zilongwang/ReadingBank huggingface dataset:
properly puts forth the purpose of this book as eschatological in nature, with an end to history and a final victory over evil clearly anticipated within its teaching. The idealist correctly understands that spiritual principles flow out of the figurative and symbolic use of language, and that these provide guidance and encouragement to those who seek to be obedient to Christ in every aspect of life, for every generation. If John was writing for both his contemporaries and the church in successive ages, so that they have comfort from these visions, the content of this prophetic, apocalyptic message must have application to the entire church from every age. One of the basic issues that must be settled is whether the message of revelation should be interpreted as a linear historic sequence (a continuum perspective), or as a series of parallel, recurrent messages that overlap in content and application. If the latter is the case, then the series sets forth a recapitulation of human history that encompasses with increasing intensity the salvation and judgment of God as He establishes His Kingdom. Perspective Points: 1) Revelation is the only NT book whose main focus is the consummation of history. 2) Revelation reveals what remained hidden in Daniel’s day (Dan.12:1-4,9 ; Rev 22:10). 3) Revelation intensely describes the glorious and eternal nature of the kingdom of God over against the more subtle introduction of it in the Old and New Testaments. 4) Revelation shows the final judgment and lasting glorious victory of good over evil. 5) Revelation clearly proclaims that Christ is divine as the notions of God and the Lamb are gradually interwoven throughout the fabric of its text. 6) Revelation reveals how God’s purifies and matures the church through persecution and suffering. 7) Revelation concludes and completes what was consecrated in Genesis (the beginning) and thus it provides a powerful synthesis of biblical truth. Discussion Questions: In the 5 major views of interpreting the book of Revelation, with which one are you most familiar or which one are you inclined to support? In considering the 7 perspective points of Revelation, what do you is the most vital idea of the seven, and why? How do you respond to people who mention that we are close to the big tribulation?
So John wants to encourage and support these disciples So perhaps words like loyalty and obedience are associated to discipleship But maybe also words like devotion, dedication, love, are also part of discipleship So how do we find this in the signs and symbols in the chapters we read?? A summary “In Revelation 12, he is portrayed as a red dragon, whom John calls the devil, Satan, the serpent of the old (12:9). Who, says John, “deceives the whole world”. In Revelation 12 the dragon stands before a woman about to give birth to a child. When she does, the dragon tries to kill the child, but he cannot. He, therefore, in his rage, goes after the woman. He goes after the people of God. He goes after the disciples of Jesus. But not directly. Instead, the dragon goes after the disciples of Jesus through two other forces: two puppet powers, two Phantom Menaces. One is represented as a beast from the sea, the other is a beast from the earth (13:1 and 13:11). Remember chapter 6 – we spoke about imitators And that came to copy Christ – it is possible to see the rider on the white horse as an imitator Well here, is a possible mimic or imitation The and two dragons – 3 A kind of Trinity – but a counterfeit A deceiver and accuser Here’s a – a copycat Revelation 12 describes the dragon mimicking the description of God in Revelation 4 Revelation 13: 1 -10 the beast from the sea mimicking description of Jesus in Revelation 5 Revelation 13: 11-18 the beast of earth mimic description of the Spirit of God Revelation 11
FORMULARE SCRISOARE DE ÎNAINTARE Către ________________________________ (denumirea autorității contractante și adresa completă) Ca urmare a invitației de participare nr. ______ din ______________, privind aplicarea procedurii simplificate proprii pentru atribuirea acordului cadru “SERVICII DE SERVIRE A MESEI”, noi ____________________________________ (denumirea/numele operatorului economic) vă transmitem alăturat urmatoarele: a) oferta; b) documentele care însoțesc oferta. Avem speranța că oferta noastră este corespunzătoare și va satisface cerințele. Data completării ............................ Semnătura ofertantului sau a reprezentantului ofertantului ....................... Numele şi prenumele semnatarului ....................... Capacitate de semnătura ....................... Detalii despre ofertant Numele ofertantului ....................... Ţara de reşedinţă .......................
hand, present the client with a written copy of maintenance and operating instructions, give the client the bill, and leave. Reread the steps. Are they not an adequate description of the planning process for the design of a new pick-up truck, of a high-end hotel room, of a restaurant kitchen, of a machine tool, of a line of toys, etc.? They would need a bit of tweaking for some projects. An R&D project would need a more extensive risk analysis. If the project is a new pharmaceutical, for example, it would need toxicity and efficacy testing, and clearance from the FDA, but the general structure of the planning process is still adequate. The eight steps above were originally written to describe the planning process for computer software (Aaron, Bratta, and Smith, 1993). There seem to be as many different planning sequences and steps as there are authors writing about planning. Almost all of them, regardless of the number of steps, meet the same criteria if they are meant to guide a project to a successful conclusion. The final plan must have the elements described in the previous section of this chapter. (Jr. 79-84) Jr., Samuel J. M. Project Management in Practice, 4th Edition. John Wiley & Sons, 10/2010. VitalBook file. The citation provided is a guideline. Please check each citation for accuracy before use.
Oil & Gas Revenue Analyst Local, small O&G company seeking FT Revenue Analyst with skills to provide financial accounting backup; CDEX/OILDEX, Integra familiarity a plus; 2 – 4 years’ O&G experience; accounting skills preferable. Excel proficiency. Email resume to hr53709@gmail.com.
Department of Revenue Conference and Training Rooms at Capital Circle Office Center Contact Person/ Phone Number Building Address Conference Room/Hearing/ Auditorium Rooms Room Numbers Seating Capacity Office of Workforce Management 850-617-8370 Capital Circle Office Center Building 1 Conference Room with projector, screen (9’8” x 7’2”) and podium with microphone 1-1820 113 Office of Workforce Management 850-617-8370 Capital Circle Office Center Building 1 Conference Room 1-1220 (can be combined with 1-1221) 40 Office of Workforce Management 850-617-8370 Capital Circle Office Center Building 1 Conference Room 1-1221 (can be combined with 1-1220) 40 Office of Workforce Management 850-617-8370 Capital Circle Office Center Building 2 Conference Room with projector, screen (9’8” x 7’2”) and podium with microphone 2-1250 141 Office of Workforce Management 850-617-8370 Capital Circle Office Center Building 2 Conference Room 2-1220 (can be combined with 2-1221) 40 Office of Workforce Management 850-617-8370 Capital Circle Office Center Building 2 Conference Room 2-1221 (can be combined with 2-1220) 40
References April, L.B, Bruce, K., & Galizio, M. (2011). Matching- and nonmatching-to-sample concept learning in rats using olfactory stimuli. Journal of the Experimental Analysis of Behavior, 96(2), 139-54. Bodily, K. D., Katz, J. S., & Wright, A. A. (2008). Matching-to-sample abstract-concept learning by pigeons. Journal of Experimental Psychology: Animal Behavior Processes, 34(1), 178-184. D'Amato, M. R., Salmon, D.P., & Colombo, M. (1985). Extent and limits of the matching concept in monkeys. Journal of Experimental Psychology: Animal Behavior Processes, 11(1), 35-51. Dusek, J.A and Eichenbaum, H. (1997). The hippocampus and memory for orderly stimulus relations. Proceedings of the National Academy of Sciences of the United States of America, 94, 7109-7114. A. J., & Wasserman, E. A. (2005). Associative symmetry in the pigeon after successive matching-to-sample training. Journal of the Experimental Analysis of Behavior, 84(2), 147-165. Giurfa, M., Zhang, S., Jenett, A., Menzel, R., & Srinivasan, M. V. (2001). The concepts of ‘sameness’ and ‘difference’ in an insect. Nature, 410(6831), 930-933. Herman, L.M., Hovancik, J.R., & Gory, J.D. (1989). Generalization of visual matching by a bottlenosed dolphin (Tursiops truncatus): Evidence for invariance of cognitive
Extension Evaluation Maryland Streams (Teaching Resources) – Maryland Department of Natural Resources: Bridging the Watershed – Alice Ferguson Foundation: Watershed Watchdogs – Monitoring Costal Bay Health through Bioinventory and Monitoring Students will use collected data to write an explanatory text describing the health of the watershed they assessed and the implications of their findings on overall Bay health. Use the to evaluate student work. Alternative Learning Experience: In the event that an in person field study cannot be conducted, students can use Bay monitoring sites to collect data regarding Bay health. Sites that can help facilitate studies include: Chesapeake Bay Interpretive Buoy System – Data in the Classroom Eyes on the Bay National Estuarine Research Reserve System System-Wide Monitoring Program Maryland Stream Health Planning and carrying out investigations Analyzing and interpreting data mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
5E Component Identify the 5E component addressed for the learning experience. The 5E model is not linear. Details Science and Engineering Practices Engagement Exploration Explanation Extension Evaluation Preparation: Draw a Venn diagram on the board labeling one side point pollution and the other nonpoint source pollution. Facilitation of Learning Experience: Briefly review point and nonpoint source pollution by calling students to the board to complete the Venn diagram using information from their (additional class time may need to be allocated to review point and nonpoint source pollution if students did not complete the homework assignment.) Confirm correct answers and provide guidance for incorrect answers. Engage the class in a brief discussion about the impacts of nonpoint source pollution on Bay health. Transition: Students will work in teams assigned earlier in the lesson to evaluate existing technologies and strategies designed to prevent or reduce nonpoint source pollution. Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence
Ang, W.S., Lee, S., and Elimelech, M. 2006. Chemical and physical aspects of cleaning of organic-fouled reverse osmosis membranes. Journal of Membrane Science 272: 198-210. Fisher, P. 2011. Water Treatment: A grower’s guide for nursery and greenhouse irrigation. Fisher, A., Reisig, J., Powell, P., and Walker, M. 2005. Reverse Osmosis (R/O): How it works. Liu, M., Lau, A.K., and Lo, K.V. 1999. Ultra filtration tests for the reutilization of greenhouse wastewater. Journal of Environmental Science and Health 34: 1101–1110. Malaeb, L. and Ayoub, G. M. 2011. Reverse osmosis technology for water treatment: State of the art review. Desalination 267: 1-8. Roseman, 2012. Grower 101: Reverse osmosis – The pros and cons. Greenhouse Product News. ROchemicals. 2012. Siemens. 2011. Industrial wastewater reverse osmosis. Stewart-Wade, S.M. 2011. pathogens in recycled irrigation water in commercial plant nurseries and greenhouses: their detection and management. Irrigation Science 29: Tu, J.C. and Harwood, B. 2005. Disinfestation of recirculating nutrient solution by filtration as a means to control Pythium root rot of tomatoes. Acta Horticulturae 695:303–307.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Reverse Percentage of Amounts: ANSWERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
over 200.000 and to 600.000 5.000 € 5.000 + 10.000 € 5000 € + 40.000 € over 600.000 and to1.000.000 7.500 € 7.500 + 10.000 7500 € + 40.000 € over 1.000.000 9.000 € 9.000 + 10.000 € 9000 € + 40.000 € Social economy Social economy platforms 2.000 € 2000 + 10.000 € 2000 € + 40.000 € Territorial Platforms of social enterprises 2.500 € 2500 + 10.000 € 2500 € + 40.000 € Territorial platforms of associative and insertion movement 1500 € 1.500 € +10.000 € 1500 € + 40.000 € Single territorial actors of SSE 500 € 500 € +10.000 € 500 € + 40.000 € Support structures of social economy Single experts 250 € Support structures to social economy and to sustainable development 2500 € Support financial structures for promotion of social economy and sustainable development 5000 € European and national networks National networks of local authorities 2500 € National networks of social economy 2500 € Networks and European confederations of social economy and sustainable development(or relating to REVES programme activities) 2500 € Basic fee is compulsory, while blue and gold and subject to specific agreements or specific projects
Vacant Vacant Alternate - East County Subregion City of Santee Kathy Valverde Member NO City of La Mesa Scott Munzenmaier Alternate NO City of San Diego Jacques Chirazi Member NO Vacant Alternate - County of San Diego Peter Livingston Member NO Susan Freed Alternate YES San Association of Governments Freedman, Chair Member NO Allison King Alternate YES San Diego Regional Airport Authority Paul Manasjan Member NO Brett Caldwell Alternate NO Caltans, District 11 Chris Schmidt Member YES Vacant Alternate - Unified Port District of San Diego Michelle White Member YES Jenny Lybeck Alternate NO San Diego Gas & Electric Joel Pointon Member NO Randy Shimka Alternate YES California Center for Sustainable Energy Mike Ferry, Vice Chair Member YES Santulli Alternate NO University of California, San Diego Dave Weil Member NO Jim Ruby Alternate NO Miramar College, Advanced Transportation Technology and Energy Program Greg Newhouse Member NO Vacant Alternate - San Diego Electric Vehicle Network Walsh Member NO Vacant Alternate - National Electrical Contractors Association Karen Prescott Member NO Tim Dudek Alternate NO International Brotherhood of Electrical Workers Local 569 Micah Mitrosky Member NO Vacant Alternate - ADVISORY MEMBERS Department of Defense Parry NO San Diego Air Pollution Control District Mike Watt NO Nick Cormier YES Metropolitan Transit System Claire Spielberg NO City of Coronado Bill YES City of Encinitas Diane Langager NO City of National City Ray Pe NO City of Solana Beach Dan King NO
What are we counting? What is the whole? Remember to use talk moves Neriage ~ Understanding the mathematics in the problem (10 minutes) At this time the teacher will a mathematical model of fictional Charlie’s work on the board for students to analyze. The teacher will ask the student to discuss what each of the representations means to them. Then allow the students to share and the teacher will ask the following question: “So when we say 3/6 in this model, what is our whole?” (Expected student response: ¾ pan of brownies) “So when we say 3/8 in this model, what is our whole?” (Expected student response: 1 whole pan of brownies) “When Charlie said 3/6, what is the (Expected student response: The whole is 3/6 of ¾ pan of brownies) “When Charlie said 3/8, what is the whole?” (Expected student response: The whole is 3/8 of 1 pan of brownies) “So is it correct to say it is 3/6 of a pan of brownies?” No, because it is only correct if you say 3/6 of ¾ pan of brownies. “So, what do we know about wholes when discussing fractional parts?” Wholes can change You have done some excellent thinking today. This is a very difficult concept. You have done some great
REVIEW – Evolution Core Exam 1. Identify the four geologic eons and sort them from earliest to most recent. 2. Identify the four original geologic eras and sort them from earliest to most recent. 3. Explain how the oxygen level in the atmosphere of the early earth went near zero to over 30 percent by the late Paleozoic Era. (The atmosphere of the early earth had almost no oxygen. By the middle of the Paleozoic Era the oxygen level had risen to about 30 percent. What organism started the change about 3 billion years ago?) 4. Increased oxygen levels in the atmosphere allowed the formation of ozone in the upper atmosphere. How does the ozone in the upper atmosphere benefit life on earth? 5. Describe the events that mark the end of the Paleozoic Era and the Mesozoic Era. 6. During what geologic time era did most major animal phyla alive today first appear on earth? During what period? 7. Define absolute dating and relative dating, and explain why both are important when analyzing the evolutionary relationship between fossils. (Fossils are important to the study of evolution. How do paleontologists determine the absolute age of fossils?) 8. Describe the relationship between evolution and natural selection. Explain how natural selection causes evolution. 9. Explain how Thomas Malthus’ research on populations, population growth, and overproduction, helped Darwin recognize the importance of inherited variability, competition, and the struggle to survive and reproduce in the process of natural selection. 10. Describe homologous structures and vestigial structures, and explain how each can provide evidence of evolutionary relationships. 11. Describe adaptation as it applies to evolution and natural selection. 12. List the 4 categories that Darwin used to classify the evidence that he presented to support his theory of evolution. 13. Describe the process of natural selection. 14. Describe some evidence of natural selection that is available today that was not available to Darwin.
Name Date In Exercises 1–3, line t is tangent to the circle. Find the indicated measure. 1. 2. 3. In Exercises 4–7, find the value of x. 4. 5. 6. 7. 8. Describe and correct the error in finding the angle measure. 9. Parallel light rays enter the eye and are bent by the lens to converge at a single point on the retina called the focal point. When a person is farsighted, the rays converge behind the retina, as shown in the diagram. When and find the measure of angle F. Name Date In Exercises 1–12, find the value of x.
the Confederate Soldiers were not allowed to vote or hold office 40. List in order the Freedman Bureau’s most important tasks after the Civil War ? 1. set up a school system for former slaves 2. provide food for former slaves 3. provide employment for former slaves 4. provide healthcare for former slaves 41. What was similar in the proposed Reconstruction Act of 1867 as compared to the Johnson Plan of 1865 ? all states must ratify the Fourteenth Amendment 42. Which was a philosophy the KKK followed ? ( NOT Anti-Protestantism) 1. Homophobia 2. Racism 3. Anti-Semitism 43. What were Lincoln’s views on slavery ? he would abolish or continue slavery depending on how it would affect the Union 44. What caused an expansion of sharecropping during the Reconstruction ? plantation owners no longer had workers and Freedmen not afford their own land 45. Which court case supported segregation and made it legal throughout the US ? Plessy v. Ferguson 46. List the issues the Republicans had with Johnson ? 1. his high temper 2. his weakness on punishing the South 3. his many Vetoes 47. What caused the white southerners to be afraid of supporting Reconstruction ? they were afraid of being labeled as scalawags 48. Who said, “I was imprisoned in Missouri in 1854, for preaching the gospel to Negroes, though I was never subjected to violence.” ? Hiram Revels 49. What caused the Fourteenth Amendment ? The veto of the Civil Rights Act 50. What was the main idea or statement which Abe Lincoln and Stephen Douglas have agreed ? “ The Union must be preserved.” 51. What two reasons became the driving force behind passing the Fifteenth Amendment ? 16.A a. morality b. politically
Which of the following statements about Western economies in the 1920s are generally accepted by historians as factors causing the Great Depression? Overproduction in industry and especially agriculture Unsustainable borrowing, lending, and stock market speculation Strong government regulation of industry I and II II and III I and III II only III only Which global trend had a significant impact in Latin America in the 1930s and 1940s? I. Slumping demand for raw materials on world markets II. Growing influence of fascism III. Independence struggles in colonized regions I only I and II I and III II and III III only Which policy course did Japanese and German governments take to reverse the economic difficulties of the 1930s? Stimulation of industry through war preparation Provision of social insurance through liberal democratic parliamentary means Worker control of industry Shift in orientation from industrial to agricultural production Laissez-faire approach toward economic policy Which element of German fascism was NOT also found in 1930s Japan? Suspension of parliamentary authority Ideology of racial supremacy State-sanctioned mob violence against ethnic minorities Annexation of nearby territory Repression of unions term do historians employ to describe both Hitler's Germany and Stalin's USSR? Fascist Communist Totalitarian Democratic Republican Which Soviet leader was a leading force in imposing economic, diplomatic, and political reforms after 1985 that contributed directly to the demise of Soviet socialism? Nikolay Bukharin Leonid Brezhnev Mikhail Gorbachev Nikita Khrushchev Lavrenty Beria Which best characterizes weaknesses of the Soviet economy after World War II? Inflexible central planning Low worker morale and productivity Raw-material shortages I and II II and III I and III I only II only Which Latin American nation stood apart from a general trend away from authoritarian or military rule that had taken hold across the region by the 1990s? Argentina Chile The Dominican Republic Panama Cuba Tie growing integration of all the peoples of the planet into a single economic and political model and accelerating sharing of cultural symbols is termed Egalitarianism Simulacra Postmodernism Globalization Universalism U.S. forces have seen military action most frequently to which region in the post—Cold War era? Pacific Rim Latin America Middle East and Central Asia Western Europe Caribbean Sea The United States pursued its interests in America after World War II in all of the following forms EXCEPT Direct annexation Covert action to overthrow regimes perceived to be Soviet friendly Diplomatic pressure in international organizations Peace Corps presence The IMF and World Bank NAFTA has more closely integrated the economies of Canada, the United States, and Russia China Mexico Venezuela Brazil
Linda Anselmi Rebecca Lemesre CCS Andrew Mizen Hayley Gilbrook F10 Moya Roberts Newmarket Helen Ballam CCU Tracy Button F12 Kelly Bugg Kim Steed NNU Jane Dallas Diabetes Team Charlotte Trump Fracture Clinic Bev Hartland Pain Team Heather Riggs Discharge Planning Team Debbie Clements-Dimmock Sally Lawrence G3 Chielo Gonzales Cheriyan Parkinson’s Specialist Aimee Johnson DSU Debra Grafen Jemma Morris G4 Sue McClelland Patient Flow Team Siddall ED Liz Ironside G5 Simon Ash Stella Kluge PAU Alex Moffat Endoscopy Tracy Fells G9 Claire Starie Recovery Trudy Matthews Epilepsy Specialist Nurse Amy Dawes IPT Michelle Smith Theatres/DSU Sophie Bower F3 Mary Jump Macmillan unit Jolie Farrington Fran Davidson Paediatrics Shena Scholes Why review the existing evidence? Find the latest knowledge & thinking on your question Identify if someone else has already asked the same question(s) How well did they conduct their research? Are their findings relevant or useful to you in answering your question? Is their research methodology appropriate for your question? Does the information help you to identify additional questions you should consider?
The Washer Method No Calculator. The region bounded by y = x and y = x2 is rotated about the x-axis. Find the volume of the resulting solid of revolution. ((2π)/15) No Calculator. The region bounded by y = 4 – x2, x = 0, and y = 0 is rotated the line x = -3. Set up the integral that represents the volume of the resulting solid of revolution. The region bounded by y = 3sin(x2) and y = ex/2 + e-2x is rotated about the x-axis. Find the volume of the resulting solid of revolution. (9.298)
5. Complete the following table explaining the structure of the provincial government Structure of the Provincial Government Title/Name of Current Member Definition of Role How Person is Chosen Responsibilities Lieutenant Governor _______________ Queens representative Queen and the GOVERNOR GENERAL with help from the PREMIER Opening and closing the legislature Giving royal assent to bills
Working with the Queen! Premier _______________ Leader of the Province Party receives the most votes throughout the province (is elected within constituency) Chooses Cabinet Is an MLA Represent the province in Federal issues MLA _______________ (my MLA) -member of a in power -member of a party in opposition Member of the Legislative Assembly (lead a constituency)—party with the most votes Elected in Constituency Represent the government and their constituency MLA of the parties that did not receive the most votes (2nd – OFFICIAL OPPOSITION) Elected in their Constituency (not the governing pary) Question and critique the government MLA’s Cabinet Minister Responsible for councils of the government Chosen by the Premier Lead a council MLA duties as well Report to the Legislature 6. What is the difference between an MLA and a cabinet minister? Cabinet Ministers have more responsibilities. They ARE MLA’s but in charge of specific councils. 4. LA GRANDE PAIX/CHARTER OF RIGHTS AND FREEDOMS: I Know…. How the Canadian Charter of Rights and Freedoms protects the individual rights and freedoms of all Canadians? How the Canadian Charter of Rights and Freedoms protects collective rights in Canada? How the Treaty of La Grande Paix de Montreal addressed collective identity and collective rights? How the Treaty of La Grande Paix de Montreal and the Canadian Charter of Rights and Freedoms compare in the way that each addresses individual and collective identity and collective rights? Why the Canadian Charter of Rights and Freedoms is entrenched in Canadian Constitution?
Disagree: it’s very diverse BUT there’s not proof about the past. Cannot make that INFERENCE! VOCABULARY YOU NEED TO KNOW ABOUT GOVERNMENT ACFA Bill Cabinet minister Canadian Charter of Rights and Freedoms Collective identity Constituency Constituent Democracy Direct democracy Elected representative Electoral process Equality Equity Fairness FNA Individual identity Justice La Grande Paix de Montreal Law Lieutenant governor Local government MLA MLA MNAA Official language minorities Petition Provincial government Representative democracy Responsibilities Rights School board Services Superintendent Taxes Trustee Voting
For numbers 15 – 17, given the following information, determine which lines, if any, are parallel. State the postulate or theorem that justifies your answer. 15. ≅ 16. ≅ 17. + = 180 18. Find the of x so that a ║ b. 19. Construct a line perpendicular to ℓ through B(–2, 5). Then find the distance from B to ℓ.
WHAP Essay Reminders Types of Essays Cause/Effect Analyzes causes & effects →Analyze the causes and effects of the Mongol conquests in the 13th and 14th centuries. →Analyze the social & economic effects of the global flow of silver b/t the 16th & 18th c. Always causes & effects Comparison Analyzes similarities & differences → Compare the emergence of Latin American nation-states during the 19th century with the emergence of nation-states in Sub-Saharan Africa during the 20th century. Always similarities & differences Periodization Analyzes how circumstances before & after a turning point were similar & different →Historians have argued that the Industrial Revolution was the most pivotal event in world history. To what extent is this true? →Historians argue that the discovery of the New World was a turning point in the history of Asia’s Gunpowder Empires. Defend, refute, or modify this statement. Always modify / always note ways it was & was not turning pt Change & Continuity Analyzes changes & continuities within a time period (how is the end of the time frame similar & different from the beginning of the period) →Analyze how political transformations contributed to changes and continuities in the cultures of the Mediterranean region during the period c200 CE to 1000 CE. Always changes & continuities the point is to compare, so do this repeatedly using two things in same sentence & transitions(similarly, likewise, on the contrary, whereas, conversely) Outline Thesis Topic sentence restating a sim/dif from 1st prong Detail from Thing#1 Detail from Thing #2 Direct comparison – analyze what is actually similar/different about these details? Detail from Thing #1 Detail from Thing #2 Direct comparison – analyze what is actually similar/different about these details? Reason why topic sentence sim/dif occurred
Department: ME Semester: I Batch: A Registration Number Name Subject Codes Number of Subjects (x) Total amount (x*200) 1 999999999 X.Yyyyyyyyy MA16151;GE15151 PH16151;CY16151 4 800
What is the difference in the cost per calculator shipped? 11. The table below shows the distance a car has traveled. Minutes 25 50 75 100 125 Distance Traveled (in miles) 20 40 60 80 100 What is the meaning of the slope of the linear model for the data? The car travels 5 miles every minute. The car travels 4 miles every minute. The car travels 4 miles every 5 minutes. The car travels 5 miles every 4 minutes. 12. Dennis compared the y-intercept of the of the function f(x)=3x+5 to the y-intercept of the graph of the linear function that includes the points in the table. x g(x) -7 2 -5 3 -3 4 -1 5 What is the difference when the y-intercept of f(x) is subtracted from the y-intercept of g(x)? -11 -9.3 0.5 5.5 13. of the following is an irrational number? a) b) c) d)
REVIEW for Mid-term The Great Gatsby study these words only if you read this book. Ch. 7-8 Prig Vicariously Sagely Rancor Magnanimous Expostulation Truculent Humidor Redolent Grail Garrulous Amorphous Fortuitously Jake Reinvented-study these words only if you read this book. stoic descend surveillance tentative denizen vehemently defacto coup d’ etat reprise serene tedious crescendo Charade coup de grace improbable espionage mirth accost effigy troglodyte trite livid dubious exhort rhetoric derisive phalanx exalt clout (noun) influence epoxied (verb) Direct/indirect characterization Symbol: envelope, remora, money differences in parties difference between Rick and Jake
The Great Gatsby –study A-D IF you read the book. Themes Moral geography Illusion v. reality Imagery Corruption of the American Dream. Point of view Nick as a narrator Symbolism Shirts Green light Holy grail West egg East egg Literary devices/ figurative language: Metaphor Simile Foreshadow Tone OGT questions Review folder on webpage Review readings from class. MLA format- Review class notes and handouts Know rules for intext citing as well as formatting for a works cited page PEE chain Review rules Know the difference between evidence and explanation and latin PREFIXES Review from half and also on webpage. See next page. and latin words Know from units 1-3. Know vocabulary words to use in sentences from units 1-3. Study these prefixes. A(L)
Name________________________ Color ________________________ 7th Grade Quarterly #2 Review Jake needs to put a fence around a tree. If the radius is 3 feet, how much fencing does he need? Round to the nearest tenth. 9.4 feet 18.8 feet 37.7 feet 28.3 feet
Set 3: 21. Family Traditions – Hank Jr. *E Sing-along 22. Head Over – Jon Pardi *G 23. Shoes –GWJR *G 24. Neon Moon *A Theme: Slow Down 25. Color – Jamey Johnson *Bb 26. Sweet Home Alabama/All Summer Long –Lynard Skynard/Kid Rock *D Theme: Sing-along 27. Red Solo Cup – Toby Keith *A 28. Buy Me A Boat – Chris Jansen *D 29. Anything Goes – Florida Georgia Line *Am 30. Boys Round Here –Blake Shelton *A Set 4: 31. Long Road II – GWJR *F Theme: Traditional 32. Devil Went Down To Georgia – Charlie Daniels *Dm (fiddle); Fishing In The Dark – Nitty Gritty Dirt Band *D 33. Sold – John Michael Montgomery *A 34. Pickup Man – Joe Diffie *G 35. Picking Wildflowers – Keith Anderson (down ½ step) *E Theme: Rocking Close 36. Something I’m Good At – Brett Eldredge *F 37. Beer Time – Justin Moore *D 38. When The Lights Come On – Jason Aldean *F#m 39. How Country Feels – Randy Houser *C 40. Hell Of A Night – Dustin Lynch *F#m
shredded paper plastic bottle plastic cola bottle aluminum cola can Appendix H: What Can Be Recycled? Rubric (Day 3) What can be recycled? - Rubric 3 2 1 0 Student correctly sorted all 10 objects into the appropriate category on the sorting mat. Student sorted 8 or 9 objects correctly on the sorting mat. Student sorted 6 or 7 objects correctly on the sorting mat. Student correctly sorted 5 or less objects. Student correctly stated 2 things that cannot be recycled and provided a reason. Student correctly stated 1 thing that cannot be recycled and provided a reason. Student correctly stated 1 or 2 things that cannot be recycled and/or could not provide a reason. Student did not provide an object or an explanation.
data to formulate a plan to find more efficient ways to increase recycling in the school system. 3 2 1 Provided Survey Questions Used both questions appropriately. Used one class generated questions appropriately. Failed to use either questions. Independent Survey Question Independently created a clear question. Created a clear question with assistance. Failed to create a clear question. Data The student independently chose a relevant graph to represent the collected data. With assistance, the student a relevant graph to represent the collected data. The student to choose a relevant graph to represent the collected data. Data Questions Creates an appropriate question and provides the correct answer. Creates an appropriate question. to create questions or creates an unrelated question. 3 2 1 Recycling Plan Creates an appropriate plan to increase recycling. Explains how the plan will increase recycling. Creates a plan to increase recycling. Fails to explain how the plan will increase recycling. Creates a plan with teacher guidance.
Redesign Independently a decision based on data to redesign and can explain reasoning. With assistance, makes a decision based on data to redesign and/or can explain reasoning. Redesign is not based on data and/or student is unable to explain logical reasoning. Compare data - how much more/less Independently compares data and can form a logical conclusion on the data. With assistance, compares data and forms a conclusion based on the data. to make a connection between data points. Appendix R: Self and Group Evaluation (Day 10-12) SELF Evaluation I participated in group discussions. I listened to my classmates’ ideas. I took turns with my teammates. I stayed on task. GROUP Evaluation
Which of the following civilizations afforded the greatest degree of citizen input into government policy? Han Roman Sumerian Egyptian Gupta In Greek civilization, women Held slave status in every household Enjoyed political equality with men Were afforded the same rights no matter the city-state in which they happened to reside Dominated trade Were considered inferior to men in both the private and public spheres Christianity's rise is most accurately viewed as a modification of which of the following? Islam Hinduism Judaism Confucianism Buddhism The geographic factors presented here led to the development of highly complex and distinctive civilization by the year 600 CE? Fertile river valleys Isolating mountain ranges Dependable monsoon weather patterns Indian Mayan Sumerian Greek Which of the following best describes political patterns on the Indian subcontinent in the classical era 1000 BCE to 600 CE? Stateless societies Continuous dynastic rule under the Maurya Empire Decentralized rule by local princes lacking any form of subcontinent-wide authority at any point Decentralized rule by local princes punctuated by Maurya and Gupta periods of unification Representative democracy was the most effective unifying force in early Indian culture? Long-distance trade with East Asian civilizations Widely practiced and similar Hindu tradition, including the caste system Expansion of Buddhist influence Recognized central political authority Matriarchal patterns of social authority Which major world religion lacks a central founding figure? Christianity Islam Judaism Buddhism Hinduism Which is NOT a significant continuity Buddhism carried over from its Hindu roots? Endorsement of caste stratification Belief in an afterlife Concern with and reverence for beauty in nature Ornate temple architecture Centrality of ritual in worship Which of the following ancient texts did not serve as a spiritual guide for those who lived by it? Vedas Analects Torah New Testament of the Bible Koran Which important idea is credited to intellectuals of the Gupta Empire? Invention of the telescope Development of humanity's first written script The concept of zero Invention of the magnetic compass Polytheism Which beliefs do Hinduism and Buddhism have in common? Belief in the caste system Damnation for sinners Reverence for Muhammad Monotheism Reincarnation
Rapid urbanization that accompanied global capitalism often led to unsanitary conditions, as well as to new forms of community Key Concept 5.2 Imperialism and Nation-State Formation Answer Concepts & Relevant Factual Examples in Underline “Factoids” 5.2 What are the similarities & differences between colonialism and imperialism? How did imperialism affect Europe’s influence around the world? 5.2.I Which area(s) of the world became imperial powers, and why did they imperialize while other areas did not? 5.2.I.A Which states increased their influence and control over their pre-existing colonies, and which saw their influence decrease? 5.2.I.C What methods and tactics did industrialized states use to establish and expand their empires? As states industrialized during this period, they also expanded existing overseas colonies and established new types of colonies and transoceanic empires. Regional warfare and diplomacy both resulted in and were affected by this process of modern empire-building. The process was led mostly by Europe, although not all states were affected equally, which led to an increase of European influence around the world. The United States and Japan also participated in this process. The growth of new empires challenged the power of existing land-based empires of Eurasia. New ideas about nationalism, race, gender, class and culture also developed that both facilitated the spread of transoceanic empires and new states, as well as justifying anti-imperial resistance and the formation of new national identities. States with existing colonies (such as the British in India or the Dutch in Indonesia) strengthened their control over those colonies. European states (such as the British, the Dutch, the French, the Germans or the Russians) as well as the Americans and the Japanese established empires in throughout Asia and the Pacific, while Spanish and Portuguese influence declined. Many European states used both warfare and diplomacy to establish empires in Africa (such as Britain in West Africa or Belgium in the Congo) In some parts of their empires, Europeans established settler colonies. (such as the British in southern Africa, Australia and New Zealand, or the French in Algeria) In other parts of the world, industrialized states practiced economic imperialism. (such as the British and French expanding their influence in
A. King Louis XVI was restored to the throne B. The French assisted the Americans to win independence C. King Louis XVI was beheaded and the Reign of Terror began D. The French conquered the Bastille, ending foreign domination of country 67. Which of the following was an important goal of the Congress of Vienna? A. to destroy France B. to execute Napoleon by guillotine C. to establish a balance of power in Europe D. to establish Vienna as the new capital of Europe 68. Who was the most influential leader at the Congress of Vienna? A. Czar Alexander I of Russia B. Emperor Francis I of Austria C. King Frederick William III of Prussia D. Prince Metternich of Austria ENGLISH CIVIL WAR & GLORIOUS REVOLUTION 10. Absolute monarchs in England disagreed with parliament about who should have control in England. What is parliament? A group of local rulers who looked back at ancient text for ideas The lawmaking body A group primarily made up of King James’ family The president and his cabinet 11. He is responsible for the death of Charles I King James I William and Mary Elizabeth I Oliver Cromwell 33. Charles II rule is as The Restoration because he restored the Parliament Monarchy Cabinet Constitutional Monarchy 34. When the catholic, James II was overthrown in a bloodless revolution and William and Mary came to power, it was known as the English Civil War Restoration Glorious Revolution Wing and Tories
Very high 1 239 3 Very high 2 1467 21 High 1 2065 29 High 2 1038 15 Medium 1 12 <1 Medium 2 830 12 Low 1416 20 Table .3 Distribution of land capability categories in Mix 2 Irrigated land category Area (ha) Proportion of Swan Valley (%) Very high 1 139 2 Very high 2 1457 21 High 1 1887 27 High 2 1155 16 Medium 1 230 3 Medium 2 427 6 Low 1772 25 Water resources The availability of water supplies is the single most crucial consideration for developing irrigated agriculture. Without water, there can be no irrigation. As is the case elsewhere in Western Australia, most horticulture in the Swan Valley relies on irrigation. There are grape vines currently grown for wine production in the Swan Valley without irrigation. Compared to irrigated vines, these crops tend to have lower yields, especially in years of lower rainfall. For these crops to be economically viable, they need to produce very good quality wine grapes capable of fetching a higher price per tonne. Few other horticultural crops are likely to be viable without irrigation. Groundwater assessment methodology This review combined the land capability mapping (figures 7.1 and 7.2) with information on the availability of water supplies, which is based on the methodology
Other related documents Local Coordination Planning Framework Coordination Operational Policy - Plan Development and Plan Changes Local Coordination Operational Policy - Supporting Decision Making Local Coordination Procedure – Service Extension Request. Document control Publication date March 2018 Review date March 2020 Owner Executive Director – [Directorate name] Custodian [Branch / Manager position title] Amendments Version Date Author Description 1.0 Program Support Review by 30/06/2016 1.1 July 2018 Program Support 1.2 March 2018 Program Support Review by March 2020
Floor Numbering The following shows a list of Floor level codes used in the accommodation records. Floor Number Description 01 First Floor 01M First Mezzanine 02 Second Floor 02M Second Mezzanine 03 Third Floor 03M Mezzanine 04 Fourth Floor 04M Fourth Mezzanine 05 Fifth Floor 05M Mezzanine 06 Sixth Floor 06M Sixth Mezzanine 07 Seventh Floor 07+ Seventh + Floor (Roger Stevens) 07M Seventh Mezzanine 08 Eighth Floor 08M Eighth Mezzanine 09 Ninth Floor 09M Mezzanine 10 Tenth Floor 10M Tenth Mezzanine 11 Eleventh Floor 11M Eleventh Mezzanine 12 Twelfth Floor 12M Twelfth Mezzanine 13 Thirteenth Floor 13M Thirteenth Mezzanine 14 Fourteenth 14M Fourteenth Mezzanine Floor Number Description 14M Fourteenth Mezzanine GM Ground Mezzanine GR Ground Floor LG Ground Floor LM Lower Mezzanine MB Main Basement SB Sub-Basement UG Under Ground (associated with Ducts) 01 Gantry equivalent to First Floor 02 Gantry level equivalent to Second Floor 03 Gantry level equivalent to Third Floor 04 Gantry level equivalent to Fourth Floor
accommodation with the first two digits 75 or above is considered unusable, (except digits 90-98) 75 plant rooms / maintenance n/a 76 cleaners and building refuse areas n/a 77 external bicycle stores n/a 78 external caged areas n/a 79 Cloakrooms (locker only) n/a 80 corridors n/a 81 foyers (without seating) n/a 82 stairs n/a 83 lifts n/a 84 loading bays n/a 85 covered walkways , verandas and enclosed car parks n/a 86 lavatories male n/a 87 lavatories female n/a 88 lavatories communal n/a Toilet Facilities Details of facilities included in codes 86, 87 and 88 are written in the room name section as follows: Ac = Accessible toilet C = Communal G = Gents L = Ladies P = pans U = urinals B = basins S = showers BATH = baths GNT = Gender neutral toilets N = baby changing R = Radar key Example Toilet L 03P 00U 03B 01S 01BATH 89 "Quality" agreed by Estate Planning and Information Office n/a Solely Residential Room Category Code Room Category Code Description Space Type Categories 90-98 are classed as usable 90 student bedrooms n/a 91 student studies and/or living rooms n/a 92 toilets, bathrooms, showers & en suite (student residences only) n/a 93 94 95 96 non-student accommodation (including kitchens and bathrooms) n/a 97 98 99 unusable n/a