zilongwang/ReadingBank huggingface dataset:
ratio of standard deviations (RSD), skew, and kurtosis of the six different panels of winning percentages. RSD, founded by Noll (1988) and Scully (1989), and more rigorously established in Quirk & Fort (1992) and Fort & Quirk (1995) can be visualized as follows. Let ASD be the actual sample standard deviation. Let ISD be the “idealized” standard deviation of a league where the probability that any team in the league beats any other is 0.5. For the binomial without ties, Fort and Quirk (1995) show that , where G is the number of games in the season. Then RSD = ASD/ISD. As , the league is as balanced as the league with equal win probability in all games. The larger is , the less competitively balanced the league becomes. The third moment, skew, measures asymmetry of the distribution and its measurement can identify which side of win distribution is a primarily responsible for competitive imbalance. Negative skew (longer left tail) would suggest imbalance is primarily due to weaker teams. Positive skew (longer right tail) would suggest imbalance is primarily due to stronger teams. Kurtosis is the fourth moment and measures both whether the distribution has a high peak and excess observatins in the tail or a low peak and deficiency in the tail. The behavior in the tails has been used in past analysis of competitive balance, primarily in terms of “tail likelihood” (Fort and Quirk, 1995) or excess (positive or negative) tail frequency (Lee, 2004). Tail likelihood focuses a certain number of teams that is determined priori. Tail frequency counts a discrete number of teams outside two standard deviations. While it has yet to see any use to this end, Kurtosis is a likely addition to this list of competitive balance variables since it measures the tails of the distribution directly.
18 1 4 11 3.975 20 0 2 24 3.877 22 0 0 2 3.740 SPL Totals 3 10 71 ISA 16 0 1 29 3.611 18 2 2 32 3.818 20 0 2 14 3.957 21 0 1 0 4.754 ISA Totals 2 6 75 GBL 16 0 0 2 3.743 18 2 0 47 3.721 20 0 0 1 3.505 GBL Totals 2 0 50 Note: See Table 1. Table 4. Mean Comparison (t-tests; H0: Difference in Means = 0). RSD Skew Kurtosis HA: p-value HA: p-value HA: p-value EPL>GBL 0.002 EPL <GBL 0.821 EPL <GBL 0.443 EPL< ISA 0.004 EPL <ISA 0.687 EPL <ISA 0.513 EPL<SPL 0.803 EPL <SPL 0.388 EPL <SPL 0.086 GBL<ISA 0.000 GBL <ISA 0.624 GBL <ISA 0.577 GBL<SPL 0.359 GBL <SPL 0.045 GBL <SPL 0.003 ISA>SPL 0.003 ISA <SPL 0.450 ISA <SPL 0.165 Note: EPL = English Premier League, GBL = German Bundesliga, ISA = Italian Serie A, and SPL = Spanish Primera Liga. Balanced sample periods were used for t-tests. For example, comparing EPL and GBL, 1963-2014 is used while comparing EPL and SPL, 1928-2014 is used. Figure 1. Kernel Density Estimates (1963-2014). AL NL Premier League Bundesliga Serie A Primera Liga Figure 2. Decade Average RSD. Note: EPL = English Premier League, GBL = German Bundesliga, ISA = Italian Serie A, and SPL = Spanish Primera Liga.
Botany Bay—the term for Australia when it served as a penal (prison) colony for Great Britain.Often Irish citizens who advocated for Home Rule would be deported, or exiled, here. Most of the convicts were thieves who had been convicted in the great cities of England. Only those sentenced in Ireland were likely to have been convicted of rural crimes. Simple larceny, or robbery, could mean transportation for seven years. Compound larceny - stealing goods worth more than a shilling (about $50 in today's money) - meant death by hanging. “We have to work from 14-18 hours a day, sometimes up to our knees in cold water, 'til we are ready to sink with fatigue.” ~Convict in Australia Lyrics: By a lonely prison wall, I heard a young girl calling "Michael, they have taken you away, For you stole Trevelyan's corn, So the young might see the morn. Now a prison ship lies waiting in the bay." Low lie the fields of Athenry Where once we watched the small free birds fly Our love was on the wing We had dreams and songs to sing It's so lonely round the fields of Athenry. By a lonely prison wall, I heard a young man calling "Nothing matters, Mary, when you're free Against the famine and the crown, I rebelled, they cut me down. Now you must raise our child with dignity." By a lonely harbor wall, she watched the last star fall As the prison ship sailed out against the sky For she lived to hope and pray for her love in Botany Bay It's so lonely round the fields of Athenry. Name # Class Period Date The Fields of Athenry The Basics: Where does the song take place? What crime has the young man, Michael, in the song committed? Why did he do it? What does Michael hope that Mary, his wife, will be free from? What is Michael’s final punishment? Going Deeper: What specific population do you think Michael and Mary represent? Who do you think Trevelyan represents?
to do about . And that is in keeping with most of what the remnants of the IRA have been up to; they have been busy in Northern Ireland with bombings and vigilante shootings, but they get caught and their bombs get intercepted. The police are succeeding against them, so far. But there is another message in these bombs, despite their failure. It is that nearly 150 years after the Fenians bombed Clerkenwell and killed 12 people, there are still Irish republicans who want to bomb on, however hopelessly, if only to keep a militant tradition alive. And there will be many in England, old enough to remember past explosions, whose response to the new bombs will have been a tired resignation to the familiar. Who now would bet that, in another 150 years even, there won't be future generations of Irish republicans sending bombs to London? What the new IRA has done is remind us of the exasperating tenacity of their grievance. Modern Ireland What impression do you have from the news accounts of the riots in 1997? Does anything about them surprise you? According to the newspaper articles, how has the I.R.A. changed since the 1920s? What is one main idea you can pull from these articles? Describe the evolution of the British relationship with Ireland, using specific lyrics, quotes, and references as examples.
Historical Figure Research Rubric Task Excellent Above Average Average Below Par Incomplete Research and thorough 5 4 3 2 1 Bibliography—3 sources minimum and correct format (MLA) 5 4 3 2 1 Journal research, in your own words, thoughtful, creative 5 4 3 2 1 Significance and thoughtful 5 4 3 2 1 Class interesting, practiced 5 4 3 2 1 Spelling and grammar 5 4 3 2 1 Overall effort and depth 5 4 3 2 1 Total __/35
Project Rubric Georgia Flag (20pts): 1 2 3 4 5 Georgia flag with historical person Student has an incomplete project or has no project. Students project is incomplete, disorganized and/or does not address the requirements. Student’s project is complete but lacks effort and/or does not address some requirements. Student’s project is complete, with some artistic effort, and does address the requirements. Student’s project is organized, creative, and addresses all requirements. Total: x2= Research Paper (60pts): 1 2 3 4 5 Research Research is incomplete and/or inaccurate Research is incomplete and/or has 4-6 inaccuracies Research is incomplete and/or has 1-3 inaccuracies Research is incomplete but accurate Research is complete and accurate Essay Has at least 1 of the required components, in correct format, and/or addresses the standard Has at least 2 of the required components, in correct format, and/or addresses the standard Has at least 3 of the required components, in correct format, and/or addresses the standard Has at least 4 required components, in correct format, and addresses the standard Has all 5 required components, in correct format, and addresses the standard Grammar 10-12 punctuation and/or spelling errors 7-9 punctuation and/or spelling errors 4-6 punctuation and/or spelling errors 1-3 punctuation and/or spelling errors punctuation and spelling are correct Total: x6= Presentation (20pts): 1 2 3 4 5 Presentation Cannot be understood and it was hard to tell what the topic was. Presentations sheet is not done Speaks clearly and distinctly most ( 84-75%) of the time and stays on topic some (79%-70%) of the time Presentation is at least 70% complete Speaks clearly and distinctly most ( 94-85%) of the time and stays on topic some (89%-80%) of the time Presentation is at least 80% complete Speaks clearly and distinctly all (100-95%) the time, and stays on topic most (99-90%) of the time. Presentation is at least 90% complete Speaks clearly and distinctly all (100-95%) the time, and stays on topic all (100%) of the time Presentation is 100% complete Total: x2= Overall Grade (Georgia flag + research paper + presentation) =
Historical Investigation Resource Sheet (cont’d) Sourcing What is the text? Who created it and when? Close Reading and Asking Supporting Questions What does the text say explicitly? What claim does the author/creator make? What evidence does the author/creator make? What is the author’s/creator’s perspective? What is its purpose? Does this text seem credible? Why or why not? Contextualizing What else was going on at the historic time this source was created? What else was going on during this time (historic setting)? How did the historic setting influence the creation of the text? Corroborating Where do the multiple texts agree and disagree? Which texts are more reliable? Which are the best texts for answering the compelling question?
DATES: 1812-1814 – War of 1812 1800 – Thomas Jefferson elected 1804 – reelected 1808 – James Madison elected 1812 – reelected 1816 – James Monroe elected 1820 – reelected 1824 – John Quincy Adams elected 1828 – Andrew Jackson elected 1832 – reelected 1836 – Martin Van Buren elected 1840 – William Harrison elected (died) 1841 – VP John Tyler takes over THEMES / Short answer possibilities: ID-1 – How was identity expressed through political institutions and cultural values in the Colonial through Antebellum periods? ID-2 – How was identity impacted by Manifest Destiny, westward expansion, and industrialization in the 1800s, especially concerning beliefs about “progress” and national destiny? ID-5 – How did different factors (economic, political, social, ethnic) affect regional identities from the colonial period through the 1800s? ID-6 – How has immigration and migration affected group identities and conflicts over ethnicity? WXT-2 – How did innovations in markets, transportation, and technology affect the economy and the different regions of America? WXT-5 – How and why did different labor systems develop, persist, and change since 1800 and how did events such as industrialization shape society and workers’ lives? PEO-2 – How did changes in immigration in the 1800s and 1900s change the ethnic and social makeup of the U.S. population? PEO-3 – What were the causes and effects of major internal migration patterns in the U.S. in the 1800s? Urbanization & westward mig. PEO-5 – How did migration to and within America cause regional development, cultural diversity, assimilation, and conflicts? POL-3 – How did activist groups and reform movements cause changes to government institutions and society? WOR-5 – What were the motives behind, and results of, economic military, and diplomatic initiatives aimed at expanding U.S. power and territory between independence and the Civil War? ENV-3 – What role did environmental factors play in contributing to regional economic and political identities in the 1800s? CUL-2 – How did emerging conceptions of national identity and democratic ideals shape values, gender roles, and cultural movements in the late 1700s and 1800s? CUL-5 – How were different ideas used to defend and challenge the dominant economic and social order of the 1800s and 1900s? CUL-6 – What role did culture and arts play in 1800s movements for social/political change?
My Position on the Issue On the issue of_____________________________________________, I have decided that my position is: Definitely for Somewhat for Neither option is preferable Somewhat against Definitely against The main reasons in support of my position are: • • • • The best reasons why others might disagree with my position are: • • • • I think my position is more reasonable because:
Historical Perspectives on Mao’s Rise to Power - 1921-1949 Complete this table by researching different perspectives on Mao’s rise to power. Think about what facts, ideas and examples historians would give to support each perspective. Perspectives of the historians Likely ideas Facts, ideas, examples and quotes to support this perspective Intentionalists – explain events by focusing on the decisive impact of particular individuals or events Mao shaped the course of China’s history. Mao’s actions and ideas explain his rise. Mao was a founding member of the CCP in 1921. Mao’s ideology and strategy were crucial to the survival of the CCP in 1934 because of the Long March. Mao was also crucial to CCP success because… Structuralists – react against the intentionalist approach and build up a picture of what happened through meticulous research, often at the grassroots level China had a long history of political upheaval and this affected many different groups of people in China. The Revolution of 1911 did not achieve the desired effect. Peasant associations were crucial to CCP success. Determinist – focus on the continuities of political and cultural ideas that determine the shape and nature of change China’s imperial history of rule by a centralized and authoritarian elite encouraged Confucian values encouraged deference to authority and tradition and opposes foreign influence Marxists – work from the standpoint that economic forces are the main causal factor in historical change and development Mao’s rise as the victory of the proletariat and peasants over the bourgeois capitalists and foreign imperialism
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Vaughan led was sequestered in a room with a sign outside that read “Colored Computers.” Still, Langley not only recognized the expertise of these women and offered them jobs based solely on their abilities but trusted them with the astronauts' lives. “Langley was an unusual place,” says , NASA’s chief historian. It was progressive, he says, and populated with scientists and engineers from all over the country who cared more about hard data than societal constructs. “To some degree, they could ‘get away with’ flouting social conventions of Tidewater Virginia because of this,” Barry says. “The conditions were ripe for this stereotype-shattering anomaly to happen.” Even now, Johnson, Vaughan, and Jackson stand out as role models for women like , who climbed atop their shoulders to become one of NASA’s preeminent engineers and a leading expert in supersonic flight. Christine Darden works in the control room of a Langley wind tunnel in 1975. PHOTOGRAPH BY NASA Today, women—and especially minority women—continue to battle prejudice in the fields of mathematics, science, and engineering and struggle to prove that their brains are every bit as good as a man’s. It’s a frustrating reality, but one that can be changed. “We hope that this story will inspire many young people to pursue education and their dreams,” Barry says. “After all, if there is one thing clear from our
…There is also strong support for immigration reform with a path to earned citizenship in states across the country. PRESIDENT BARACK OBAMA’S SPEECH ON IMMIGRATION REFORM. NOVEMBER 20, 2014 My fellow Americans, tonight I’d like to talk with you about immigration. For more than 200 years, our tradition of welcoming immigrants from around the world has given us a tremendous advantage over other nations. It’s kept us youthful, dynamic, and entrepreneurial. It has shaped our character as a people with limitless possibilities. People not trapped by our past, but able to remake ourselves as we choose. But today, our immigration system is broken, and everybody knows it. Families who enter our country the right way and play by the rules watch others flout the rules. Business owners who offer their workers good wages and benefits see the competition exploit undocumented immigrants by paying them far less. All of us take offense to anyone who reaps the rewards of living in America without taking on the responsibilities of living in America. And undocumented immigrants who desperately want to embrace those responsibilities see little option but to remain in the shadows, or risk their families being torn apart. It’s been this way for decades. And for decades we haven’t done much about it. When I took office, I committed to fixing this broken immigration system. And I began by doing what I could to secure our borders. Today we have more agents and technology deployed to secure our southern border than at any time in our history. And over the past six years illegal border crossings have been cut by more than half. Although this summer there was a brief spike in unaccompanied children being apprehended at our border, the number of such children is actually lower than it’s been in nearly two years. Overall the number of people trying to cross our border illegally is at its lowest level since the 1970s. Those are the facts. Meanwhile, I worked with Congress on a comprehensive fix. And last year 68 Democrats, Republicans, and independents came together to pass a bipartisan bill in the Senate. It wasn’t perfect. It was a compromise. But it reflected common sense. It would have doubled the number of Border Patrol agents, while giving undocumented immigrants a pathway to citizenship, if they paid a fine, started paying their taxes and went to the back of the line. And independent experts said that it would help grow our economy and shrink our deficits.
Reading: Chapter 12 Week 13 November 7-13 Crises of the 1850s PowerPoint Secession and Declaration of War PowerPoint Reading: Chapter 13 Chapter 11 Exam Chapter 12 Exam Activity Week 14 November 14-20 Civil War PowerPoint : Chapter 14 Chapter 13 Exam Activity Week 15 November 21-23 Civil War PowerPoint : Chapter 14 Thanksgiving Break – November 24-26 Chapter 14 Exam Activity Week 16 November 28-December 4 Ending the War and Reconstruction PowerPoint Reading: Chapter 15 Chapter 15 Exam Activity Week 17 December 5-10 Final Exam – Watch the Announcements for the exact date when the final exam will be posted. Final Exam
c. Colonial families were mostly self-sufficient. d. The colonials wore clothing in the latest styles. Journals and other first-hand writings are used as evidence by historians to construct the historical accounts that are found in history textbooks and other secondary sources. Historians use documents including letters, diaries, and journals as evidence to construct historical accounts such as the correct response in this item: “Colonial families were mostly self-sufficient.” Instruction for this standard might include examining a historical account in a text and then gathering evidence that would support the conclusion, description, or factual account being studied. , an instructional unit for the Delaware Recommended curriculum, measures History Standard Two 4-5a and is recommended for 5th grade students. History Standard Two 4-5b: Students will examine historical materials relating to a particular region, society, or theme; chronologically arrange them, and analyze change over time. Essential Question: How should historical sources be organized to look for change? History Standard Two 4-5a requires students to draw historical conclusions from primary and secondary sources and to differentiate between them. History Standard Two 4-5b asks students to go one more step to apply that understanding in order to analyze and to explain historical sources. Students are now expected to be able to arrange sources chronologically and to explain change over time. What changed? What did not change? Why? How do you know? What patterns are there? What links the documents together? Historical sources can be arranged many different ways. This standard asks students to become familiar with using a particular region or society or theme as an organizing scheme to explain change. They trace an activity or idea over a long period and explain why changes took place. How did women dress in different periods of our history? Look at pictures of houses or schools built in Delaware over a long period of time. How can you tell which are the most recently built? Size is certainly a factor. The cost of building a school is another. The changing activities in school are another factor. Years ago there were no gym classes or sports or driver education. If an addition was ever built to your school, have the students analyze why it was needed. Look at pictures of methods of transportation. What changed? Why? How do you explain the changes illustrated by the documents?
MU PROMOTION FOR RANKED NON-TENURE TRACK FACULTY UNIVERSITY OF MISSOURI EXTENSION Appointment History 2017-2018 Name of faculty member: Department or Region: *If on joint appointment, provide name of secondary department: Faculty member’s address: Phone number: Initial appointment date and rank: Current rank: Number of years in current rank at MU: YEARS (as of 8/31/18) Proposed recommendation: Promotion to rank of: Details of appointment for preceding five years: Acad. year 9 mon. term 12 mon. term % in Research % in Traditional Teaching (eg, didactic classroom) % in Other Teaching (eg, clinical teaching) % in Traditional Service (eg, admin, committee , professional, or community svc) % in Other Service (eg, clinical practice) % in Extension 2016-17 2015-16 2014-15 2013-14 2012-13 Comments: As an addendum, please explain any variation in percentages in the last five years and any differences in the candidate’s appointment for the current academic year.
Year 7 History Criteria for Assessment Without Levels Emerging/ Developing Secure Mastery Year 7 The pupil can: make comparisons between different people, events and periods study a period of history in detail explain feelings of particular groups or people and begin to explain how they link to their actions explain some of the reasons for an event person or feature of the past being significant begin to explain the causes or consequences of an event use sources (quotes/descriptions) to answer questions about the past communicate ideas with some success through clear expressions The pupil can: explain how the past has impacted on the present describe the cause and effect of change over a specific timeline explain the reasons for the significance of an event, person or feature of the past explain the causes or consequences of an event explain the reliability of a source compare the evidence from different sources and compare different interpretations research a historical figure or period in detail communicate ideas through clear, precise expressions The pupil can: evaluate the most important cause of people’s actions or lifestyles in different times and places explain the links between different causes or consequences of an event select what is most significant in a historical event and provide reasons why two accounts of the same event might differ select and combine evidence from several sources to support answers compare sources’ content, reliability and usefulness ask relevant questions about the past and put forward theories about the past communicate ideas through mature expressions and develop detail independently research a historical figure or person in extensive detail
Analytic Written Communication Rubric: (Adapted from AAC&U Rubric) Capstone 4 Milestone 3 Milestone 2 Benchmark1 Content Development Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work Uses appropriate and relevant content to develop and explore ideas through most of the work. Uses appropriate and relevant content to develop simple ideas in some parts of the work. Disciplinary Conventions. Formal and informal rules inherent in the expectations for writing in particular academic fields. Demonstrates detailed attention to and successful execution of a wide range of conventions particular to history including organization, formatting, use of evidence, and citation format. Demonstrates consistent use of important conventions particular to history including organization, formatting, use of evidence, and citation format. Follows expectations appropriate for history and demonstrates basic organization, formatting, use of evidence and citation format. Attempts to use a consistent system for basic organization, formatting, use of evidence and citation format. Sources and Evidence Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. Demonstrates an attempt to use sources to support ideas in the writing.
Why did the United Nations try to stop Iraq from taking over Kuwait in 1990? What was this conflict known as? Kuwait belonged to the United Nation, which will come to the aid of a member nation that is attacked without cause by another country. This conflict became known as the Persian Gulf War or Operation Desert Storm. The United States became involved when Saddam Hussein invaded Kuwait and were close to Saudi Arabia’s borders (who controls our oil supply) Who are the Taliban? A group of radical Muslims who controlled the government of Afghanistan Why did the United States bomb and invade Afghanistan in 2001? They believed the government was offering safety to al-Qaeda, the organization led by Osama bin Laden, which attacked the United States on September 11, 2001 Why did the United States go to war against Iraq in 2003? Operation Iraqi Freedom began becasue the U.S. beleived Sadadm Hussein was developing Weapons of Mass Destruction, was harboring terrorists, and we wanted to bring Democary to the region.
History - Cause and Effect Relationships Heritage Canada Minute Video RUBRIC Success Criteria Level 4 Level 3 Level 2 Level 1 Understanding of Concepts/Knowledge and Understanding -shows understanding of cause and effect relationships and how it relates to rise and fall of New France Demonstrates thorough understanding of cause and effect relationships. Demonstrates considerable understanding of cause and effect relationships. Demonstrates some understanding of cause and effect relationships. Demonstrates limited understanding of cause and effect relationships. Thinking Skills -shows evidence of relevant ideas and how they impacted the Canada Demonstrates a thorough connection between evidence and the impact it had on Canada in a final statement. Demonstrates a good connection between evidence and the impact it had on Canada in a final statement. Demonstrates some difficulty making a connection between evidence and the impact it had on Canada in a final statement. Demonstrates difficulty making a connection between evidence and the impact it had on Canada in a final statement.
Communication of Knowledge -communicates cause and effect relationship clearly using : *accurate details (content, titles, headings, etc. ) *audible sound (dialogue, music) *clear video (appropriate lighting and viewpoints) *appropriate setting (historical video) *video adheres to time frame *appropriate conventions in both dialogue and written material (speaking clearly, using proper grammar, capitals, punctuation) Communicates relationships with a high degree of effectiveness. Communicates relationships with considerable effectiveness. Communicates relationships with some effectiveness. Communicates relationships with limited effectiveness. Application of Concepts and Skills -accurately creates a Heritage Minute video that demonstrates cause and effect on Canada -can make connections between events that happened then to present day Canada Applies concepts and skills with a high degree of success. Applies concepts and skills with considerable success. Applies concepts and skills with some success. Applies concepts and skills with limited success. COMMENTS:
IDs: SUB-TOPIC 1C – “THE NEW NATION (1789 – 1844)” HOMEWORK ASSIGNMENTS: Assignment #1: Due:1-1 –________________________ Reading: NOTES: Pages 2 – 9. Source T1-1: “Boston Tea Party” Source T1-2: “Thomas Paine & Common Sense” Source T1-3: “Letter from Abigail Adams to John Adams” Source T1-4: “Declaration of Independence” Assignment #2: Due:1-2 –________________________ Reading: NOTES: Pages 10 – 11.
and that all such persons, except papists, shall have a free exercise of their religion." Sailing on the ship 'Ann', the 115 settlers landed on JANUARY 13, 1733. A year later, Protestant refugees from Salzburg, Austria, called "Salzburgers," settled the town of Ebenezer, Georgia. In 1735, Moravian immigrants from Bohemia arrived through Fort Argyle. Scotch Presbyterians arrived from New Inverness in 1736. Huguenot Protestant refugees had arrived from France. James Oglethorpe's secretary was Charles Wesley, who later became a hymn writer, composing the carol, "Hark, the Herald Angel Sings." Charles Wesley's brother, John Wesley, served in 1735 as the colony's Anglican minister. He later began the Methodist movement. The Wesleys' friend, Rev. George Whitefield, preached to
2006 – introduction of degree of dependence and degree of independence between the neutrosophic components T, I, F (p. 92) 2007 – The Neutrosophic Set was extended [Smarandache, 2007] to Neutrosophic Overset (when some neutrosophic component is > 1), since he observed that, for example, an employee working overtime deserves a degree of membership > 1, with respect to an employee that only works regular full-time and whose degree of membership = 1; and to Neutrosophic Underset (when some neutrosophic component is < 0), since, for example, an employee making more damage than benefit to his company deserves a degree of membership < 0, with respect to an employee that produces benefit to the company and has the degree of membership > 0; and to and to Neutrosophic Offset (when some neutrosophic components are off the interval [0, 1], i.e. some neutrosophic component > 1 and some neutrosophic component < 0). Then, similarly, the Neutrosophic Logic/Measure/Probability/Statistics etc. were extended to respectively Neutrosophic Over-/Under-/Off- Logic, Measure, Probability, Statistics etc. 2007 – Smarandache introduced the Neutrosophic Tripolar Set and Neutrosophic Multipolar Set and consequently – the Neutrosophic Tripolar Graph and Neutrosophic Multipolar Graph (p. 93) 2009 – introduction of N-norm and N-conorm 2013 - development of neutrosophic probability (chance that an event occurs, indeterminate chance of occurrence, chance that the event does not occur) 2013 - refinement of components (T1, T2, ...; I1, I2, ...; F1, F2, ...)
Been featured in many films including: Contact in 1997 Terminator Salvation in 2009 Transformers: Dark Side of the Moon (incorrectly shown to exist before it was actually constructed) Slide 20-25: Local Efforts - Introduces and gives links that show the developments made by MIT in radio technologies. - MITs efforts and research at the time can be used to explain and show students how research is often done. The military finds an issue with technology and the limitations of it, research money is doled out to fix the problem. As more things pop up, more money is given out and more research is done. - slide 25 gives a good list of topics for students who want to know more in the subject of radio astronomy.
Name: ______________________________________ Date: __________________ Period: ________ Page: _______ The History of the Atom What is an atom? _______________________________________________________________________________ Directions: As you watch the video, draw the models of the atom (except for Aristotle) and highlight key points. History of Atomic Structure Timeline Date Scientist’s Name Picture of Scientist Model of the Atom Scientist’s Contributions BC Democritus Was the first to discuss the Atomic Theory All things were made of tiny, invisible, indestructible particles, called atoms Thought atoms varied in size, shape and weight BC Aristotle Opposed the Atomic Theory Thought matter was made of air, water, fire, and Earth 1808 John Dalton Atomic Theory All matter is made up of atoms All atoms of a given element are identical in mass and properties Compounds are formed by a combination of 2+ different kinds of atoms A chemical reaction is the rearrangement of atoms X Atoms are indivisible and indestructible 1897 J.J. Thomson Cathode Ray Experiments Discovered the Electron Negatively charged subatomic particle Plum Pudding Model The electrons are distributed throughout the atom with their charge balanced by the presence of a uniform sea of positive charge 1911 Ernest Rutherford Gold Foil Experiment Observation: Some alpha particles deflected to the side and back to their origin
and . 25. Creative Artist Playwrights such as introduced Americans to high drama in programs like Kraft Television Theater, Studio One, and the Actors Studio, beginning in 1947. 26. Journalist John Cameron Swayze introduced America to weekday news programming via the Camel Newsreel Theater in 1948. Wired, Zapped, and Beamed, 1960's through 1980's List and describe 5 new technologies in television from 1960-1980. 27. Satellite delivery of programming 28. Color programming – at start of period color tv introduced, but little color programming. By 1967, most network programming in color. By 1972 half of US households had color TV. 29. Growth of cable TV (fiber optic cable). The introduction of efficient in 1970 by Corning's also improved the delivery of television programming to American homes and businesses. These transparent rods of glass or plastic are stretched so they are long and flexible and transmit information digitally using rapid pulses of light. This breakthrough work allowed cable to be created that could carry 65,000 times more information than conventional copper wire. 30. Home videotaping was another major technology introduced during this time. In 1972 the Phillips Corporation introduced video cassette recording (VCR) for the home. In 1972 the Phillips Corporation introduced video cassette recording (VCR) for the home. From this concept Sony introduced the of VCR in 1976 at a suggested retail price of $1,295. A year later RCA introduced the 1st VCR in America. By 1985 the VHS format dominated the U.S. home market. 31. HDTV introduced 32. What is PBS? When and why was it created? Public Broadcasting Service (PBS). PBS was established as the video arm of the Corporation for Public Broadcasting, which Congress created in 1967 by passing the .
History Pathway Courses Bridgewater Fitchburg Framingham Mass College of Liberal Arts Salem Westfield Worcester 1 HIST 111 Western Civilization to the Reformation or HIST 131 World History to 1500 HIST 0101 Western Experience I 2 HIST 112 Western Civilization Since the Reformation or HIST 132 World History Since 1500 HIST 0102 Western Experience II 3 HIST 111 Western Civilization to the Reformation or HIST 131 World History to 1500 HIST 1000 World Civilizations I HIST 153 Europe and the World to circa 1450 or HIST 154 Europe and the World since circa 1450 or HIST 155 Comparative History of World Civilizations HIST 103 Pre-Modern World Civilizations HIST 0213 World History to 1600 HI 103 World Civilization I 4 HIST 112 Western Civilization Since the Reformation or HIST 132 World History Since 1500 HIST 1100 World Civilizations II HIST 153 Europe and the World to circa 1450 or HIST 154 Europe and the World since circa 1450 or HIST 155 Comparative History of World Civilizations HIST 104 Modern World Civilizations HI 104 World Civilization II 5 HI 105 World Civilization III 6 HIST 221 United States History and Constitutions to 1865 HIST 1400 U.S. History I HIST 151 U.S. History to Reconstruction or HIST 152 U.S. History Since Reconstruction HIST 203 United States History to 1877 HST 204 U.S. History and Constitutional Government I HIST 0131 United States History and Government to 1865 HI 111 U.S. History I 7 HIST 222 United States History and Constitutions Since 1865 HIST 1500 U.S. History II HIST 151 U.S. History to Reconstruction or HIST 152 U.S. History Since Reconstruction HIST 204 United States History After 1877 HST 205 U.S. History and Constitutional Government II HIST 0132 United States History and Government 1865 to Present HI 112 U.S. History II 8 HIST 150 Historical Research and Writing HIST 200 Research and Bibliography 9 HIST 205 Historiography HST 200 Historiography
History Pathway Courses Amherst Boston Dartmouth Lowell 1 HIST 101 – Introduction to Historical Thinking and Analysis 2 HST 201 – Critical Skills for the History Major* 3 43.298 – Introduction to Historical Methods 4 HIST 100 – Western Thought to 16001 HIST 211 – Foundations of Western Civilization2 HST 101 – History of Western Civilization I4 43.105 – Western Civilization I 5 HIST 101 – Western Thought since 16001 HIST 212 – Modern Western Civilization2 HST 102 – History of Western Civilization II4 43.106 – The Modern World 6 HIST 110 – World History to 15001 HST 103 – World History I4 7 HIST 111 – World History since 15001 HST 104 – World History II4 8 HIST 120 – Latin America: Colonial Period1 9 HIST 121 – Modern Latin American (Latin American: National Period)1 10 HIST 114 – China: Origins to 16001 11 HIST 115 – China: 1600 to Present1 12 HIST 130 – Middle East History I1 13 HIST 131 – Middle East History II1 14 HIST 160 – History of Africa to 15001 15 HIST 161 – History of Africa since 15001 16 HIST 180 – The History of Science and Technology in the Western World, Part I1 17 HIST 181 – Western Science and Technology II: from the Scientific Revolution to the Cold War1 18 HIST 265 – American History before 18773 43.111 – United States History to 18775 19 HIST 266 – American History since 18773 43.112 – United States History since 18775 20 Pre-1500 course required Pre-1800 course required 21 Non-western course required Non-western course required Non-western course required Non-western course required Prerequisites Footnotes * = 6 credits of History prerequisite 1 = 4 courses required, including one pair 2 = 1 of 2 courses required 3 = 1 of 2 courses required 4 = 1 pair of courses required 5 = 1 of 2 courses required
U.S. HISTORY LESSON PLANS – WEEK F FROM__ 10/30 TO__11/3 HOME LEARNING ACTIVITY REMINDERS BENCHMARKS M O N D A Y 10/30 WU: Update Planner CW: Discuss / Notes – The American Revolution (6.3 & 6.4) HLA: Study for Chapter 6 Test Annotated Bibliography Draft - due Monday! Monday, Nov 6th - Rough Draft of Annotated Bibliography Monday, Nov 6th – Ch 6 Test – American Revolution Learning Goal: Students will be able to describe the causes, course, and consequences of the American Revolution. Benchmarks: SS.8.A.3.3 SS.8.A.3.4 SS.8.A.3.5 SS.8.A.3.6 SS.8.A.3.8 T U E S D A Y 10/31 CW: Complete Worksheet #10 Review for Test HLA: Study for Chapter 6 Test Annotated Bibliography Draft - due Monday! Learning Goal: Students will be able to describe the causes, course, and consequences of the American Revolution. Benchmarks: SS.8.A.3.3 SS.8.A.3.4 SS.8.A.3.5 SS.8.A.3.6 SS.8.A.3.8 W E D N E S D A Y 11/1 MEET IN LEARNING COMMONS CW: Work on HF Research / Annotated Bibliography HLA: Study for Chapter 6 Test Annotated Bibliography Draft - due Monday! T H U R S D MEET IN LEARNING COMMONS CW: Work on HF Research / Annotated Bibliography HLA: Study for Chapter 6 Test Annotated Bibliography Draft - due Monday!
U.S. HISTORY LESSON PLANS – WEEK D FROM__ 9/4 TO__9/8 HOME LEARNING ACTIVITY REMINDERS BENCHMARKS M O N D A Y 9/4 LABOR DAY – NO SCHOOL T U E S D A Y 9/5 WU: Update Planner Handout - Pirates in the New World CW: Discuss / Notes – Roanoke Video Clip - Roanoke HLA: Take Home History Fair Parent Brochure & Letter – signed letter due Friday! Learning Goal: Students will understand why the English settled Roanoke and the problems those settlers encountered. Benchmarks: SS.8.A.1.4 SS.8.A.1.5 SS.8.A.2.4 SS.8.A.2.7 W E D N E S D A Y 9/6 WU: Handout - Hard Times in Jamestown CW: Discuss / Notes – Jamestown Video Clip - Jamestown HLA: History Fair Letter – due Friday! Learning Goal: Students will understand why the English settled Jamestown, the problems those settlers encountered, and why their colony was ultimately a success. Benchmarks: SS.8.A.1.4 SS.8.A.1.5 SS.8.A.2.4 SS.8.A.2.7 T H U R S D A Y 9/7 WU: Handout - A Letter Home CW: Discuss / Notes – Plymouth Video Clip - Plymouth HLA: History Fair Letter – due tomorrow! Learning Goal: Students will understand why the English settled Plymouth, the problems those settlers encountered, and why their colony was ultimately a success. Benchmarks: SS.8.A.1.4
2016 Wednesday 19th October Joint meeting with the Civic Soc. ‘Northumberland’s Forgotten Appeaser Viscount Runciman of Duxford’s Mission to Czechoslovakia in 1938’ By Mike Fraser Viscount Runciman of Doxford 1938 Wednesday 16th November Sammy Reid Hero of ‘67 ‘Berwick’s Local Sporting Heroes’ By Henry Gray Wednesday 21st December ‘Methodists in Berwick From Wesley to Where?’ By Sir Alan Beith John Wesley (1703-1791) 2017 Wednesday 18th January St.Cuthbert c.634–687 ‘Rediscovering Cuthbert- The Man Behind the Saint’ By John Woodhurst Wednesday 15th February Seed Drill ‘Northumberland’s Agricultural Revolution’ By Howard Cully Wednesday 15th March ‘Berwick 900 & The Our Families Project’ By Linda Bankier Celebrating Berwick 900 Wednesday 19th April *A.G.M. held at 6:45 p.m. ‘Smugglers’ by John Atkinson ‘Smuggling on the North East of England Coast in the 18th Century’ By Tony Barrow
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corruption and instability South Africa Great Britain -Diamonds and gold -cheap labor Minority white population -Want to govern their own country -want rights - all citizens voted for independence -after independence, Apartheid Nigeria Great Britain -oil -cheap labor The youth of Nigeria -Want to govern their own country -want rights -peaceful protests -after independence, violence/civil war between the ethnic groups.
Coach Talbot - 6th Grade Social Studies Course Syllabus United States History – Civil War to Present Houghton Mifflin Harcourt First Semester Unit 1 – The Nation Breaks Apart Chapter 1 – The Civil War 1861 – 1865 ALCOS: 1 Chapter 2 – Reconstruction 1865 – 1877 ALCOS: 1 Unit 2 – A Growing America- Chapter 3 – Americans Move West 1850 – 1890 ALCOS: 1 Chapter 4 – The Industrial Age 1876 – 1900 ALCOS: 1 and 4 Chapter 5 – Immigrants and Urban Life 1872 – 1914 ALCOS: 1, 2 and 4 Unit 3 – The Beginning of Modern America Chapter 6 – The Progressive Spirit of Reform - 1868 – 1920 ALCOS: 1,2, and 4 Chapter 7 – America as a World Power - 1867 – 1920 ALCOS: 3 and 4
Year Group: Year 8 Subject: History Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic The Tudors The English Civil War The Industrial Revolution Jack the Ripper Depth Study: The Slave Trade Summary of Content Students will learn about: The problems Henry VII inherited Henry VIII and his wives The English Reformation Mary I Elizabeth I Students will learn about: - The concept of Civil War The long and short term causes of the Civil War - The influence of Civil War on the development of English politics Students will learn about: - How industrialization began and the impacts it had on British society and the landscape of Britain. - How society changed and what Industrial life was like for townspeople Students will learn about: The developments of the police force The role of the Media in the Ripper case Students will learn: What the slave trade was and how it started. The effects of the transatlantic slave trade on Britain and how it was eventually abolished. The impacts of slavery in North America and the Caribbean Assessment Extended writing on the Spanish Armada Exam: mix of short and long questions with knowledge and sources Sources and questions. Open book. Exam: mix of short and long questions with knowledge and sources In class project Exam: all topics from the year
Year Group: Year 9 Subject: History Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic World War 1 The campaign for women’s suffrage The Holocaust The era of civil rights in America Depth Study: Terrorism in the modern world Summary of Content Students will learn how the world changed in the early years of the twentieth century and analyse the causes of WW1, how WW1 was fought and the impacts of WW1 Students will learn how Britain became a democracy and will focus in particular on the different campaigns and tactics used by -the suffragettes -the suffragists Students will learn about the issues facing Germany and Hitlers rise to power. They will look at what the holocaust was, how it happened and its influence long term. Students will learn a chronology of American Civil Rights particularly: The Jim Crow Laws, The Bus Boycott, The Birmingham marches and the significance of MLK and Malcolm X. Students will learn how and why terror tactics are used in the modern world with a focus on two case studies: -Northern Ireland --Al-Qaeda Assessment Extended writing Exam (Trial) on women’s suffrage and WWI with combination of short and longer answer questions Short written answer Exam (Trial) on the significance of leading Civil Rights figures. In class Essay End of Year Exam: Sources and associated questions from all units studied this year