zilongwang/ReadingBank huggingface dataset:
Area of Learning: Applied Design, Skills, and Technologies — Drafting Grade 12 BIG IDEAS Design for the life cycle includes consideration of social and environmental impacts. Personal design interests require the evaluation and refinement of skills. Tools and technologies can be adapted for specific purposes. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Understanding context Engage in a period of user-centred research and empathetic observation to understand design opportunities Defining Establish a point of view for a chosen design opportunity Identify potential users, intended impact, and possible unintended negative consequences Make decisions about premises and constraints that define the design space and develop criteria for success Determine whether activity is collaborative or self-directed Ideating Critically analyze how competing social, ethical, and sustainability considerations impact design Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping Evaluate suitability of possibilities according to success criteria, constraints, and potential gaps Work with users throughout the design process Prototyping Choose an appropriate form, scale, and level of detail for prototyping, and plan procedures Analyze the design for the life cycle and evaluate its impacts Visualize and construct prototypes, making changes to tools, materials, and procedures as needed Record iterations of prototyping Students are expected to know the following: complex drafting design projects interrelationships among complex drawings preparation of detailed drawings components of working drawings computer-aided design (CAD) programs and other graphic software management modifying existing geometrical design using CAD software 3D modelling using advanced modelling techniques file conversion between CAD and other applications areas of drafting specialization design for the life cycle future career options in drafting design interpersonal and consultation skills to interact with clients ethics of cultural appropriation and plagiarism
SOCIAL STUDIES – Genocide Studies Content – Elaborations Grade 12 economic, political, social, and cultural conditions of genocide: Sample topics: perpetrators: regimes and leaders demographics: vulnerable minorities heroes, bystanders, perpetrators Key questions: What were the underlying social (or economic or cultural or political) conditions in Germany that led to the Holocaust? What was the role of individuals within the Khmer Rouge in determining the events of the genocide in Cambodia? Are all Khmer Rouge leaders equally significant in causing the genocide? characteristics and stages of genocide: Sample topic: eight stages of genocide: classification symbolization dehumanization organization polarization preparation extermination denial Key questions: How do the stages of genocide affect different people in the areas in which genocides occur? How do people’s lives change depending on who and where they are? In what ways might they remain the same? acts of mass violence and atrocities in different global regions: Sample topics: indigenous peoples and cultures Beothuk extinction Armenian genocide anti-Semitic pogroms Soviet Union and Ukraine (Holodomor famine) Japanese occupation of Korea and China the Holocaust Khmer Rouge in Cambodia
Area of Learning: SOCIAL STUDIES — Law Studies Grade 12 BIG IDEAS Understanding legal rights and responsibilities allows citizens to participate more fully in society. Laws can maintain the status quo and can also be a force for change. A society’s laws and legal framework affect many aspects of people’s daily lives. Laws are interpreted, and these interpretations may evolve over time as a society’s values and worldviews change. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze legal concepts, issues, and procedures; and communicate findings and decisions Assess and compare the significance and impact of legal systems or codes (significance) Assess the justification for differing legal perspectives after investigating points of contention, reliability of sources, and adequacy of evidence (evidence) Analyze continuities and changes in legal systems or codes across jurisdictions (continuity and change) Assess the development and impact of legal systems or codes (cause and consequence) Explain and infer multiple perspectives on legal systems or codes (perspective) Make reasoned ethical judgments about legal systems or codes (ethical judgment) Make reasoned ethical judgments about controversial decisions, legislation, or policy (ethical judgment) Students are expected to know the following: the Constitution of Canada and the Canadian Charter of Rights and Freedoms structures and powers of the federal and provincial courts and administrative tribunals key areas of law such as criminal law, civil law, and family, children’s, and youth law Canadian legislation concerning First Peoples indigenous legal orders and traditional laws in Canada and other global jurisdictions Canada’s correctional system and principles of rehabilitation, punishment, and restoration structures and roles of global dispute resolution agencies and courts
Area of Learning: SOCIAL STUDIES — Philosophy Grade 12 BIG IDEAS Philosophy is a discipline that examines the fundamental nature of knowledge, reality, and existence. Philosophy provides tools for investigating meaning and fostering understanding of different ways of thinking. Examining questions in philosophy allows people to question their assumptions and better understand their own beliefs. While philosophical questions often examine issues with no definitive answers, logic and reasoned arguments can show which answers have more or less value. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Use philosophical inquiry processes and reasoning skills to respond to arguments and questions related to major issues in philosophy Assess the relevance of philosophical ideas for everyday life and current social and political issues Analyze philosophical ideas and assess their significance (significance) Compare the justification for different philosophical perspectives after investigating points of contention and the strengths and weaknesses of various arguments (evidence) Compare and contrast continuity, change, and divergence of ideas, disciplines, and schools of thought (continuity and change) Assess the development and impact of diverse ideas and systems of thought (cause and consequence) Explain different philosophical perspectives by considering the norms, values, worldviews, and beliefs of the philosophers who developed them (perspective) Students are expected to know the following: methods of reasoning and argument in philosophy metaphysical theories about the nature of reality epistemological theories about knowledge and truth social and political philosophy theories of morality, ethics, and aesthetics
Area of Learning: SOCIAL STUDIES — Political Studies Grade 12 BIG IDEAS Understanding how political decisions are made is critical to being an informed and engaged citizen. Political institutions and ideology shape both the exercise of power and the nature of political outcomes. Decision making in a democratic system of government is influenced by the distribution of political and social power. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze data; and communicate findings and decisions Assess the significance of political issues, ideologies, forces, decisions, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance) Analyze political data and assess the reliability of sources (evidence) Compare and contrast continuities and changes for different political institutions and organizations at particular times and places (continuity and change) Assess how underlying conditions and the actions of individuals or groups affect events, decisions, and developments, and analyze multiple consequences (cause and consequence) Explain and infer different perspectives on political issues, decisions, or developments (perspective) Make reasoned ethical judgments about political issues, decisions, and developments (ethical judgment) Students are expected to know the following: structure and function of Canadian and First Peoples political institutions major ideologies and political systems election processes and electoral systems methods used by media, governments, or political groups to influence public opinion political power in democratic and non-democratic societies current and future public policy scope and characteristics of the international system issues in local, regional, national, and international politics
protestant kids..." Close Garrison? Soldiers & families that may not have the resources to go off-post / provide forthose on post / constitutional provision / community, tradition, identity Could if you had to (budget), but not ideal / chapels do good ministry / many civilian options/not legally mandated under Title 10 The chapel is a symbol of God's presence, what message do we sent if we shut them down, them, or destroy them? / Chapel builds teamwork and collegiality - skills we need when we deploy, garrison chapel prepares us for this Grow Church Ecumenical Aspect Gospel Service
Area of Learning: Applied Design, Skills, and Technologies — Economics Grade 12 BIG IDEAS Financial and economic literacy promotes the financial and economic well-being of both individuals and businesses. Business creates opportunities to enable change. Tools and technologies can be adapted for specific purposes. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Conduct research to understand and explain economic concepts Choose or create various economic scenarios, and identify potential issues, intended impact, and possible unintended negative consequences Make decisions about premises and boundaries that define economic scenarios Generate ideas, individually and collaboratively Critically analyze how competing social, ethical, and sustainability factors impact the economics of global needs for preferred futures Identify patterns and trends to further understand economic systems Identify, critique, and use a variety of sources of inspiration and information Choose an appropriate form, scale, and level of detail for economic scenarios Obtain and evaluate critical feedback from multiple sources, both initially and over time Apply the appropriate tools to measure economic activity and impact Gather feedback to critically evaluate economic scenarios and make changes to design or processes Identify tools, technologies, materials, processes, and time needed for the task at hand Share progress to increase feedback and collaboration Students are expected to know the following: the economic problem macroeconomics and microeconomics business cycle structure and operation of the Canadian economic system marginal utility theory opportunity costs and sunk costs law of diminishing returns economic efficiency and specialization demand, supply, and equilibrium consumer choice and elasticity government actions and impact on the market economic indicators money and mediums of exchange competition in the market labour global markets economics in everyday life behavioural economics interpersonal and presentation skills to promote products or services and to interact with potential customers/clients
These two Ayât (the Quranic verses) certainly confirm their inclusion, because the context of the Ayât before and after them is addressed to his wives, and that does not contradict what Muslim has recorded in his Sahih (2424) reporting from Aisha (RadiAllâhu Anhaa): “The Prophet of Allâh appeared one morning wearing a striped garment made of black wool. bin Ali came and he put him inside (the garment): then came Al-Hussein and entered with him; came too and he again enclosed her in the garment. Ali also appeared and he included him in the garment, and quoted the Ayah: Allâh wishes only to remove Ar-Rijs (evil deeds and sins) from you, O members of the family (of the Prophet ) and to purify you with a thorough purification. . This Ayah indicates their inclusion since it has been addressed to them, and the inclusion of Ali, Fatima, Al-Hassan and Al-Hussein in this Ayah has been confirmed by the Sunnah in this Hadith. The specification of these four people by the Prophet does not indicate the restriction of his family on them alone Hassan
manner. And stay in your houses, and do not display yourselves like that of the times of ignorance. And perform As-Salât and give Zakât, and obey Allâh and His Messenger. Allâh wishes only to remove Ar-Rijs (evil deeds and sins) from you, O members of the family (of the Prophet ) and to purify you with a thorough purification. And remember (O you the members of the Prophet’s family, the Graces of your Lord), that which is recited in your houses of the verses of Allâh and Al-Hiqmah (i.e. Prophet’s Sunnah - legal ways, so give your thanks to Allâh and glorify His Praises for this Qur’an and the Sunnah). Verily, Allâh is Ever Most Courteous and with all things. His statement: Allâh wishes only to remove Ar-Rijs (evil deeds and sins) from you, O members of the family (of the Prophet ), and to purify you with a thorough purification indicates the virtue of the kinship of the Messenger of Allâh , and they are those upon whom the charity is prohibited, and among the very special
Specialized software. Interfaces adapted to the signal network. Interaction between the internal computer networks of the University and the Internet. The design requirements for various rooms are provided in the table below: level -2 (-7,20) No. Room Acoustic adaptation design Local network IT network Intercom network Electrical Internet AC and ventilation Access control Fire system nn MULTIMEDIA STUDIO X X X X X O O O O O nn SOUND CONTROL ROOM7.1 X X X X X O O O O O nn fG/MIXING STUDIO X X X X X O O O O O nn MULTIFUNCTION STUDIO X X X X X O O O O O nn EFFECTS AND DIALOG RECORDING X X X X X O O O O O
only the signatures are verified. (II) a copy of a current utility bill, bank statement, government check, paycheck, or other government document that shows the name and address of the voter. YES See section (ii)(I) above. FAIL-SAFE VOTING- IN PERSON – An individual who desires to in person, but who does not meet the of subparagraph (A)(i), may a provisional ballot under section YES American Samoa meets this requirement. American Samoa provides provisional ballots at every polling station. BY MAIL – An individual who desires to by mail, but who does not meet the of subparagraph (A)(ii), may such a ballot by mail and the ballot shall counted as a provisional ballot in with section 302(a). YES American Samoa meets this requirement. – Paragraph (1) shall not in the case of a person - who registers to vote by mail under section of the National Voter Registration Act of YES American Samoa meets this requirement.
and submits as part of such registration a copy of a current and valid photo or YES American Samoa meets this requirement. a copy of a current utility bill, bank government check, pay check, or documents that shows the and address of the voter; YES American Samoa meets this requirement. who registers to vote by mail under 6 of the National Voter Registration Act 1993 (42 U.S.C. 1973gg-4) and submits as of such registration either - YES American Samoa meets this requirement. (I) a driver’s license number; or YES American Samoa meets this requirement. (II) at least the last 4 digits of the individual’s social security number; and YES American Samoa meets this requirement. with respect to whom a State or local official matches the information under clause (i) with an existing identification record bearing the same name and date of birth as provided YES American Samoa meets this requirement.
Area of Learning: Applied Design, Skills, and Technologies — Furniture and Cabinetry Grade 12 BIG IDEAS Design for the life cycle includes consideration of social and environmental impacts. Personal design interests require the evaluation and refinement of skills. Tools and technologies can be adapted for specific purposes. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Understanding context Engage in a period of user-centred research and empathetic observation to understand design opportunities Defining Establish a point of view for a chosen design opportunity Identify potential users, intended impact, and possible unintended negative consequences Make decisions about premises and constraints that define the design space, and develop criteria for success Determine whether activity is collaborative or self-directed Ideating Critically analyze how competing social, ethical, and sustainability considerations impact design Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping Evaluate suitability of possibilities according to success criteria and constraints Work with users throughout the design process Prototyping Identify, critique, and use a variety of sources of inspiration Choose an appropriate form, scale, and level of detail for prototyping, and plan procedures Analyze the design for the life cycle and evaluate its impacts Students are expected to know the following: specialized techniques and design related to furniture and cabinetry construction components specific to cabinet construction incorporation of non-wood materials hardware selection for specific purposes standard sizing for specific applications preparation of a working drawing complete with a set of procedures and steps use of a cutting list to minimize waste wood material selection machine set-ups types, purposes, and application of finishes preparation of materials for machining, assembly, and finishing traditional decorative techniques reclamation of used materials
Area of Learning: Applied Design, Skills, and Technologies — Graphic Production Grade 12 Learning Standards (continued) Curricular Competencies Content Analyze the design for the life cycle and evaluate its impacts Construct prototypes, making changes to tools, materials, and procedures as needed Record iterations of prototyping Testing Identify feedback most needed and possible sources of feedback Develop an appropriate test of the prototype Collect feedback to critically evaluate design and make changes to design processes and production Iterate the prototype or abandon the design idea Making Identify appropriate tools, technologies, materials, processes, and time needed for production Use project management processes when working individually or collaboratively to coordinate production Sharing Share progress while creating to increase feedback, collaboration, and, if applicable, marketing Decide on how and with whom to share or promote product, creativity, and, if applicable, intellectual property Critically reflect on their design thinking and processes, and identify new design goals Assess ability to work effectively both as individuals and collaboratively while implementing project management processes Applied Skills Apply safety procedures for themselves, co-workers, and users in both physical and digital environments Identify and assess skills needed for design and production interests, and develop specific plans to learn or refine them over time Develop competency and proficiency in task-specific skills involving manual dexterity and software processes materials organization, sequencing, and quality control measures future career options in production and manufacturing interpersonal skills, including ways to interact with clients financial planning, including economic impacts of production appropriate use of technology, including digital citizenship, etiquette, and literacy
Secondary - Campus Facilities offices 4 Schedule webinars to share various programs that campuses are using to find potential for sharing services such as Cortland Construction Manager and Brockport Project Manager integration to Building Condition Primary - SUNY Office for Capital Facilities $0 Determine potential programs and begin development Fall 2014 Successful development of shared services 5 Review existing benchmarking data from other higher education systems Primary - SUNY Office for Capital Facilities $0 Review APPA and other higher institution Data for Facilities Management Fall 2014 Summarize related data 6 Benchmark current conditions through a survey of campuses for the following items: CMMS, BMS, staff levels, OTPS levels, budget, etc. Primary - SUNY Office for Capital Facilities, Secondary - Campus budget and facilities offices $0 Develop Survey to collect data and share results for the 10/11, 11/12 and 12/13 and 13/14 FYs Late 2014 Report that all campuses have provided data for the four years 7 Help campuses with establishing financing opportunities including NYPA financing and NYSERDA grants for energy savings projects that will reduce energy use Primary - SUNY Office for Capital Facilities $0 Set meeting with State University Construction Fund, NYPA and DOB to coordinate financing 2015 Financing methods being used 8 Work with campus budget officers to better understand the relationship between facilities budgets and utilities budgets Primary - SUNY Office for Capital Facilities $0 Develop a presentation and have Webinars with budget officers; provide written materials to campus business officers Spring 2015 Having reached all campus business and budget officers with training 9 Develop ideal standards for SUNY facilities staffing and budgets Primary - SUNY Office for Capital Facilities, Secondary - Campus budget offices, Campus Facilities offices $0 Use campus survey benchmarking data and established national standards to develop ideal standards for SUNY Summer 2015 Standards developed 10 Upgrade BCI PSI Database to make it useful for integrating with other facilities space based systems Primary - SUNY Office for Capital Facilities, Secondary - Campus Facilities offices $750,000 initial cost $100,000 annual cost Establish a work group to investigate options and process implementation Summer 2015 A new, operational BCI/PSI database
training Facilities, NYPA, NYSERDA needs and focus on top 2-3 priorities forming teams from several campuses to develop syllabus and assist with development of content of training needs and syllabus developed for top 2 priorities sessions and ultimately number of staff trained 3 Standardize the involvement of maintenance in capital projects SUNY OCF, SUCF, DASNY $0 Establish a protocol for involvement of maintenance staff and a methodology for assuring compliance Have a protocol developed that has been vetted with the campuses, SUCF and DASNY Recording the maintenance staff participation in design development 4 Begin the process toward development of a standardized API for programs to manage facilities data SUNY OCF, NYPA, NYSERDA $15,000 Establish a working group to investigate the process to establishing a standardized API. Hire an IT consultant as necessary to provide expertise To have developed a clear vision for moving forward Having a workable plan that can be the launch pad for moving the initiative to the next steps 5 Collect and benchmark budget data across the campuses SUNY OCF, SUNY Budget Office, campus budget offices and campus facilities departments $0 Develop a standard format to collect the data Have data collected for the 10/11, 11/12 and 12/13 FYs That all campuses have provided data for the three years Details for Short Term Actions: Hire an Energy Manager SUNY Office for Capital Facilities (OCF) has developed a job description and justification for hiring of a new energy manager. One last step remains for gaining approval to chargeback the position to the campuses as part of the SUNY recharge process. While waiting for the approvals to hire a manager, SUNY is working with NYPA to hire a temporary energy manager through NPTS, Inc. Develop standardized training such as G-Pro Training and other facilities related subject matter.
Prefer not to say Hindu Other Please describe... Atheist / no religion Jewish Buddhist Muslim Christian Sikh Ethnic Group White Asian / Asian British Black / Black British English / Welsh / Scottish / Northern Irish / British Bangladeshi African Irish Chinese Caribbean Irish Traveller / Gypsy Indian Other Black Please describe: Other White Please describe: Pakistani Other Asian Please describe: Mixed/Multiple Ethnic Groups Other Ethnic Group White and Black Caribbean Arab White and Black African Other Ethnic Group Please describe: White and Asian Other Mixed Please describe: How did you hear about this opportunity?
Ethnic Background (Please tick below) Religion/Belief (Please tick below) Asian – Bangladeshi Agnostic Asian – British Atheist Asian – Indian Baha’i Asian – Pakistani Buddhist Asian – Other Christian Black – African Hindu Black – British Humanist Black – Caribbean Jain Black – Other Jewish Chinese Muslim Latin American Rastafarian Middle Eastern Sikh White – British Zoroastrian White – Irish None White – European Other White – Other Prefer not to say Mixed Ethnicity Prefer not to say Do you consider yourself to have a disability? (Please tick below) Yes No Prefer not to say If yes: (Please tick below) Age Group (Please tick below) Blind or Visual Impairment Under 16 Deaf or Hearing Impairment 16-17 Learning Difficulty 18-24 Mental health 25-34 Mobility 35-44 Other disability 45-54 Prefer not to say 55-64 65+ Prefer not to say Gender (Please tick below) Sexual Orientation (Please tick below) Female Bisexual Male Gay Man Other Heterosexual Prefer not to say Lesbian Other Prefer not to say Gender Identity (Please tick below) Other Categories Is your gender identity the same as the gender you were assigned at birth? Yes No Marital Status Prefer not to say Pregnancy Prefer not to say Prefer not to say Date:
Example Divisions, Departments, Sections—the elements of a typical organisation chart Committees, task groups, special purpose teams, regularly scheduled meetings (e.g., monthly Department Managers) Highly variable: friendships to communities of practice Source of Authority/Legitimacy Senior Leadership Senior Leadership Emerges within the group
Formal/Structural Formal/Special Purpose Informal Size Large: 25 to hundreds Smaller: 10 to 50, but may be larger or smaller Small: 2 to whatever emerges within the group Purpose Channels of authority and accountability as well as “official” communication Completion of assigned tasks Meet needs and interests of individuals involved. Usually a mix of social and work related activity. Type of Communication Some face to face conversation, but much written: reports, memoranda, email Mostly face to face conversation, but some electronic. Work output mostly written: reports, minutes, presentations Mostly face to face conversation, some electronic, rarely written. Venue Within formal structure Within formal structure May emerge within formal structure, or emerge across organisational boundaries Duration Years to life of the organization Depends on function and whether convened for specific task or ongoing (e.g., standing committee). Weeks to years to life of the organisation Highly variable and generally less stable. Some forms persistent while membership changes over time (e.g., communities of practice) Content of Communication Official, “public transcripts” Task Oriented, but within official transcripts Gossip, and “hidden transcripts”, but also trust building and knowledge formation and (Scott, 1990, p14) Structure Well defined by position, rules, policies Well defined by position and skill set Emergent, no specific structure Group Leadership Defined by position. May involve “charisma” but rarely dynamic. Defined by position, skills and experience. May be more dynamic, based on individual skills, experience and personal qualities. Fluid and dynamic within the group, based on needs, personal traits, skills, experience and other factors (Source: Tobin 2016) Within and among these groupings are the technology based communities of practice I’ve described above. In these smaller groupings, which tend to be relatively stable over time, the experience of day to day interaction makes it possible to get to know, with a high degree of certainty, how one’s co-workers are likely to behave in different circumstances. Interaction also helps to shape that behaviour, diminishing uncertainty even further. No amount of exhortation from rather remote senior executives (especially in larger organisations), no matter how eloquent they may be or how exemplary their personal behaviour might be, can have an effect even remotely comparable to everyday, “up close and personal” interaction. In whichever ways these local interactions play into the broader culture of an organisation, trust-building is an entirely local process.
B.9.A compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids Carbohydrates Proteins Lipids Nucleic Acids Atoms Carbon, hydrogen, oxygen C, H, O, nitrogen, sometimes sulfur C, H, O C, H, O, nitrogen, phosphorous Mono-mer Monosaccharide Amino acid No monomer Nucleotide Function Short-term energy storage; structural support; component of cell walls Transport molecules, act as enzymes (speed up rate of chemical reactions) Long-term energy storage; main component of cell membrane Store genetic information; act as instructions to make proteins Example Sugars, glucose, sucrose, cellulose, deoxyribose, ribose Hemoglobin Phospholipids, oils, fats DNA, RNA Picture/Diagram B.9.B compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter and B.4.B
B.10.C analyze the levels of organization in biological systems and relate the levels to each other and to the whole system B.11.A describe the role of internal feedback mechanisms in the maintenance of homeostasis In negative feedback the body responds to an extreme condition by reversing the current direction of change. Example: Maintaining stable blood glucose levels Low blood sugar… pancreas releases glucagon… liver releases glucose into blood… normal blood sugar obtained High blood sugar… pancreas releases insulin… fat cells take glucose from blood… normal blood sugar obtained Example: Maintaining stable body temperature High body temperature… blood vessels dilate and sweat glands secrete sweat… body temperature returns to normal Low body temperature… blood vessels constrict and muscles contract… body temperature returns to normal In positive feedback the body responds to an extreme condition by promoting the current direction of change. Example: Giving birth Oxytocin is continuously secreted to stimulate uterine contractions.
55. Describe insight learning and explain which type of species has this kind of behavior. Reasoning. The ability to apply something learned to a new situation. Comman among humans and other primates. 56. Complete the following Chart of Animal Behavior. Type of Behavior Explanation of Behavior Survival Value of Behavior Suckling This is when an organism is born knowing how to ‘suckle’ or obtain milk from its mother. Allows for newborns to get nutrition Insects moving away or toward light Positive Phototaxis and Negative Phototaxis Feeding and protection Migration This is when organisms move from one place to another periodically, generally in response to temperature or food availability. Maintaining food source/ GOOD BREEDING Estivation This is when an organism goes dormant for a long period of time to escape hot temperatures. Surviving extreme conditions (hot) Hibernation This is when an organism goes dormant for a long period of time to escape cold temperatures. Surviving extreme conditions (cold) Habituation This is when an organism learns to ignore a stimulus because it is repetitive and is not providing any valuable information. Conservation of energy Imprinting This instinctive behavior is when some baby bird species will follow the first moving object they see, usually the mother. Keeps newborn close to mother for food and protection Classical conditioning Any time an animal learns to make a connection between a certain behavior and a given reward or punishment. Allows animal to make beneficial choices Trial and error When faced with two choices, an organism can learn to choose the option with the best reward. same Communication using pheromones Chemical signals Increases fitness through mating Courtship dances When an individual performs some ritual – either sounds, visual display, pheramones, etc. – in order to attract a mate. same Territoriality This is when an organism will defend or mark a defined living space. Decreases competition 57. Which of the above behaviors are innate (or instinct)? All but those listed in 59 58. Which of the above behaviors are learned? Classical conditioning, HABITUATION, and trial and error 59. Which of the above behaviors are social? Courtship and territoriality AND SOME MIGRATION Goal 5: Learner will develop an understanding of the ecological relationships among organisms. 15-20% 5.01 Investigate and analyze the interrelationships among organisms, populations, communities, and ecosystems (techniques of field ecology, abiotic and biotic factors, and carrying capacity)
Area of Learning: Applied Design, Skills, and Technologies — Robotics Grade 12 BIG IDEAS Design for the life cycle includes consideration of social and environmental impacts. Personal design interests require the evaluation and refinement of skills. Tools and technologies can be adapted for specific purposes. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Understanding context Engage in a period of user-centred research and empathetic observation to understand design opportunities Defining Establish a point of view for a chosen design opportunity Identify potential users, intended impacts, and possible unintended negative consequences Make decisions about premises and constraints that define the design space, and develop criteria for success Determine whether activity is collaborative or self-directed Ideating Identify and examine gaps for potential design improvements and innovations Critically analyze how competing social, ethical, and sustainability considerations impact creation and development of solutions Generate ideas to create a range of possibilities and add to others’ ideas in ways that create additional possibilities Evaluate suitability of possibilities according to success criteria, constraints, and potential gaps, and prioritize for prototyping Work with users throughout the design process Students are expected to know the following: advanced robotics design and production sensors robotic technologies in industry, research, and education syntax language related to robotics flow charts, hierarchy charts, and data sheets with standard symbols feedback loops communication protocols battery technology wireless communication options wiring and cabling robotic systems working together to complete a challenge or task design for the life cycle future career options and opportunities in robotics design, production, and emerging applications interpersonal and consultation skills for interacting with colleagues and clients
-Don’t put commas between compound verbs: NO: Othello doesn’t believe Desdemona, and wants her dead. YES: Othello doesn’t believe Desdemona and wants her dead. -Don’t use the phrase “Being that” -Do not use “Although” when you mean “However,” -Review your work for fragements, comma splices, fused sentences -DO NOT use “In this essay I will” or similar phrases. -Don’t use direct quotes from your text in the Intro or Conclusion 4. Common Usage Errors To/Too/Two Hour/Our They’re/Their Its/Its LIE/LAY! Your/You’re Allusion/Illusion ` A lot/A lot REVIEW HERE:
Area of Learning: Applied Design, Skills, and Technologies — Textiles Grade 12 BIG IDEAS Design for the life cycle includes consideration of social and environmental impacts. Personal design interests require the evaluation and refinement of skills. Tools and technologies can be adapted for specific purposes. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Understanding context Engage in user-centred research and empathetic observation to determine design opportunities and barriers Defining Identify and analyze potential users or consumers for a chosen design opportunity Identify criteria for success, constraints, and possible unintended negative consequences Ideating Identify, critique, and use a variety of sources of inspiration and information Take creative risks in generating ideas and add to others’ ideas in ways that enhance them Screen ideas against criteria and constraints, and prioritize them for prototyping Critically evaluate the impacts of competing social, ethical, economic, and environmental considerations on the availability of textile items locally, nationally, and globally Work with users throughout the design process Prototyping Choose an appropriate form, scale, and level of detail for prototyping Analyze the design for the life cycle and evaluate its impacts Students are expected to know the following: complex textile designs relationship between fibre content, fabric type, and textile use methods for designing patterns textile manipulation techniques regulations and agencies that influence production, labelling, and distribution of textile items historical uses of textile items and their influence on modern textile use First Peoples historical and current textile knowledge and practices ethical and environmental issues in the production and marketing of textile items, including cultural appropriation forecasting practices and how they are used in the development and creation of textile items design for the life cycle future career options in textile design, production, and distribution interpersonal and consultation skills, including ways to interact with clients
Order- Primates (nails, clavicle, orbits encircled with bone, enlarged cerebrum, opposable digits- thumb, it can turn backwards). Family- Homidae (bipedal- walk straight up on two feet, advanced tool use Genus- Homo (Human like) Species- sapiens (of relating to) 6 Kingdoms: - Archaebacteria - Eubacteria -Protista -Fungi -Plantae -Animalia Kingdom Characteristics Monera Archaebacteria and Eubacteria Protista Fungi Plantae Animalia -Bacteria -Prokaryote -Unicellular -Aerobic / -Protists -Eukaryote -Unicellular -Aerobic, - Eukaryote - Multicellular - Aerobic - Decomposer - Eukaryote - Multicellular - Aerobic - Producer - Eukaryote - multicellular - Aerobic - Consumer
Unit 1: Quadratics Revisited Simplify each of the following expressions. 1) i45 = i 2) i72 = 1 3) i130 = -1 4) i453 = i 5) i480 = 1 6) i1241 = i 7) (2 + 3i) + (9 + 4i) 8) (3 + 4i) + (7 – 2i) 9) (9 + 2i) – (12 – i) 11 + 7i 10 + 2i -3 + i 10) (5 – 3i)(3 + 7i) 11) (7 – 2i)(3 – 5i) 12) 36 + 26i 11 - 41i 13) 14) |2 + 3i| 15) |5 – 2i| Solve the following by factoring. 16) x2 + 8x + 16 = 0 17) x2 – 6x = –9 x=-4 x=3 18) x2 + 8x = –12 19) x2 – 7x + 10 = 0 Solve the following by completing the square and the square root method. 20) x2 + 4x + 1 = 0 21) x2 – 6x + 2 = 0 Solve each of the following using the quadratic formula. 22) x2 + 3x – 5 = 0 23) 2x2 + 5x – 3 = 0 -3 and ½ Factor and solve the following. 24) x2 – 9 25) x2 + 9 26) x2 + 16 Simplify the following completely. 27) 28) 29) Unit 2: Operations with Polynomials Find the sum or difference of the following. (4y - 2y2 + 7) - (3y - 2y2 + 6) y + 1 (12x – 2x3 +4) + (2x – 8x2 ) (4x2 - 6x -9) + (-5x2 + 2x +11) -x2 -4x +2 ( y - y2 ) - (2y - 2y2 ) y2 -y
E. Recognize and solve midsegment of a triangle problems A midsegment connecting two sides of a triangle is parallel to the third side and is half as long. 11. 12. F. Recognize and solve triangle proportionality theorem problems If a line to one side of a intersects the other two sides of the triangle, then the line divides these two sides proportionally. 13. 14. G.Solve for x in problems involving the sum of the interior angles of a triangle. The interior angles of a triangle sum to 180°. 15. 16. H. Recognize and solve problems involving the congruent base theorem. If two sides of a are , then the angles opposite those sides are . 19. 20. I. Name Corresponding Parts of Triangles. 25. 26. J. Determine if two triangles are congruent. Remember the 5 ways that you can do this: SSS, SAS, ASA, AAS, HL 27. 28.
Find the area of circles 17. The area of a circle is 31.4 cm2. What is the radius? 18. Find the area of a circle with a diameter of 22 inches. Find the area of sectors 19. Find the area of the shaded region 20. Find the area of the shaded region. Find the circumference of circles 21. Find the circumference of a circle with a radius of 8 m. 22. The circumference of a circle is 25.12 ft. What is the radius? Find arc lengths 23. Find the arc length of 24. Find the arc length of . Word Problems 25. A birthday cake is sliced into 8 equal pieces. The arc length of one piece of cake is 6.28 inches, as shown. Find the diameter of the cake. 26. A wall clock has an area of 452.39 in2. Find the diameter of the clock. Then find the area of the sector formed when the time is 3:00. Volume Cylinder Sphere Pyramid: B= base area Cone B=Base area Equation of circles Standard form : (x-h)2 + (y-k)2 = r2 Center ( h, k), radius r
Individual rights – every person has basic rights Consent of governed – people create the government Representative government – people vote for representative who in turn make decisions for them. Federal Government National – US Constitution State – State Constitution Local – Different set ups and least amount of power, yet closest to the people State Government Executive – Governor Is like the president of the State, makes decisions that are important to that state Legislative Most states have bicameral legislatures that make the laws for those specific states Judicial States also have state courts to deal with the state laws Local Government County – state’s largest territorial unit City – local area with a government Town – smaller than a city, but larger than a village Village – smallest unit of local government Types of City Governments Mayor – one executive and lawmakers Council – are the lawmakers Commission – a group that is the executive and legislative Florida and US Constitution Establish 3 branches of government State that all people are equal when it comes to the law ONLY FLORIDA’s CONSTITUTION Creates county government Established public school Is reviewed every 20 years Economics 101 (Basics) Scarcity – not enough of something for everyone who wants it Economic Systems Command – government is in control Traditional – people do what their families have done in past generations Market – people are free to make their own economic choices USA Mixed Economy – Command and Market – people are free, but the government sets certain regulations Competition – great for consumers to keep prices lower Monopoly – when there is no competition Anti-Trust – laws to prevent monopolies
Simpson v Australian Health Practitioner Regulation Agency (AHPRA) and Nursing & Midwifery Board of Australia (NMBA) - DCCIV-14-296 (Partially funded) - Race discrimination As at 30 June 2014, this case was awaiting scheduling at the Tribunal. Gordon v Department for Education and Child Development - DCCIV-13-1883 (Fully funded) - Disability discrimination As at 30 June 2014, parties were in negotiation. If the Commissioner declines a complaint, the complainant has a right under the Act to take their complaint to the Tribunal. In these cases, they do not receive financial assistance from the Commissioner and can either represent themselves or engage a lawyer to represent them. In 2013-14, 32 complaints that were referred to the Tribunal and registered were not funded by the Commissioner. Note that a number of complaints made by one complainant may be registered as one Tribunal matter if they are related. As at 30 June 2014, the following “unfunded” complaints were either waiting to be heard, or awaiting an outcome: Stephens v South Australia Police - - Sex and disability discrimination The complainant did not appear at two scheduled hearings. The complaint was dismissed. Lynch v Department for Education and Child Development - DCCIV-13-414 - Disability discrimination Awaiting Tribunal hearing. Ragless v South Australian Field and Game Association - DCCIV-14-787 - Disability discrimination Awaiting Tribunal hearing. Ragless v Brian Stokes - DCCIV-14-788 - Whistleblower Awaiting Tribunal hearing. Ragless v South Australia Police - DCCIV-14-789 - Whistleblower Awaiting Tribunal hearing. Ragless v Police Ombudsman - DCCIV-14-790 - Whistleblower Awaiting Tribunal hearing. Ullrich v Adelaide Exchange Jewellers - DCCIV-13-2691 - Disability discrimination Matter withdrawn by complainant. Lawler v Independent Pub Group Pty Ltd - DCCIV-13-2941 - Caring responsibilities discrimination Matter withdrawn by complainant. Majok v Adelaide Resource Recovery Pty Ltd - DCCIV-13-2723 - Disability and race discrimination Matter withdrawn by complainant.
6) Which of these is the BEST title for this table? A) Democratic Countries across Europe B) Media Control in the Twentieth Century C) Political Parties of Religious Leaders D) Totalitarian Governments through History 7) The Supreme Court decision in Marbury v. Madison established the A) principle of federalism. B) principle of judicial review. C) power of a strong chief executive. D) supremacy of the national government.
D) politics and public opinion. 3) What group was created in 1993 to provide volunteer opportunities within the United States? A) Americorps B) Peace Corps C) Teach Corps D) Patriot Brigade 4) Which U.S. Supreme Court decision made it illegal to achieve diversity through the use of racial quotas? A) The State of Texas v. Johnson (1989) B) Brown v. Board of Education of Topeka, Kansas (1954) C) Regents of the University of California v. Bakke (1978) D) Swann v. Board of Education of Charlotte-Mecklenburg, North Carolina (1971) 5) If you purchase AT&T stock at $100 a share in August, and each month AT&T stock falls consistently, what would BEST describe the stock market during that time? A) Bear Market B) Bull Market C) Inflated Market D) Deflated Market 6) "We the People of the United States, in Order to form a more perfect Union, ____________, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America." - Preamble to the United States Constitution Which phrase completes the blank? A) establish Justice B) ensure Sovereignty C) guarantee Rights D) extend Freedom 7) Which of these forms of taxation has been criticized for placing an excessive burden on people with less ability to pay?