zilongwang/ReadingBank huggingface dataset:
1 The learner will know the purpose of health, lifestyle and science industries The learner must know: Assessment Requirements Evidence Location 1.a An example of a health, lifestyle and science setting Learners should indicate an example of a health, lifestyle and science setting. The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b The purpose of a health, lifestyle and science setting Learners should indicate the purpose of an example of a health, lifestyle and science setting. 2 The learner will know about job roles in health, lifestyle and science industries The learner must know: Assessment Requirements Evidence Location 2.a A job role within a health, lifestyle and science setting Learners should indicate a job role in a health, lifestyle and science setting. The following assessment be used in the assessment of standard:
Follow oral and written directions, commands, and requests. Identify key words or main idea(s) from oral or written passages. Make inferences from simple oral and/or written passages (e.g., conversations, dialogs, narratives, advertisement songs, rhymes, chants, and literature) about familiar topics. Interpret phrases presented with accompanying gestures, intonation, and visual or auditory cues. Engage in oral and written conversation (e.g., face-to-face, letters) to exchange essential and personal information about everyday topics. Use culturally acceptable vocabulary, idiomatic expressions, and gestures. Strategies and Resources Resources: Textbook: Invitation to Languages Workbook Program Video Program Authentic Materials (Realia) Strategies: General Strategies— Working with partners Working with groups T-charts
Internet keyword searches – Chansons - songs Dessins animés – cartoons Émissions pour enfants – t.v. shows for children Livres pour enfants – children’s books Introduction to World Languages Middle School Curriculum and Pacing Guide Japanese
A student can only sign your bingo board once Find someone who… lives in Ramat Hagolan likes the colour purple worked during the summer holidays visited her grandparents during the summer traveled abroad (overseas) during the holidays has two pets has twins in her family has eyes has two sisters/ brothers painted her bedroom during the holidays read a book in English during the holidays likes running has contact lenses has the word "song" in her name. to study English doesn't like pizza sports is worried about studying English with Aviva has a dog has blonde hair likes to cook is over 1.70 cm likes to read books rides horses
10) Managerial accountants only need a solid understanding of managerial accounting, and not financial accounting. Answer: FALSE 11) Which of the following certifications is issued by the Society of Management Accountants? A) CPA B) CMA C) CIA D) CFP Answer: B EOC: S1-4 12) A CFO have all of the following responsibilities EXCEPT: A) preparing all corporate tax returns. B) managing corporate financing. C) providing reports to creditors as required. D) investing in new equipment. Answer: D EOC: E1-11 13) Who typically manages the daily operations of a company? A) Stockholders B) The controller C) The company's board of directors D) The CEO Answer: D EOC: E1-11
No delegation in accordance with this Act— affects or prevents the performance of any function or the exercise of any power by the board or the trustees; or affects the responsibility of the for the actions of any delegate acting under the delegation; or is affected by any change in the membership of the board or of any committee or class of persons. A delegation may be revoked at will by— resolution of the board and written notice to the delegate; or any other method provided for in the delegation. A delegation under subclause (4)(b) may be revoked at will by written notice of the delegate to the subdelegate. The board may, by resolution, appoint committees— to advise it on any matters relating to the board’s functions and powers that are referred to the committee by the board; or to perform or exercise any of the board’s functions and powers that are delegated to the committee. A person must not be appointed as a member of a committee unless, before appointment, he or she discloses to the board the details of any financial interest that would disqualify the person from being a trustee under section 103A. This clause applies to each member of a committee who is not a trustee with any necessary modifications 18 Bylaws A board may make bylaws that the board thinks necessary or desirable for the control and management of the school.
BY-LAW 20 INTRODUCTION OF PLANTS PERMIT APPLICATION Territory Parks and Wildlife Conservation By-Laws Please allow 5 working days to process this application NAME OF APPLICANT ADDRESS OF THE APPLICANT TELEPHONE EMAIL OR FAX NUMBER PARK OR RESERVE DESCRIPTION OF ACTIVITY SPECIES & QUANTITY OF PLANTS PROPOSED COMMENCEMENT TIME AND DATE PROPOSED FINISHING TIME AND DATE EMERGENCY CONTACT NAME AND PHONE NUMBER REGISTRATION NUMBERS OF VEHICLES TO BE USED CONDITIONS The Applicant must comply with all the terms and conditions which appear on the reverse side of this application. The Parks and Wildlife Commission adheres to the Northern Territory Government Privacy Statement, which can be found at: CONDITIONS of the Commission granting to the Applicant a By-law 20 Permit the Applicant hereby agrees as follows: Applicant together with the Participants enter the Park/Reserve entirely at their own risk and the Commission and the Land Corporation ("the Corporation") accept no liability whatsoever for any loss, damage, injury of whatsoever to the Applicant or to any other person arising as a result of or in connection with the presence of the Applicant on the Park Reserve.
(d) Distillation Distillation is an improved evaporation both the solute and the solvent in the solution are separated /collected. Distillation therefore is the process of separating a solution into constituent solid solute and the solvent. It involves heating the solution to evaporate/vapourize the solvent out. The solvent vapour is then condensed back to a liquid. Experiment: To obtain copper(II)sulphate (VI) crystals and water from copper (II) sulphate(VI) solution. Procedure: Put one spatula end full of copper(II)sulphate (VI) crystals into a 250cm3 beaker. Place about 200cm3 of water into the beaker. Stir thoroughly using a glass/stirring rod for about one minute. Pour half portion of the contents in the beaker into a round bottomed/flat/conical flask broken porcelain/sand/glass into the flask. Put a few pieces of b Stopper the Connect the flask to a liebig condenser using delivery tube. Place a 200cm3 clean empty beaker/conical flask as a receiver at the end of the liebig condenser. Circulate water in the liebig condenser. Heat the strongly on a tripod stand with wire mesh/gauze until there is no more visible boiling bubbles in the flask. Observation Copper (II)sulphate (VI) crystals dissolve in water to form a blue solution. On heating, colourless liquid is collected in the receiver. Blue crystals are left in the flask. (if gently heated further, the blue crystals turn to white powder) Explanation On heating blue Copper (II)sulphate (VI) solution, the colourless liquid solvent evaporate/vapourize . The liquid vapour/gas passes through the delivery tube to the liebig condenser. The liebig condenser has a cold water inlet near the receiver and cold water out let. This ensures efficient cooling. If the cold water outlet/inlet is reversed, the water circulation would be less efficient. The water in the receiver would be warm.In the liebig condenser, the cold water,condenses the liquid vapour into liquid. The condensed liquid collects in the receiver as distillate.
Section 2 Requirements All Associates, Members and Fellows, who are currently employed within the emergency planning and resilience field, or closely associated disciplines, are required to demonstrate that they have undertaken appropriate and sufficient CPD. The levels of membership that are not included in the scheme are: Students Retired Honorary Fellows Students are strongly advised to be aware of and understand the CPD scheme as any advancement of membership level will require participation. Students are encouraged to participate in the Scheme as good practice for their future employment. CPD Activities The Society has identified the following activities as contributing to the CPD process: courses, workshops, seminars, webinars or similar events, where active contributions/exchange of views are required. Conferences and exhibitions, or similar events, which promote understanding of new initiatives and change in organisations and the professional. Post qualification studies which are assessed and lead to some form of certification, i.e. diplomas, higher degrees and other professional qualifications. Personal which enhances knowledge, skills and understanding i.e. reading professional journals, learning new job skills, developing skills such as chairmanship and mentoring. Professional activities and meetings which broaden and develop the individual e. g. specialist group activities, incident response, group and committee meetings, producing articles, commentary and reviews. Disseminating knowledge: publishing papers and articles, addressing conferences and seminars and part time lecturing CPD Activities The Society has identified the following activities as contributing to the CPD process: Short courses, workshops, seminars, webinars or similar events, where active contributions/exchange of views are required. Conferences and exhibitions, or similar events, promote understanding of new initiatives and change in organisations and the profession. Post qualification studies which are assessed and lead to some form of certification, i.e. diplomas, higher degrees and other professional qualifications. Personal study which enhances knowledge, skills and understanding i.e. reading professional journals, learning new job skills, developing skills such as chairmanship and mentoring.
Writing a Personal Development Plan (PDP) - Example Objectives Actions Evidence of Achievement Target Dates Completed Core Competences 1) To understand how to set exercise objectives and ensure they have been met. To be a member of the Exercise Planning Team to test the severe weather plan. Developed Operational Order for exercise Fulfilled the role of Exercise Driver Produced and analysed exercise evaluation sheets January 2012 √ √ Validate Emergency or Business Continuity Plans (CC5) 2) To identify the impacts of the emergency on communities and the environment. To gain a broad understanding of the range of impacts that can affect communities and individuals following an emergency. Complete 2 day workshop at Emergency Planning College April 2012 Manage The Recovery From Emergencies (CC8)
The element may interconnect in a 2-D or 3-D configuration in space. The element is mechanically equivalent to a spring, since it has no stiffness against applied loads except those acting along the axis of the member. However, unlike a spring element, a element can be oriented in any direction in a plane, and the same element is capable of tension as well as compression. Fig: 2 A Truss Element 1.3 Stress – Strain relation: As stated earlier, all deflections in FEA are evaluated at the nodes. The stress and strain in an element is calculated by interpolation of deflection values shared by nodes of the element. Since the deflection equation of the element is clearly defined, calculation of stress and strain is rather simple matter. When a load F is applied on a truss member, the strain at a point is found by the following relationship. Fig:3 Truss member in Tension where, ε = strain at a point u = axial displacement of any point along the length L By hook’s law, σ /ε =E Where, E = young’s modulus or modulus of elasticity. From the above relationship, and the relation, F = Aσ the deflection, δL, can be found as δL = FL/AE (1) Where, F = Applied load A = Cross-section area
End User License Agreement 11 Exclude Small Matches 15 Exclude Small Sources 15 Exclusions 15 File Sizes 18 File Types 17 File Upload 18 Filters 15 Folder Group 14 Folders 12 Full Source Text 25 iThenticate 9 Largest Matches 24 LTU email address 11 Main Navigation 12 Match Breakdown 23 Match Overview 21, 23 McGraw-Hill 9 Move 12 My Documents 16 My Folders 13 Paper Information 21 Paper Text 21 Password 11 Pearson 9 Phrase Exclusions 16 plagiarism 9 ProQuest 9 Report Filters 16 Research Integrity Policy 8 Search 12 Self-Plagiarism 10 Settings 12 Sharing 16 Side by Side Comparison 23 Similarity Indices 16 Similarity Report 14, 21, 24, 25 Submitting your Manuscript 19 Summary Report 24 Text-Only Report 24 Trash 12 Update Profile 11 Upload a File 19 username 11 Viewing 23 Wiley 9 Zip File 18
Annex 2 – Curricula Vitae (CVs) A summary table is to be inserted at the beginning of this Annex using the table below. The table must not exceed one (1) A4 page (single-sided). Position ARF job level & classification Name Nationality Gender Brief description of key qualifications, expertise and experience Proposed total number of days (including preparation, design, delivery) Course Leader/ Course Designer Insert Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert Course Coordinator Insert Insert Insert Insert Insert Insert Welfare Officer Insert Insert Insert Insert Insert Insert Gender Equality, Disability and Social Inclusion Advisor Insert Insert Insert Insert Insert Insert
Introduction to Mass Communication (101) Unit 1 Basic concepts: communication — mass society — mass media — content — audience — social functions . Unit 2 Theories: six normative theories — play theory — cultivation theory — spiral of silence — semiotics — media ecology . Unit 3 Communication models: Harold Lass well — Shannon & Weaver — George Gerbner —Jacobson — David K. Berlo — other models Unit 4 Mass media: Press — cinema — radio — television — advertising — public relations Unit 5 Critiques: media ethics — media aesthetics — feminism — psychoanalysis interpretation — content analysis
LESSON ITEM #8: Using Data Types to Populate a Worksheet Enter Labels and Use AutoComplete Action: Open a new workbook. In cell A1 type Workforce Centers, and press Enter. Type Monthly Traffic and press Enter. cell A4 and type Workforce Professional and press Tab. In cell B4 type Date and press Tab. In cell C4, type January Costs and press Enter. In cell A5, type Randy Bloom, and press Enter. In cell A6, type Daniel Overland, and press Enter. In cell A7, type Kathy Aims and press Enter. Type Drew and press Enter. Click cell A9 and type the letter ‘R’. Notice the AutoComplete displays the entry for Randy Bloom. Type the letter ‘Y’. Notice the AutoComplete disappears. Finish typing the entry for Rylie Calms and press Enter. Type the letter ‘R’. Notice no AutoComplete appears. Type the letter ‘A’ and notice that the AutoComplete appears for Randy Bloom. Press Esc key to undo the entry. Increase the column widths to show column A. Enter Numeric Values Action: cell C5, type $3,235, and press Enter. Click cell C6, type 1,356, and press Enter. Type 2536 and Enter. Type 5632 and Enter. Type 1462 and press Enter. Enter Dates Action: Click cell B5, type 1/3/2016, and press Enter. cell B6, type 1/20/2016, and press Enter. Type 1/21 and press Enter. In cell B8, type 1/27/16 and press Enter. Type January 29, 2016 and press Enter. LESSON ITEM #9: Cutting, Copying, and Pasting Data Copy, Cut and Paste Data Action: Navigate to Understanding Excel Practice.
Unit: Introduction to Self-Employment L2 CV3 Ofqual Unit Reference Number: R/505/1781 Unit Review Date: 28/02/2018 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Know about self-employment in a given sector Describe the contribution of people to a given sector Explain why in a given sector certain products and services are provided by self-employed people Identify the advantages and disadvantages of being Know the characteristics of successful self-employed people Explain what skills, qualities, attitudes and behaviours are characteristic of successful people in a given sector Know about income and expenditure as a self-employed person Explain how they would generate income as a self-employed person within a given sector Identify typical levels of payment for particular products or services Describe the expenses likely to be incurred in setting up as a person and in maintaining a business within a particular sector Know the responsibilities of a self-employed person Describe how to register as Describe the business records that need to be kept Know about planning for Explain what needs to be considered when planning for Explain the importance of planning for self-employment in terms of: contributing to own success the support of others
Course Outline Week 1: “An Introduction to Street Photography” Street photography is a unique type of photography that has been around for nearly a century. What exactly is street photography and how does it differ from reportage or documentary photography? What makes it so special and unique, and how does it help us learn what it means to be human? Required Readings: Photography and Sociology: Introduction by Howard Becker [.Doc file]: Eric Kim: What is Street Photography? : Nick Turpin: Photochart (street photography vs documentary): Nick Turpin: Undefining street photography: Experiment: No experiment for the first week
4. Chapter 9, “A New World Order?,” Joseph S. Nye, Jr., Understanding International Conflicts, 5th ed., (New York, NY: Pearson Longman, 2005), pp. 242-263. 5. Fareed Zakaria, Chapter 2, “The Twisted Path” The Future of Freedom, (New York: W.W. Norton, 2003). FINAL EXAM
120303083-M. Hamıd RAHMATULLAH , 120305055-Uğurcan Tuna ÖRKMEZ 120305072-NİMET UĞUR 120305079-Rıza Özgün YEŞİLOĞLU , 120303099-Wilberforce MHABE 120305028-Ebrar Bengüsu ERDAL 120305033-Doğukan GÜLDAŞ 120305090- Eziz BASHİMOV , IŞIDAN , 130303072-Hüseyin DUYAN ,
Now label the see saw and explain your choice in the box below Problem 4 - What foreign policy should Elizabeth follow ? Whilst we need to know about all the problems that Elizabeth faced at the start of her reign before we can decide which was the most important, it is possible to argue that determining what foreign policy she would follow was a particularly urgent issue. This was because of the situation that she inherited from Mary. Task Study the scanned map of Europe in 1550 below. In groups list as many differences as you can identify between this and a modern map of Europe. These will be discussed in class.
If you have a reaction that changes one mole of gas into two moles of gas, will the entropy of the system increase, decrease or remain the same? Justify your answer in terms of the definition of chemical state given above. Exercises Fill in the chart below: Change Sign of ΔS Sign of ΔH Evaporation Condensation Sublimation (solid to gas) Deposition (gas to solid) Melting Freezing Decomposition to atoms Formation of a compound from atoms A hot piece of metal is dropped into a cool glass of water. What is the sign of ΔS for the metal? What is the sign of ΔS for the water? Determine for each of the following reactions if ΔS is positive, negative, or approximately zero. CaCO3 (s) → CaO (s) + O2 (g) 2 NO2 (g) → N2O4 (g) Fe2O3 (s) + 3 CO (g) → 2 Fe (s) + 3 CO2 (g) CF4 (g) + 2 Br2 (l) → CBr4 (l) + 2 F2 (g) KClO4 (s) → KCl (s) + 2 O2 (g) 6 CO2 (g) + 6 H2O (l) → C6H12O6 (s) + 6 O2(g) 2 H2O2 (l) → 2H2O (l) + O2 (g) NaCl (s) + H2O (l) → Na+ (aq) + Cl– (aq) (Solid sodium chloride dissolves in water)
Chapter 3 Section 2→ [Mesopotamian Society] EXPLORE TAB PAGE FOR INFORMATION QUESTION ANSWER PAGE 1: RELIGION IN MESOPOTAMIA What religion did Mesopotamians believe in? PAGE 2: A SOCIAL PYRAMID According to sentence 2. What does specialization of labor mean? PAGE 3: THE LEADERSHIP & THE ELITE Why was the king so powerful in Mesopotamia? PAGE 4: THE WORKING & ENSLAVED PEOPLE What jobs were ranked higher than farmers? PAGE 5: THE ROLE OF WOMEN Who is in charge in a patriarchal society? PAGE 6: CONQUERING MESOPOTAMIA What made Mesopotamia a desirable [List] PAGE 7: A SERIES OF EMPIRES (2300-1595) How many great empires made up Mesopotamia? PAGE 8: A SERIES OF EMPIRES (900-539) What empire took control the Babylonian Empire fell?
Classification The purpose of the classification system is to minimize the impact eligible impairment types have on the outcome of competition. The ICF system of classification aims to place athletes into classes according to how much their impairment impacts on the core determinants of success in canoeing. Similar levels of functional ability are classed together to provide as fair as possible competition. The classes include a broad range of disabilities and as a result there may some paddlers who are at the higher level of function who may be at less of a disadvantage in their class. The ICF recognises three (3) classes for paracanoe, LTA, TA and A, while the IVF recognises six (6). Refinements are being worked on to bring the IVF and the ICF systems into alignment with IPC standards, however the following is a blend of the two (2) classification systems. LEG, TRUNK and ARMS (LTA) – (IVF 5 & 6 Point Paddler) The LTA class is for paddlers with a disability who have functional use of their legs, trunk and arms for paddling, and who can apply force to the foot board or the seat to propel the boat.
PREPARATION OF CHOCOLATE AGAR MEDIUM This is prepared by heating 10% blood agar at 80°C for 5-10 minutes. It is easiest to use a blood agar plate that is placed in an oven or incubator set at this temperature for 5 - 10 minutes. Heating of the blood causes rupture of erythrocytes and the liberation of their contents into the medium. It is used to culture X and requiring bacteria (Haemophilus) and other fastidious bacteria such as Campylobacter. ACIDIC CULTURE MEDIA Acidic culture media whose pH value is below 5.0 should be prepared under conditions of low temperature, as agar is hydrolyzed when heated in an acidic medium and gel stability of the culture medium thus declines. POSSIBLE SOURCES OF ERROR DURING RECONSTITUTION AND HANDLING OF MEDIA Clumping of dehydrated culture media Humidity too high during storage. Container was left open for too long. Container not tightly sealed it had been opened. Dehydrated culture medium was too old. pH shift Water was not neutral. Container not tightly sealed after it had been opened. Culture medium was overheated during reconstitution. Dehydrated culture medium was too old. Turbidity, precipitation Water not adequately demineralised. Vessel used for reconstitution was not clean. pH value incorrect. Culture medium was overheated during reconstitution. In the case of self-mixed culture media, the basic components contained precipitating impurities. Caused by the sample material. Temperature of solidification too high Too much dehydrated culture medium was weighed out and used.
Anaerobic TVLS medium base Serial dilution technique for anaerobes, including those requiring complex nutrients Sabouraud 2% dextose broth Assay for antifungal agents Media used for the identification of bacteria Christensen citrate agar For detecting citrate degradation; particularly for differentiating between Shigella and lactose negative Escherichia variants Simmons citrate agar For the detection of citrate degradation Triple iron agar For the identification of the members of the family Enterobacteriaceae Christensen urea agar base For the detection of which metabolise urea, particularly weak urease producers Lysine iron agar For the simultaneous detection of lysine decarboxylation and hydrogen sulphide production MR-VP broth For the methyl-red and tests Nutrient gelatin For detecting organisms which degrade gelatin Nitrate broth For detecting nitrate reduction and indole production, the relevant reagents must be added OF medium base For the detection of the oxidative and fermentative degradation of carbohydrates Phenol-red broth base Culture medium base for biochemical differentiation. Rice extract agar For the differentiation of yeasts on the basis of the formation of chlamydospores and pseudomycelia SIM Medium For the simultaneous detection of sulphide and indole production, and motility Tryptone Water For the detection of indole production.
Table 1: A guideline for the selection of antibiotics to be tested in the different animal species Dogs, cats and horses Cattle and sheep Cage and aviary birds Amoxycillin-clavulanate (e.g. Synulox, Augmentin) Ampicillin (better) or amoxycillin Cephalothin or cephalexin or cephadrine Chloramphenicol Trimethoprim-potentiated sulphonamides (e.g. Cotrimoxazole Trimethoprim-sulphamethoxazole) Enrofloxacin (Baytril) Erythromycin Gentamicin Lincomycin or clindamycin Cloxacillin (use an oxacillin disk) Orbifloxacin (cats and dogs) Penicillin G Streptomycin Tetracycline Tilmicosin (Mycotil)* Ceftiofur (Excenel)* Danofloxacin (Advocin)* Enrofloxacin (Baytril)* Florfenicol (Nufluor)* Tetracycline* Kanamycin Penicillin G Streptomycin Ampicillin or amoxycillin* Tylosin* Trimethoprim-sulphamethoxazole* * Cattle in feedlots Enrofloxacin* Danofloxacin Gentamicin Amikacin Piperacillin Cefotaxime (Claforan) Lincospectin Tetracycline* Apramycin* Florfenicol * Commercial poultry Additional drugs that can be included for resistant Gram-negative organisms Amikacin Tobramycin Ticarcillin Carbenicillin Polymyxin (local use only) Framycetin use only) Neomycin (for eyes and ears)
ungebraucht Mint ungestempelt Unused ungezähnt Not perforated ungummiert Without gum unregelmäßig Irregular Unterdruck Underprint (burélage) USK The United States Specialized volume of the MICHEL catalogue (MICHEL-USA-Spezial- Katalog) ÜK The Overseas volumes of the MICHEL-catalogue (MICHEL- Übersee-Katalog) Printing V Violet overprint or surcharge verfälscht Forged verfärbt Discoloured vergrößert Enlarged verkehrt Inverted versch. Various or variously (abbreviation of Verzeichnis Checklist Viererblock Block of four Viertel Quarter viol. Violet (abbreviation of violett) Voraus- Precancellation entwertung Vorläufer Precursor, forerunner W. Value or values waagerecht Horizontal Währung Currency (monetary unit) Wappen Coat of arms Wasserzeichen Watermark Wasser- Watermark variety zeichenabart Weitere Werte Other similar values Wellenlinien Wavy lines Weltpostverein Universal Postal Union Wert Value Wertangabe Face value Wertziffer Figure of value Wertaufdruck Surcharge Wohltätigkeits- Charity issue ausgabe, Wohlt.- Ausg. or Wohlt.- So.Ausg. Wz. Watermark (if this abbreviation is printed upside down or on its side it refers to an inverted or sideways watermark) Zahl Number, figure Zähnung Perforation Zeichnung Design Zeitungs- Newspaper stamp marke zentriert Centred Zentrierung Centering (of a picture) Zierfeld Printed label Ziffer Number or numeral Zufälligkeit Error Zusammen- Se-tenant printing zusammen- Se-tenant hängend Zuschlags- Stamp with a charity or other premium Zw. Gutter pair (used as a suffix to a catalogue number) Zwangs- Compulsory tax stamp zuschlags- marke zweifarbig Bi-coloured Zwischensteg Gutter Zwischensteg- Gutter pair paar Zf. Printed label (used as a suffix to a catalogue number)
When Java source code is compiled, the result is Java bytecode, stored in with extension ".class". Java bytecode consists of machine-independent instructions that can be interpreted efficiently by the Java runtime system. The Java runtime system operates like a virtual machine. B. Lexical Issues 1. Comments The Java language has three styles of comments: // text All characters from // to the end of the line are ignored. /* text */ All characters from /* to */ are ignored. /** text */ comments are treated specially when they occur immediately before any declaration. They should not appear any other place in the code. These comments indicate that the enclosed text should be included in automatically generated documentation for the declared item. The javadoc program, which comes with the JDK, extracts these special comments, as well as the class or method name that adjoins each such comment. The output of javadoc is an HTML file. The documentation for the Java API () is generated using javadoc. You can insert embedded class documentation tags for javadoc. @see tags are hyperlinked to other documentation, for example, @see classname links to the documentation for classname. Some other tags include @author, @version, @param, @return, @exception, and @deprecated. 2. Identifiers Identifiers must start with a letter, underscore ("_"), or dollar sign ("$"); subsequent characters can also contain digits (0-9). Rather than 8-bit ASCII, Java uses the 16-bit Unicode character set. 3. Keywords The following identifiers are reserved for use as keywords. They cannot be used in any other way. abstract boolean break byte byvalue case catch char class const continue default do double else extends false final finally float for goto null if implements import instanceof int interface long native new package private protected public return short static super switch
Introduction Rubric: No Points: 0 Half points: 2 Full Points: 4 Background information on subject(s)(or other) Missing or lacking most of what is required Missing parts / lacking continuity / doesn’t make sense Fully explains the background of what the subject(s) of the experiment is(are) Explanation about why this experiment is being conducted Missing or lacking most of what is required Missing parts / lacking continuity / doesn’t make sense Fully explains why you are completing this experiment What makes the experiment relevant? (i.e. relevant to the world or science) Missing or lacking most of what is required Missing parts / lacking continuity / doesn’t make sense Fully explains what might make your experiment beneficial (or not) How will this experiment be conducted Missing or lacking most of what is required Missing parts / lacking continuity / doesn’t make sense Explanation of your process Proper citations Not cited: you will receive a “0” grade and will NOT be able to make up grade No more than 3 mistakes only Paper has been properly cited to give credit to other authors for their work and show where you have learned pertaining information *Point values are subject to change
both. In a class with struggling students, you may be more selective with the resources and help students divide the work. Student groups will arrange the index cards into a concept map on the newsprint. Notes about the relationships between terms (groupings, links, etc.) should be written on the newsprint. Students can glue or tape the index cards onto the newsprint when they are done. Transition: 5 minutes Discuss the questions, "Looking at your concept map, what evidence do you see that cells and cellular organelles are built from common building blocks? Obtaining, evaluating, and communicating information Engagement Exploration Explanation Extension Evaluation Materials: Master List of Domain-Specific Terms NOVA's Preparation: 5 minutes Have students compare their definitions to the master list of domain-specific terms. Facilitation of Learning Experience: 25 minutes Have the student groups collaborate to build a class concept map for the basics of cell biology using all of the terms. This can be done on a wall using newsprint, index cards, and markers; on a smart board; or on a digital resource such as a Google drawing (in ). Drive class discussion to look for underlying order and common patterns in the biological structures and functions. For example, highlight structures and functions built on or with carbon atoms. Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence
TABLE OF CONTENT Microsoft Test Manager 2015 can be used to organize your test author and manage your test cases, and run manual tests. This lab will introduce you to working with platform testing configurations in Microsoft Test Manager. This hands-on-lab is one out of a number of labs that deal with Microsoft Test Manager. The recommended order to complete the labs in is as follows: Introduction to Test Planning with Microsoft Test Manager 2015 Introduction to Test Case Management with Microsoft Test Manager 2015 Authoring and Running Manual Tests using Microsoft Test Manager 2015 Introduction to Platform Testing with Microsoft Test Manager 2015 Prerequisites In order to complete this lab you will need the Visual Studio 2015 virtual machine provided by Microsoft. For more information on acquiring and using this virtual machine, please see . Exercises This hands-on lab includes the following exercises: Creating New Test Configurations for Test Plans Assigning Test Configurations to Existing Test Cases
and sunlight availability. Dams, transfers, flow releases, irrigation and mining activities Customized flow regime or hydrology Pollution from and return water flows from irrigation Reduction in quality, including nutrient build-up on the surface of the water and salanisation Reduced flood management and made to order seasonal flows Geomorphologic modification of the river channel as a result of lower flows which results in less or no scoured. Riparian and vegetation is laid out of action and continues to get worse Floating aquatic plants rise in number with reduced flow. Alterations to the shape of the wetted perimeter of the river channel, with lower water levels leading to the dryness of river banks, temporary exposure of
(P.australis) and Wild Tamarisk (Tamarix usneoides) increasing and posing a negative effect on safsaf willow, Kaapse wilger or Cape Willow (Salix mucronata). Similarities between Terrestrial and Aquatic eco systems • In both terrestrial and aquatic environments the ecosystems include communities made up of a diversity of species, • within both terrestrial and aquatic communities there are populations at the different trophic levels of the ecosystem, • There is a great deal of reciprocal interdependence that exists between species in both the ecosystems of the terrestrial and aquatic environments, • In terrestrial and aquatic ecosystems that are without interruption, equilibrium is attained, i.e. exceptionally few major changes are noticed over a period of time, • In both aquatic and terrestrial ecosystems stratification also known as vertical zonation takes place. Differences between Terrestrial and Aquatic systems • The fact that aquatic ecosystem environments are very rich in nutrients makes it possible for them to support more live than the corresponding terrestrial ecosystems environment. The minute wandering photosynthetic organisms of the oceans, known collectively as phytoplankton are taken to be the main photosynthesizers, or primary producers, of the earth, • In aquatic ecosystem environments their tendency to remain stable are much more stable than the corresponding terrestrial environments, due to the fact that it is only affected by smaller fluctuations in temperature and other variables than terrestrial environment, • aquatic organisms are hardly ever open to the elements of desiccation whereas the terrestrial organisms are over and over again exposed to desiccation and are normally comparatively resistant to drying out, • oxygen due to their less availability is every now and then a limiting factor an aquatic habitats but this is hardly ever the case in terrestrial habitats, • light can be a limiting factor in a few aquatic habitats and ecosystems, but in the majority of terrestrial ecosystem environments, there is hardly ever a limiting factor of light,
Biology 11 Enriched: Ecology Unit Name: _______________________________ Biology 11 Enriched: Ecology Unit Chapters: 52.2, 53.1-53.6, 54.1-54.5, 55.1-55.5, 56.1, 56.4, this is required reading. Big Ideas: Big Idea Chapters Illustrative Examples 2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. Essential knowledge 2.a.1 All living systems require constant input of free energy 53.3, 53.4 55.2, 55.3 • Change in the producer level can affect the number and size of other trophic levels • Change in energy resources levels such as sunlight can affect the number and size of the trophic levels 2.d.1 All biological systems from cells and organisms to populations, communities, and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy 52.2 53.1, 53.2, 53.3, 53.4, 53.5 54.1-54.5 55.1-55.4 • Cell density • Biofilms • Temperature • Water availability • Sunlight • Symbiosis (mutualism, commensalism, parasitism) • Predator–prey relationships • Water and nutrient availability, temperature, salinity, pH • Water and nutrient availability • Availability of nesting materials and sites • Food chains and food webs • Species diversity • Population density • Algal blooms
2.d.3 Biological systems are affected by disruptions to their dynamic homeostatis. 56.1 • Invasive and/or eruptive species • Human impact • Hurricanes, floods, earthquakes, volcanoes, and fires • Water limitation • Salination 2.E.3: Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection. 54.1 • Niche and resource partitioning • Mutualistic relationships (lichens; bacteria in digestive tracts of animals; and mycorrhizae) • Biology of pollination • Migration 4. Biological systems interact, and these systems and their interactions possess complex properties 4.A.5: Communities are composed of populations of organisms that interact in complex ways. 53.1, 53.2, 53.3, 53.5, 53.6 54.1, 54.2 • Predator/prey relationships spreadsheet model • Symbiotic relationship • Graphical representation of field data • Introduction of species • Global climate change models 4.A.6: Interactions among living systems and with their environment result in the movement of matter and energy. 54.2 55.1, 55.3, 55.4, 55.5 No illustrative examples listed in the Curriculum 4.B.3: Interactions between and within populations influence patterns of species distribution and abundance. 54.1 • Loss of keystone species • Kudzu • Dutch elm disease 4.B.4: Distribution of local and global ecosystems changes over time. 25.4 56.1, 56.4 • elm disease • Potato blight • Small pox [historic example for Native Americans] • El Nino • Continental drift • Meteor impact on dinosaurs
substitution of Fe atoms for those with larger radius would increases lattice parameter a and b, while decreases parameter c. Imagine having a network of closely packed oranges on one surface, with another layer of apples on top, by replacing the oranges with watermelons, one should be able to “tuck” the layers of apple further into the lower later. However, this phenomenon was also observed in Co doped samples. Unlike Ru or Ir, Co has a slightly smaller radius than Fe, but the shrinking of versus doping is comparable with those with Ru or Ir doping. Figure 4 Observed (crosses) and calculated (solid line) neutron diffraction intensities of PrFeAsO at 175 K and 5K The 175K data was fitted with tetragonal structure with space group P4/nmm, while the 5K data was fitted with Cmma. The inset on the left shows the detailed data for 18°<2θ<38°, where most of the observable magnetic peaks are located. Magnetic peaks can be seen in the 5K data but not at 175K. The inset on the right shows the splitting of the 220 peak in the tetragonal structure, indicating a structural phase transition between the two temperatures [5]. Theories From an experimentalist point of view, it seems that the superconducting ground state can be induced by suppressing the magnetic phase transition, which can be done in a various ways such as F-doping of oxygen or simply by creating oxygen deficiency [5]. This is however not always the case [11]. For those that superconducts after the structural and magnetic transitions are suppressed, there have been various proposed theories for the behavior. Here we will very briefly introduce one of the many theories proposed. One group suggested the state, arguing that superconductivity in Fe-based superconductors is unconventional and mediated by anti-ferromagnetic spin fluctuations. The theory suggested that the superconductivity is induced by the nesting-related anti-ferromagnetic spin fluctuations near the wave vectors connecting the electron and hole pockets. [10, 14] is no common consensus among the scientific community on any particular theory/ model for Fe-based superconductors yet. Conclusion The field of Fe-based superconductors is new and exciting. There are new theories proposed for the systems every month and new discoveries that contradicts the theories
Cognitive Complexity Moderate Benchmark Clarification The student will be able to differentiate between business and personal emails and be able to use appropriate verbiage and format in either scenario. The student will be able to choose the correct language and format as appropriate to the style and purpose of the email. Content Limits Limited to etiquette. Stimulus Attributes None Specified Response Attributes None Specified Content Focus email, etiquette, email language, formatting, personal vs. business Sample Item Which complimentary closing would be most appropriate when sending professional business email to your boss? Be Well, Professionally Sincerely, Warm Regards, Correct Answer: B Reporting Category Introduction to Information Technology Benchmark Number 15.12 Standard Perform activities. Benchmark Identify common problems associated with widespread use of email. Also Assesses Not Applicable (K)knowledge, (P)erformance, or (B)oth Knowledge Item Types Selected Response, Short Answer Cognitive Complexity Level Moderate, High Benchmark Clarification The student will be able to identify problems connected with widespread use of email either from an individual or business. The student will be able to cite research while summarizing the given article above the common problems associated with widespread use of email entering the public domain. Content Limits Items will be limited to content involving spam and privacy issues. Stimulus Attributes pictures, graphs, news articles Response Attributes None Specified
To properly save your work it is important that you have a good folder structure for saving and finding your work. In K200 we give you the following folder structure for both Box at IU and your USB. You will now create the folders you will use in K200. Create Folders in Box at IU Before you create your folders in Box at IU, you will need to authorize your Box. Your instructor will cover this in class and help you with authorization. Once you have authorized your Box you will be able to open and use it. To access your Box at IU, do the following: Log into Oncourse. on Box at IU link in the top bar of Oncourse. A new window will open. (You may have to log in again.) This new window will show your space in Box at IU. Click on the + New button. From the drop down menu, click New Folder. The Create New Folder window will open. Type K200 in the Folder Name text box. Your screen should look like the picture below. Click the Okay button. DO NOT INVITE ANYONE TO SHARE YOUR FOLDER!!! Keep your folder Private!!!! You will see a confirmation notice telling you your folder has been created. You should also see the folder in your Box at IU window. Click on your K200 folder to open it. It will look similar to the picture below. the + New button. Add the following folders: Introduction to K200 Word Excel
Name: ___________________________ Keyboarding Date: _____________ Personal Business Letters A Personal Business Letter is a letter used when an individual writes to a business. Examples of personal business letters are the letters individuals to companies requesting information or complaining about a product. In this unit, we will review the formatting guidelines for preparing personal business letters. Note that the personal business letter is typed on plain paper, NOT company letterhead. The of a Personal Business Letter are as follows:
It says “Hello, user, you are x years old.” Change User and X to be the values from the text box. Extra notes for extra especially brilliant people Let’s break down what this actually means. Public Form1 End Class All code in VB is contained in what’s called a Class. Classes are part of a programming technique called “Object Orientation” which we are not going to cover at present (you can thank me later). Suffice to say that all the things you want your program to do are contained within the class which has the same name as your form. Private Sub btnDisplayGreeting_Click(sender As Object, e As EventArgs) Handles btnDisplayGreeting.Click End Sub Code in VB is split up in to “Subs” or sub routines. These are small pieces of code that make a control work. These are “triggered” by events. So when you click the button, in this case it triggers the event “btnDisplayGreeting.Click” as you can see above. It even says that the sub “handles” that event. Each sub has a name – btnDisplayGreeting_click in this case. Later you will learn to make your own subs. All code in a sub is executed when the occurs and then when “end sub” is reached, it goes back to waiting for more events to happen.
LIQUID VOLUME Amount of a liquid takes up. Graduated Cylinder ml, cm³, cc, L up space VOLUME BY FLUID DISPLACEMENT Amount of liquid raised to equal volume of an object. Graduated Cylinder - fill - record - add object - record - subtract ml cm³ cc Before Object was added Define MENISCUS: Dip (curve) in liquid (due to surface tension). RULE: Flat surface, read from bottom of dip at eye level. After watching the water crawl up the paper towel and the “string trick”, explain what cohesion (surface tension) and capillarity are in your own words. COHESION: Water molecules “stick” to each other. CAPILLARITY: Ability of water to move upward. GRADUATED CYLINDER HINT A 10 ml cylinder goes up by: 0.2ml A 100 ml cylinder goes up by: 1ml (1.0ml) A 250 ml cylinder goes up by: 2ml (2.0ml) 8 MASS Definition Equipment/ Technique Example
Task 3ii – Explain why favelas are known as informal settlements and why they have grown. Task 3iii – In the space below, create a spider diagram to show why shanty towns like Rocinha grow rapidly. Task 3iv - Make a list of five possible locations that you may find shanty towns. Think carefully about land values and accessibility. Location Why? 1. 2 3 4 5
Sample Item Brainstorming is a method by which a person or group of people can come up with alternative solutions. Which of the following should not occur during brainstorming? criticize review the share your ideas take notes Correct Answer: A Benchmark Number 10.02
Benchmark Clarifications The student will be able to make observation of which is the best transportation method. The student will be able to explain transportation allows people and goods to move from place to place. Content Limits Limited to trains, cars, subways, ships, planes and space travel. Stimulus Attribute Illustration of the different methods used for different goods. Response Attributes None Specified Content Focus These terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications. Additional items may include, but are not limited to, the following: Transportation systems provide the means of moving people and goods from place to place. Keywords: vehicle, transmission, freight. Sample Item Which is not a good method for transporting freight? car ship train truck Correct Answer: A Benchmark Number 19.02 Standard Demonstrate an understanding of and be able to select and use manufacturing technologies. Benchmark Classify manufactured as durable and non-durable. Also Assesses Not Applicable (K)nowledge, (P)erformance, or (B)oth (K)nowledge Item Types Selected Response Cognitive Complexity Low, Moderate Benchmark Clarifications The student will be able to categorize manufactured goods as durable (not replaced often) or non-durable (replaced very often). Content Limits None Specified Stimulus Attribute May include charts that compare durable and non-durable goods. Response Attributes None Specified