zilongwang/ReadingBank huggingface dataset:
Directions: Complete this worksheet after you have finished reading Chapter 12. You can tell a lot about the properties of an element just by looking at the element’s location on the periodic table. This worksheet will help you better understand the connection between the periodic table and the properties of the elements. Follow the directions below, and use crayons or colored pencils to color the periodic table at the bottom of the page. Color the square for hydrogen yellow. the groups with very reactive metals red. Color and label the noble gases orange. Color the transition metals green. black, mark the zigzag line that shows the position of the metalloids. Color the metalloids purple. Use blue to color all of the nonmetals that are not noble gases. Color the metals in Groups 13–16 brown. Circle and label the actinides in yellow. Circle and label the lanthanides in red. Circle and label the alkali metals in blue. Circle and label the alkaline-earth metals in purple. Circle and label the halogens in green. Directions: Answer the following questions using the periodic table on the previous page. The metals react similarly because they all have the same number of electrons in their outer energy level. Which group contains the alkaline-earth metals? How many electrons are in the outer energy level of the atoms of alkaline-earth metals? Hydrogen is in a different color than the rest of the elements in Group 1. Give an example of how hydrogen’s characteristics set it apart from other Group 1 elements. What is the name for the group of elements that are particularly unreactive? Except for the metalloids, what do all of the elements on the right side of the zigzag line have in common? They are not very reactive. c. They are all metals.
Across 2.) I am a transition metal with 30 electrons useful in making paint. 6.) I am a member of the carbon family often mistaken for the end of your pencil. 7.) You can find me in the carbon family in the fifth period. 8.) My atomic number is 47 and I am used to make photographic film. 11.) I have 26 protons. 13.) I am a delivery white metal used to make salt. 15.) I make up 78% of the air and am found in the 5th group. 16.) I am a member of the alkaline earth metals used to make fireworks and medicines. 17.) I am a metal with 28 electrons. 18.) I am a member of the halide family with an atomic number of 53. 20.) I am a member of the nitrogen family with 16 neutrons. 22.) My atomic number is 79. 23.) I am a metal that is liquid at room temperature. 24.) I have 20 neutrons and am found in your teeth and bones. Down 1.) I am a gas with a mass number of 19. 3.) I am the head of the carbon family known as the “basis of life.” 4.) I am a member of the family and am the most abundant metal in the Earth’s crust. 5.) I am the 2nd most abundant element in the Earth’s crust and have 14 neutrons. 9.) My atomic mass is 35.453. 10.) I am a gas with 8 protons and 8 neutrons. 12.) I am the only element in the halide family that is a liquid. 14.) I am a transition metal with 25 electrons. 19.) I have two electrons in the first shell, 8 in the second shell, and 6 in the third shell. 21.) I am a noble gas with two electrons. Directions: Using the information provided for each element to complete the diagrams. Draw the electrons in their proper shells, and place the correct numbers in the nucleus to indicate the number of protons and the number of neutrons. Sulfur: Atomic Number 16 Atomic Mass 32 Sodium: Atomic Number 11 Atomic Mass 23
SECTION 1 – Work Plan Objectives (these should be around 6 in number, including extension objectives) what you need to achieve, linked to council plan, team objectives etc Task/Actions what you intend to do to achieve your objectives Performance Indicators/Targets what you will use to measure how well you are achieving Deadline for Achievement of Performance Indicators Evidence of Achievement/Comments Has this been delivered? Has it had the desired outcome? SECTION 2 – The Learning & Development Plan Objective (Links to the workplan or career development) What I will Method to be used 70% on the job 20% through events, networks and coaching and mentoring 10% classroom based and When will the L&D take place How will I use this knowledge? (Workplan objectives or career development) Did it take place and what development has this provided learning
Grading Rubric Exceeds Meets Does Not Meet Groups and Periods (40 points) Groups and periods, including “hydrogen,” are clearly labeled and well organized. You have arranged your periodic table in a sensible/fun way that is easy to understand. You show an in-depth understanding of the Periodic Table of Elements. ______ Pts. All components are present. You show understanding of the arrangement of the Periodic Table of Elements. Your periodic table is neat and you followed directions. ______ Pts. Not very organized. Your arrangement of families and/or periods doesn’t seem right, not very well thought out. After looking at your project, I’m not sure you understand the arrangement of the Periodic Table of Elements. ______ Pts. Group and period Names (10 points) The groups and periods are appropriately Names are interesting and unique. I can easily understand why you categorized object as you did. _____ Pts. Group and period names are present. The way you grouped objects together makes sense. _____ Pts. Poor coordination between groups and name’s of groups, and/or poor coordination between periods and names of periods. _____ Pts. Key (10 points) Key is creative and neat with a clear in-depth description of each family and period. I can see a relationship between your periodic table and the Periodic Table of Elements. _____ Pts. Family and Periods are all named. Your key is neat and organized. ______ Pts. Key is not well organized, confusing, and/or incorrect. _____ Pts. Essay 30 points You created a well-crafted thoughtful essay that is free of grammar errors, and shows you have a thorough understanding of how the periodic table is arranged. _____ Pts. Thoughtful essay with few grammar errors and shows you have a basic understanding of how the periodic table is arranged. _____ Pts. Your explanation of the relationship between your periodic table and the Periodic Table of Elements does not convince me that you have a basic understanding of how the table is arranged. ______ Pts. Total Points _____ Pts. Created by Alicia Grine
Transition for Paragraph #2: ________________________________________________________________________________________________ Paragraph #2 – Ionic Size from DBQ #1 MAIN IDEA EVIDENCE LINK Ionic size ________________ as you go down a group. Ionic size _________________ as you go across a period. Transition for Paragraph #3: _______________________________________________________________________________________________ Paragraph #3 – Ionization Energy from DBQ #2 MAIN IDEA EVIDENCE LINK Ionization Energy ____________________ as you go down a group. Ionization Energy ___________________ as you go across a period. Transition for Paragraph #4: ________________________________________________________________________________________________ Paragraph #4 –Electronegativity from DBQ #3 MAIN IDEA EVIDENCE LINK Electronegativity ____________________ as you go down a group.
(14)(K) Boiler #1 Ammonia Emissions Test Every even year 40 ppmdv on a 1-hr avg No deviations occurred See Emission Test Report of 8/24/16 (15)(A) Diesel #2 Fuel sulfur content Each Delivery 0.0015% by weight No deviations occurred Highest %S: Jan. 0.0015%, Mar. 0.01%*, May 0.0015% *See letter dated 3/23/17 (15)(B) Diesel #2 Hours of Operation As occurs 100 hr per calendar year No deviations occurred
1 2 Periodic Table of the Elements 13 14 15 16 17 18 (1) (2) (3) (4) (5) (6) (7) (8) 1 −1 2 0 +1 1 (1s) H He Hydrogen 1.008 Helium 4.003 2 (2s) Atomic number Elemental symbol 80 +1 +2 Mercury Oxidation states Liquid at 25 °C Zn Solid at 25 °C (2p) Atomic mass 200.59 He Gas at 25 °C 3 (3s) 7 4 (4s) 5 (5s) 6 (6s) 7 (7s) (3d) (4d) (5d) (6d) (4p) (5p) (6p) (7p) 6 (4f)
SAMPLE TABLE FORMAT for Reporting Assessments and Findings Program Learning Outcome Course(s) Where Assessed Type of Assessment (e.g., project, test, rubric, activity, internship,etc.) Brief Description of Assessment Number of Students Assessed Findings, Results, or Measurement (e.g., average, completion rate, % correct, etc.) Advisory Board List all advisory board members who have served during the period of this review. Identify the years in which they served in this capacity. SAMPLE TABLE FORMAT for Reporting Advisory Board Membership Advisory Board Member Years Serving
Helium H Neon Ar These elements are all in the last column of the Periodic Table Hydrogen H Lithium LI Sodium Na These elements are all in the first column of the Periodic Table The number of valence electrons increases from 1 to 8 The number of energy levels increases from 1 to 3 Alkali Metals - 1 valence electron Lithium Li & Sodium Na Alkaline Earth Metals - 2 valence electron Calcium Ca & Magnesium Mg Boron Family - 3 valence electron Boron B & Aluminum Al Carbon Family - 4 valence electron Carbon C & Silicon Si Nitrogen Family - 5 valence electron Nitrogen N & Phosphorus P Oxygen Family - 6 valence electron Oxygen O & Sulfur S Halides - 7 valence electron Fluorine F & Chlorine Cl Noble Gases - Complete outermost shell Helium H, Neon Ne & Argon Ar The families line up in columns on the Periodic Table Hydrogen could be classified as an Alkali Metal because it has 1 valence electron and is in the first column. It could be classified as one of the Halides as it only needs one electron to have its outer shell filled. Barium = 2 Lead = 4 Xenon = 8 Potassium = 1
Label each axis Add a title Create an appropriate scale for the y and x axis Make another graph below. Put diameter in mm on the y axis Put object number on the x axis Give your graph a title Create an appropriate scale for your graph Conclusions: is your arrangement of objects similar to the periodic table if elements? How is it different? your grid with another groups. How are they similar? How are they different?
Periodic Table Project – Grading Rubric Category Description Points Possible Points Earned Period Trend Minimum of one unique value that shows an increasing or decreasing trend across every period 10 Group Trend Minimum of one unique number that shows an increasing or decreasing trend across every group 10 Abstract Describes trends represented on the table. Relates project trends to real periodic table trend. 15 Presentation Title, key, family names, and creativity expectations are met; includes citation for data source 10 Participation & Project Submission Student participates during class work time and submits project to digital portfolio 5 Comments:
Name __________________________________________ Periodic Table Review Name Atomic Number Metal, Nonmetal, or Metalloid Electron Configuration Valence Energy Level # of Valence Electrons Ion Formed Electron Dot Diagram Hydrogen H 1 Nonmetal 1s1 1 1 +1 H· He Neon B Carbon Si Oxygen F Sodium
Figure 1: Constraint Conformance Including "such that it" Syntax Example Open and Closed Templates In open templates, all of the features of the CDA R2 base specification are allowed except as constrained by the templates. By contrast, a closed template specifies everything that is allowed and nothing further may be included. Open templates allow HL7 implementers to develop additional structured content not constrained within this guide. HL7 encourages implementers to bring their use cases forward as candidate requirements to be formalized in a subsequent version of the standard to maximize the use of shared semantics. Conformance Verbs (Keywords) The keywords shall, should, may, need not, should not, and shall not in this document are to be interpreted as described in the HL7 Version 3 Publishing Facilitator's Guide. shall: an absolute requirement shall not: an absolute prohibition against inclusion should/should not: best practice or recommendation. There may be valid reasons to ignore an item, but the full implications must be understood and carefully weighed before choosing a different course may/need not: truly optional; can be included or omitted as the author decides with no implications The keyword "shall" allows the use of nullFlavor unless the requirement is on an attribute or the use of nullFlavor is explicitly precluded. When conformance statements are nested (or have subordinate clauses) the conformance statements are to be read and interpreted in hierarchical order. These hierarchical clauses can be interpreted as "if then, else" clauses. Thus... This structuredBody SHOULD contain zero or one [0..1] component such that it SHALL contain exactly one [1..1] Plan of Treatment Section (V2) (identifier: (CONF:1098-29067). ...is understood as: It is recommended (SHOULD) that the structureBody contains a component. If the component exists, then it must contain a Plan of Treatment Section (V2), else the component does not exist, and the conformance statement about the Plan of Treatment Section (V2) should be skipped. In the case where the higher level conformance statement is a SHALL, there is no conditional clause. Thus... This structuredBody contain exactly one [1..1] component such that it
Civ: Civ: Select TWO civilizations from 1.3.I and explain how patriarchy intensified as states expanded and cities multiplied Civ: Civ: Key Vocabulary Civilization Culture Paleolithic Era Neolithic Revolution Sumer City-state Hammurabi Bablyon Ziggurat Cuneiform Pharaoh Papyrus Harappa/Mohenjo-Daro Mandate of Heaven Nomads Hittites Hatshepsut Akhenaten Ramesses II Ashurbanipal Israel Hebrew Bible Phoenicians Polynesian Microsocieties Ideology Cyrus the Great Royal Road
Up to date knowledge of housing, criminal, civil and welfare rights legislation relating to domestic violence Evidence of the ability to speak up and present well structured cases in settings such as criminal and civil proceedings Demonstrable strong written and verbal communication skills; to be able to write reports, deliver presentations, supervise others in their writing skills, and to communicate with stakeholders in a clear and effective way Evidence of the ability to develop, sustain and evaluate joint work between agencies, including establishing good working relationships negotiating effectively Evidence of the ability to build and develop supportive relationships with abused women and their children maintaining professional boundaries Evidence of the ability to ensure that services deliver outcomes successfully for funders, and that services achieve the standard required Evidence of the ability to demonstrate leadership and sound judgment in crisis situations including where lives need to be protected Evidence of the ability to manage casework effectively with evidence of a methodical and well organised approach Demonstrable ability to use Microsoft Office (word, excel, outlook, access), with the ability to collect and analyse statistics The ability to be aware of the impact of their behaviour upon others, with a commitment to continuous development E E E E E E E E E E A / I / T I / T A / I / T A / I I A / I I / T I / T I / T I General A commitment to follow the policies, procedures and philosophical principles of Refuge and be committed to empowerment, support and equality underpin all of the work undertaken by Refuge. E I *Assessment method: A: Application I: Interview T: Test Notes
It is interesting to note that in our study there was discordance between sputum and blood eosinophils in about 40% of the patients with eosinophilic COPD at a peripheral blood eosinophil cut-off point of 0.3×109/L. This observation is similar to that of a recent study in patients with uncontrolled asthma where one-third of the participants exhibited discordance between blood and sputum eosinophils.35 In order to gain a better insight into our true positive (27 patients) and false negative (18 patients) cohorts, their demographic features, clinical characteristics and sputum cell counts were compared. The results nevertheless revealed no significant difference between the two groups (see Table S5 in the supplementary data). However, it should be highlighted that this analysis may have been underpowered due to small sample size. Plausible causes for the discordance between sputum and blood eosinophils may include the imbalance between the production and subsequent clearance of eosinophils by airway macrophages36 and variations in the process of recruitment of eosinophils into the airways.35 The fact that only a proportion of the eosinophilic COPD patients had blood eosinophilia may suggest the involvement of more than one distinct biological mechanisms underlying eosinophilic airway inflammation within this COPD phenotype.37 As in the case of asthma, Th2 cytokines could be responsible for inflammation in eosinophilic COPD.37 Nevertheless, eosinophilic airway inflammation in the absence of elevated levels of Th2 has also been reported in some COPD patients.38 One
ArcCatalog 5 ArcCatalog is the application you will use for GIS data management. It is like Microsoft Explorer (“My Computer”) or Apple’s “Finder” except that it recognizes and symbolizes geographic data as single objects. ArcCatalog allows the user to see: 1. The types of data that are stored Annotation Parcel Fabric Points Geometric Network Lines Relationship Areas (polygons) Topology Raster Projection (.prj) Toolbox (.tbx) Layer (.lyr) Map Document (.mxd) Table 2. The containers in which data are stored Folder SDE Database Database Feature Dataset 3. The connections to data (i.e. folders, databases, servers)
4) Marketing and Recruitment of Students 0-5 Section describes how students will be selected to enter the pathway. Marketing strategies are clearly defined. Strategies used to recruit students are detailed, well thought out and appropriate. A plan to notify parents and the community is clear. The strategies for marketing and recruitment of students is detailed, clear and appropriate. Points: 5-4 Section partially addresses how students will be selected to the pathway. Marketing strategies are somewhat defined. Strategies used to recruit students are partially detailed. The plan to notify parents and the community is evidenced but unclear. The strategies for marketing and recruitment of students is not clear but somewhat detailed. Points: 3-2 Section does not really address how students will be selected to enter the pathway. Marketing strategies, strategies to recruit students and plan to notify parents and community are vague or missing. Points: 1-0 5) Assessment and Evaluation 0-5 Thoroughly describes how the success of the pathway will be determined. Specific data collection methods are identified. Methods to determine matriculation to postsecondary are and detailed. Points 5-4 Reasonably describes methods for data collection and methods to determine matriculation to postsecondary. Points: 3-2 Provides limited or no description for methods of data collection and methods to determine matriculation to postsecondary. Points: 1-0 6) Sustainability 0-10 Thoroughly describes how the pathway will be sustained at the end of the grant period. Method to sustain is clear and detailed. Points 10-8 Reasonably describes how the pathway will be sustained at the end of the grant period. Method to sustain is clear. Points: 7-5 Provides limited or no description of how the pathway will be sustained at the end of the period. Method to sustain is vague or missing. Points: 4-0 7) Budget (Detailed Budget and Narrative Form) 0-5 List of expected expenditures are detailed and itemized for each category. Includes clear explanations of line item costs. Amounts are reasonable. Points 5-4 Budget partially delineates expected expenditures. Includes clear explanations of line item costs. Amounts are reasonable. Points 3-2 Budget is missing explanations of line items. The explanations of line item costs is vague or lacking. Points 1-0
Title I Budget Amount and Title I Equipment Amount Equipment costs should be included in both the Title I Budget Amount for each worksheet and listed separately in the Title I Equipment Amount box. For example, if a school system is purchasing $40,000 of materials of instruction and $10,000 of equipment, the amount in the Title I Budget Amount box would be $50,000 and the amount in the Title I Equipment box would be $10,000. IF THESE INSTRUCTIONS ARE NOT FOLLOWED, THE STRATEGY WORKSHEET TOTAL ON THE FINANCIAL COMPLIANCE WORKSHEET WILL BE INCORRECT. Other Funding Source – if the activity is locally funded or funded through a grant, list the other sources of funds on this line. Strategy Worksheet B Site and CIP Column – because worksheets are dedicated to activities that may impact a variety of programs, it is necessary to list Sites (for secondary) and CIPS to reflect the programs. Some activities may address all sites and all CIPS. All other columns are completed as they are for Strategy Worksheets A. Budget – This page is downloaded from the web-based plan, signed in blue ink, scanned in color, and then uploaded to the web-based plan. Financial Compliance Worksheet – completed in the web-based plan. Total Perkins dollars brought forward from the Worksheets – this is totaled automatically from the Title I Budget Amount and Title I Equipment Amount. Equipment costs must be included in both the Title I Budget Amount for each worksheet and listed separately in the Title I Equipment Amount box on each strategy worksheet or the total Perkins dollars will be incorrect. Grant Award – entered by MSDE. Subtract amount of Equipment purchases – automatically from the strategy worksheets. Local Indirect Cost Rate Factor – completed by the CTE director with information from local school systems Finance Officers. Allowable Indirect Cost Amount - completed by MSDE. Indirect Cost Amount Taken – completed by the CTE director. Administration Cost Taken - completed by the CTE director. Total Grant Award – this is the total from the worksheets plus the administration cost taken. It must equal the Total Perkins grant allocation. Maintenance of Effort FY 2018 Reported expenditures – entered by MSDE based on the Final Financial Report from the local school system. FY 2020 Estimated expenditures - completed by the CTE director with advice from the Finance Officer. This amount must equal or exceed the FY 2018 Reported Expenditures.
Support Services - Central Activities – 2600 Research "Scientifically Based Research" 262X Total By Object Codes Perkins Fiscal Agent: 2015-2016 Perkins Reserve Grant Budget Spending Report Object Code Totals $$ Planned $$ Spent % Change Changes >10% approved Yes - No Justification for % change (What in your plan changed; did you have authorization for changes?) 111 Licensed Salaries 112 Classified Salaries 11X Support Staff Salaries 11X Program Coordinator Salaries 2XX Licensed Benefits 2XXClassified/Support Staff Benefits 2XX Program Coordinators Benefits 12X Substitute Salaries 31X Local Instructional Services 31X Regional Instructional Services 34X Travel 410 Consumable Supplies and Materials. 460 Non-consumable Equipment Items 470 Computer Software 480 Computer Hardware
Describe how the Program Aligns with Business and/or Industry Quality Identify Industry Credential, Post-Secondary Certificate or Degree Awarded Describe where this program is in the Alignment Process Describe how your institution ensures that academics are an integral component of this program. Describe this program’s review schedule and process.
All Aspects of Industry Activities Goal 3: To provide students with strong experience in and understanding of all aspects of their chosen industry. [Perkins Act: Sec. 135(b)(3)] Line # 1 Description of the Activity Funding $ Responsibility: Timeline: Evaluation/Measures: Dec 1 Mar 1 Final Outcomes Line # 2 Description of the Activity Funding $ Responsibility: Timeline: Evaluation/Measures: Dec 1 Mar 1 Outcomes Line # 3 Description of the Activity Funding $ Responsibility: Timeline: Evaluation/Measures: Dec 1 Mar 1 Outcomes Perkins Funding Requested for Goal 3: $ j PERKINS PROGRAM IMPROVEMENT ACTIVITY AND PROGRESS REPORT Use of Technology Activities Goal 4: To develop, improve or expand the use of technology in career and technical education. [Perkins Act: Sec. 135(b)(4)]
Using the following rubric, reviewers will assign numerical scores and prepare comments. The review team will meet to determine consensus. Level 3 Meets All Criteria Level 2 Meets Some Criteria Level 1 Few or No Criteria Activity description and the use of data to support the need for the activity. The proposed activity is clearly and thoroughly described, and the performance data proves the need for the activity. There is a limited description of the proposed activity, and the performance data provides limited support for the activity. The proposed activity is not clearly identified, and little or no performance data are included to support the need for the activity. 25 Points 25-15 14-6 5-0 B. Plan of Operation and Timeline A detailed timeline, including specific steps in the implementation process is included. Persons responsible are listed. An explanation is given as to how the implementation process will be evaluated for success. A timeline that includes some specific dates is included. Persons responsible are listed. A limited explanation is given as to how the implementation process will be evaluated for success. The timeline does not exist or is very limited and includes few specific dates. No explanation is given as to how the implementation process will be evaluated for success. 10 Points 10-6 5-1 0 C. Key Personnel Key personnel are identified by name, title, and role. Few key personnel are identified by name, title, and role. No key personnel are identified. 5 Points 5-4 3-1 0 D. Budget Narrative Budget is clear, reasonable and cost effective. Budget narrative itemizes expenses in detail by completing all items requested on the “Budget Narrative Template.” Budget calculations are correct. Budget is reasonable and cost effective. Budget narrative identifies expenses and provides general explanation. Budget contains a few errors with some items missing from “Budget Narrative Template.” Budget is not clear, reasonable and/or cost effective. Budget narrative does not provide detailed explanation of expenditures. Budget contains errors and/or is completed incorrectly. 50 Points 50-30 29-15 14-0 E. Grant Budget Chart Budget Chart is complete. All funds requested are budged to the appropriate object code. Budget Chart is incomplete or needs revision. Items are not charged to the appropriate object code. Budget Chart not completed or contains errors and is completed incorrectly. 10 Points 10-6 5-1 0 System Name: Evaluator: Total Points:
2.3.III. – Explain the impact of the extensive trade networks in Afro-Eurasia. 2.3.III.A. – Explain how the spread of crops, including rice and cotton from South Asia to the Middle East, encouraged changes in farming and irrigation techniques. Use the qanat system as your example. 2.3.III.B. – What impact did disease have on the Roman Empire? 2.3.III.B. – What impact did disease have on the Chinese empires? 2.3.III.C. – Explain how religious and cultural traditions – including Christianity, Hinduism, and Buddhism – were transformed as they spread.
Kimball Collaboration Tools, Name/Sign Holder Insert Template Instructions: Save the template to your hard prior to working on it. It is formatted for standard 8 ½ x 11 paper to accommodate 4 signs per page that are 4 1/8” wide x 4” tall. Change the font and color of type as with any Word Document. Once a ‘look’ is chosen, use copy and paste to have all cells the same. To insert your logo, you must have it saved to your hard drive or network drives. Insert the new logo, click Insert>Picture>navigate to the location of your image and double-click on it. If needed, resize the image by on it once, and using the corner, re-sizing handles. Suggestions: Most paper will work, however, remember paper choice is a major factor in the quality of the sign, we recommend 24-28# with a matte finish. Print a sample and insert into holder prior to printing many copies.
print “Enter a number between 1 and 10:”; $selection = The second instruction contains <STDIN> which stands for standard input which is synonymous with the keyboard. The program actually stops at this instruction and waits for the user (i.e. you) to type something in and hit enter. The main thing you have to remember here is that, all you type goes into the variable INCLUDING the enter key (i.e. \n). Every variable read this way will have the \n on the end. This is quite often a pain and generally one wants to remove it. It can easily be done using the chomp command. The following examples should demonstrate its usage. print “Enter your name:”; $name = chomp($name); # removes the \n from the end. “Enter your age:”; $age = <STDIN>; chomp($age); # you need to remove the \n from both numbers and strings. Homework Problems 5.1 Give the output of the following program EXACTLY. $a=23; print “The answer is $a\n”; ‘The answer is $a\n’;#note the print “I have called this principle,\n by which each slight variation,\n”; print “if useful, is preserved, by the term of Natural Selection.\n”; #by Charles Darwin 5.2 Give the output of the following program exactly. Note the variable is not chomped. What would happen if it were? print “Enter a number :”; $num = <STDIN>; “Enter another number :”; $val = <STDIN>; chomp($val); print “The second number was $val and the first number was $num. Interesting huh!”; Mathematical operators Perl has a large number of built-in operators for performing operations on numbers. Perl considers all numbers as real ( i.e. floating point numbers). As mentioned previously a variable can be initialized by these values. Here $PI and $cube10 are initialized. $PI=3.1415926535;# a real number with decimal $cube10 = 1000; # an integer
actions on specific cases where issues are noted. It is noted there will be some crossover with the other lists already noted. The Consultant Practitioner for Fostering will provide a list of all Looked After Children for whom the plan is Long Term Fostering who are not yet matched. Again the meeting will focus on themes and challenges in general and will only discuss actions on specific cases where issues are noted. Minutes Meetings will be minuted by a Business Support Officer and action log developed to carry decisions and actions forward. These ToR are correct as of January 2017 and will be reviewed in August 2017.
reviewed to ensure that the child's needs are met; It maintains links to the birth family who can still play a part in the decision making for the child; Staying Put can with the of both the person and the foster by the new Stigma attached to the child due to being in care; The is not a legal member of the family. If difficulties arise there may be less willingness to persevere and seek resolution.
since the original Order was made; It maintains legal links to the birth family; The child will no longer be in care and will not require social work The will get pupil premium plus funding in school Although there are on to discharge the Order, such an application is possible and may be perceived as a threat to the child's stability; Although a parent requires leave to apply for a Child Order, they can apply for any other Section 8
(the child has to have been looked after to attract this) The child has to Leaving Care support The Special Guardian or child have the right to request an of their Support needs Order (i.e. Contact Order, Prohibited Steps Order or Specific Issues Order) as of right. Child It Parental to the It is less secure than Adoption
Orders carer whilst the parents' Parental The child will no longer be Looked After and there need be no social work therefore, unless this is identified as necessary; There is no review process; or Special in that an application can be made to revoke the Child Order. However, the Court making the order can be asked to attach a condition refusing a parent's right to seek revocation without leave of the court; There is no formal continuing
be agreed and if necessary by the Court, set out in a Contact Order. by the parents for contact or (NB New to court may be expensive to defend, and the carers would have to bear the cost if not entitled to assistance with legal costs). is no right to an of need.
Advantages of the colonials during American Revolution Influences on the Bill of Rights Terms and Purpose of Proclamation of 1763 Acadians Results of Albany Congress Great Compromise Reasons for not abolishing slavery Economic results (positive and negative) of American Revolution Virtual representation Reason for British defeat at Yorktown Results of Battle of Saratoga Prominent people at Constitutional Convention Original land clash between British and French Major principles of the Declaration of Independence Significance of British legislation on colonies John Dickenson Patrick Henry
year Grade days absent K 1 2 3 ACHIEVEMENT / ATTENDANCE RECORD (Grades 4-9) subject year ___ grade 4 year ___ 5 year ___ grade 6 year ___ grade 7 Language Arts Mathematics Science Social Studies Physical Education Days Absent Days Absent Days Absent Days Absent Lates Lates Lates Lates ACHIEVEMENT / ATTENDANCE RECORD (Grades 10-12) course Letter % Credit Year course Letter grade % Credit Year course Letter grade % Credit Year Absences aBsences Lates Absences lates GRADUATION REQUIREMENTS COMPLETED: (DATE AND TYPE) ________________
Kansas 4-H Permanent Record Bring up to date at the end of each year. Name Address Club County/District Birth Date Section 1—Groups/Organizations List all groups/organizations you participated in, i.e. 4-H, school, community and/or faith. If the group is non 4-H related enter an * in the non 4-H column. For each group, list elected offices (such as reporter, vice president, etc.) and other positions or roles you held (such as junior project leader, project leader, committee chairman or committee participant). Indicate the total number of meetings held, the number you lead and the number of meetings you attended in the appropriate level column. Hours (includes preparation, organization, practice and activity time, but does not include travel, sleeping, meals, etc.) are optional, but may be useful for other applications. This section is used to complete the Meetings, Committees, Offices part of Section 3 and Section 5 in the KAP. Level Optional Date * = Non 4-H Meetings, Committees, Offices, Leadership Roles # Held # Led # Attended Local County/ District Area/ Regional State National/Int’l Hours
11 (a) Teachers are expected to be onsite no later than 8.15am and leave no earlier than 3.30pm unless otherwise approved by the Principal. (b) attend all scheduled Administration and Professional Development meetings. teaching position application form Please post or email to: The Principal Broadfield School 562 Robinsons Road, RD6 Christchurch 7676 Position applied for: Y5 1.0 FTTE Permanent Scale A Teaching Position – 2018 personal details Surname Given names Preferred name Address Date of birth Contact details home work mobile email Certificated Teacher Status Registration No. Expiry date Certificated teacher Provisionally certificated Not yet certificated Present Teaching Position School Date appointed Type of appointment Can we contact your principal about this position? yes no Type of qualification Date received Received from
Will- Common App Essay: Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again? Word Limit: 250-650 words Will, Kaylie- Furman University: Your undergraduate experience is often said to be the most formative of your life. Why is Furman the right community for you to become the truest version of yourself? (Word Count of 350 or fewer words.) University of Virginia: What work of art, music, science, mathematics, or literature has surprised, unsettled, or challenged you, and in what way? (Word Count: 250 words) Student self-governance, which encourages student investment and initiative, is a hallmark of the U.Va. culture. In her fourth year at U.Va., Laura Nelson was inspired to create Flash Seminars, one-time classes which facilitate high-energy discussion about thought-provoking topics outside of traditional coursework. If you created a Flash Seminar, what idea would you explore and why? (Word Count: 250 words) College of William and Mary:Beyond your impressive academic credentials and extracurricular accomplishments, what else makes you unique and colorful? We know nobody fits neatly into 500 words or less, but you can provide us with some suggestion of the type of person you are. Anything goes! Inspire us, impress us, or just make us laugh. Think of this optional opportunity as show and tell by proxy and with an attitude. (Suggested Word Count: 500 words) Hannah - Western Carolina Honors College Essay / Cover Letter requirement An essay that describes (1) your academic interests and long-term academic goals, (2) your leadership and/or service experiences, and (3) your interests in service and/or leadership at the collegiate level as a member of the WCU Honors College. The essay should be no longer than one page, and should have the title of the scholarship and student’s 920# (e.g. Honors College Leadership and Service Scholarship Essay, 920#######). No other identifying information (name, address, etc.) should be included in the essay. NOTE: All submissions must be typed, single-spaced or 1.5 line spacing, with margins set between 0.5 and 1 inch all around. Use a professional font (Times, Cambria, Calibri,
2 Leak rates, permeability, diffusivity and sample behaviour for CF-PEEK autoclaved laminates of similar thickness, CF-Epoxy Laminate of similar layup but different thickness an, un-reinforced PEEK and PVC all tested at 1 bar. Laminate No of Leak rate Permeability Diffusivity Behaviour samples Cv(%) Cv(%) Cv(%) C4AC 4 1 8.5 ×10 -5 6.5 ×10 -7 4 - 4.3×10-17 3.2×10-19 5 - 1.9×10-11 - 4 - Near-Fickian - C7AC 4 5.2×10-5 15 2.6×10-17 15 9.5×10-12 8 Near-Fickian T4AC 3 1.1×10-4 1 5.5×10-17 1 1.7×10-11 8 Near-Fickian S7AC1 4 7.0×10-5 8 4.0×10-17 8 1.8×10-11 16 Near-Fickian CF-Epoxy 1 1.3×10-5 - 1.5×10-17 - 1.2×10-11 - Near-Fickian PEEK 1 9.0×10-4 - 5.6×10-16 - 1.6×10-10 - Fickian PVC 1 1.6×10-3 - 6.8×10-16 - 2.5×10-10 - Fickian aTested at -196°C x̅ (m2/s)
Table 5 Leak rates, permeability, diffusivity and sample behaviour for autoclaves and ATP laminates following cryogenic cycling. Laminate No of Leak rate Permeability Diffusivity Behaviour cycles x̅ (Scc/sm2) Cv(%) x̅ Cv(%) x̅ (m2/s) Cv(%) C4AC 1 10 30 8.8×10-5 9.2×10-5 1.0×10-4 4 3 11 4.5×10-17 4.6×10-17 5.0×10-17 4 4 11 1.9×10-11 1.9×10-11 2.1×10-11 3 7 4 Near-Fickian Near-Fickian Near-Fickian C7AC 1 10 30 4.6×10-5 4.9×10-5 6.6×10-5 5 6 19 2.3×10-17 2.4×10-17 3.2×10-17 6 7 19 8.9×10-12 8.6×10-12 9.8×10-12 9 6 4 Near-Fickian Near-Fickian Near-Fickian T4AC 1 10 30 9.9×10-5 1.0×10-4 1.0×10-4 7 6 6 4.9×10-17 5.2×10-17 4.9×10-17 7 6 6 1.6×10-11 1.7×10-11 1.6×10-11 6 7 11 Near-Fickian Near-Fickian Near-Fickian S7AC1 1 10 30 2.6×10-1 7.6×10-1 8.6×10-1 98 69 70 NA NA NA NA NA NA NA NA NA NA NA NA Non-Fickian Non-Fickian Non-Fickian 1 1.9×10-1 52 NA NA NA NA Non-Fickian Fig. 1 Schematic of test setup used for leakage testing of laminates showing the helium gas supply, test chamber, cryogenic dewar, leak detector and the data acquisition system. Fig. 2 Micrographs of laminates S7AC, T4AC, C4AC, and C7AC showing the layup and microstructure of each CF-PEEK material.
3.1.I.A. – How did flourishing existing trade routes (Silk Roads, the Mediterranean Sea, Trans-Saharan, and Indian Ocean basin) promote the growth of powerful new trading cities like Tenochtitlan? 3.1.I.B. – Explain how communication and exchange networks developed in Mesoamerica. 3.1.I.B. – Explain how communication and exchange networks developed in the 3.1.I.C. – How was interregional in luxury items like silk and cotton textiles, porcelain, spices, precious metals and gems, slaves, and exotic animals impacted by existing transportation and commercial technologies like the caravanserai, compass, astrolabe, and larger ship design? 3.1.I.C – What impact did new forms of credit and monetization have on interregional trade of luxury items? Be sure to describe the use of bills of exchange, credit, checks, and banking houses in your answer. 3.1.I.D. – Explain how commercial growth was facilitated by state practices like the Inca road system. 3.1.I.D. – Explain how commercial growth was facilitated by trading organizations like the Hanseatic League. 3.1.I.D. – Explain how commercial growth was facilitated by commercial infrastructures like the Grand Canal in China. 3.1.I.E. – How did the expansion of the Chinese empire facilitate Afro-Eurasian trade and communication as new peoples were drawn into their conquerors’ economies and trade networks? 3.1.I.E. – How did the expansion of the Byzantine Empire facilitate Afro-Eurasian trade and communication as new peoples were drawn into their conquerors’ economies and trade networks?
increased agricultural productivity and subsequent rising population; and greater availability of labor. Provide examples of each factor. 3.3.III.A. – From the following list, identify the type(s) of labor organization that applies to the chapter we are covering and explain how it applies…free peasant agriculture, nomadic pastoralism, craft production and guild organization, various forms of coerced and unfree labor, government imposed labor taxes, and military obligations. 3.3.III.B. – Social structures were shaped largely by class and caste hierarchies. Patriarchy persisted; however, in some areas women exercised more power and influence. How did this apply among the Mongols? 3.3.III.B. – Social structures were shaped largely by class and caste hierarchies. Patriarchy persisted; however, in some areas women exercised more power and influence. How did this apply among in West Africa? 3.3.III.B. – Social structures were shaped largely by class and caste hierarchies. Patriarchy persisted; however, in some areas women exercised more power and influence. How did this apply in Japan? 3.3.III.B. – Social structures were shaped largely by class and caste hierarchies. Patriarchy persisted; however, in some areas women exercised more power and influence. How did this apply in Southeast Asia? 3.3.III.C. – Explain how serfdom worked in feudal Europe. 3.3.III.C. – Explain how serfdom worked in feudal Japan. 3.3.III.C.: Explain how the mit’a system worked in the Inca Empire. 3.3.III.C. – Free peasants resisted attempts to raise dues and taxes by staging revolts. Explain how this happened in China.
Luxury Good 2: Luxury Good 3: In the space below, identify and explain TWO new forms of credit and monetization that developed during this time. Credit/Monetization 1: Credit/Monetization 2: Fill in the below by identifying the new technology, its location of origin, and its relationship to interregional trade. Identify Location of Origin Relationship to Interregional Identify Location of Origin Relationship to Interregional Trade Identify Location of Origin Relationship to Interregional
Innovations stimulated agricultural and industrial production in many regions In the space provided, identify and explain TWO technological innovations that significantly increased agricultural production Tech 1: Role in Agriculture: Tech 2: Role in Agriculture: What factors caused Chinese, Persian, and Indian artisans and merchants to expand their production of textiles and porcelain for export? What factors caused China to expand the industrial production of iron and steel during this period? The fate of cities varied greatly, with periods of significant decline, and with periods of increased urbanization buoyed by rising productivity and expanding trade networks. Identify and explain THREE causes of urban decline during this period Factor 1: Role in Decline: Factor 2: Role in Urban Decline: Factor 3: Role in Urban Decline: Identify and explain THREE factors that led to urban revival during this period Factor 1: Role in Urban Revival:
Eastern Mediterranean Central Eurasia Incan Mit’a System In the space below, provide TWO instances as to how the diffusion of Buddhism, Christianity, Islam, and/or Neoconfucianism led to significant changes in gender relations and/or family structure. Religion 1: Impact on Gender/Family: Religion 2: Impact on Gender/Family: Key Vocabulary Bantu Migrations Hinayana Buddhism Hinduism Laws of Manu Mahayana Buddhism Teotihuacan Caliphate Christendom Civil service examination Eunuchs Greek Orthodox Islam Jihad Meritocracy Monasticism Muhammad Quran Roman Catholicism Sharia Shiites Shinto Sunnis Tang Dynasty Vikings Angkor Wat Cahokia Crusades Compass Delhi Sultanate Dhimma system Dhows Feudalism Kublai Khan Mongols Rajas Sufism Black Death Dynasty English Peasant’s Revolt Humanism Inquisition Khan Monarchy Moors Ottoman Empire Red Turban Movement Shah Sikhism Tokapi Palace Zheng He Key 622 – Founding of c. 730 – Printing invented in China 732 – Battle of c. 900 – Decline of classical Maya 1054 – Schism in Christian Church 1066 – Norman conquest of England 1071 – Battle of Manzikert 1095 – Crusade 1206 – Genghis Khan begins Mongol conquests 1258 – Mongols sack Baghdad, end of Abbasid caliphate 1271-1295 – Marco Polo’s travels 1279-1368 – Yuan (Mongol) Dynasty in China 1324 – Musa’s pilgrimage/hajj 1325-1349 – travels of Ibn Battuta 1347-1348 – Bubonic plague in Europe 1368-1644 – Ming Dynasty 1405-1433 – He’s 7 voyages 1438 – Rise of Inca Empire
Timeline Test Study Guide: Period 3 (600 – 1450) Format: 50% matching & 50% identification, short-answer 622 – Founding of Islam circa 730 – Printing invented in China 732 – Battle of Tours (end of Muslim move into France) 900 – Decline of classical Maya 1054 – Great Schism in Christian Church (Roman Catholic & Eastern Orthodox) 1066 – Norman conquest of England/Battle of Hastings 1071 – Battle of Manzikert (Seljuk Turks defeat Byzantine) 1095 – 1st Crusade 1206 – Genghis Khan begins Mongol conquests 1258 – Mongols sack Baghdad 1271-1295 – Polo’s travels 1279-1368 – Yuan (Mongol) Dynasty in 1324 – Mansa Musa’s pilgrimage 1325-1349 – travels of Ibn Battuta 1347-1348 – Bubonic plague in Europe 1368-1644 – Ming Dynasty 1405-1433 – Zheng He’s voyages 1438 – Rise of Inca Empire
Parent/Guardian Permission for Use of Student Work and Personal Information The Local Authority Freedom of Information and Protection of Privacy Act (LAFOIP) requires that schools obtain informed consent for the collection and use of personal information that is not authorized under The Education Act, 1995. This may include situations within the student’s school, the School Division and/or the community. 1. Education purposes in the school community The school/School Division will occasionally wish to share student information or student work specifically for purposes related to education and the school. The information and purposes for which it would be shared may include the following: student’s name, grade level and age, individual photographic or video image, team photo, candid or special event photos for the purposes of school calendar, newsletter, or other school publications honour roll, yearbook, graduation, academic activities and achievement, school related athletic activities and achievements; student work, such as: art work; writing samples; audio, video or photographic presentations; individual commentaries or interviews for the purposes of educational or promotional use display student work in the school or division office(s) display student work at school sponsored events. 2. Public media including the Internet There are times when the school may wish to share information with newspapers, radio and television and other media or publish school-related information in a wider form such as on the school or School Division website accessible via the Internet.** Examples may include the following types of information sharing: images of individual student with or without student’s first and last name teams or other school groups school events and activities; announcement of names, grade level and age winners of awards, contests, competitions congratulatory messages for graduation, academic or athletic achievement; student commentary media interviews with a student upon request to the school/School Division.