zilongwang/ReadingBank huggingface dataset:
emissions credits fossil fuels clean technology Kyoto Protocol Topic: Macroeconomics – Level of Economic Opportunity five macroeconomic goals circular flow model leakages and injections GDP GNP GNI nominal vs. real per capita business cycle green GDP Topic: Macroeconomics – Aggregate Demand AD C/I/G imports/exports ceteris paribus fiscal policy monetary policy Topic: Macroeconomics – Aggregate Supply SRAS LRAS Keynesian vs. neoclassical LRAS interventionist supply side policies market based supply side policies Topic: Macroeconomics – Macroeconomic Equilibrium neoclassical perspective Keynesian perspective Topic: Macroeconomics – Low Unemployment seasonal unemployment frictional unemployment structural unemployment supply side policies demand side policies Topic: Macroeconomics – Low and Stable Rate of Inflation CPI deflation PPI demand-pull inflation cost-push inflation Topic: Macroeconomics – Economic Growth Topic: Macroeconomics – Equity in Distribution of Income Lorenz curve Gini index direct taxes indirect taxes
progressive taxes VAT transfer payments Topic: International Economics WTO Doha Round EU Topic: International Economics – Free Trade and Protectionism free trade protectionism sunrise/sunset industries dumping WTO World Bank tariffs subsidies quotas administrative barriers red tape embargo Topic: International Economics – Exchange Rates fixed floating managed…..exchange rate systems FOREX Topic: International Economics – Balance of Payments current account balance of trade income current transfers capital account financial account Topic: International Economics – Economic Integration trading bloc NAFTA EU Eurozone Topic: Development Economics – Economic Development economic development capital widening/deepening productivity resource endowment Millennium Development Goals Topic: Development Economics – Measuring Development infrastructure poverty cycles poverty trap economic development HDI
Most out-of-class essays will be submitted to Turnitin.com on the date due. When students are required to turn in a hard copy, essays will be collected at the beginning of class. To get full credit, papers must be handed in by the Due Date. Papers th are handed in after the Due De and before the Deadline will be deducted one letter grade. No essay will be accepted after the Deadline. If the student submits an essay th is not in response to the assignment, the essay will be given an “E” grade In-Class Essays, Quizzes and Tests If a student is legitimately absent on the day of an in-class essay, quiz or test, then students must make up the work outside of class hours. Attendance Keep unnecessary absences to a minimum. If absent, a student is responsible to ascertain what materials, notes and assignments they have missed. Students will have three days upon the return to school to make up missed work. Tardiness Be in class and ready on time. Three unexcused late arrivals equal one unexcused absence. Academic Integrity All out-of-class compositions must be submitted to turnitin.com to receive credit. Plagiarism is the act of using someone else’s words and/or ideas without giving proper credit. In a word, it is cheing. This includes copying from another student’s paper or paraphrasing a source without giving proper credit to its author. Any essay containing plagiarism or any assignment or test showing evidence of cheing will earn an “E” grade. A plagiarized work cannot be rewritten for reassessment.
The Hollow Men By T. S. Eliot Mistah Kurtz—he dead. A penny for the Old Guy I We are the hollow men We are the stuffed men Leaning together Headpiece filled with straw. Alas! Our dried voices, when We whisper together Are quiet and meaningless As wind in dry grass Or rats’ feet over broken glass In our dry cellar Shape without form, shade without colour, Paralysed force, gesture without motion; Those who have crossed With direct eyes, to death’s other Kingdom Remember us—if at all—not as lost Violent souls, but only As the hollow men The stuffed men. II Eyes I dare not meet in dreams In death’s dream kingdom These do not appear: There, the eyes are Sunlight on a broken column There, is a tree swinging And voices are In the wind’s singing More distant and more solemn Than a fading star. Let me be no nearer In death’s dream kingdom Let me also wear Such deliberate disguises Rat’s coat, crowskin, crossed staves In a field Behaving as the wind behaves No nearer— Not that final meeting In the twilight kingdom III This is the dead land This is cactus land Here the stone images Are raised, here they receive The supplication of a dead man’s hand Under the twinkle of a fading star. Is it like this In death’s other kingdom Waking alone At the hour when we are Trembling with tenderness Lips that would kiss Form prayers to broken stone.
William Carlos Williams Tract by William Carlos Williams I will teach you my townspeople how to perform a funeral-- for you have it over a troop of artists-- unless one should scour the world-- you have the ground sense necessary. See! the hearse leads. I begin with a design for a hearse. For Christ's sake not black-- nor white either--and not polished! Let it be weathered--like a farm wagon-- with gilt wheels (this could be applied fresh at small expense) or no wheels at all: a rough dray to drag over the ground. Knock the glass out! My God--glass, my townspeople! For what purpose? Is it for the dead to look out or for us to see how well he is housed or to see the flowers or the lack of them-- or what? To keep the rain and snow from him? He will have a heavier rain soon: pebbles and dirt and what not. Let there be no glass-- and no upholstery, phew! and no little brass rollers and small easy wheels on the bottom-- my townspeople what are you thinking of? A rough plain hearse then with gilt wheels and no top at all. On this the coffin lies by its own weight. No wreaths please-- especially no hot house flowers. Some common memento is better, something he prized and is known by: his old clothes--a few books perhaps-- God knows what! You realize how we are about these things my townspeople-- something will be found--anything even flowers if he had come to that. So much for the hearse. For heaven's sake though see to the driver! Take off the silk hat! In fact that's no place at all for him-- up there unceremoniously dragging our friend out to his own dignity! Bring him down--bring him down! Low and inconspicuous! I'd not have him ride on the wagon at all--damn him-- the undertaker's understrapper! Let him hold the reins and walk at the side and inconspicuously too!
Name: ___________________________________________ Period: ___________ Final Due Date: ___________ IB Psychology – Internal Assessment Schedule Timeline & Due Dates Task/Assignment Description Due Date Status Check 1: IA Proposal IA Topic Proposal organizer Status Check 2: Introduction Introduction to IA and format Research background literature and study Status Check 3: Procedure Compete background literature and introduction—including hypotheses and/or aims of the study Provide correctly formatted references Presentation of proposed study Status Check 4: Data Collection Create any materials needed for your experiment Enact experiment and collect data from 20 participants Collect consent forms Status Check 5: Data Analysis and Results Review descriptive statistics, create graphs Begin interpretation of inferential statistics Write results section with graph and table of results Stats Check 6: Discussion Section See checklist for detailed information about what is required in the discussion Status Check 7: Final Report Compiled Compile all parts into one report. Write abstract, include appendices and citations Status Check 8: Rough Drafts Returned, Make Edits Make corrections and additions, as suggested Status Check 9: Final Report Turn in your final report with edits, as suggested
How did your results compare to the results of the original study? What theory explains the results of your experiment? If your results are not similar to the original study, explain why they might be different. Evaluation of the procedure and method. What are the limitations of the design? What are some possible systematic errors that could have affected your data? Demand Characteristics Constancy of condition Limitations of design Individual Differences – the use of independent measures. Ecological Validity Generalizability Recommendations for future research
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas Integrate and evaluate multiple sources of media in order to address a question to solve a problem Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies amongst sources COURSE OUTLINE Q1 Q2 Causes of World War I World War I Technological Developments, Tactics, and Strategies Social & Economic Impacts on the Homefront Wilson & the Fourteen Points Terms of the Paris Peace Treaties The Geopolitical & Economic Impacts of the Paris Peace Treaties Creation and Impact of the Mandate System Enforcement of the Provisions of the Peace Treaties Causes of Japanese Expansion (1931-41) Expansion into Manchuria & northern China The Second Sino-Japanese War (1937-41) International Response to Expansion Causes of German & Italian Expansion (1933-40) Hitler’s Foreign Policy and Germany’s Expansion Italian Foreign Policy and Expansion into Africa International Response to Expansion Q3 Q4 The Causes of the Spanish Civil War Spanish Civil War Tactics, Strategies, and Consequences Franco and the Nationalist Victory (Spanish Civil War) Foreign Involvement in the Spanish Civil War Threats to International Peace and Security (Interwar Years) Causes of World War II The European Theatre The Pacific Theatre and U.S. entry into the War Introduction to the Internal Assessment (IA) The African Front World War II Technological Developments, Tactics, and Strategies Social & Economic Impacts on the Homefront Peace Settlements and the End of the War Political Repercussions and Territorial Changes The Holocaust and Nuremberg Trials Mock Internal Assessment History Internal Assessment (IA)
Rogers, K. and Thomas, J. History. 20th Century World. Causes, Practices, and Effects of Wars. Pearson Education Limited. England. 2010. Rogers, K. and Thomas, J. History. 20th Century World. The Cold War. Pearson Education Limited. England. 2008. Research Databases ABC-CLIO () Student Resources in Context () Chicago Tribune Historical Archive () Websites and Collections American Memory Project () PBS American Experience () Awesome Stories () The Gilder Lehrman Institute of American History () United States Holocaust Memorial Museum () University of Washington Military History Guide () Voices of the Holocaust () Books and E-Books Gale Virtual Library SOAR Library Catalog
IB Biology III Choctawhatchee High School Instructor: Mr. Wells Course Rationale This course should develop an understanding of the natural world in which we live, the relationships among the phenomena of that world, and the effects of that world on human living. Course Description This is a two-year biology course in the IB program that is taught with both HL and SL students grouped together. Students complete an internationally-designated curriculum based on college-level lectures and labs in biological topics ranging from biochemistry to the cell, heredity, taxonomy, ecology, and anatomy/physiology. Students will prepare a formal lab book to be graded by IB standards and submitted for international review. This lab book will constitute 20% of the final IB grade assigned by international IB at the end of the senior year. The final international IB test is worth 80% of the final IB grade. The Group Four Project will be completed during the senior year with all IB biology and physics students working collaboratively to perform quality lab work. Expectations/Policies Enter this room quietly and orderly. You need to be in your seat when the bell rings. Attendance is taken using a seating chart. Late students must report to the Tardy Post. No admittance into the classroom without proper documentation. Tardiness will be handled according to school policy (please see the Student Handbook for the tardy policy). BE PREPARED!! You should not have to leave my room to go to the bathroom or to go back to your locker for paper, pencil, books, and/or assignments. Students must use the square whiteboard as a pass. Only 1 student out of the room at a time. Sign in and out on the log every time. Excessive restroom visits will lead to a phone call home, unless excused by a physician. School policy for office telephone use during class time is only for EMERGENCIES after an administrator’s approval. Assignments are due at the beginning of the hour. NO LATE PAPERS WILL BE ACCEPTED. (See grading policies regarding labs) Respect others, their opinions, their property, and their privacy. Listen and follow instructions. Do not talk while I am speaking. Every student should take notes whenever the opportunity arises. Open note quizzes and Pop quizzes will occur periodically. If you are confused or do not understand something, please ask me. I am here to help you. “Have the courage to speak and the wisdom to listen.”
Annex H – Grant payment schedule The Department will pay this Grant to local authorities in accordance with the following payment schedule, subject to local authorities incurring eligible expenditure and meeting the requirements of this Grant Funding Agreement. Period Payment Due Authority to pay Quarter 2 2015-16: 08/07/2015 – 30/09/2015 Claim forms will be requested on or around 1st October, when the Adoption Leadership Board data return is commissioned. We will ask for claims to be submitted by 29th October at the latest. Within 28 days of receipt of an eligible claim form An eligible claim form, ie accurately completed and with no questions arising Quarter 3 2015-16: 01/10/2015 – 31/12/2015 Claim forms will be requested on or around 4th January, when the Adoption Leadership Board data return is commissioned. We will ask for claims to be submitted by 1st February at the latest. Within 28 days of receipt of an eligible claim form An eligible claim form, ie accurately completed and with no questions arising Quarter 4 2015-16: 01/01/2016 – 31/03/2016 Claim forms will be requested on or around 1st April, when the Adoption Leadership Board data return is commissioned. We will ask for claims to be submitted by 29th April at the latest. Within 28 days of receipt of an eligible claim form An eligible claim form, ie accurately completed and with no questions arising
Please return this form to Liliana M Ruiz no later than April 20, 2018. WDKX 103.9 FM, 683 East Main St., Rochester, NY 14605 Email: t:(585)262-2050 f:(585)262-2626
Please indicate your proficiency in the three IB working languages (English, French and Spanish), and in any other language. It is important that your language skills are sufficiently strong to fulfil the tasks effectively. Please circle/indicate the relevant answer. Language Native speaker Fluent Able to read & write reports English Yes/No Yes/No Yes/No Spanish Yes/No Yes/No Yes/No French Yes/No Yes/No Yes/No Other: Yes/No Yes/No Yes/No Other: Yes/No Yes/No Yes/No Other: Yes/No Yes/No Yes/No Qualifications Please enter the details of your first degree, any further degrees, technical or other professional qualifications, indicating, where possible, the main and any additional subjects studied. Dates Name of university, awarding body or other institution of higher education Degree/qualification Subject(s) studied From To Employment Please enter details of your employment (most recent first). Dates Name of employer Position held From To If applicable, please state any subjects in which you are teaching or you have taught the IB curriculum (most recent first). Dates Programme (PYP, MYP, DP, CP) From To IB subject/syllabus/paper Examining experience
Structure of DNA and RNA DNA replication, transcription and translation Cell respiration Photosynthesis Topic 3: Genetics Genes Chromosomes Meiosis Inheritance Genetic modification and biotechnology Topic 4: Ecology Species, communities and ecosystems Energy flow Carbon cycling Climate change Topic 5: Evolution and Biodiversity Evidence for evolution Natural selection Classification and biodiversity Cladistics Topic 6: Human Physiology Digestion and absorption The blood system Defense against infectious disease Gas exchange Neurons and synapses Hormones, homeostasis and reproduction Option C: Ecology and Conservation Species and communities Communities and ecosystems Impacts of humans on ecosystems Conservation of biodiversity Population ecology The nitrogen and phosphorous cycles IB BIOLOGY Washington-Lee High School Science Department Teacher: _________________________________ Electronic Devices Policy ( No need to print- I will give you a signed copy of this in class) In order to help maintain a classroom environment centered on learning, the science department has adopted an electronic devices policy in all science classrooms. Students will not have cell phones (or other electronic devices) on their person, their desk, or visible in any way. Cell phones (or other electronic devices) must be silenced and out of sight at all times unless specifically permitted for instructional purposes. During tests electronic devices not required for testing will be placed into backpacks and backpacks will be placed at the front of the room as is policy for all SOL, AP and IB testing. Upon the first offense the student will hand over their device until the end of the day. If a student refuses, administration will be notified.
to give 0.4 A ( 0.1); 4 max (iii) lamp A will have greater power dissipation; since current the same, but it takes greater share of p.d.; 2 max [25] 7. (a) (i) EI; 1 (ii) I2r; 1 (iii) VI; 1 (b) (from the conservation of energy), EI = I2r + VI; therefore, V = E – Ir / E = V + Ir; 2 (c) correct position of voltmeter; correct position of ammeter; correct position of variable resistor; 3 (d) (i) E = V when I = 0; so E = 1.5 V; 2 (ii) recognize this is when V = 0; intercept on the x-axis = 1.3 (0.1) A; 2 (iii) r is the slope of the graph; sensible choice of triangle, at least half the line as hypotenuse; = ; = 1.2 (±0.1) or when V = 0 E = Ir; r = = ; = 1.2 3 (e) R = 1.2; I = = 0.63A; P = I2R = (0.63)2 × 1.2 = 0.48W / 0.47 W; 3 [18] 8. (a) [1] for each appropriate and valid point eg thermal energy is the KE of the component particles of an object;
total current = 12 A and total power = 3.2kW; Award [3] for correct alternative working. (iv) the power output will be less; because the total resistance is greater in the series case; hence the current is less and power depends on I2; P = ; 3 max (b) (i) concentric circles (by eye); a minimum of three circles required; correct direction; 3 (ii) current in one turn produces magnetic field in region of adjacent turn; this gives rise to force in adjacent turn which also has electric current; they attract; 3 [15]
IB English 11: Literary Terms & Poetic Devices Please review the following terms before the beginning of school. You may expect an exam covering these terms when you arrive! Enjoy. Alliteration Allusion Amplification Analogy Archetype Assonance Bildungsroman Caricature Characterization Cliché Connotation Denotation Deus ex Machina Diction Epiphany Euphony Euphemism Flashback Foil Foreshadowing Hyperbole Idiom Imagery Irony/Dramatic Irony Juxtaposition Litotes Metaphor/Extended Metaphor Mood Motif Onomatopoeia Oxymoron Paradox Parody Personification Point-of-View Pun Rhetoric Sarcasm Satire Simile Symbol/Symbolism Syntax Theme Thesis Tone Understatement
revolutionized nothing in terms of gameplay save for proximity – that is, until the incorporation of the new microprocessor in 1976. The power of the microprocessor allowed for external memory devices to house separate games that could be plugged into the consoles. In essence, it meant that a single console could play multiple games, thus broadening the range of videogames played by one person. Fairchild Semiconductors first introduced such a console with its legendary Channel F, which housed its new F8 processor. The Channel F, released in 1976, and its cartridge based system was so revolutionary that at first, many consumers did not know how to operate it! These cartridges were the predecessors of modern day CD-ROMs. Following closely behind were consoles like RCA’s Studio II and the famous Atari VCS 2600 (which would go on to lead the gaming industry for years despite its increasing age). This expanded the gamer’s experience considerably, allowing him to choose what he wanted to play. Eventually a repertoire of games emerged ranging from shooters to driving simulators. The Atari 2600 console In addition, the microprocessor improved graphics. 1972’s Magnavox Odyssey came with screen overlays that supposedly enhanced the visuals, but the F8 processor did away with such encumbrances – its power gave birth to improved visuals and color. As Tomohiro Nishikado, a renowned Japanese video game programmer, aptly puts it, “with microprocessors, the animation is smoother and there are so many more complex physical movements that can be reproduced, so the category of games that [programmers] could now create was so much more.” For example, microprocessors encouraged the use of vector graphics (first used in 1978 by Cinematronics), which drastically improved textures and sharpness of visuals. Complementing the video game consoles were the new home computers such as the Apple II and Commodore 64. Beforehand, computers were reserved for large corporations, but
Using Strong Word Choices Don’t rely too heavily on the verb “to be” (am, is are, be, was, were, being, been) – it is a weak verb that blurs your precision! Here are some stronger verbs and some better substitutes for “very.” Acknowledges Adds Addresses Admits Advocates Affirms Agrees Alleges Applies Argues Arranges Articulates Assents Assesses Asserts Assumes Assures Attests Claims Compresses Comments Compares Convinces Critiques Debates Decides Defines Determines Describes Devises Dictates Directs Discloses Divulges Elaborates Emphasizes Employs Encourages Entreats Establishes Estimates Explains Exposes Expresses Formulates Heightens Hints Illustrates Implements Implies Incorporates Indicates Infers Introduces Instructs Maintains Mentions Narrates Notes Objects Observes Persuades Places Points out Portrays Posits Presents Reassures Recounts Refutes Relates Repeats Responds Restates Reveals Specifies States Stipulates Strengthens Suggests Summarizes Targets Thinks Underscores Uses Utilizes Writes Substitutes for “very”: Absolutely Bitterly Chiefly Dramatically Especially Exceedingly Extremely Excruciatingly Fully Immeasurably Incredibly Immensely Infinitely Intensely Largely Mightily Obsessively Overly Powerfully Profusely Richly Ridiculously Severely Shockingly Slightly Surely Surprisingly Truly Unusually 16
Transitional Words and Phrases In a similar way In view of this Another point is Similarly Also Moreover Likewise In addition Furthermore Another example Besides In fact In other words Next Nevertheless On the other hand However Consequently For example For instance On the contrary In contrast Yet Still In spite of Despite Therefore Thus Then As a result Accordingly Finally Since To sum up In brief In short In fact Indeed In other words All things considered Clearly 18
European Circumstances at the Time Spain: Portugal: -1746 – Decreased colonial trade -Napoleonic Wars -1807-1808 – Napoleon invades -French Revolution -Misrule and wars bankruptcy -Political ideology – liberty -Spanish King abdicated and liberation -Napoleon puts Joseph in charge Country Movement for Independence Details Leaders/Revolutionaries Significance/Impact Mexico -Hidalgo led some bloody battles originally -It was a Creole and native army -Miguel Hidalgo -Jose Morelos -Augustine de Ilaneros -Itubile becomes a dictator, he is then gotten rid of -Political unrest Gran Colombia -Bolivar used nativism to get support and victory -Simon Bolivar -Countries were liberated by Bolivar Chile -Nativism -Armies of SM and O’H meet and fight together, winning control of Chile -Bernardo O’Higgins -Jose de San Martin -San Martin offered chance to rule, says no -O’Higgins becomes the ruler after he is beaten Argentina -Bolivar led to freedom after San Martin went back to Europe -Jose de San Martin Brazil -Prince Pedro rallied the natives together, refused to listen to Portugal, and demanded independence -Prince Pedro -Declared an independent monarchy -Makes itself a republic Peru -Simon Bolivar -Jose de San Martin -Tupac Amatu II Haiti -Slave revolt against leaders -Napoleon served as a distraction -GB tried to take advantage -Toussaint L’Overture -Jean Jaques -Napoleon -Only successful slave revolt ever -Creoles ended up on top, and mixed race were still below
The IB Organization (2009) states that “the whole school community is expected to model the values and behaviours associated with education for intercultural understanding” (p. 4). In other words, parents should be included in this discourse, which can involve more than one-way newsletters and website information postings. IB philosophy can become the subject of ongoing dialogue through online forums, emails, messaging and discussion groups. Drake (2004) found that critical analysis may be resisted in Chinese homes because Chinese parents consider it disrespectful when their children question them (p. 195). Robinson and Guan (2012) echo this thought, saying that “critical thinking and open-mindedness … are not always appreciated and to some extent not tolerated in China” (p. 309). If parents are assisted to understand and appreciate critical-mindedness, they may be able to support, rather than hinder, their IB program children. Parents should be invited to study groups which involve inclusive engaging role-plays to demonstrate new behaviors, and two-way communication should be used through the discussion to ensure that these culturally-challenging new concepts are understood. If parents hear a consistent message from a variety of sources and through different mediums, they are more likely to be reached and it will be possible for their conceptions to change. It needs to be declared by principals, echoed by teachers and reinforced by Chinese advisors. It needs to be seen in formal power-point presentations and again in emails and Wechat messages. Once the message is clear, it will be fair for us to expect parents to abide thereby. This concludes my presentation of strategies based on research literature which will help overcome the challenges faced when implementing IB IM in China. Knowing how problems
1。富人可以以牺牲穷人的利益为代价让自己更富有。 2。重要的是: 人们回报社会和保护环境。 3。有时通过偷、抢、欺诈以满足我们的基本需求是可以的。 4。公司可以以牺牲他人的利益为代价赚取利益, 如造成污染。 5。贫富悬殊是可以的。 6。当我看到别人受伤或伤心时, 我感到难过。 7。我设身处地想过无家可归和饥肠辘辘是什么感觉。 8。除了帮助和关心我的家人以外, 我也热切地奉献时间和精力 来帮助他人。 9。我不需要帮助世界上其他地方受苦的人。 10。除了我的家人外,我也愿意给其他需要帮助的人分享食物或捐款。 11。我觉得自己对世界上的一些问题负有责任。 12。我觉得平常饮食多吃肉很好, 因为肉类好吃并富含蛋白质。 13。自己生活舒适而他人深陷疾苦令我感到苦恼。 14。驾驶汽油动力汽车很好, 因为它们速度快, 方便驾驶。 15。我喜欢通过植树等服务来养护环境。 16。我很清楚导致环境问题的原因。 17。我很清楚导致不同种族之间矛盾冲突的原因。 18。我为改善不同种族之间的关系做不了太多。 19。我和持有不同观点的世界各地的朋友相处融洽。 20。我很清楚应该怎样去解决环境问题。
Probability Review B Saputo Name __________________________ Period ______ Date __________ Show all your work. If you can leave it as a fraction, leave it reduced! Calculators are ok and so is the formula sheet. Two dice are rolled and the results are multiplied together. Draw a 2D table of outcomes to display the possible results. Hence determine the probability that the resulting value is: 1 Less than 30 a square number. If I buy 5 tickets in a 200 ticket lottery, and 3 prizes are drawn for winning tickets without replacement, determine the probability that I will win: the first 2 prizes at least two of the first 3 prizes. If A spinner has 5 areas. What is the expected value of a spin? How much would I charge if I want to make an average of $2? On any one day in April, there is a 21% chance of rain and 46% chance of being windy. Draw a tree diagram showing the probabilities of wind or rain on a particular day. Hence determine the probability that on a particular day there will be: rain and not wind rain or wind. Wind, given that it’s rainy. What would happen if wind was dependent on the rain?
From ____________ to _______________ I will try to read as many books as I can on . *Cash or check only please. Make check payable to: _________________________________________________________ Supporters Name: Phone Number or Email Address: Pledge Per Book Read or ONE TIME donation: Total Amount Owed: Supporters Name: Phone Number or Email Address: Pledge Per Book Read or ONE TIME donation: Total Amount Owed:
6. The heights of 200 students are recorded in the following table. Height (h) in cm Frequency 140 ≤ h < 150 2 150 ≤ h < 160 28 160 ≤ h < 170 63 170 ≤ h < 180 74 180 ≤ h < 190 20 190 ≤ h < 200 11 200 ≤ h < 210 2 (a) Write down the modal group. (b) Calculate an estimate of the mean and standard deviation of the heights.
Name: ________________ IB Studies Test 1 2016 76 marks Scientific notation, percentage error, estimation, rounding, currency exchange, coordinate geometry. Calculate 3.7 × 16.22 – 500, writing your answer correct to two decimal places; (b) (i) correct to three significant figures; (ii) in the form a × 10k, where 1 ≤ a < 10, k  . (Total 4 marks) Let m = 6.0 ×103 and n = 2.4 ×10–5. Express each of the following in the form a ×10k, where 1 ≤ a < 10 and k  . mn; . (Total 4 marks) (a) A girl’s height is 1.623 m. Write her height to the nearest cm.
The time taken to fill a tank was 2 hours 43 minutes. Write this time to the nearest 5 minutes. The attendance at a show was 2591 people. How many people, to the nearest 100, were at the show? (d) The mean distance of the Moon from the Earth is approximately 384 403 km. Write this distance in the form a × 10k where 1 ≤ a < 10 and k  . (Total 4 marks) The following diagram shows a rectangle with sides of length 9.5 × 102 m and 1.6 × 103 m. diagram not to scale (a) Write down the area of the rectangle in the form a × 10k, where 1 ≤ a < 10, k . (3) Helen’s estimate of the area of the rectangle is 1 600 000 m2. (b) Find the percentage error in Helen’s estimate. (3) (Total 6 marks) (a) Given x = 2.6 × 104 and y = 5.0 × 10–8, calculate the value of w = x × y. Give your answer in the form a × 10k where 1 ≤ a < 10 and . (b) Which two of the following statements about the nature of x, y and w above are incorrect?
(i) x  (ii) y  (iii) y  (iv) w < y (v) x + y  (vi) < x (Total 8 marks) (a) Calculate . (1) (b) Express your answer to part (a) in the form a  10k, where 1  a  10 and k . (2) © Juan estimates the length of a carpet to be 12 metres and the width to be 8 metres. He then estimates the area of the carpet. (i) Write down his estimated area of the carpet. (1) When the carpet is accurately measured it is found to have an area of 90 square metres. (ii) Calculate the percentage error made by Juan. (2) (Total 6 marks) 7. Susi travels from Singapore to Thailand and changes 1500 Singapore dollars (SGD) to Thai baht (THB). The exchange rate is 1 SGD buys 21.03464 THB. (a) Calculate the number of Thai baht Susi buys. Give your answer correct to the nearest baht. (2) Susi leaves Thailand and travels to Indonesia. She has 20 000 THB and uses these to buy Indonesian rupiah (IDR). The exchange rate is 3.28352 THB buys 1000 IDR.
Reedley College Academic Senate Minutes Tuesday 09-26-2017 (2:00-3:30PM) Reedley Campus LRC 104 | Madera Center MCCC AM-114B / OC 6 Meeting Called to Order/Quorum at p.m. Officers President Stephanie Curry RC X XVP for Curriculum Natasha Maryanow RC X VP for Senate Business Rick Garza RC X Rep to ASCCC Emily Berg RC X Secretary Rebecca Snyder RC X MOFA Jennifer Gray MC X Immediate Past President Jeff Ragan MC X Guests Maria Ortiz Eileen Apperson Richelle Swallow Department Name Campus Adjunct Faculty John Berg MC X Ag and Natural Resources Nancy Gutierrez RC X Kevin Woodard RC/MC X Business VACANT RC/MC -- -- Eunji Seo RC X Counseling Gracie Spear MC X Melissa Affeldt RC X Case Bos RC X Fine Arts & Social Sciences George Cartwright RC/MC X Dennis Montejano RC X James Druley MC X Health Sciences / PE Amanda Taintor RC X Marcy Davidson RC X Kristen Mattox MC X Industrial Tech Stephen Rosendale RC X Math, Engineering, Comp Sci VACANT -- -- Rebecca Reimer RC X Julie Kehoe RC X Andrew Strankman RC X Veronica Cornel RC X Auxiliary Adelfa Lorenzano RC X Darlene Murray RC X Comm & Lang VACANT RC -- -- Nicole Cooper RC X Comp, Lit, and Read Jan Zigler RC X Ryan LaSalle RC X Heather Paul RC X John Fitzer MC X Public Comment. Roll Call / Review of Senate Members and Guests. Consideration of DRAFT Sept 12, 2017 meeting minutes Maryanow: Motion to approve. Second: Andrew. Approved. Abstentions: Berg, Ragan
Fundy. Which of the following gives the approximate amplitude and period of the tides? Amplitude Period A. 6.5 m 6 hours B. 13 m 12 hours C. 6.5 m 12 hours D. 13 m 6 hours 16. Light of wavelength λ is emitted by two point sources. The light passes through a circular aperture of diameter b and is received by an observer. The angular separation of the sources from the observer’s position is θ. The sources are not resolved by the observer. Which of the following mathematical relationships applies? A. θ < 1.22 B. θ > 1.22 C. θ = 1.22 D. θ = 17. A spherical planet of uniform density has three times the mass of the Earth and twice the average radius. The magnitude of the gravitational field strength at the surface of the Earth is g. What is the gravitational field strength at the surface of the planet? A. 6 g B. C. D. 18. A spacecraft travels away from Earth in a straight line with its motors shut down. At one instant the speed of the spacecraft is 5.4 km s–1. After a time of 600 s, the speed is 5.1 km s–1. The average gravitational field strength acting on the spacecraft during this time interval is A. 5.0 × 10–4 N kg–1 B. 3.0 × 10–2 N kg–1 C. 5.0 × 10–1 N kg–1 D. 30 N kg–1 19. A small sphere X of mass M is placed a distance d from a point mass. The gravitational force on sphere X is 90 N. Sphere X is removed and a second sphere Y of mass 4M is placed a distance 3d from the same point mass. The gravitational force on sphere Y is
9) RENEWAL OF OVERDUE DOMESTIC TERM DEPOSIT Renewal of overdue domestic term deposit (from maturity date of overdue deposit) shall be for a period extending upto at least 15 days beyond the actual date of renewal. If the renewed overdue domestic deposit is tendered for premature foreclosure/encashment before completion of minimum 15 days from the actual date of the renewal, no interest be paid for the overdue period even if the total overdue period from the date of maturity of the old deposit receipt exceeds 15 days. 10) PAYMENT OF INTEREST ON TERM DEPOSIT MATURING ON HOLIDAYS If the noted due date of a term deposit falls on a holiday, Sunday, working day, interest be paid for such intervening day(s), at the originally contracted rate, till the succeeding working day. 11) MATURITY VALUE CERTIFICATE (MVC) Member Banks shall not issue Maturity Value Certificates (MVCs) under any circumstances to any person who approach bank branches with offer to procure substantial rupee deposits. 12) NEGATIVE PUBLICITY Member Banks shall not make publicity of adverse/weak position of other banks, in order to wean away the customers of the affected banks. 13) INTEREST PAYMENT (a) The statements with regard to the rate of interest, method of interest calculation, etc. in any publicity literature, advertisement and other forms of publicity on deposit scheme/s of banks shall be precise and intelligible. (b) Member Banks may follow the Master Charts relating to payment of interest on deposits prepared by the Association from time to time for fixing maturity values; for payment of monthly income, annuities, etc. 14) GENERAL CONVENTIONS FOR DOMESTIC DEPOSITS (a) Member Banks may not accept any deposits for a period longer than 10 years. However, banks may accept deposits for periods exceeding 10 years in terms of orders of competent courts or in the case of minors where interests of minors are involved, provided banks are convinced that it is necessary to do so. Individual banks may decide in this matter based on asset liability management policies being followed. (b) Interest on deposits for fixed term may be paid, credited, transferred or reinvested with frequency not less than the quarterly rests. However, payment of monthly interest may be allowed, if required, by discounting the quarterly
Procurement governance and approval framework developed for schools and school councils; Schools will publish on their school website each year the suppliers they have purchased goods and services, and the total value for all purchases valued at $5,000 or more. VGPB Policy: previous For the majority of the period of the IBAC investigation, and up to when the Department transitioned to the new policy framework on 1 July 2014, a summary of the applicable thresholds for obtaining quotes and going to tender for the supply of goods and services to be completed on behalf of the Department was as set out in Table Three below. The Department’s previous governance committee for approving procurement activity was the Accredited Purchasing Unit (APU), the Secretary, and the VGPB.
TYPICAL IB COURSE PLAN WITH INTERNATIONAL EXPOSURE IN SPRING OF JUNIOR YEAR Freshman Fall ENG101 NnLg1 XXX MAT XXX ACC101 FYS XXX Spring ENG102 NnLg2 XXX ECN101 ACC102 MGT110/120 Summer Sophomore Fall PHL154 Moral PHL Adv NnLg XXX HIS154 DSS210 IBU210 Intro IB Spring THE154 FJCT EL1 XXX ECN102 FIN200 MKT201 Summer Junior Fall Phl Anthrop XXX EL2 XXX DSS200 ECN321 or POL113/115 IBU310 FDI Spring Semester Abroad REL XXX EL3 XXX DSS220 MGT360 IBU370 (iEXP) or IB Elective Summer Senior Fall F&R XXX EL4 XXX Sc (with Lab) XXX BUS495 IB Elective Spring Art/Lit XXX EL5 XXX EL6 XXX IB Elective IBU495 GSP Overlay Requirements D G nW XXX Wrt XXX Ethics XXX NON-NATIVE MODERN LANGUAGE REQUIREMENTS A. GEP Non-Native Language Requirement All students must satisfy the GEP non-native language requirement of a two-course sequence at the level determined by the faculty of the Department of Modern and Classical Languages or a single course in conversation (301). NB: Students must take the proper sequence based on their initial language placement. Any students who wish to begin studying a language they have not studied in high school may choose to take the beginning-level sequence (101-102) in the new language. The GEP Non-Native Language Requirement may be fulfilled by appropriate course sequences in a variety of languages including: Chinese, French, German, Italian, Japanese, Russian and
Hello, Judy O I Conl&d: Us I Log Off' INTERNET BANKING 8 Profile Transfer Resources E-Documents Health Savings Account IInvestments IYear to Date Activity Account Summary Account Number Initial Daily Balance Available Balance HSA links 14493504 $0.93 $0.93 Transfers IStatements ITax Documents 2014 Contributions ICONTRIBUTE 2013 Contributions You have contributed: $0.00 ICCJ Nl RIBI J IE PROFILE ,,.-... Q TRANSFERS RESOURCES It is important that we have your most current contact information on file . We make it easy for you to update your basic account information online . Simply click one of the links below to Setting up transfers to and from your HSA is Quick and straightforward.You can transfer funds between your HSA and an investment account or external bank account. To view our
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as the respondent made it out to be in its heads of argument. Thirdly, Mr. Barnard argued that the said judgment does not even deal with review applications. He was correct on all accounts. [39] Regarding the issue of prejudice it was argued that the respondent instituted the review proceedings by way of action, so as to avoid the need to file an application for condonation explaining why, review proceedings were only instituted after eleven months and not sooner. In conclusion, it was argued that invariably in almost every review application there are disputed facts. If same cannot be resolved on paper, it is referred to oral evidence. On Behalf of the Respondent [40] Mr. Heathcote correctly argued that, before the summons could be set aside for irregularity, such irregularity would have to be proven. He further argued that proving an irregularity alone was not sufficient to warrant striking the respondent’s combined summons, but that the applicant needed prove the prejudice it would suffer due to the irregular step or proceeding alleged. It was his further contention that, firstly, if one has a claim, one does not sue the Board, but the company. Secondly, if one cannot sue the existing Board, one certainly cannot sue a defunct Board. Thirdly, he further contended, a company cannot sue itself. Lastly, he submitted, the provisions of rule 76 are there to be used by private persons against whom the administrative body or official has taken an adverse decision and which they wish to have the said decision set aside. [41] According, to Mr. Heathcote, the applicant wishes to protect the decision that was taken in its favour and thus cannot rely on rule 76, which is intended for applications to set aside an adverse decision of an administrative body or official. He also argued that where there are delays in instituting review proceedings, the consequence is that the review would not succeed. He further submitted that in the first letter, addressed to the
IB BIOLOGY 12th Grade Name_________________________________Period_____Date_____ NOS item number and portion demonstrated Location of this item in book and identification How this concept shows the NOS Drawing demonstrating this example of a NOS 3.1-Looking for trends and discrepancies to cell theory Although most organisms conform to cell theory,there are muscle(multinucleate and often large) 2)giant very large (~100mm)-w/ 1 nucleus 3)aseptate fungal hyphae-along hyphae are nuclei separated by ‘septa’ 4)mature RBC’s Have no nucleus nor organelles
‘impression of deformity without any nameable malformation’ ‘displeasing smile’ ‘murderous mixture of timidity and boldness’ ‘unknown disgust, loathing and fear with which Mr Utterson regarded him’ ‘the man seems hardly human!’ ‘something troglodytic’ ‘Satan’s signature upon a face’ ‘great flame of anger’ ‘like a madman’ ‘ape-like fury’ ‘something seizing, surprising and revolting’ Mr Utterson ‘never lighted by a smile;’
5 Strategy 5.1 Strategic Position For our business to successfully create and sustain competitive advantage, our business must have threshold resources and competences in order to effectively compete in the market. The business must also have a number of unique selling points (USPs) in the form of unique resources and core competences. Resources Competences Threshold Capabilities Bikes Bike racks Premises Computer Printer Mobile Phone Staff Renting out bikes Capabilities for competitive advantage Extras – Helmets, reflective vests, cable locks Providing an efficient, professional service Offering extras Offering a hire purchase scheme where the customer can keep the bike after 12 weeks of rental As we have no direct competitors, we can concentrate on providing an efficient, professional service, whilst charging competitive prices. We provide a cheaper and healthier alternative to other forms of transport such as a bus or taxi. We must also focus on the hire purchase element in our marketing, as this makes our service appear even more attractive and good value for money.
Personal title: (eg Ms/Mr/Dr) Surname: First name: Preferred first name: Phone number: Mobile: Fax: E-mail Address: Position title: Organisation (for postal delivery): Postal address: Postal Locality: (City/Suburb/Location) State: Postcode: Country:
Supplementary Table 2: Primer and probe sequences (qRT-PCR) Gene symbol Forward primer (5’→3’) Reverse primer (5'→3') Probe sequence (5’→3’) MUC1 F: CCTAGCAGTACCGATCGTAG AGCAGCCTCTCTTACACAAACCCAGCAGT R: AAGTTGGCAGAAGTGGCT MUC4 F: ATGCCCACGCCTATCCT TCGGGAGCAACACCTACCAAGCCATC R: CAGGGCATAGGACCTGCT TFF1 F: CCCTGGTGCTTCTATCCTAAT ACACTCCTCTTCTGGAGGGACGTCGATG R: GATCCCTGCAGAAGTGTCTA CLDN1 F: GCAGATCCAGTGCAAAGTC TGACTCCTTGCTGAATCTGAGCAGCACA R: CTATCACTCCCAGGAGGATG CLDN8 F: CTTAGGATGGACCACGGC ACGCAGCAGAACAGAGCTCCTCCA R: CGAGTATCTGTAGCTACTGCTCT OCLN F: TGGCAAAGTGAATGACAAGC ATCCACGCCGGTTCCTGAAGTGGTTC R: AGGCGAAGTTAATGGAAGCTC DSG3 F: AAGTCCGTACTTTGACCAATTCT TGACCGAGAGCAAGCTAGCAGCTATCGTC R: TTGTCTGCACCACTCACAA MAGI1 F: AGACCATAAGGGATAACCTTTACCG ATGCTGTGCCTTGCACAACCCGATCT R: CCAGGCACTTCTCCTTCTCT ACTB F: CCCAGCACAATGAAGATCAAGATC CCTCCTGAGCGCAAGTACTCCGTGTG R: CTGATCCACATCTGCTGGAAG F, forward; R, reverse; ACTB, beta-actin.
The Importance of Being Earnest – Act I Reading Questions What does Algernon mean when he says, “I keep science for Life” and later connects this idea to Lane preparing the cucumber sandwiches for Lady Bracknell? In the world of the play, how do expectations related to “moral responsibility” relate to social class differences? Why is this humorous? Algernon says, “the very essence of romance is uncertainty. If ever I get married, I’ll certainly try to forget the fact”. How does this statement critique Victorian attitudes toward marriage? “Oh! it is absurd to have a hard-and-fast rule about what one should read and what one shouldn’t. More than half of modern culture depends on what one shouldn’t read”. What is Wilde saying about modern culture? Why does Jack establish two different identities for himself—one for the country and another for the city? Why does Jack initially lie about his relationship to Cecily? What does his decision to lie say about his attitude toward Algernon? What is a “Bunburyist”? Why does Algernon find it necessary to be one? In what ways do Algernon and Jack’s views about love and marriage differ? Use specific lines from the script to support your ideas. Based on Lady Bracknell and Algernon’s first exchange, what do we learn about Lady Bracknell’s character? What role do you predict she’ll play in the story? How do we know Algernon and Jack are close friends? What evidence from the script tells us that the setting for the play is England? How does Lady Bracknell’s question about whether Jack was born in the “purple of commerce” or “the ranks of the aristocracy” reflect on the social structure of the upper class in Victorian England? Why does Lady Bracknell not consider Jack an eligible husband for Gwendolen? Why does Jack find it necessary to “kill” his brother Ernest?
the international community is giving to this village and to VSSU .It is truly remarkable. From this spot, during the next several days the people of the world will learn about ways to address poverty, to advance educational opportunities, to promote human rights, to empower women and to preserve and sustain the environment. It is also appropriate that this Conference takes place on the 25th anniversary of VSSU and the 150th birth anniversary of Swami Vivekananda who stressed in his teachings the richness of diversity and the international brotherhood of man. Over the next several days, the principles of world harmony and peace, taught by Vivekananda and stressed by VSSU will be discussed in plenary sessions and seminars, as well as illustrated by way of exhibitions and cultural events. As I indicated when I began these remarks, & an honored to have the privilege of inaugurating this conference and I look forward to learning much more from the various sessions and exhibitions that will follow. Thank you, and may we see peace everywhere in the world in our lifetimes. Namaskar, Conference Comments IBC 2012.