zilongwang/ReadingBank huggingface dataset:
During the contract warranty period, any perceived defects in the operation of the VFD shall be reported by direct phone contact to the manufacturer from an on-site operator (owner/contractor) for VFD evaluation and warranty consideration. MAINTENANCE Maintenance Service: Manufacturer must maintain a nationwide coverage network of authorized product distributors and authorized maintenance service, including at least one close to the project site capable of providing training, maintenance and parts. Remote Service Support: The manufacturer shall provide a phone support service for immediate remote service assistance which shall be available a minimum of 8 hours per day during non-holiday weekdays. PRODUCTS ACCEPATBLE MANUFACTURERS Approved manufacturers are allowed on condition of meeting the specified conditions herein. Manufacturer must meet or exceed all requirements and conditions stated herein. The basis-of-design for this specification is Honeywell SmartVFD HVAC™, models HVFDS. All drives shall be Honeywell SmartVFD HVAC™. No substitutions will be allowed without prior written approval. Substitution requests must be submitted in writing at least 2 weeks prior to bid date and will not be considered without a complete list of deviations from this specification. VARIABLE FREQUENCY DRIVES FOR HVAC The VFD shall be 0-320Hz, designed specifically for use in HVAC applications in which speed control of the motor can be applied and shall include a software Wizard for easy setup of Pumps and Fans through answering questions in the Wizard. The VFD shall include a Real Time Clock, (RTC) with automatic daylight savings time and calendar, able to provide three time channels programmed to perform different functions (start/stop and preset frequencies) based on time and sleep function to minimize downtime energy. The VFD shall have built in 2 stand-alone PID control loops to control HVAC (Pumps and Fans) stand-alone, the PID Controller must allow: Two different feedback signals (minimum and maximum control). Two set point sources for the PID control (selectable with digital input).
Number of male age 26-39 0.003 10.266 -0.051* -39.092 0.023 Number of female age 26-39 -0.067 *** -61.123 *** -0.085 ** -94.215 *** -0.060 Number of male age 40-50 -0.024 -7.703 -0.040 -29.211 0.001 Number of female age 40-50 0.002 4.453 -0.024 -37.530 0.086 Number of male age 51-69 -0.010 2.096 -0.049 -43.913 -0.032 Number of female age 51-69 0.009 8.688 -0.007 -9.326 0.063 Number of male age 70 -0.025 -19.956 -0.017 -40.891 -0.139 Number of female age 70 -0.017 -26.510 -0.035 -51.714 * 0.091 Log mean female wage 0.064 *** 66.585 *** 0.058 ** 52.778 *** 0.077 ** percentage of the work force in farm -0.001 -0.672 ** -0.001 -0.928 ** -0.002 percentage of the work force in enterprises 0.001* 0.726 *** 0.000 0.320 0.000 Community fixed effects yes yes yes yes yes Province x year yes yes yes yes yes Pseudo R2 0.392 ---- 0.408 0.070 0.499 12704 12704 6293 6293 3176 Notes: The estimates of the probit model presented in the table are the marginal effects on the probability of labor force participation and the estimates of the tobit model are the marginal effects on the censored mean value of the dependent variable. Standard errors presented in parentheses are robust to heteroscedasticity and intra-community clustering. ***, **, and * denote significance levels of 1%, 5% and
percentage of the work force in enterprises -0.006 (0.002) ** -0.001 (0.002) -0.003 (0.003) -0.001 (0.003) -0.003 (0.005) -0.005 (0.004) * Community fixed effects yes yes yes yes yes yes Province x year yes yes yes yes yes yes LR test (χ2) P value 10753.06 0.0 ---- 6009.87 0.0 ---- 3499.49 0.0 ---- Pseudo R2 0.424 ---- 0.472 ---- 0.590 ---- 12704 ---- 6293 ---- 3176 ---- Notes: The estimates of the multinomial logit model are the marginal effects on the log odds ratio. Standard errors presented in parentheses are robust to heteroscedasticity and intra-community clustering. ***, **, and * denote significance levels of 1%, 5% and 10%, respectively. The reference group includes those who live in a community with no participating in any work. Source: CHNS.
HONG KONG INSTRUCTIONS You are about to become wealthy. Your world is about to change and with it other changes will need to be welcomed by you. Ask yourself this if you can’t handle minor paperwork like this how will you handle millions of dollars on an international level? You CAN DO THIS! Learning to be rich starts today! Get a second set of SECURE eyes to look at this BEFORE you call for help. If you have questions call one of the following. Have your questions ready. Don’t expect them to stay on the line while you fill out your paperwork. Keep your conversations as brief as possible. Give time for others calling. Harvey 972-369-9930 cell L.J. (Evening Only & familiar w corp soles) 504-410-1317 home Priscilla 214-392-2244 cell Sunny 757-478-7229 cell Felicia 469-816-4445 SOP Church number John 269-405-6339 cell You must not tell others about this, for any reason This paperwork is only offered in English. We do not supply a Translator. Use only a trusted person for any translation. You MUST have a working email with the Word processor program and printer or access to one or someone who will agree to help you and give you access to one. If you want your mate to listen to the secure wealth-training meetings they will also have to submit approved NDNDA, KYC and a joint CURRENCY STATEMENT. You should have 4 files: HONG KONG INSTRUCTIONS.docx CURRENCY STATEMENT (1 page) Do not print send as a Word file. NCNDA.docx (5 pages) KYC.docx (3 pages) HONG KONG INSTRUCTIONS.docx (This page) Contains the instructions for the other two files NCNDA.docx KYC.docx and CURRENCY STATEMENT.docx IMPORTANCE: This may be the most important documents you will ever touch in your life treat them with great care!!! Both NCNDA.docx and KYC.docx must be pre-approved before notarizing and scan/emailing back to us. Faxes will not be accepted. The CURRENCY STATEMENT does NOT need to be signed or notarized but it DOES need to be approved by us. Obviously both you and SOPC must agree on the amount of currency you will be exchanging. NCNDA.docx and KYC.docx files
Candidate must understand Indiana Code 31336 (Being a Mandated Reporter) Candidate must understand DCS Structured Decision Making Tool Candidate must review the Intake Guidance Tool Candidate must review Hotline Intake Questions and have them accessible to themselves and supervisees Worker Safety: Candidate must review and understand agency worker safety policy Family Safety: Candidate must review and understand the Environmental Awareness form located in the Training, Competencies, Curriculums, and Resources link found under DCS Approved Provider Training. Candidate must understand Safe Sleep Standards and Risks Candidate must discuss with their mentor techniques and challenges to managing Family Safety through the eyes of their supervisees Critical Thinking: Candidate should develop the ability to use evidence skillfully and impartially. Candidate should be self-aware and understand how life experiences, culture, and values impact problem solving. Candidate should demonstrate the ability to listen carefully and assign weight to other perspectives and ideas, even when they are contrary to their own. Candidate should demonstrate the ability to find unique solutions for complex problems. Candidate should develop the ability to extract the essentials from a verbal argument, while giving less consideration to the irrelevancies. Supervision Styles: Candidate must develop a well rounded knowledge of various types of adult learners Candidate should understand various leadership styles and their impact Professional Development: Candidate must demonstrate competency in providing information and support to facilitate supervisee development
Joshua Rosenberg Rian Ross John Russo Rachael Salkin Heather Sanchez Sylvia Santiago Joseph Santitoro Taylor Sauter Ashley Scarpa Alyssa Scarpaci Alexander Schlumpf Erik Schneider Olivia Schwartz Ty Sebor Gabriella Senatore Dylan Sepulveda Lane Shapiro Miriam Shlafman Brianne Siegel Kyle Simon Mario Sirico Kristen Squillace Dana Suric Kevin Sweetnam Alyssa Taylor Jack Teasdale Sydney Thomas Victoria Toldo Christopher Toohey Ashley Torres Tyler Von Nessen Dylan Wasesky Miles Waulters Brittany Weiner Rian Weinstein Cole Weinstock Nicole Whitley Tania Wiedeman Ahmad Wilkins Stefan Williams Miranda Wittman Andrew Wong Elizabeth Wong Angelique Zaks Nataly Zaks Faina Zbarsky Heather Zeleznik
Redfield Jr./Sr. High School 2nd Quarter Honor Roll 2016-2017 Student receiving a minimum GPA of 4.0000 Student receiving a minimum GPA of 3.5000 Student receiving a minimum GPA of 3.0000 Seniors Isabel Blume Joanna Burdick Paul Cosato Alan Masat Kaley Schweitzer Gabriel Suchor Noel Utecht Hailey Wacholz Seniors Brandon Bruce Desiree Burggraff Koby Corkins Alexis Esser Jekobe Hughes Cami Knigge Angel Levtzow Skyler Lutter Tana Muellenberg Blaine Rothacker Nicolette Schmidt Julia Schmitt Carter Wegner Seniors Kesha Arthurs Riley Blume Jessica Bruns Jayden Gross Kevin Krumm Sarena Schley Christopher Shine Jacey Williams Juniors Kelsey Anderson Kara DeYoung Rylie Gall Claire Gillette Dalton Howe Adam Hyke David Kastner Kasey Schutte Juniors Mallori Campbell Aleigha DeYoung Ashton Jandel Holly Radcliff Brexton Roth Drew Rozell Juniors Cooper Baloun Kennedy Fast Ethan Kopplin Dusty Miner Braden Terry Autumn Turck Hunter Wright Sophomores Lexi Dykstra Dillon Fliehe Zachary Jordan Drew Masat Carsten McNeil Micaiah Utecht Sophomores Gage Clausen Brianna Frankenstein Trevor Frost Trista Frost Morgan Gall Eve Millar Bennett Osborn Jazilynn Risetter Christopher Rothacker Jonathan Schweitzer Olivia Shantz Sydney Smith Geneva Talcott Sophomores Sophia Allen Abby Fehlman Dillon Hier Mackenzie McFadden Barrett Nelson Jayde O’Daniel Joseph Woodring Barrett Wren
Redfield Jr./Sr. High School 1st Quarter Honor Roll 2016-2017 Student receiving a minimum GPA of 4.0000 Student receiving a minimum GPA of 3.5000 Student receiving a minimum GPA of 3.0000 Freshmen Chloey Hansen Gwen Johnson Emma Kopplin Georgia Kuehn Hannah Kuehn Lauryn Lambert Hannah Owens Racheal Schmitt Kaleb Schutte Dylan Stephens Freshmen Max Baloun Hannah Bierman Allysen Croeni Chloe Fast Kolton Haider Abbey Komraus Leyton Rohlfs Freshmen Kailee Clausen Christian DeYoung Johnathon Jungwirth Sarah Kastner Tristen Metzinger Katelyn Nelson Gannon Pudwill SkyAnn Stroud Riley Whitley Tanner Wright Eighth Grade Abby Evans Elizabeth Fixsen Macy Fliehe Jaxson Frankenstein Isaac Suchor Eighth Grade Ivan Blume Angelo Cosato Colby Gatzke Madisen George Jade Jensen Alison Larson Addison Rozell Abigail Taylor Kiara Terry Courtney Turck Henry Weller Dawson Whitley Eighth Grade Micheal Carr Maisie Fortin Faith Jandel Kory Kraft Kyleigh O’Daniel Matty Jo Risetter Elaina Schmitt Jaden Schnabel Karena Schultz Mariah Schultz Rebecca Van Bockel Seventh Grade Kyra Utecht Seventh Grade Kinsey Bowar Isabella Cosato Jacob Fehlman Mason Fey Amelia Jungwirth Reagan Nelson Olivia Owens Denae Paulsen Breanna Roth Derrek Rothacker Cameron Schmidt Isabelle Schroeder Corbin Schwartz Chelsea Smith Madysson Zens Seventh Grade Connor Appel Emilia Carr Colin Frericks Aurora Head Kaden Hofeman Tahlur Lambert Shyann Marzahn Easton Millar Kiara O’Daniel Camden Osborn Owen Osborn Peyton Osborn Olivia Rice David Schmitt Elsa Wren
Redfield Jr./Sr. High School 3rd Quarter Honor Roll 2016-2017 Student receiving a minimum GPA of 4.0000 Student receiving a minimum GPA of 3.5000 Student receiving a minimum GPA of 3.0000 Seniors Isabel Blume Joanna Burdick Desiree Burggraff Paul Cosato Jekobe Hughes Alan Masat Nicolette Schmidt Kaley Schweitzer Noel Utecht Hailey Wacholz Seniors Kesha Arthurs Brandon Bruce Jayden Gross Cami Knigge Angel Levtzow Skyler Lutter Tana Muellenberg Blaine Rothacker Julia Schmitt Gabriel Suchor Carter Wegner Seniors Anthony Bauman Shailyn Becker Riley Blume Koby Corkins Alexis Esser Kevin Krumm Takotah Pehrson Christopher Shine Jacey Williams Juniors Kelsey Anderson Rylie Gall Claire Gillette Dalton Howe Kasey Schutte Juniors Cooper Baloun Mallori Campbell Aleigha DeYoung Kara DeYoung Adam Hyke David Kastner Dusty Miner Holly Radcliff Brexton Roth Drew Rozell Autumn Turck Juniors Zachary Driver Kennedy Fast Ashton Jandel Ethan Kopplin Delane Rogers Braden Terry Sophomores Dillon Fliehe Zachary Jordan Drew Masat Carsten McNeil Micaiah Utecht Sophomores Lexi Dykstra Brianna Frankenstein Trevor Frost Trista Frost Morgan Gall Eve Millar Bennett Osborn Christopher Rothacker Jonathan Schweitzer Sydney Smith Geneva Talcott Sophomores Sophia Allen Gage Clausen Abby Fehlman Conner Jessen Barrett Nelson Jayde O’Daniel Jazilynn Risetter Olivia Shantz Joseph Woodring Barrett Wren
Redfield Jr./Sr. High School 3rd Quarter Honor Roll 2016-2017 Student receiving a minimum GPA of 4.0000 Student receiving a minimum GPA of 3.5000 Student receiving a minimum GPA of 3.0000 Freshmen Chloey Hansen Gwen Johnson Emma Kopplin Georgia Kuehn Hannah Kuehn Hannah Owens Racheal Schmitt Kaleb Schutte Dylan Stephens Freshmen Max Baloun Hannah Bierman Kailee Clausen Chloe Fast Kolton Haider Abbey Komraus Lauryn Lambert Katelyn Nelson Riley Whitley Freshmen Johnathon Jungwirth Sarah Kastner Gannon Pudwill Leyton Rohlfs Tanner Wright Eighth Grade Abby Evans Elizabeth Fixsen Addison Rozell Isaac Suchor Eighth Grade Ivan Blume Angelo Cosato Macy Fliehe Jaxson Frankenstein Colby Gatzke Madisen George Jade Jensen Alison Larson Abigail Taylor Courtney Turck Henry Weller Dawson Whitley Rebecca Van Bockel Eighth Grade Brandon Akin Lester Beckler Damion Dey Maisie Fortin Faith Jandel Kyleigh O’Daniel Matty Jo Risetter Jaden Schnabel Mariah Schultz Kiara Terry Dylan Whitley Seventh Grade Kyra Utecht Seventh Grade Kinsey Bowar Emilia Carr Isabella Cosato Jacob Fehlman Amelia Jungwirth Reagan Nelson Camden Osborn Peyton Osborn Olivia Owens Denae Paulsen Breanna Roth Cameron Schmidt Corbin Schwartz Chelsea Smith Elsa Wren Seventh Grade Sean Domke Mason Fey Colin Frericks Aurora Head Tahlur Lambert Easton Millar Kiara O’Daniel Owen Osborn Olivia Rice Derrek Rothacker Isabelle Schroeder Madysson Zens
Redfield Jr./Sr. High School 4th Quarter Honor Roll 2016-2017 Student receiving a minimum GPA of 4.0000 Student receiving a minimum GPA of 3.5000 Student receiving a minimum GPA of 3.0000 Freshmen Chloey Hansen Gwen Johnson Emma Kopplin Georgia Kuehn Hannah Kuehn Hannah Owens Racheal Schmitt Kaleb Schutte Dylan Stephens Freshmen Max Baloun Hannah Bierman Kaileee Clausen Kolton Haider Sarah Kastner Abbey Komraus Lauryn Lambert Katelyn Nelson Riley Whitley Freshmen Allysen Croeni Chloe Fast Johnathon Jungwirth Sean Louder Gannon Pudwill Abree Taylor Eighth Grade Ivan Blume Abby Evans Elizabeth Fixsen Jaxson Frankenstein Alison Larson Isaac Suchor Abigail Taylor Eighth Grade Angelo Cosato Macy Fliehe Colby Gatzke Addison Rozell Kiara Terry Courtney Turck Henry Weller Dawson Whitley Eighth Grade Brandon Akin Damion Dey Madisen George Faith Jandel Jade Jensen Kyleigh O’Daniel Matty Jo Risetter Jaden Schnabel Mariah Schultz Elizabeth Shottenkirk Rebecca Van Bockel Seventh Grade Cameron Schmidt Kyra Utecht Seventh Grade Kinsey Bowar Emilia Carr Isabella Cosato Jacob Fehlman Mason Fey Easton Millar Reagan Nelson Peyton Osborn Denae Paulsen Breanna Roth Isabelle Schroeder Corbin Schwartz Chelsea Smith Elsa Wren Seventh Grade Connor Appel Sean Domke Colin Frericks Aurora Head Amelia Jungwirth Tahlur Lambert Kiara O’Daniel Camden Osborn Owen Osborn Olivia Owens Derrek Rothacker Madysson Zens
“A” Honor Roll Caroline Abate Chelsy Alvarado Rivera Alizea Anderson Anthony Antonakakis Rebecca Auten Inaaya Bass Anisha Beerbajan Anjali Beerbhajan Hayden Benjamin Molly Bobrek Abhi Bollina Jillian Bolyard Laney Brinson Memphis Brown Piper Brown Makayla Burchett Kaylee Burdette Amelie Burge-Wallace Hailey Canseco Diaz Estefania Cisneros Mohedano Thomas Corriher Luke Dolan Tessa Drabenstadt Clement Dumet Victoria Dutterer Hayden Farrell Leila Fermin Joanna Gilbert Gatsby Goode Hannah Grimm Sarah Grimm Krystal Gutierrez Lucia Hale Zane Harrel Natalie Harrocks Lindsay Hawkins Dalton Hazlett Landon Hicks Madison Hill Serena Holmes Kara Holt Marcus Hurley Alyssa Igras Rocky Keomuongchanh Anna Krug Jillian Kruskamp Roeman LaPorte Alex Le Sun Lee Kendall Lewis Jordyne Lewis Hillary Luc Sophie Mackling Jameson Mah Joshua Marlow Paul Martinez Castro McKenzie Maxwell Brodie McCartan Brady McDaniel Garrett Middleton Andrew Myers Zoey Neal Madeline Newhouse Charlotte Ostema Caden Parks Hayden Parlier Emily Pedrick Willy Petatan Pelaez Zachary Pinion Quinton Platts Layla Rollins Madeline Rupp Zikiya Salinas Sawyer Anne Smith Jaden Snell Ashley Tarlton Sophia Tarzia Maelyn Thams Lucas Toth Elijah Tucker Lauren Tumlin Maddie Varney Riya Vashi Abbey Walker Alex Walker Drew Waller Re'ale Walton Rhett White Gavin White Heath Williams Gracie Wilson Lily Witte Abby Zagar Andre Zuniga ABC Club Dana Rose Allen Miguel Anutunes Arroyo Francisco Arellanes-Ramirez Dylan Briones Flores Santiago Bustos Mendoza Alijah Carr Gidayah Clyburn Rodolfo Dominguez Morales Barrera Marin Evelyn Axel Flores De La Rosa Kendall Flowe Luis Garcia Skyla Jones Zakai Love Hannah Luna Marin Keren Maldonado Dylan Martinez Cardenas Jossi Miranda Ortega Daniela Miranda Reyes Ethan Morales Shayla Mullis Paulette Noyola Guinto Jacquelyn Pentaloza Montalvan Henry Peralta Hermenegildo Nicholas Kace Pistone Mia Quispe Colton Riggs Anthony Rodriegez Aramis Santiago Garcia Hailey Schlegel Kayleen Segovia Jordon Stough Liliana Torralba Flores Madison Turner Roselin Vargas Crus Andrea Villegas Sanjavier Joshua Wambach
Appointment criteria The combined appointment criteria and levels of NHS appointments associated with honorary appointment titles for research and/or engagement are shown in Table 1 below. Table 1: Honorary Research and/or Engagement Appointments for NHS staff University Appointment Indicative NHS Position Qualification Evidence Notes Honorary Researcher Medical and Health professionals - non-consultant grade. Appropriate professional qualification and experience Actively involved in collaborative research with Lancaster University 1, 2, 3 Honorary Lecturer Consultant, General Practitioner or Senior Health Professional Appropriate professional qualification and experience Actively involved in collaborative research with Lancaster University. Peer-reviewed research publications. A developing leadership role in clinical practice Departmental/Team responsibility for facilitating, enabling and championing research with Lancaster University Clear evidence of achievement in facilitating, enabling and championing collaborative health research between their institution and Lancaster University. 1, 2, 3 Honorary Senior Lecturer Consultant, General Practitioner or Senior Health Professional Appropriate professional qualification and experience including a postgraduate qualification Actively involved in collaborative research with Lancaster University. Peer-reviewed research publications 1, 2, 3
(Masters/MD/PhD) Lead investigator on externally-funded research studies. A leadership role in clinical practice Institutional responsibility for facilitating, enabling and championing research with Lancaster University Clear evidence of achievement in facilitating, enabling and championing collaborative health research between their institution and Lancaster University. Honorary Professor4 Consultant, General Practitioner or Senior Health Professional Appropriate professional qualification and experience including a postgraduate research degree (MD/PhD) Actively involved in collaborative research with Lancaster University Strong record of peer-reviewed research publications and funding Lead (Chief) investigator on externally-funded research studies. Established national/international personal research reputation or reputation for facilitating and championing knowledge exchange of health research. A significant leadership role in clinical practice Clear evidence of significant achievement in facilitating, enabling and championing collaborative health research between their institution and Lancaster University. 1, 2, 3, 4
Name: Department or address: Are you: __ DACC employee? __ student? __ alumnus/a? __Board of Trustees member? Your contact information: Questions? Please contact Dean Stacy Ehmen at sehmen@dacc.edu. Note: Submit a separate form for each nominee. Nominations are submitted to the committee in strict confidence and should not be discussed with the intended nominee. Graduation Committee Members 2017-18: Cindy Peck Stacy Ehmen Mary Jo Gentrup Rebecca Doss David Kietzmann Lara Conklin Chris Cornell Kerri Thurman ###
Costanza Honorati is full professor of European Union (EU) Law at the Milano-Bicocca University, School of Law, where she also teaches Private International Law (PIL). She has been Visiting Scholar and Professor in Yale, Würzburg, Hamburg and Frankfurt (Max-Planck Institute); from 2007 to 2012 she was Head of the Post Graduate Programme of the Law School of Milano-Bicocca University. She has published in several fields of PIL and EU Law. Currently her research interests are in the areas of EU Judicial Cooperation, International Family Law, Abduction of Children, Intellectual Property and PIL Law.
Which function has a value of a that is positive? There could be more than one correct answer. f ( x) x 7)2 3 x g(x) -1 5 0 7 2 5 4 0 What is the average rate of change from D(2) to D(3)? Include units. A groundhog lives in tunnels underground. The depth, in feet, of this groundhog’s tunnel is modeled by the function d(x) 0.1x2 0.7x 3 , where x is the horizontal distance in feet. What is the lowest depth of the tunnel? Is the growth in the table below linear or exponential? x y 0 1 1 2 2 4 3 8 4 16 What is the domain and range of the function?
42. A function for the speed (in meters per second) at which a long jumper was running is given Solve the system by graphing. y 1 x 2 by s 8 where h is the  maximum height that the jumper reaches. What was the long jumper’s maximum height if he was running at a speed of 16 meters per second? What was the long jumper’s speed if he was jumping at a maximum height of 16 meters?  y 7 Solve the linear system.  2x 3y 7 2y 3 43. Determine if the lines are parallel, perpendicular, coincident, or intersecting, but not perpendicular. y 3x 8 y 3x 12 Determine the solution to the system of equations. y 4x 6 y 21
Year Overview: Fall Semester 1st Nine Weeks Unit 1: Biochemistry Chemistry of Life Biological Molecules Proteins as Enzymes Unit 2: Biological Principles & The Cell Science Inquiry Mathematics & Measurements Science in Practice Structure & Function of Cells Cell Transport & Communication Unit 3: Bioenergetics Cellular Respiration Photosynthesis End of 1st Nine Weeks Assessment 2nd Nine Weeks Unit 4: Mendelian Genetics Types of Dominance Genetic Crosses/Pedigrees Genetic Diseases/Disorders Unit 5: Molecular Genetics Chromosomes & Genes Structure DNA Cell Reproduction Mitosis and Meiosis End of 2nd Nine Weeks Assessment/Semester Exam Spring Semester 3rd Nine Weeks Unit 5: Molecular Genetics Function of DNA, RNA and proteins Gene Expression and Mutations Genomics Biotechnology Unit 6: Taxonomy Taxonomy Viruses End of 3rd Nine Weeks Assessment 4th Nine Weeks Unit 7: Evolution Origin of Species Tracing Evolutionary History Unit 8: Ecology Population Ecology Community Ecology Ecosystems Biomes Cycling of Matter Growth factors End of Course Exam (EOC)/Final Exam TEXTBOOK Campbell Biology: Concepts and Connections, 7eReece/Taylor/Simon/Dickey
Metric Measurements Lab Name: ______________________ Copy this table in your notebook. Work for all bolded items must be shown in your notebook. Measurement (with unit) Convert to: 1 Your height (in) km 2 The mass of a #4 rubber stopper cg 3 The diameter of a 250 mL beaker µm 4 The volume of a chemistry textbook (cm3) (record 3 measurements) mm3 5 The area of the seat of a student's desk (cm2) (record 2 measurements) ft2 6 Your weight (lb) hg 7 The height of a lab bench Gm 8 The mass of a clay triangle mg 9 The circumference of your wrist (cm) ft 10 The mass of a pair of safety goggles dag 11 The volume of liquid in the 1 L Graduated Cylinder on the front bench dL 12 The length of your stirring rod nm 13 The width of your lab drawer Mm 14 The volume of an evaporating dish pts 15 The mass of your crucible tongs hg 16 The volume of 43 drops of water μL 17 The length of the teacher's lab desk yds 18 The area of the glass plate (cm2) (record 2 measurements) in2 19 The length of your foot (wearing shoe) nm 20 The mass of your Erlenmeyer flask oz.
O2 NF3 CH3CH2CH3 CH2CHCH3 molecular formula Lewis Structure (Dot Diagram) Structural Formula (drawn to shape) Molecular Geometry around Central Atom(s) Bond Angles(s) Polar? Teacher's Initials CH3OH
Mrs. Powell’s Honors English I General Course Information Grade Level Offered: 9th School # 474-7702, ext. 3358 Web Access: Lemon Bay Home Page- Staff- Bonnie Powell- Honors English I Course Description: Honors English I is a rigorous course designed to prepare students for success in their future honors and dual credit courses. Our focus this year will be on close reading; identifying, articulating, analyzing, and supporting claims in a variety of genres; rhetorical terminology; argumentative and informational writing; and ACT preparation. Work hard; always do your best. Most of all- have fun. Materials: Please come prepared with these materials and the applicable texts EACH day. I will not provide you with the forgotten class materials. 1) A three-ring binder filled with LOTS of loose leaf for English ONLY divided into six (6) sections: a) Course Materials (general miscellany and study skills) b) Collection 2- “The Struggle for Freedom” c) Collection 6- “Heroes and Quests” d) Collection 3- “A Matter of Life or Death” e) Collection 4- “Sweet Sorrow” f) Indie Reads 2) A supply of blue or black pens 3) Pencils 4) Highlighters 5) Sticky notes 6) Index cards 7) A flash drive 8) An agenda book 9) Know your google account Texts: Florida Collections 9 Advantage SAT: Critical Reading and Writing Recommended Resources: A Pocket Style Manual, (Fifth (+) Edition), Diana Hacker (We recommend that each 9th grade honors student purchase this book, for it will be useful for the remainder of high school and into college.) An ACT prep book LBHS Media Center site, especially the Noodle Tools, Symbaloo, Online Research Resources, Writing and Citation Help, The Manta Writing Handbook, and the Lemon Bay Study Skills Appendix. The appendix in the Collections 9 text, starting with page R1 at the back of the book and the Digital Overview in the ebook version between pages i- xviii.
By signing this page, both the student and the parent/guardian are stating that they have read, understood and agreed to abide by the course policies. Student Signature: _________________________________________________ Student (print): _________________________________________________ Parent/Guardian Signature: __________________________________________ Parent/Guardian (print): ____________________________________________
Was struck with astonishment. It was thickly grown with weeds. “Ha,” he said, “I see that none has passed here In a long time.” Later he saw that each weed Was a singular knife. “Well,” he mumbled at last, “Doubtless there are other roads.” A wayfarer is a ________________________. Identify the symbolism of the following: Pathway- Weeds- Singular Knife- Other Roads-
Summer Reading Presentation Rubric **** (No Rubric: -5) Rubric must be brought to class on presentation day Category 15 10 5 0 Themes Student discusses at least two themes and shows how these themes are represented in the novel, with full explanations of examples from the reading. Student discusses two themes from the novel and shows how they are represented in the novel. There was good explnation of how these themes are presented in the novel, but more explanation or clarification would have been helpful. Student discusses one to two themes from the novel, but examples and explanations are unclear or shaky. Student does not demonstrate that they understand the reading. Student does not discuss a theme of the book. Characterization Student thoroughly discusses author’s portrayal of at least two characters, particularly the characters' personality, through the author’s narration, the character’s actions, and the character’s words. Student discusses the characterization of two characters in the novel, but does not do so thoroughly, leaving questions about the characerization of one or both of the characters. Student discusses one or two characters in the novel, but the discussion is shaky or unclear. Student does not discuss the characters in the book. Visual Aid The visual aid for the presentation is an accurate and attractive representation of the novel and helps with the presentation of the book. The visual aid for the presentation is accurate and attractive, but did not enhance or assist in the presentation of the book. The visual aid is somewhat accurate, but does not demonstrate much effort or time and does not assist in the presentation of the book. No visual aid was used in the presentation of the book.
Student Title [genre if creative] Adviser Jessica Albert (albertjg@bc.edu) The Cultural Work of Elena Ferrante’s Novels Elizabeth Kowaleski Wallace Aaron Anderson (aaron.anderson@bc.edu) Anatomy of Origin [poetry] Allison Adair Ryan Bradley (ryan.bradley@bc.edu) An Exploration of Wholesome Living in the Modern Age [creative nonfiction] Kevin Ohi Michael Burke (michael.burke.10@bc.edu) Sites of Sound: Reading Soundscapes in Travel Literature Rebekah Mitsein Celia Cummisky (celia.cummiskey@bc.edu) Subversive Virginity: Gender in English Virgin Martyr and Romance Texts Eric Weiskott Andrew Davis (andrew.davis.4@bc.edu) Symptoms of Self-Image: Medical Diagnosis in Contemporary Narrative Laura Tanner Byung-Hun Kim (byunghun.kim@bc.edu) The Art of Subtlety [poetry] Sue Roberts John Knowles (john.knowles@bc.edu) T.S. Eliot and the Tradition: Reading Eliot and Eliot Reading Rob Lehman Madeline Leddy (madeline.leddy@bc.edu) Penny Dreadful and the Resurrection of the Gothic Tradition in Television Marjorie Howes Gabriel McClary (gabriel.mcclary@bc.edu) Untitled [creative nonfiction] Elizabeth Graver Lillian Nagengast (lillian.nagengast@bc.edu) Wrestling with Alzheimer’s [creative nonfiction] Tom Kaplan-Maxfield
(Below) How Cholera Affects the Body (2010) ******************** Document 6: The Communist Manifesto (1848) ~ Karl Marx & Fredric Engels The Communist Manifesto (originally Manifesto of the Communist Party) is an 1848 political pamphlet by German philosophers and . Originally published in London (in German it is Manifest der Kommunistischen Partei) just as the global began to erupt in Europe and Latin America, the Manifesto was later recognized as one of the world's most influential political manuscripts. It presents an analytical approach to the (historical and then-present to 1848) and the problems of capitalism and the capitalist mode of production, rather than a prediction of communism's potential future forms. The Communist Manifesto summarizes Marx and Engels' theories about the nature of society and politics, that in their own words, "The history of all hitherto existing society is the history of class struggles". It also briefly features their ideas for how the capitalist society of the time would eventually be replaced by ’s more extreme form, known as Communism or “Marxism.” Ironically, both Karl Marx and Friedrich Engels both came from very wealthy German families. Marx and Engels used a couple of terms here that need to be clarified. First of all, “bourgeoisie” referred to the new business and industrial ownership class that had emerged in the last few centuries before his time (as opposed to the traditional landed aristocracy); “proletariat” referred to the workers in these factories (owned by the bourgeoisie), who, in Marx’ view, were “wage slaves,” bound to work for wages lest they starve. Part I: Bourgeois and Proletarians The history of all hitherto existing society is the history of class struggles. Freeman and slave, patrician and plebeian, lord and serf, guild master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary reconstitution of society at large, or in the common ruin of the contending classes.
Week 2 Aug 8 – Aug 12 1.1 Graphs and Graphing Utilities; 1.2 Basics of Functions and Graphs; 1.3 More on Functions and Their Graphs Week 3 Aug 15 – Aug 19 1.4 Linear Functions and Slope; 1.5 More on Slope; 1.6 Transformations of Functions Week 4 Aug 22 – Aug 26 1.6 Transformations of Functions; 1.7 Combinations of Functions (Compositions also); 1.8 Inverse Functions Week 5 Aug 29 – Sept 2 1.10 Modeling with Functions; Ch 1 Review; Ch 1 Test Week 6 Sept 6 – Sept 9 2.1 Complex Numbers; 2.2 Quadratic Functions; 2.3 Polynomial Functions and Their Graphs Week 7 Sept 12 – Sept 16 2.3 Polynomial Functions and Their Graphs; 2.4 Dividing Polynomials; 2.5 Zeros of Polynomial Functions Week 8 Sept 19 – Sept 23 2.6 Rational Functions and Their Graphs; Ch 2 Review; Ch 2 Test Week 9 Sept 26 – Sept 30 Benchmark Test Review; BM1 Exam Week 10 Oct 10 – Oct 14 3.1 Exponential Functions; 3.2 Logarithmic Functions; 3.3 Properties of Logarithms Week 11 Oct 17 – Oct 21 3.3 Properties of Logarithms; 3.4 Exponential and Logarithmic Functions; 3.5 Exponential Growth and Decay Week 12 Oct 24 – Oct 28 3.5 Exponential Growth and Decay; Ch 3 Review; Ch 3 Test; 4.1 Angles and Radian Measure Week 13 Oct 31 – Nov 4 4.1 Angles and Radian Measure; 4.2 The Unit Circle; 4.3 Right Triangle Trigonometry Week 14 Nov 7 – Nov 10 4.3 Right Triangle Trigonometry; 4.5 Graphs of Sine and Cosine Functions Week 15 Nov 14 – Nov 18 4.6 Graphs of Other Trigonometric Functions; 4.7 Inverse Trig Functions; 4.8 Applications of Trig Functions Week 16 Nov 28 – Dec 2 4.8 Applications of Trig Functions; Ch 4 Review; Ch 4 Test; 6.1 Area of a Triangle Using Sine Formula Week 17 Dec 5 – Dec 9 5.1 Verifying Trig Identities; 5.2 Sum and Difference Formulas; 5.3 Double-Angle and Half-Angle Formulas Week 18 Dec 12 – Dec 16 5.5 Trigonometric Equations; Final/Benchmark Exam Review; Final/BM2
Algebra 2 Name Summer Review 2 Period 1. Given 𝑓𝑓(𝑥𝑥) = 4𝑥𝑥 − 8 and g x2 4 . 4a. Given the graph below identify all key features. Find  f (x)   Describe the domain f and g(x) x2 2 . Find g x . The graph of a function f is illustrated below. Graph the inverse function plane. f on the same coordinate = = (
24. Simplify 53 16 33 54 28. Simplify to one rational expression. 28 7x g 1 x 4 14x 14 Solve x 1 29. Write as a single rational expression 3 4x x2 3x 10 6 x 2 Write the equation of the graph of f . 30. Solve: 1 x 4 1 x 4 3 Simplify: 3x2 6x x3 8 = =
Algebra 2 Name Summer Review 1 Period f 4x 20 and g x2 4 . 3b. Two functions, f and g are Find g inverses of each other. Check all that are true. The domain of the same. f and g must be The domain of f and must be the same as the range of g . The graph of f and g are Describe the domain. reflections over the line y x. If the point y1 is on the graph of f , of g . If the point y1 is on the graph is on the graph of Given f 2x 3x2 g and f , x1 is on the graph of g . 4a.Identify the key features of the Find f . Round to the nearest tenth where appropriate. x = = = =
23a. Use the graph of the function to determine the number of real zeroes. 23b. Use the graph of the function to write an equation in factored form that has the same zeros and end behaviors. 23c. Write the equation of the graph of f(x). Write the expression in simplest form. 2  512x6 3  8y 27    Solve 1 2 . List the transformations from f to g 6
Simplify the expression and state the values of x that make the expression undefined. 31. Solve: ln ln 2ln 3x2 14x 5 x3 25x 28. Simplify to one rational expression and state the restrictions. 25x2 4  5x 2 32. Solve for x. 5x 57 x2 9 x 3 33. Solve 2162x Write as a single rational expression 3x x 1 5 . x 1 2x x 34. For what values of x will the function y 4x be greater than or equal to one? Solve: 4 all all all all x  0 x  0  0 x  0 2x 6 x2 4x 3 x
Find P (A or B) if P(A) 0.6, P(B) 0.2, P(A | B) 0.3, and P(A and B) 0.1? a. 0.5 b. 0.7 c. 0.8 d. 0.9 Find P(A and B) if P(A) 0.7, P(A│B) 0.3 and P(B│A) 0.1. The government took a sampling of recruits that recently joined the military to help identify the effectiveness of the various recruiting efforts. What is the probability that a recruit is in the Air Force and Communications? a. 115/250 b. 20/55 c. 20/60 d. 20/250 In a normal distribution, what percentage of values fall within 1 standard deviation of the mean? a. 34% b. 68% c. 95% d. 99.7% A recent study in Central City found the correlation coefficient between the number of trash cans and number of crimes committed over a period of 30 years was 0.872. Does this mean that and increase in the number of trash cans causes the number of crimes to increase? Explain your answer. Find the 23rd term of the sequence -2, -8, -14, -20,…
slave narrative, gothic and women’s fiction -- that trace lines of revolutionary separation or radical social transformation. Readings include Tom Paine’s The Crisis; Benjamin Franklin’s Autobiography; Charles Brockden Brown’s gothic novel Wieland, or the Transformation; Nat Turner’s Confessions; H.D. Thoreau’s “Life Without Principle”; Black Hawk’s Autobiography; Harriet Jacobs’ Incidents in the Life of a Slave Girl; and short works by Charles Chesnutt. Students will become familiar with selected literary critical works from relevant fields: especially African-American Studies, Indigenous Studies, Gender Studies, Marxist/historicist and post-structuralist literary theory. Three short (5pp) writing assignments and one class presentation will be directed toward the production of a prospectus and final writing project (12-15 pp). Creative writing and digital humanities students are welcome. Final projects will be designed in consultation with the professor. AREA: American Literature PERIOD: 18th/19th Centuries
I) i. In recent years, companies have shifted drastically to granting restricted stock in lieu of stock options as the primary form of non-cash compensation. Companies prefer this plan because it brings more certainty than options to their employees, and the accounting for RSUs is much easier. Employees’ preference will depend on how much risk an individual employee will accept. More risk-prone employees will prefer options, as they are worth nothing if the market is trading below the stock price, but they also provide the greatest opportunity for a large return. Employees who favor less risk would prefer restricted stock, as it has a guaranteed value, although it doesn’t have as great a potential for a large return that options do. ii. Xilinx’s footnotes indicate that their stock-based compensation plan is consistent with the Wall Street Journal article. From 2010-2013, Xilinx’s outstanding options dropped from 31,026 to 12,753 in only three years. During that same time period, the number of restricted shares outstanding rose from 3,652 to 5,996. These numbers indicate that Xilinx is shifting to a plan that favors RSUs instead of options.
November 28 November 29 November 30 December 1 December 2 Thanksgiving Break No School Review – Stations with Kutasoftware worksheets 6.1-6.4 Quiz (MC) 6.5 Solving Square Root and Other Radical Equations Objectives: Students will be able to solve square root and other radical equations. Early Release (12:00/12:20) No School December 5 December 6 December 7 December 8 December 9 Interval Notation Notes 6.6 Function Operations Objectives: Students will be able to add, subtract, multiply and divide functions and find the composite of two functions. 6.7 Inverse Relations and Functions Objectives: Students will be able to find the inverse of a relation or function. 6.8 Graphing Radical Functions Objectives: Students will be able to graph square root and other radical functions. Review Review December 12 December 13 December 14 December 15 December 16 Ch 6 Test Review for Midterm Review for Midterm Review for Midterm Midterm Exam December 19 December 20 December 21 December 22 December 23 7.1/7.2 Exploring Exponential Models and Properties of Exponential Functions Objectives: Students will be able to model exponential growth and decay. Students will be able to explore the properties of exponential functions and graph exponential functions with base e. 7.1/7.2 Exploring Exponential Models and Properties of Exponential Functions Objectives: Students will be able to model exponential growth and decay. Students will be able to explore the properties of exponential functions and graph exponential functions with base e. Christmas Break No School Christmas Break No School Christmas Break No School December 26 December 27 December 28 December 29 December 30 Christmas Break No School Christmas Break No School Christmas Break No School Christmas Break No School Christmas Break No School January 2 January 3 January 4 January 5 January 6 Christmas Break No School Review WS 7.3 Logarithmic Functions as Inverses Objectives: Students will be able to write and evaluate logarithmic expressions and graph logarithmic functions. 7.4 Properties of Logarithms Objectives: Students will be able to use the properties of logarithms. 7.5 Exponential and Logarithmic Equations Objectives: Students will be able to solve logarithmic and exponential equations. January 9 January 10 January 11 January 12 January 13 Review SNOW DAY Review Ch 7 Test
ASSIGNMENT 5 Choose one poem from the series of poems provided on pages 16-20 of this document. Read the poem carefully, preferably multiple times. Then write a journal of at least 100 words in which you define the central idea of the poem and determine what, if any, connections can be drawn between the poem and William Golding’s Lord of the Flies. Use specific evidence from both the poem and the novel to support your points. Follow the rules of MLA format and manuscript form as you type your journal response. See pages 9-12. See the grading rubric on page 24. MLA FORMAT When writing about literature, you will identify the exact source of your textual evidence in two ways. First, you will include an in-text citation that indicates the precise location of the evidence within the text. Second, you will attach a Works Cited page to your paper that provides the bibliographic information for the text. In-Text Citations The following is an excerpt from an essay analyzing Susan Glaspell’s “A Jury of Her Peers.” Note the format of the in-text citation. When writing about one literary work exclusively, you are only required to include the page number in the parenthesis. You do not need to include the author’s last name. Although Mrs. Peters’s growing empathy for Minnie stems largely from her observations, it is also prompted by her negative reaction to the patronizing comments of the male investigators. At several points in the story, her body language reveals her feelings. For example, when Mr. Hale remarks that “women are used to worrying over trifles,” both women move closer together and remain silent. When the county attorney asks, “for all their worries, what would we do without the ladies?” the women do not speak,
The syllabus for Honors Government /Economics can be found by going to scrolling down to Julie Clifton, and clicking on the link to the syllabus. I HAVE READ THE COURSE SYLLABUS ONLINE, UNDERSTAND WHAT IS EXPECTED OF THE STUDENT, KNOW HOW GRADES WILL BE ASSIGNED, AND ACCEPT THE CONSEQUENCES FOR VIOLATING CLASS RULES AND POLICIES. _________________________________ _____________________________ Name of student (print legibly) date _________________________________ _____________________________ Signature of student date _________________________________ _____________________________ Name of parent/guardian (please print) date ________________________________ ______________________________ Signature of parent parent/guardian e-mail address Our school promotes recognition of students. During the semester your student may be selected as student of month, recognized for performance on exams, or recognized for other reasons. Your student’s name and picture may be posted on the class blog to recognize them for these achievements. Please mark your preference on this below. ________ IT IS OKAY TO POST MY STUDENT’S NAME AND PICTURE ONLINE _______ DO NOT POST MY STUDENT’S NAME AND PICTURE ONLINE Please sign and return this sheet to the teacher as soon as possible.
Review for midterm 5.1-5.2 Problem Piles Review Midterm for marching band students (Silent work day for everyone else.) 5.1 Memorization Quiz 5.1-5.2 Quiz Review for midterm December 18 December 19 December 20 December 21 December 22 Review for midterm Midterm Math Holiday Craft Collaboration with Mr. O Christmas Break No School Christmas Break No School December 25 December 26 December 27 December 28 December 29 Christmas Break No School Christmas Break No School Christmas Break No School Christmas Break No School Christmas Break No School January 1 January 2 January 3 January 4 January 5 Christmas Break No School Christmas Break No School 5.3 Sum and Difference Identities Objectives: Students will be able to apply the identities for sine, cosine and tangent of a difference or sum. 5.4 Multiple-Angle Identities Objectives: Students will be able to apply the double-angle identities, power-reducing identities, and half-angle identities. SNOW DAY January 8 January 9 January 10 January 11 January 12 SNOW DAY Review 5.3-5.4 Quiz Start Solving Trig Eq Notes Solving Trig Equations Notes Objectives: Students will be able to solve more complex trig equations. *Assign Trig Eq Quiz as a take-home.* 5.5 The Law of Sines Objectives: Students will be able to understand the proof of the Law of Sines and use computational applications of the Law of Sines to solve a variety of problems. End of 2nd Nine Weeks PD Day No School January 15 January 16 January 17 January 18 January 19 MLK Day No School SNOW DAY Finish 5.5/5.6 The Law of Cosines *Assign 5.5-5.6 Quiz as a take-home assessment.* SmartBoard Lesson Objectives: Students will be able to apply the Law of Cosines to solve acute and obtuse triangles and to determine the area of a triangle in terms of the measures of the sides and the angles. Finish 5.6 if necessary/Review Review January 22 January 23 January 24 January 25 January 26 Review Ch 5 Test Ch 1-5 Comp Partner Test 6.1 Vectors in the Plane *Use clip from Despicable Me of the 6.2 Dot Product of Vectors
Times New Roman MLA Style Biographical Documentaries; -The Real Story of Jesus: BBC Documentary -Fat Sick and Nearly Dead -The Double Headed Eagle Hitler -A Life Among Whales -Alexander the Great; The man Behind the Myth: Nat Geo -Dark Days -Steve Jobs; Visionary Genius -The Madoff Affair -Frontline: Dreams of Obama -30 for 30: Broke -Clash of the Gods Historical Documentaries -Dark Ages -Pompeii: Back from the -Dead -Into the Great Pyramid: Nat Geo -Building Alaska Explorer 25 years: Nat Geo -The Last Stand of the 300 -BC Battles -Ice Age Columbus; Who were the First Americans -History of Rome – Engineering the Roman Empire -Lost Civilizations -Neanderthal -Ape to Man Military Documentaries -Deadliest Warrior (Two Episodes) -Warriors (Two Episodes) -Rules of Engagement -Delta Boys -The Forgotten Bomb -Unforgettable: The Korean War -The Empire in Africa -Inside Guantanamo: Nat Geo -Super Carrier: Nat Geo -Two Weeks in Hell (Both Episodes) Political Documentaries -Loose Change 9/11: An American Coup -The Union: The Business of Getting High -Inside North Korea: Nat Geo -Surviving Progress -If a Tree Falls: Earth Liberation Front -A River of Waste: The -Hazardous Truth Battle for Occupation and Retaliation -The Vaccine War -Solitary Confinement -The One Percent -Born Rich -Vice Documentaries (two episodes) Science and Nature Documentaries -Six Degrees Could Change the World -Planet Earth -Amazing Planet -Discover Planet Ocean -Pre-Historic Disasters -Man vs. Wild (two episodes) -Survivor man (two episodes) -Dual Survivor (two episodes) -Predators at War: Nat Geo -Ultimate Crocodile -I Shouldn’t Be Alive -Hogs Gone Wild (two episodes) -I. Predator