addressing individual differences. Data Reviewed: Anticipated Summative Level: □ Level IV□ Level III □ Level II □ Level I 9.3 The SP adheres to departmental guidelines with regards to assessment of culturally and linguistically diverse students. Data Reviewed: Anticipated Summative Level: □ Level IV□ Level III □ II □ Level I Domain 5: Core Principles & Professional Responsibilities: Standard 9: Diversity in Development and Learning Performance Indicators Mid-Year Formative Feedback Evaluator Comments: 9.1 The SP provides culturally competent services and understand the influence of ethnic, economic, and sociocultural impacts to student learning/ behavior. Data Reviewed: Anticipated Summative Level: □ Level IV□ Level III □ Level II □ Level I
A B C Prob false false false 0.10 false true 0.15 false true false 0.05 false true true 0.11 true false false 0.09 true false true 0.10 true true false 0.28 true true true 0.12 Problem 4 – Game Playing (10 points) Apply the mini-max algorithm to the partial game tree below, where it is the minimizer’s turn to play and the game does not involve randomness. The values estimated by the static-board evaluator (SBE) are indicated in the leaf nodes (higher scores are better for the maximizer). Write the estimated values of the intermediate nodes inside their circles and indicate the proper move of the minimizer by circling one of the root’s outgoing arcs. Process this game tree working left-to-right. List the first leaf node (if any) in the above game tree whose SBE score need not be computed: the node whose score = _________ Briefly explain why: Problem 5 – Multiple-Choice and Short Answer Questions (25 points) For each multiple-choice question, circle your answer. Unless stated otherwise, choose the one best answer. You do not need to explain your answers except for e. Genetic algorithms require ‘entities’ be represented by fixed-sized data structures due to the need to cross over them. TRUE FALSE
Troublesome Items on the PSYC 7431 Midterm Exam, Winter/Spring, 2018 %C is the percentage of students who correctly answered the item. D is the difference between %C for the top-scoring students and the bottom-scoring students. PB is 100 x the point-biserial correlation between getting the item correct and score on the remaining items on the exam. What do you get when you sum across predictors the sequential squared semipartial correlation coefficients? The answer is the full model R2. I hope the Venn diagrams below make this clear. %C = 21, D = 60, PB = 45. = .45 With unique sums of squares, Redundancy = ? = .15 The sum of the squared semipartials will be less than the R2 unless is no redundancy. = .45 With sequential sums of squares, entering X1 first, Notice that with sequential statistics, the semipartials sum to equal R2. = .45 With sequential sums of squares, entering X2 first, Again, notice that with sequential statistics, the semipartials sum to equal R2. xx. R2 for Y.1234 = .85, for Y.123 = .80, for Y.124 = .75, for Y.134 = .69, and Y.234 = .83. What is the semipartial correlation coefficient for X2? %C = 21, D = 60, PB = 42. The squared semipartial for Xi is the amount by which R2 drops when Xi is removed from the model. For X2 that is .85 - .69 = .16. The semipartial is the square root of the squared semipartial, that is, .40.
30. Find the value of f(–8) and g(8) if f(x) = –7x + 4 and g(x) = 6x + 22x–4. 31. Find the value of f(8) and g(–3) if f(x) = –3x – 3 and g(x) = 7x2 – 21x . 32. State whether the given equation or function is linear. Write yes or no. Explain your reasoning. 8x4 + 5y = 11 33. Write the equation 2y = 15x + 0.1 in standard form. Identify A, B, and C.
63. x – 5y = –3 –7x + 8y = –33 Use the elimination method to solve each system of equations. 64. –2x – 3y = –39 –2x – 6y = –54 the system of inequalities by graphing. 65. x > 1 y > 10
Perform the indicated matrix operation. 71. 72. Consider the quadratic function f(x) = –2x2 + 5x – 4. Find the y-intercept and the equation of the axis of symmetry. 73. the quadratic function .
82. (6 + 8i) + (2 – 15i) 83. (6 – 20i) – (23 – 10i) 84. (4 + 8i)(10 – 5i) 85. Write the following quadratic function in vertex form. Then, identify the axis of symmetry. 86. y = x2 + 6x – 2
Write a quadratic equation with the given roots. Write the equation in the form , where a, b, and c are integers. 91. and –5 Solve the equation by completing the square. 92. x2 – 3x – 10 = 0
Simplify the expression. 108. (8x2 + 10x + 18) + (2x2 – 19x – 3) 109. (–10x2 – 2x + 20) – (17x2 + 19x – 6) 110. –2xy(6xy3 – 9xy + 7y2) Simplify the expression long division. 111. (8x2 – 17x + 2) ÷ (x – 2) Simplify the expression using synthetic division. 112. (4x3 – 71x2 + 306x – 360) ÷ (x – 12)
Simplify the expression using long division. 113. (8x2 – 37x – 6) ÷ (x – 4) Simplify the expression using synthetic division. 114. (7x3 – 91x2 + 224x – 140) ÷ (x – 10) 115. Find p(–3) and p(3) for the function p(x) = 8x4 + 4x3 – 8x2 + 11x + 2. 116. Find p(–3) and p(5) for the function p(x) = 7x5 – 7x4 – 6x2 + 11x – 12.
7. . Listed below are the heights in inches of a group of ten students. 61, 61, 62, 64, 67, 67, 68, 68, 69, 69 a. For the group, give the five-number summary, make a box plot, and find the mean height. Five-number summary: Mean height: b. Half of the students are between ___ and ___ inches tall. 8. The owner of an independent record shop monitored CD sales over a period of days. This histogram shows the results. a. Find the total number of days included in this data set. b. For how many days were fewer than 20 CDs sold? c. For how many days were at least 50 but fewer than 80 CDs sold? d. Explain the 80-90 interval. 9. a. State the coordinate points of each point on the coordinate plane. b. Name the points on the x and y axis. c. Name the points in Quadrant II. d. State the points with positive x-values and negative y-values. Chapter 2 Proportional Reasoning And Variation 10. Solve the proportion.
ADJECTIVE, NOUN, or VERB?!?!? They decided that the hedge needed a trim. Their hedges always look trim and neat. We usually trim the tree with homemade ornaments. YIKES…be careful…look for the subject-verb-object to figure out number 1! (1) Some exceptionally wealthy people kept carriages, (2) but these were (3) usually heavy vehicles that were pulled (4) by two or more horses. _________________________________________________________________________________________________ REVIEW THE TIPS SHEET I ORIGINALLY GAVE YOU FOR THE ‘Nouns, Pronouns, and Verbs’ TEST! Also, REVIEW ANY EXERCISES WE DID OR NOTES THAT WE TOOK REGARDING PARTS OF SPEECH ;-) OTHER IMPORTANT TIPS: To determine S-V-O, get the prepositional phrases out of the way first! Nouns are always the object of a preposition! Review the endings common to: nouns, adjectives, adverbs Review the questions each part of speech answers Object of an action verb = noun (direct object) Object of a linking verb = adjective since it ‘links the subject (noun) to a description (adjective) To determine if a Verb has an object or not (transitive or intransitive), get the prepositional phrases out of the way first! To determine if a verb phrase is action or linking, look at the main verb, which is the last verb in the sequence! “Not” is an adverb!!!!