zilongwang/ReadingBank huggingface dataset:
TORQUAY ACADEMY Application Form – Performing Arts Academy Audition Date: Saturday 7th October 2017 9.00am – 12.00pm Student Details First Name Surname Date of Birth Gender Address Town County Post Code Parent Contact Name Home Tel. Mobile Tel. Email Current School Area of Interest (please circle) Drama Dance Performing Arts Achievements & Experience Parent Signature: Signed (e-signature also accepted) Name Date Please return completed application forms by 22nd September 2017 to: or send direct to: Torquay Academy Cricketfield Road Torquay TQ2 7NU
GM0V 21 SVQ in Performing Engineering Operations at SCQF Level 4 To attain the qualification candidates must complete 5 units in total. This comprises: 3 mandatory units 2 optional units Please note the table below shows the SSC identification codes listed alongside the corresponding SQA unit codes. It is important that the SQA unit codes are used in all your recording documentation and when your results are communicated to SQA. Mandatory units: Candidates must complete all 3 units from this group SQA code SSC code Title SCQF level SCQF credits HE9D 04 Complying with Statutory Regulations and Organisational Safety Requirements 5 5 H4R4 04 SEMPEO1-02 Working Efficiently and Effectively in Engineering 4 5 H4R3 04 SEMPEO1-03 Using and Communicating Technical Information 4 5 Optional units: Candidates must complete 2 units from this group SQA code SSC code Title SCQF level SCQF credits H021 04 Making Components Hand Tools and Fitting Techniques 4 14 H022 04 Assembling Mechanical Components 4 14 H023 04 Carrying out Pipe Fitting Activities 4 13 H024 04 Using Lathes for Turning Operations 4 16 H025 04 Using Milling Machines 4 16 H027 04 Carrying out Routine Servicing of Mechanical Equipment 4 13 H029 04 Carrying out Sheet Metal Cutting, Forming and Assembly Activities 4 14 SQA code SSC code Title SCQF level SCQF credits H02A 04 Cutting and Shaping Platework Components 4 14 12
H02B 04 Using Oxy-Fuel Gas Cutting Equipment 4 14 H02C 04 Manual Metal Arc Welding Equipment 4 14 HH8R 04 Using Semi-Automatic MIG or MAG Welding Equipment 4 14 H02H 04 Wiring Electrical Equipment and Circuits 4 H02N 04 Assembling Electronic Circuits 4 14 H02R 04 Making Components from Materials 4 12 H02S 04 Assembling Engineering Woodwork Components 4 11
RISK ASSESSMENT – RISKS AND MITIGATION *Degree of Risk – 1= green (none or minimal); 2 = amber (moderate); 3 = red (high/severe) Risk Category Potential Harm Risk Present? Yes/No Degree of Risk * Description of specific risk and mitigation/ control measures Notes/ Comments Date Risk Assessed 1 Environmental/physical Falling injury Minor or serious injury Exposure to extremes of temperature Exposure to adverse weather conditions Injuries from staging/ scenery Participation in stunts/ in the vicinity of stunts/ special effects Risk Category Potential Harm Risk Present? Yes/No Degree of Risk * Description of specific risk and mitigation/ control measures Comments Date Risk Assessed 2 Health Infection Sudden illness Fatigue Illness or injury Dehydration Illness/fainting episodes Inappropriate diet Feeling unwell/ nausea Risk Category Potential Harm Risk Present? Yes/No Degree of Risk * Description of specific risk and mitigation/ control measures Notes/ Comments Date Risk Assessed 3 Psychological
Lighting Characterisation (physicality, use of voice, gesture, facial expression) Staging (where in the space the action takes place) Choreography Version details (who is performing, date, url) Set design and props Costume design Lighting Characterisation (physicality, use of voice, gesture, facial expression)
Above mentioned clinical instructors will proctor students during clinical rotations. Clinical Instruction Plan Perfusion Clinical Instructors, location, and responsibilities Perfusion Clinical Instructors Location Responsibilities Brian Schwartz (609) 413-6027 Thomas Jefferson University Hospital Program Director/Clinical and Didactic Instructor Amy Tropea (484) 919-9334 Thomas Jefferson University Hospital/Abington Memorial Hospital Clinical Instructor Mark Napoli (609) 235-4146 Thomas Jefferson University Hospital/Abington Memorial Hospital Clinical Coordinator/Clinical Instructors Charles Yarnell (215) 512-8957 Thomas Jefferson University Hospital/Abington Memorial Hospital Clinical Instructor Bob Layton (610) 217-4767 Abington Memorial Hospital Clinical Instructor Rachael Woods (609) 427-5059 Thomas Jefferson University Hospital/Abington Memorial Hospital Clinical Instructor Megan Walsh (856) 693-2376 Thomas Jefferson University Hospital/Abington Memorial Hospital Clinical Instructor Joseph Leo (215) 512-8957 Thomas Jefferson University Hospital/Abington Memorial Hospital Clinical Instructor The clinical affiliates for the perfusion program at Thomas Jefferson University will be as follows:
CDS Family & Behavioral Health Services, Inc. FY 2011-2012 Performance Improvement Plan Goal Indicator/Outcome Data Source Program Timing Obtained By Type of Measure Satisf. Effective Efficient Access Participants satisfaction with services 90% of average scores per question will be ‘4’ or greater (scale of 1 -5). Participant Satisfaction Survey Drug Free Communities, Independent Living, SAMH- East, SAMH-Central All participants served Monthly Reports Data Systems Manager Data collected by: Front Desk Staff; Counselor or designated staff member X Participants satisfaction with services 90% of average scores per question will be ‘3’ or greater (scale 1-4). Participant Satisfaction Survey CINS/FINS Monthly Reports Data Systems Manager Data collected by: Front Desk Staff; Counselor or designated staff member X Participant successful completion of services 85% of participants will successfully complete CINS/FINS services. NETMIS CINS/FINS Monthly Reports Data Systems Manager Data collected by: Counselor/Case Manager or designated member X Reduce juvenile crime for at risk youth. 90% of youth served in CINS/FINS programs will remain crime free. NETMIS CINS/FINS Monthly Reports Data Systems Manager Data collected by: Counselors or designated staff members. X Reduce the NETMIS data entry lag time to less than 10 days. 90% of intakes will be entered within 10 days. NETMIS CINS/FINS Monthly Reports Data Systems Manager Data collected by: Designated Data Entry Staff by site. X
Complete follow ups of discharged CINS/FINS participants. Follow up will be completed on 90% of participants who are discharged from CINS/FINS programs. NETMIS CINS/FINS Monthly Reports Data Systems Manager Data collected by: Counselors or designated staff members. X Increase SAMH performance 95% of SAMH direct service staff shall meet at least 90% of expected level of contact hours as measured on a monthly basis (staff with CDS over 3 months). Medical Manager SAMH Monthly Report Data Systems Manager SAMH direct service staff X Responsive to stakeholders 90% of stakeholders surveyed will agree or strongly agree that CDS has staffs that are accessible to their organization. Stakeholders Surveys All programs Annually Chief Operations Officer Quality Assurance Coordinator X Reduce costs associated with Youth Care Worker supervision of participants in the residential programs Establish biweekly budgetary guidelines for staff coverage based on licensure requirements and historical experience and provide managers biweekly personnel expenditure reports to utilize for planning and to track progress. Bi-weekly Youth Care Worker Payroll Analysis Report CINS/FINS Residential Biweekly Report Chief Financial Officer Data Systems Manager Expenses controlled by: Coordinators X Reduce and/or control programs variable costs. Establish program budgets based on historical experience and provide managers monthly expenditure reports to utilize for planning and to track progress. Coordinator Budget Reports All programs Monthly Report, one week prior to EMT Chief Financial Officer Data Systems Manager Expenses controlled by: Coordinators X
RETURN TO TABLE OF CONTENTS Seeks involvement from diverse perspectives and areas of the department and/or University to solve problems; Understands the organization and the effect decisions have on other parts of the organization; Proactively anticipates and addresses concerns of employees, peers, upper management, and customers; Formulates alternative/creative solutions to problems; Resolves sensitive issues without making the situation worse; Provides advice and/or information to individuals and teams in a timely manner; Makes timely decisions with quality outcomes. Makes Effective Decisions Gathers information on an issue, impartially considering all sides and makes logical decisions that are clear; Evaluates positive and negative alternatives within time and resource constraints; Uses agreed upon criteria for decision- making rather than hidden agendas; Delegates decision-making responsibility when appropriate; Considers the total organization when making decisions; Keeps the department's long-term goals in mind when addressing short-term issues and problems. Takes Responsibility Follows-through on commitments; Only promises that can be kept; Acts like a business owner, taking care of the needs of the unit; Takes responsibility for actions, results, and mistakes; Is willing to accept additional responsibility or authority.
Final Review Discussion Overall Performance Rating: (E) Exceeds Excellent Results Achieved Excellent performance results that fully satisfied requirements of the job and had a significant, demonstrable effect on the department’s success. (M) Meets Achieved Established Results proficient performance results that fully satisfied requirements of the job. (I) Inconsistent Achieved Inconsistent Results Inconsistent performance results that did not fully satisfy the requirements of the job. (B) Below Did Not Achieve Expected Results Performance results that did not meet established goals and expectations. Performance Improvement Plan (PIP) required (N) New Too New to Evaluate Developing in a new position held less than 6 months. Overall Rating Supervisor’s Overall Performance Summary (This should summarize the employee’s performance results): Employee Comments: ACKNOWLEDGEMENT
Strategic Objectives and Performance Indicators FY12 Actual FY13 Actual FY14 Plan/Actual FY15 Plan FY16 Plan Strategic Objective 2.1 Increase the efficiency of GSA operations (cont.) Percent of leased revenue available after administering program ↔ -0.3% 0.1% 0 to 2%/-1.0% 0 to 2% 0 to 2% New construction projects on schedule ↑(discontinued ) 93% 100% 90%/100% 90% n/a Capital projects on schedule ↑ (expanded to include repairs and alterations) 85% 89% 90%/97% 90% 90% Attendance levels for Federal Acquisition Institute training courses↑ 86% 89% 80%/92% 85% 90% Percentage of public sale properties awarded within 135 days↑ 100% 98% 90%/94% 90% 90% Percentage of non-competitive and donations awarded within 220 days↑ 91% 88% 90%/93% 90% 90% Strategic Objective 2.2 Enhance asset management Percent of government-owned properties achieving a return on equity of at least six percent ↑(discontinued) 71.8% 72.4% 78.9%/73.9% 78.9% n/a Cost of cleaning and maintaining space against private sector benchmarks ↔ (revised as shown below) 3.7% 3.1% +/- 5%/3.7% n/a n/a Operating within market range ↑(adjusted to present data in a new manner) 72% 70% 80% 80% Strategic Objective 3.1 Enhance relationships with our customers, suppliers and stakeholders Tenant satisfaction with government-owned and leased space ↑ 73% 63% 75%/61% 63% 65% Customer loyalty with acquisition services ↑ 7.6 8.3 7.8/7.4 8.0 8.0 Supplier satisfaction with acquisition services ↑ 3.0 3.05 3.10/3.04 3.05 3.10 Percent of key policy stakeholders who rate policy initiatives effective ↑ 86% 93% 85%/92% 85% 85% Cumulative number of innovative solutions ↑ Baseline 5 10/10 15 20 Number of active citizen points in millions ↑ (new methodology for FY15) 231 416 baseline/425 433 476 Strategic Objectives and Performance Indicators FY12 Actual FY13 Actual FY14 Plan/Actual FY15 Plan FY16 Plan
Strategic Objective 3.2 Support and disadvantaged business Percent of dollars awarded to small business prime contracting ↑ 40.1% 37.0% 40.0%/TBD 32% TBD*** Percent of dollars awarded to small business through subcontracting ↑ 26.0^ 24.6% 25%/TBD 29% TBD*** Percent of MAS business volume from businesses ↑ 34.0% 33.0% 33.0%/37% 33.0% 33.0% Management Objective m.1 Deliver a mission workforce Time to hire (in days) ↓ 96 86 80/88 80 80 Employee Engagement Score ↑ 71% 69% 71%/69% 71% 71% Management Objective m.2 Streamline information technology and improve data quality and reporting Number of consolidated enterprise information technology services successfully implemented ↑ Baseline 2 3/3 4 5 Commodity information technology savings ↑** NA/8.3% 7.9% 4.3% GSA IT cost reduction from FY2014 baseline ↑ (new) Baseline 8% 12% Desired direction: ↑= increasing ↓= decreasing ↔ = within range * Priority Goal Indicator ** Contextual Indicator *** Target set later by Small Business Administration
Set high expectations which inspire, motivate and challenge pupils Lesson observation: Learning walk: Work scrutiny: Personal reflection: Target 2 Manage behaviour effectively to ensure a good and safe learning environment Success criteria Target met because: Lesson observation: Learning walk: Work scrutiny: Personal reflection: Target 3 Personal target: Success criteria Target met because: Lesson observation: Learning walk: Work scrutiny: Personal reflection: Signature: Appraiser signature: Date: Date: Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are forge positive professional relationships; and work with parents in the best interests of their pupils. 1.Promote good progress and outcomes by pupils • be accountable for pupils’ attainment, progress and outcomes • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching • encourage pupils to take a responsible and conscientious attitude to their own work and study. Impact could be: Pupils’ attainment, progress and outcomes in all sub groups are in line with or exceed targets Pupils are able to learn and develop existing skills as a result or personalised target setting
Controlling COPD and Chronic Lung Disease - Preventing a Hospital Stay How do I feel today? What to do  Green Zone No action needed. This zone is your goal. You are in control. Yellow Zone Take action today! Call Perham Living Home Care 218-347-1880 or your Healthcare Provider if you have any of the following: Red Zone Take action now! Go to Emergency Room, or Call 911, if you have any of the following: How is my energy level? My energy is my normal. My activity level is my normal. I am feeling much more tired. I have less energy. I am very tired, no energy. Am I short of breath? I do not feel short of breath: No new or worsened cough No new or increased mucus No changes to my sleep pattern. I feel: Like I have a chest cold My cough is worse My mucus is thicker My mucus has changed color, green, brown, or pink I have increased shortness of breath I need to increase my supplemental oxygen I feel: Short of breath at rest I am wheezing I am coughing up blood I cannot sleep because of my breathing Are my medications working? I am taking my normal medications. My medication(s) are not working: I need my relief inhaler more often I need my nebulizer more often Do I have swelling? I do not have new or increased swelling. I do have new or increased swelling in my: Feet, ankle, leg My weight is up 2lbs+ overnight I have severe swelling in my: Feet, ankle, leg Hands Face My other signs of COPD. I have: a fever or shaking chills confused or very drowsy pains/tightness
& Accountability Subject to the obligation to report, explain or justify something; responsible; answerable. Accreditation Public health department accreditation is the development of a set of standards, a process to measure health department performance against those standards, and reward or recognition for those health departments who meet the standards. AIM Statement PERFORMANCE MANAGEMENT PLAN
Quality Project/ Activity Summary Report Title of Project: Division/Area Reporting: Date: Initial report to QC Date: Overall Objective for Project: Lead Staff: Complete Date: Report back to QC Date(s): Method Utilized: QI or larger scope process improvement QI (single program or smaller scope process improvement) QP (new process/service design) Analysis Summary: If QI: What root causes were identified? If OP: What key customer needs were identified? Analysis tools Utilized: (Check all that apply} Flow Charts Pareto Diagram Histogram Cause-Effect Diagrams Data Collection Matrix Other: 05s BPA/ Work Flow Analysis Other: Qualitative Survey Affinity Diagram Customer Needs Matrix Benchmarking Other: Change Summary: Briefly describe changes made and how they address either identified root causes or customer needs: Measure #1 Measure#2 Measure#3 Statement of measure: (A %, number, count, average) (e.g. Percent of high risk pregnant women with prenatal visit in 1'1 trimester) Target Population: (e.g. All pregnant women) Numerator: (Fill this out if your measure is a %} (e.g.# high risk pregnant with 151 trimester prenatal visit) Denominator: (Fill this out if your measure is a %) (e.g. # of high risk pregnant women Source of data: (e.g. Clinic visit records) Baseline: (e.g. 85%) Target or Goal: ( e.g. 90%)
Community Perinatal Mental Health Service Referral Form Patients details Name: Date of Birth: Address: Tel No: GP details Name: Surgery: Tel No: NHS No: Rio No: Pre-pregnancy planning Antenatal Postnatal Reason for referral including CURRENT MENTAL (symptoms, duration, diagnosis, social situation): We welcome initial contact / enquiries for advice from any professional on 0117 9195826 Please ensure that all requested information is supplied to assist in our triage of this referral. EDD (if pregnant) Child Details: Name: D.O.B: Significant others: (nearest relative/ next of kin/partner/family) Name: Relationship: Tel: Carer: Y N Planned place of delivery: St Michaels Southmead Weston Cossham Other: Ethnicity: Interpreter required: First language: Date: Time of referral: Referral taken/received by: Referrer Name: Base: Tel No: Agencies Involved Name Base Tel No Mental Health Care coordinator: Responsible Consultant Psych: Obstetrician: Midwife: Health Visitor: Social Services: Other: Psychiatric History
In the 9 to 18 months that it takes to complete the newborn case management, some patients will move without providing the LHD with new contact information. To find patients, LHDs may use Women Infants and Children (WIC) and Medicaid databases to locate updated demographics. Additional tips for locating these patients can include: Call telephone information (411) Internet search engines (e.g., Google or white pages) Directories that list occupants of each household; most STD programs have directories like this. Old phone numbers listed in patient paperwork. Sometimes relatives or friends may still be at that number. Transpose the digits of telephone numbers and addresses. Search health department records. A patient can be classified as “lost to follow-up” and the file closed once the following conditions are met and the Kentucky Perinatal Hepatitis B Coordinator believes further investigation would be fruitless. Examples include: Failed phone contact after three calls. Failed home visit. Failed mail deliveries including returned certified letters. Parent refuses to participate in case management with the Perinatal Hepatitis B Prevention Program. Document all attempts to find infants and their parents. If an infant is lost to follow-up and the infant is later located, the case should be reopened and follow-up continued from that point. Consult the Kentucky Perinatal Hepatitis B Prevention Coordinator for assistance. Optional Forms and Templates for Perinatal Hepatitis B Prevention Program (PHPP) (See CCSG Section) Attachment 1: EPID 395 form PHPP Case Management Worksheet Attachment 2: PHPP Introduction letter for the Mother Attachment 3: Delivery Reminder Letter Attachment 4: Hospital Notification Letter Attachment 5: Letter to the Primary Care Provider Attachment 6: Case Management Form for the Primary Care Provider Attachment 7: Vaccination Reminder Letter to the Mother Attachment 8: Serology Reminder Letter to the Mother Attachment 9: Serology Reminder Letter to the Primary Care Provider Attachment 10: Completed Case Notification Letter Additional Resources Perinatal Hepatitis B Prevention Program at the CDC’s Website at .
All District Health Boards PERINATAL MENTAL HEALTH SERVICES - MENTAL HEALTH ADDICTION SERVICES TIER LEVEL TWO SERVICE SPECIFICATION STATUS: It is compulsory to use this nationwide service specification when purchasing this service. MANDATORY Review History Date First Published on NSFL June 2010 Working review: February 2010 Amendments – Removal of unapproved Purchase Unit MHMK90C. Minor editing changes for consistency. February 2011 Amendments: clarified reporting requirements February 2013 Consideration for next Service Specification Review Within five years Note: Contact the Service Specification Programme Manager, National Health Board Business Unit, Ministry of Health to discuss proposed amendments to the service specifications and guidance in developing new or updating and revising existing service specifications. Nationwide Service Framework Library web site PERINATAL MENTAL HEALTH SERVICES - MENTAL HEALTH ADDICTION SERVICES TIER LEVEL TWO SERVICE SPECIFICATION
Class Period____period 1 even _ Health Topic Groups and Topics Group # Name #1 Name #2 Topic Presentation Date 1 Sage G. Emma Grace S. Stem Cell Research Feb. 23rd 2 Ben E. Ethan S./Donald V. Parasites Feb. 23rd 3 Abby H. Gigi M. Lung Cancer Feb. 23rd 4 Hailey T. Jason S. Allergies Feb. 23rd 5 Jarrett S. Megan G. AIDS Feb. 25th 6 Aaryn R. Tate I. Concussions Feb. 25th 7 Colton M. Jack R. Autism Feb. 25th 8 Jade C. Garrett H. Diabetes Feb. 25th 9 Cady K. Emma W. ALS Feb. 29th 10 Maddi E. Rowan M. Flu Feb. 29th 11 Kristen A. Nora H. Internet Addiction Feb. 29th
SFI From the Time Period Three Sisters (Corn / Beans / Squash) Spanish Introduction of the Horse Impact on Plains Indians / Bison Eastern Woodland Tribes Northwest Indians Pueblo Indians Hernando Cortez and the domination of the Empire / Conquest Columbus Columbian Exchange Plants, Animals, Diseases Causes and Consequences Population Explosion Migration, Colonization, Development of Capitalism Advances in Sailing Technology Slave Trade Causes / Consequences Companies Destruction of Native Flora Fauna by Disease (Cattle replace Bison, etc.) Encomienda System (Slavery of the Indians) De Las Casas v. Sepulveda Black Legend Spanish Caste System Themes / (European Interactions) * Europeans adopted the Three Sisters, particularly in New England and the Chesapeake, which allowed them to stay alive * Native Americans adopted European technology, including knives, pots, and weapons * Native Americans took advantage of the European desire for furs to gain European trade goods *Iroquois Confederacy played the French and British off against each other for over a century * Columbus seizing Native Americans and enslaving them, on the of African slavery from Portugal * Spanish forcibly assimilating Native Americans into Catholicism * French Jesuits living among Natives to convert them gently * Columbus thought Native Americans were Indians * Moctezuma thought Cortés was the god Quetzlcoatl * Native Americans didn’t understand the concept of owning the land; when they “sold” the land, they didn’t think it was permanent (Manhattan sold to the Dutch); Europeans insisted the sales were permanent * Plains Indian fought by counting coup, while Europeans fought to kill * Native American men hunted, while women often did the farming; Europeans appalled by this division of labor * Europeans adopted the Three Sisters, particularly in New England and the Chesapeake, which allowed them to stay alive * Native Americans adopted European technology, including knives, pots, and weapons * Native Americans often learned European languages and converted to Christianity, particularly in the Spanish empire
(March – April 1841) “Old Tippecanoe” “His Accidency” Extra Notes/Info on William Henry Harrison: John Tyler Whig (1841-1845) Irish Potato Famine (1840s) Shakers (1840s) Dorothea Dix and Mental Hospitals (1840s) American Renaissance (1840s) Brook Farm (1841) Commonwealth v. Hunt (1842) Webster-Ashburton Treaty (1842) Annexation of Texas (1845) Extra Notes/Info on John Tyler: James K. Polk Democratic (1845-1849) Election of 1844
challenged during Reconstruction Immigration and Interaction in the West Oregon Trail Missions in California Mexican American War Commodore Treaty of Kanagawa Anti-Catholicism / Nativism Know-Nothing Party Homestead Act Transcontinental Railroad Domination of Hawaii William Seward’s Follow Chinese Immigration (Issues / Effects) Battle of Little Bighorn Destruction of the Bison The Road to Civil War Abolitionism Slavery as a Positive Good Paternalism Biblical Justifications for Slavery Free Soil Party / Dispute over Labor Wilmot Proviso Popular Sovereignty Compromise of 1850 / Fugitive Slave Act Personal Liberty Laws Against Kansas” Caning of Charles Sumner Tom’s Cabin The Dred Scott Decision Lincoln-Douglas Debates James Buchanan Civil War Ordinances of Secession Northern Advantages / Disadvantages Southern Advantages / Disadvantages Problems of Confederate Government Alexander Stephen’s Cornerstone Speech Anaconda Plan Domestic Issues in the North Unpopularity of the War Draft Riots Domestic Issues in the South Effective Blockade Inflation Rebellious Slaves Draft “Rich man’s war, poor man’s fight” Northern Economy booms Emancipation Proclamation U.S. Colored Troops Lincoln’s Constant efforts at Reconciliation / Reunification (10% Plan / 2nd Inaugural) Prosecution of the War: ---Shiloh / Vicksburg and U.S. in the West (Completion of Anaconda Plan) ---Chancellorsville / Robert E. Lee vs. Slow Generals (McClellan) in the East ---Chattanooga / Atlanta / March to the Sea ---Surrender at Appomattox / Surrender of Joseph Johnston to Sherman in May ---Assassination of Abraham Lincoln Reconstruction 13th / 14th / 15th Amendments Presidency of Andrew Johnson Impeachment Tenure of Office Act Radical Reconstruction Reconstruction Act of 1867 Military Occupation of the Must Ratify 14th Amendment (Characteristics of Black Reconstruction Governments and Southern Resistance) Black Codes / Sharecropping Freedman’s Bureaus The Administration of U.S. Grant Credit Mobilier Scandal Whisky Ring Scandal KKK / Force Act of 1871 Panic of 1873 and depression Split in the Republican Party Corrupt Election of 1876 (Tilden v. Hayes) 1877 Troops removed from the South Redeemers (Southern Democrats)
UNITED STATES HISTORY TERMS LIST UNIT 9 The Gilded Age Conquest of the American West Homestead Act Morrill Land Grant Act Land Colleges Exodusters Dawes Act Assimilation Sooners [Oklahoma] Transcontinental Railroad Subsidies Railroad Land Grants Market vs. Crony Capitalism Leland Stanford Great Northern Railroad / James J. Hill Standard Time Credit Mobilier Scandal Interstate Commerce Commission (ICC) Plains Plains Tribes (Sioux, Cheyenne, Crow) Sitting Bull & Crazy Horse George Armstrong Custer Battle of Little Bighorn Geronimo [Apache Resistance] Wounded Knee Massacre Helen Hunt Jackson A Century of Dishonor The Captains of Industry Andrew Carnegie Economies of Scale Vertical and Horizontal Integration Mergers Corporation / Limited Liability J.P. Morgan Cornelius Vanderbilt John D. Rockefeller Standard Oil Company Monopoly vs. Trust Branding Horatio Alger Stories Social Darwinism Philanthropy Equality of Opportunity (vs. Outcome) Sherman Antitrust Act The Rise of Organized Labor Factors of Production (Land, Labor, and Capital) Capitalism vs. Socialism Knights of Violent Labor Strikes The Haymarket Affair Breaking Strikes Homestead Strike Henry Clay Frick Pinkerton Detective Agency Pullman Strike Craft vs. Industrial Unionism Industrial Unionism Eugene V. Debs Socialism Craft Unionism Samuel Gompers / AFL “Bread and Butter” Unionism The Last Stand of the Agrarians Mechanization of Agriculture Effect of Protective Tariffs on Farmers Overproduction The Grange Farmers’ Alliances Populism Populist Party Populist Party Platform Graduated Income Tax Nationalization of Industries Bimetallism Gold Standard Panic of 1893 William Jennings of Gold” Speech William McKinley Mark Hanna
Know: The Farmers’ Alliance PART III. Unit Terms – These terms do not need to be defined, but be sure to know what each of them are and how they relate to the Gilded Age. .Identifications: Capital and Labor Railroad Strike of 1877 Bessemer process George Westinghouse Cornelius Vanderbilt refrigerated railroad cars Gustavus F. Swift Andrew Carnegie U.S. Steel John D. Rockefeller Standard Oil J. P. Morgan the “New Frederick W. Taylor Knights of Labor Terence Powderly Samuel Gompers American Federation/Labor Haymarket Riots (1886) yellow-dog contracts Henry Clay Frick Pinkerton Detective Agency George M. Pullman Eugene V. Debs IWW Sherman Antitrust Act (1890 Munn v. Illinois (1877) Wabash Case (1886) U.S. v. E.C. Knight (1895) In re Debs (1895) Interstate Commerce Act (1887) Identifications: Politics, Rise of the City The Gilded Age Charles Guiteau Service Commission Roscoe Conkling Social Darwinism Stalwarts Halfbreeds G. Blaine Mugwumps machine politics patronage system WCTU Booker T. Washington Atlanta Compromise (1895) Tuskegee Institute W.E.B. Du Bois “talented tenth” Grange movement Farmers’ Alliances Populist Party Omaha Platform Coxey’s Army William Jennings Bryan “Cross of gold” speech Mark Hanna Election of 1896 Great migration Tammany Hall William “Boss” Tweed Thomas Nast Civil Rights Cases (1883) Identifications: The American West Lakota Sioux Plains Union Pacific railroad Central Pacific Railroad Chivington raid (1864) Bureau of Indian Affairs A Century of Dishonor – Hunt Jackson Concentration Policy Chief Joseph and Nez Perce Buffalo soldiers Laramie Treaty of 1868 War of 1876 Little Big Horn (1876) General George Custer Dawes Severalty Act (1887) The Ghost Dance movement Anti-Chinese sentiment Chinese Exclusion Act (1882) Barbed wire (Joseph Glidden) Comstock Lode (1859) Morrill Land Grant Act (1862)
Andrew Carnegie US Steel Gospel of Wealth John D. Rockefeller Standard Oil J.P. Morgan “New South” Mass production Frederick W. Taylor Scientific management Knights of Samuel Gompers American Federation of Haymarket Riots (1886) Homestead Steel Strike Pullman Strike (1894) Eugene V. Debs Socialist Industrial Workers of the (IWW) or Wobblies Sherman Antitrust Act (1890) Munn v. Illinois (1877) Wabash Case (1886) US v. E.C. Knight Co. (1895) In re Debs (1895) Interstate Commerce Act (1887) Pollack v. Farmers Loan (1895) Progress and Poverty Looking Backward Wealth Against Commonweal Imperialism Alabama Secretaries of State: William H. Seward, Elihu Root, John Hay Seward’s Folly Pan-Americanism and James G. Blaine Queen Liliuokalani Cleveland and Alfred T. Mahan, The Influence of Seapower upon History (1895) “White Man’s Burden” Yellow journalism William Randolph Hearst and Joseph Pulitzer Reconcentration policy Maine Teller Amendment Theodore Roosevelt, Rough Riders Commodore George Dewey Battle of San Juan Hill Annexation of Hawai’i Treaty of (1898) Amendment Jingoism Insular cases (1901) Emilio Aguinaldo Anti-Imperialist League Philippine insurrection Panama revolution Hay-Bunau-Varilla Treaty Roosevelt Corollary Panama Canal Zone Venezuelan Crisis (1902) Foraker Act (1900) Jones Act (1917) “Spheres of Influence” and the Open Door Policy Boxer Rebellion Russo-Japanese War, Treaty of Portsmouth Gentlemen’s Agreement “Big Stick” diplomacy Secretary of State John Hay Dollar diplomacy “Missionary” or diplomacy Great White Fleet Roosevelt Corollary Hay-Pauncefote Treaty
APUSH Test Review: Period 6: 1865-1900 The New South, The Gilded Age (Industrialization, urbanization, Immigration & Politics), Transforming the West Test Tuesday, January 31st Chapter 17- The New South Industrialization and urbanization- new products Southern Farmers Alliance & Colored Farmers Alliance Solid South Lynch Law, Ida B. Wells Jim Crow Laws Plessy v. Ferguson and segregation Disenfranchisement- poll taxes, literacy tests, grandfather clauses NAACP W.E.B. DuBois and Booker T. Washington, Atlanta Compromise Chapter 18- Industrialization, Immigration, Urbanization corporations- horizontal and vertical integration New Industries, technology, consumer products John D. Rockefeller, Andrew Carnegie, J.P. Morgan, etc. Social Darwinism Gospel of Wealth New middle class immigration- chain migration American Protection Association/Anti-Immigration League Labor Unions- Knights of Labor, American Federation of Labor Settlement Houses- Jane Addams Chapter 19- Transforming the West Native wars- federal policy towards natives buffalo soldiers and buffalo hunting reservations and the Dawes Act Bureau of Indian Affairs, Indian Rights Association Americanization The Long Drive/Open Range- cowboys and cowtowns meat-packing- Meat Inspection Act and the Pure Food and Drug Act Homestead Act- life on the Range The Exodus- black migration westwards Effect on Hispanics Corporate impact/connection to mining, ranching, and farming Chapter 20- Politics and Government Political machines and bosses Republican Democratic Party, Populist Party Civil service reform/Pendleton Civil Service Act currency reform- gold vs silver standard, Greenbackers, Free silver William Jennings Bryan Supreme Court Depression of 1893 role of the federal government- weak presidents, inefficient congress business reform- Sherman Antitrust Act, Interstate Commerce Act & Commission presidents of the time- Hayes, Garfield, Arthur, Cleveland, Harrison, McKinley
Period A December 10 Michelle DeJesus - Siobhan Rueda 11 Adrianna Alves – Jennifer Gresto 12 Laura O’Hanlon – Ashley Ramirez 13 Ashley Francois – Yara Adely 14 Alyssa Boaz – Hailey Reyes 18 Katie Shannon – Keri Helmrich 19 Kassandra Hazlehurt – Michelle Izaguirre 20 Jessica Estatico – Tara Nevins January 2 Kristan – Laura Grant 3 Marie Martin – Noreen Verini 7 Nicole Russel – Rebecca 8 Martine Campana – Melissa Steck 11 Kayla Carney – Julie George Samantha Rodriguez – Lauren Giacalone – Gabriella Manganiello
Period B Reports December 10 Giana Defeo – Alex Catalano Emily Escobedo – Alexis Fudge Brittany Broetsky – Meaghan King Gabriella Conigliaro – Jackie Fennell Autumne Clark – Alyssa Batchie Kwechen – Nadine Hamam rancesca Lopez – Casey Hagan January 2 Vera Peraj – Erika Andrada 3 Victoria – Tatiana Elozonic 4 Megan leavy – Sam Miano 7 Kristina Vuktilaj – Dacia Steele 8 Rosanna DeAngelis – Noelle Brophy Jennette Nicosia – Amanda Granitto – Monica Slattery – Shkreli – O’Keeffe
Period C December 10 Mary ann Marshell – Victoria Fernandez 11 Nicole Riordan – Trevor 13 Emily Chuidina – Kristen Weitzman 14 Sarah Salerno – Brionna Martinez 17 Jessica Alba – Kristin Lane 18 Jean Scarangella – Allyson Ciccarone 19 Brianna Blair – Heather Kucharik January 2 Joanna Longo – Gabriela Graziosa 3 Caily Smith – Melissa Mulvaney 4 Tess McIntyre – Amanda Zaleski 7 Jenna Scaglione – Stafanie Barefoot – Eileen Buzzard
Period E December 11 Kelsey McArdle – Alex Severo 12 Francesca Iazzetti – Heather Caputo 13 Gena Gizzo – Alessandra Chiaramonte 14 Stefanie Loureiro – Jalissa Brancaccio 17 Toni Ann DiMondo – Amy Casarella 19 Madison Mannarion – Natasha Perez 20 Theresa Hunt – Kimberly Escandon January 2 Cris Ann Fernandez – Samantha 3 Alexa Pagano – Toni Dawn Grimaldi 4 Juciana Fernandes -
With little experience dealing with people who were different from themselves, Spanish and Portuguese explorers poorly understood the native peoples they encountered in the Americas, leading to debates over how American Indians should be treated and how “civilized” these groups were compared to European standards. Many Europeans developed a belief in white superiority to justify their subjugation of Africans and American Indians, using several different rationales. Native peoples and Africans in the Americas strove to maintain political and cultural autonomy in the face of European challenges to their independence and core beliefs. European attempts to change American Indian beliefs and worldviews on basic social issues such as religion, gender roles and the family, and the relationship of people with the natural environment led to American Indian resistance and conflict. In spite of slavery, Africans’ cultural and linguistic adaptations to the Western Hemisphere resulted in varying degrees of cultural preservation and autonomy. PERIOD 1: 1491-1607 - Main Themes Themes Applied to this period Identity European Culture vs. Indigenous populations Work, Exchange, and Technology Slave Trade, Triangular Trade, Guns, Sailing Peopling Spanish Colonial Class System, Encomiendas Politics and Power Mercantilism, Monarchial Control, “land = power” America in the World Global Age, Role of the Columbian Exchange Environment and Geography Economic growth vs. Exploitation Beliefs, and Culture Cultural Diffusion from Columbian Exchange PERIOD 1: 1491-1607 - Vocabulary For each packet, you must define and EXPLAIN THE CONTEXTUAL SIGNIFNICANCE of each term below. These may or may not be in the book. Use other resources (online) to accomplish this if necessary. maize cultivation Great Basin Great Plains hunter-gatherer economy agricultural economy permanent villages Western Hemisphere Spanish exploration Portuguese exploration West Africa encomienda system slave labor plantation-based agriculture empire building feudalism capitalism white superiority political autonomy cultural autonomy PERIOD 1: 1491-1607 - Reading Guide (Chapter One) In 1 clear, concise sentence summarize the main idea of “The Shaping of North America.” Describe the “land-bridge” theory.
Period Table Worksheet 1 While doing a research project, you noted the following information about five elements. Element A : . is a solid; . conducts electricity; . has 2 electrons in its outermost shell; . has a low density. Element B : . is not malleable . does not conduct electricity; . has 7 electrons in its outermost shell; . is light green in colour. Element C : . has all its orbits full . does not form compounds with other elements; . is in a gaseous state; . has a very low boiling point. Element D : . is a poor conductor of heat; . is very hard; . in non-ductile and non-malleable; . conducts electricity. Element E : . is ductile and malleable; . is a solid; . is a good conductor of heat and electricity; . has a high melting point. Classify the elements above as metals, non-metals or metalloids. The simplified atomic model of an element is shown below. What are, respectively, the Group and the Period of the Periodic Table to which the element belongs? IIA and 4 B) II A and 3 C) IV A and 2 D) IV A and 3 Which of the elements in the table below possess the properties of shininess, electrical conductivity and malleability?
Bill of Rights - Added AFTER the Constitutional Convention; created to gain support of anti-Federalists; guaranteed rights of individuals Watch video on Period 3 before you proceed. (10 minutes) 1. What four events occurred in 1763? Think PEEP. (Check out video for a quick recap of those four events). 2. How did the 7 Years’ War impact the French? 3. Identify and define three examples of salutary neglect ending after the 7 Years War. (Need a quick recap? Check out video – my first one ever made!) 4. What was the message of T-Paine’s ? 5. What were three reasons the Patriots were successful in the Revolutionary War? Check out Hamilton song that describes an important one. 6. Why was the Articles of Confederation purposely created to be weak? (Check out video for a quick recap of the Articles) 7. What was the significance of the Northwest Land Ordinance? (Check out video at 2:24) 8. How can Daniel Shays’ be seen as a contributor to the Constitution? (Check out video at 4:22) 9. Describe the following compromises that are found in the Constitution. (Check out video for a quick recap of the Constitution) Great Compromise 3/5 Compromise Slave Trade Compromise 10. What is the purpose of the Bill of Rights? Why were they added to the Constitution? 11. What were 5 parts of Alexander Hamilton’s Financial Plan? Bold the part that was the most controversial. (Check out video for a quick recap of Hamilton’s Plan) Also, check out amazing song from the Hamilton musical that discusses this issue. 12. Complete the following table below about the First Party System. (Check out video for a quick recap of the characteristics of the 1st Party System) Democratic-Republicans Federalists Foreign Policy Favored This Country View of the National Bank (BUS) Interpretation of the Constitution
REF: PNA/0218/ Job Title Performance Nutritionist – Affiliate Provider All application forms should be emailed to or a signed hard copy returned to: The Monitoring Officer Sport Northern Ireland of Sport 2a Upper Malone Road BELFAST BT9 5LA Salary £30 per hour + holiday pay Closing Date 17:00 on Friday 2 2018 Please ensure you read the ‘Information for Applicants’ booklet before filling out this application form. SECTION 1 - PERSONAL DETAILS Surname Forename Title Email Address Home address Postcode Telephone Numbers Home Work Mobile NI Number How did you hear about this vacancy? SECTION 2 – REFERENCES Please state the names of three employment related referees, including your current employer. Reference 1 Name Address Telephone No. Position Reference 2 Name Address Telephone No. Position Reference 3 Name Address Telephone No. Position May SNI contact your present employer? REF: PNA/0218/
How did states mobilize all their peoples in order to wage war? Many states, including the US and Germany, used conscription, compulsory military recruitment, to raise large armies for their wars in the 20th Century. Colonial empires, especially Britain, recruited soldiers from their colonies, Gurkha and ANZAC soldiers, to boost their numbers. Gurkhas from India ANZACS conscription What were the causes of global conflict in the 20th c.? i.e. WWI and WWII How did the balance of global power shift in the middle of the 20th century after the end of WWII What new alliances and new types of conflicts did the Cold War era produce? How did the Cold War end? Global conflict in the 20th Century was caused by imperialism, ethnic tension, nationalism, rivalry between large powers, competition for resources, and economic crises such as the Great Depression. After the end of WWII, the United States and the Union of Soviet Socialist Republics became the world’s two dominant superpowers. Their opposing systems of capitalism and communism led to an ideological war and competitions of every possible kind (the Cold War) that lasted until the 1990s. Competition between the US and USSR led to the creation of several alliances to help one side defend against the other. These included NATO, SEATO, and CENTO on the American side and the Warsaw Pact on the Soviet side. While neither superpower could directly attack the other for fear of nuclear retaliation, they both supported various groups which shared their views (directly or indirectly) in numerous proxy wars such as the Vietnam War or the Korean War. The Cold War ended with the collapse of the USSR in 1991, following a military coup, and widespread abandonment of its Marxist-Leninist ideology. Superpowers Capitalist/communist ideological struggle NATO, SEATO Warsaw Pact wars Although conflict dominated much of the 20th century, many individuals, groups, Guernica was a painting by Spanish artist Pablo Picasso depicting the bombing of the Spanish city of the same name during the Spanish Civil War. It was aimed at Pablo Picasso & his work Guernica
Period 6- Biome Presentations PLEASE FOLLOW THESE DIRECTIONS: When you add your presentation link, on it and make sure it works- any links that do not work on Monday will result in a letter grade deduction for your project. You must bring your biome research packets to school with you on Monday to turn in Make sure to include the following when you your link- Your biome name Your members’ names (all of them) 3. Your working biome link DO NOT DELETE ANY OTHER GROUP’S INFORMATIONS!!!! Hot and Dry Desert: Alexandria Sadler and Camille Barnieu Temperate Rainforest: Elan Guthrie, Paige Goldberg, Lindsay Gamlin Tundra: Thomas McLaughlin, Stevie Bonatsos and Josh Senackerib Coral reef: Matthew Johnston and Candido Dalton-Negron Deciduous Forest: George Grable,Luken Giberson,and Jackson Sweeney Alpine: Zoë Harper and Cassidy Mclaughlin
Unit 7 – Electronic Structure Problem Set the following list of atomic and ionic species, find the appropriate match for questions 1 – 4. a) Fe2+ b) Cl c) K+ d) Cs e) Hg+ 1. Has the electron configuration 1s22s22p63s23p63d6. 2. Has a noble gas electron configuration. 3. Has electrons in f orbitals 4. Is isoelectronic with gold 5. Which of the following combinations of particles represents an ion net charge of -1 and has a mass number of 82? a) 46 neutrons, 35 protons, 36 electrons b) 46 neutrons, 36 protons, 35 electrons c) 46 neutrons, 36 protons, 36 electrons d) 47 neutrons, 35 protons, 35 electrons e) 47 neutrons, 35 protons, 36 electrons 6. For a neutral As atom in the ground state, how many electrons have quantum numbers n = 4, l = 1? a) 2 b) 3 c) 4 d) 5 e) 6 7. Which electron configuration is impossible? a) 1s22s22p6 b) 1s22s22p3 c) 1s22s22p63s1 d) 1s22s22p63s2 e) 1s22s22p62d2
Section II – Online Safety Training Complete this section In the following table, provide the names of Drexel University personnel involved in this study (including the Principal Investigator) and their last date of safety training. All personnel must have completed BioRAFT-based laboratory safety training within the last 12 months. Please note that: Because the PI is responsible for all biosafety aspects of the project, the PI must complete all relevant laboratory training. If the “Shipping Biological Materials” and/or “Recombinant DNA Materials” courses were completed through BioRAFT within the last 12 months, check the appropriate box(es) for each person listed in the table. To complete laboratory safety training, go to and log in using your DrexelOne user ID and password. (Please note: If you are using MS Word on a PC, you will likely need to copy the link directly into your web browser. This is a MS Word issue with no work-around.) Personnel Date of BioRAFT Training rDNA Course Completed Biohazard Material Shipping Course Completed Section III – General Questions Complete this section 1. Is there a biological safety cabinet (i.e., tissue culture hood, laminar flow hood) available for use in the laboratory? Yes No N/A Date of last certification The cabinet is used with (check all that apply): Biologicals Toxic Chemicals Radioactive materials 2. Is there a chemical fume hood available for use in the laboratory? Yes No N/A Date of last certification The chemical fume hood is used with (check all that apply): Biologicals Chemicals Radioactive materials 3. Have you changed location where the work is being performed? Yes No If yes, describe. Section II – rDNA, Pathogenic Organisms or Human/Primate Samples (If any of these are used on this protocol, complete this section)