zilongwang/ReadingBank huggingface dataset:
What is the Spokane Powwow? A celebration of Indian heritage – dancing, eating, games What does Rowdy do to the Andruss brothers? Why? What does this demonstrate about his friendship with Junior? After they beat up Junior, they get drunk and pass out Rowdy shaves off their eyebrows and cuts off their braids, probably the worst thing that can be done to an Indian “Because Geometry Is Not a Country Somewhere Near ” pages 25-31 1. Describe Mr. P. He is skinny, old, lazy; a “weird old coot,” non-demanding; shows up for class, wearing pajamas, lonely old man 2. Why is Junior so cynical about white teachers? Calls them “liberal, white vegetarian do-gooders and conservative, white missionary saviors 3. What angers Junior about his geometry book? The geometry book was used by his mother 30 years ago. He is furious that the same old book is still being used. He says the fact that he is studying from the same book his parents studied from “is absolutely the saddest thing in the world.” “Hope Against Hope” pages 32-43 Why does Junior throw his geometry book? What does it signify? When he realized the age of the book, he says, “My hopes and dreams floated up in a mushroom cloud.” As a result, he is absolutely furious and wildly and angrily throws his book. This signifies his disappointment and anger – his hopes are dashed.
SECTION 5: FAMILY INCOME INFORMATION List members of your household (please attach proof of income or lack thereof- confirming affidavit) Name Income source (employed/ etc.) Income per month If parents are not living in the same household, please provide their details Name Income source Income per month Do you have a family member working at Fuchs? Yes/ No Name Relationship SECTION 6: Declaration I declare that all information given in this form and attached to this application is true Signature Date Place IMPORTANT NOTICE Only 100% complete applications with all supporting documents will be considered. Tick documents attached Certified ID copy Latest results Academic transcript Proof of family income (payslips/ bank statements/ affidavit) Motivation letter explaining why you believe you should be granted sponsorship Proof of family relationship or financial dependence on Fuchs employee (e.g. birth certificate or affidavit)
Band 2: Study Assistant Responsibilities: This support is provided where a mix of enabling strategies complemented by some practical assistance has been required. This is usually as a result of the student’s combined complex circumstances. Previously this has been described as supporting the student in adapting to the academic demands of HE, providing information, helping with time keeping, helping with organisational skills etc. and can be supplemented by practical support e.g. library support, workshop support etc. Skills required: An enhanced level of skill and experience of working with disabled students and an understanding of the barriers which disabled students may have in accessing learning, but not the specialist experience and knowledge of those working at Band Four, One to One Study Skills Support or Specialist Mentors; knowledge of the way the institution/organisation works and the demands of studying in HE; excellent interpersonal skills; clear understanding of issues of confidentiality. Qualifications/training: No mandatory qualifications or professional body membership has been identified for this support; Generic non-medical help training and also a level of specialist training relevant to the demands of the activity; understanding of the HE context.
In-School and Accommodation Support: Summary of Service and Support Gaps There is a lack of clarity on the funding and policy responsibility for Indigenous boarding. Funding is not designed to recognise the additional support needs of many remote Aboriginal and Torres Strait Islander students. There are gaps in alternative education boarding models for remote youth who do not have access to secondary schooling in community and who are not doing well in boarding. There is a lack of coordination between support services, particularly in relation to health services. There is a need for the development of more culturally safe boarding residences/schools. 4.4. Pillar Four – Family and Community Engagement This pillar of support also sits across the other three pillars (preparation, travel, inschool and accommodation), however it is also treated here as a pillar in its own right because of the importance of its role in connection with culture and the students’ overall wellbeing and self-worth. This pillar relates not only to efforts at the boarding residence/school end to engage with family and community but also to the importance of building family and community skills in engaging with the education of their children who are studying away from home, including engaging actively with the boarding residence and school. a) Family and Community Engagement: Key Issues Successfully engaging families and communities in their children’s education is an effective way to improve both the child’s level of engagement and attainment in schooling. Unfortunately research indicates that efforts by schools to engage with families and communities are not always resulting in authentic engagement. Many parents want to interact meaningfully with schools and participate in their child’s educational journey, but report feeling uncertain of how best to support their children while they are at boarding.
Study Day in Paediatrics for G.P. Trainees. January 18th 2018. Registration 9am Prompt 9.15-10.15 am Paediatric Neurology Dr Kamath Tallur, Consultant in Paediatric Neurology, RHSC 10.15-11am Infections in children with long term conditions Dr Laura Jones, Consultant in Paediatric Infectious Diseases 11am-11.10am Coffee 11.10am-12noon. Psychiatric assessment of complexity in children and young people. Dr Katy Auckland, Consultant Psychiatrist, Liaison Psychiatry, CAMHS 12 noon to 1.15pm Lunch 1.15pm -2.15pm Family perspective and how GPs can support children and families. Celine Sinclair, Chief Executive, The Yard, Edinburgh 2.15-3.15pm Case discussion in small groups. 3.15pm-3.30pm Tea 3.30pm-4.30pm Managing children with long term conditions; GIRFEC Dr Alex Baxter, Consultant in Paediatric Neurodisability. 4.30pm-4.40pm Summary and feedback With many thanks to Rachel Philips, Educational Fellow, am session and Heather Peacock, Associate Adviser, pm session for additional support for the course. Any enquires to Emma Baker NES offices, Westport. , Training programme administrator. 0131 656 3200 -GP education
Stave 5: Read the extract below then answer the question that follows. Here, Scrooge wakes up to realise he has been given another chance “I will live in the Past, the Present, and the Future!” Scrooge repeated, as he scrambled out of bed. “The Spirits of all Three shall strive within me. Oh Jacob Marley! Heaven, and the Christmas Time be praised for this! I say it on my knees, old Jacob, on my knees!” He was so fluttered and so glowing with his good intentions, that his broken voice would scarcely answer to his call. He had been sobbing violently in his conflict with the Spirit, and his face was wet with tears. “They are not torn down,” cried Scrooge, folding one of his bedcurtains in his arms, “they are not torn down, rings and all. They are here—I am here—the shadows of the things that would have been, may be dispelled. They will be. I know they will!” His hands were busy with his garments all this time; turning them inside out, putting them on upside down, tearing them, mislaying them, making them parties to every kind of extravagance. “I don’t know what to do!” cried Scrooge, laughing and crying in the same breath; and making a perfect Laocoön of himself with his stockings. “I am as light as a feather, I am as happy as an angel, I am as merry as a schoolboy. I am as giddy as a drunken man. A merry Christmas to everybody! A happy New Year to all the world. Hallo here! Whoop! Hallo!” Starting with this extract, how does Dickens present Scrooge as a changed man?
2. When the salinity of ocean water increases through freezing the water becomes more dense and sinks 3. When the salinity of the ocean water increases through evaporation, the salt is left behind and the water becomes more dense and sinks 16. Most waves form when__________ blowing across the water’s surface transmit their energy to the water. Winds 17. The size of a wave depends on what three things. 1. Strength of the wind- stronger winds create larger waves 2. The length of time the wind blows- the longer the winds blows the larger the wave 3. The distance over which the wind blows- winds blowing across longer distances build up bigger waves 18. The ______________ of the wave moves toward the shore, but the ____________ remains where it was. 1. energy 2. water 19. Draw and label the parts of a wave: crest, trough, wavelength, and Wave Height. 20. What happens to the wavelength and the wave height as the wave approaches the shore? The wave height increases and the wave length decreases 21. _____________ is the rise and fall of Earth’s waters on its coastlines. Tides 22. What force causes the tides to occur on Earth’s surface? Gravity 22. Why does the moon’s gravitational pull have a greater influence on Earth’s waters when compared to the Sun? The Sun is the most massive body in our Solar System. The Moon is closer to the Earth 23. How many high tides and low tides occur each day (24 hour period)? 2 high tides and 2 low tides 24. What is a tidal range? The difference between the water levels during high and low tides 26. Diagram and Label a Spring Tide: Sun, Earth, Moon, and tidal bulge. 27. In which phases of the moon do Springs Tides occur? New moon and Full Moon 28. Why is the tidal range the greatest during a Spring Tide? The combined gravitational pull of the Sun and Moon
(E) Chevra Kadisha (Tahara); (F) Public transportation; (G) Gratuities; (H) Telephone and telegraph charges; and (I) Flowers; (9) Suggesting or implying, in manner, that the customer's expressed concern about prices, inexpensive services or merchandise, or desire to save money, is improper or inappropriate; (10) Disparaging before a customer the quality or appearance of merchandise or services advertised or offered for sale; (11) Failing to display less expensive merchandise advertised or offered for sale in the same manner and condition as more expensive merchandise; (12) Making false, misleading, or unsubstantiated claims directly, or by implication, as to the benefits or quality or funeral merchandise or services; (13) Obtaining custody of human remains without explicit prior customer authorization; (14) Failing to release promptly human remains and give information about the care, release or whereabouts of human remains upon customer request; (15) Failing to post conspicuously and legibly the actual retail price on each item of funeral merchandise displayed for sale; (16) Failing to post conspicuously and legibly the actual retail price of funeral merchandise on pictures of the merchandise, when pictures are used for the presentation of merchandise for sale; (17) Inducing a customer to consent to change the desired day or time of funeral, burial, or cremation by misstating facts or circumstances related thereto, if such misstatements resulting in the following: (A) Increased charges for the funeral; or (B) Denial of a customer's desire to have the funeral, burial, or cremation at a particular time, when that particular time was expressed by a customer as an element of the agreement;
Terms to Know simony pluralism nepotism absenteeism sale of indulgences clerical ignorance Erasmus, In Praise of Folly Martin Luther Johann Tetzel 95 Theses Johann Eck “priesthood of all believers” Diet of Worms Confessions of Augsburg Philip Melanchthon Charles V German Peasants War, Twelve Articles League of Schmalkalden Hapsburg-Valois Wars Peace of Augsburg, 1555 Anabaptists Tragedy at Münster Mennonites, Quakers, & Unitarians Ulrich Zwingli, Zurich Colloquy at Marburg John Calvin Institutes of the Christian Religion predestination “elect/visible saints” Geneva Consistory Michael Servetus Protestant work ethic John Knox Presbyterianism Huguenots Dutch Reformed Church Puritans English Reformation William Tyndale Henry VIII In Defense of the Seven Sacraments Catherine of Aragon Anne Boleyn Thomas Wolsey Thomas Cranmer Church of England (Anglican Church) Act of Supremacy Pilgrimage of Grace Statute of the Six Articles Edward VI Mary Tudor “Bloody Mary” Marian Exiles Elizabeth I politique Elizabethan Settlement Thirty-Nine Articles Mary Stuart, Queen of Scots Katherina von Bora Angela Merici, Ursuline order of Nuns Teresa de Avila Catholic (Counter) Reformation Pope Paul III Council of Trent Index of Prohibited Books Jesuits (Society of Jesus) Ignatius Loyola Spanish and Italian Inquisitions (Sacred Congregation of the Holy Office) Baroque Art Bernini Colonnade in piazza in front of St. Peter’s Basilica St. Peter’s Baldachin Ecstasy of St. Teresa Caravaggio, tenebrism Peter Paul Rubens
Study Guide for Genetic Test Define these terms: use your notes please! Traits Genes Alleles Dominant Recessive Genotype Phenotype Homozygous Heterozygous Carrier Pedigree Who is Gregor Mendel? What did organism did he study? Father of genetics, pea plants Who determines the sex of the offspring the male or the female? XY = male XX = female Monohybrid cross (using one trait) Punnett Squares: A father has a widow’s peak (ww) and a mother doesn’t have a Widow’s peak but is a Hybrid for the trait (Ww). They want to know what are the chances of their children having a widow’s peak? The W represents what trait: Without a widow’s peak The w represents what trait: With a Widow’s Peak
When What Mind! Test Week 7 12-16 Feb Start Chapter 4 Taalblokken Top 20 Business Vocabulary Translate the words from Chapter 6: Import/Export This term we will study the past tense (grammar). Study your presentation sentences and start working on your presentation! Week 8 19-23 Feb Top 20 Business Vocabulary Translate the words from Chapter 7: Insurance Remember that after the spring break, the presentations will start! So check out what the requirements are!!! Create a good presentation for a mark (exam SB and MCE)! SO: sentences presentation Week 9 26 Feb – 2 March Spring Holiday Week 10 5-9 March Work independently (homework) on spelling and grammar (Taalblokken online – make sure you finish A1, A2 and B1). Also work on the ‘beroepsgerichte modules’ economie en administratie. Check with me which ones you have to do exactly (also on the i-Drive and my website). Presentations commence! Check the I-drive to see when you’ve got to do your presentation + what it entails! 3/4 presentations per lesson Week 11 12-16 March Start Chapter 5 Taalblokken Top 20 Business Vocabulary Translate the words from Chapter 8: Law 3/4 presentations per lesson Week 12 I will be away this week (school excursion FAB year 2)!
19-23 March Please make sure that anything you’re running behind on is finished by the end of this week! Week 13 26-30 March Top 20 Business Vocabulary Translate the words from Chapter 9: Marketing 3/4 presentations per lesson 29 March: Easter celebration? 30 March: Good Friday (day off) SB: 29 March Listening & Reading B1 exam! Week 14 2-6 April Start Chapter 6 Taalblokken Top 20 Business Vocabulary Translate the words from Chapter 10: Meetings 3/4 presentations per lesson 2 April: Easter Monday (day off) Check Top 20 Business Vocabulary Chapters 6-10! Study this vocabulary for your test!!! SB: start A2 speaking exam (gesprekken – individueel inplannen. Let op: dit kan ook buiten de lessen om zijn!) Week 15 9-13 April PROJECTWEEK: ‘culturele hoofdstad’ Week 16 16-20 April Preparations for your Skills 2 test. 3/4 presentations per lesson Study ‘Top 20 Business Vocabulary’ Chapters 6-10 and the past tense! Skills 2 (SB) Week 17 23-27 April If you’re still running behind on anything, make sure you finish it before your May holiday! May Holiday 26 April – 4 May Skills 2 (FAB/MCE) SB: 24 April writing exam A2
Imitating Scriptural Variety in Our Preaching Styles Proclaim Grace! Key Issue #10 Use any or all of the following questions for personal reflection or group study. Feel free to pick which applications interest you most; even if you only complete one or two you’ll benefit. It is suggested that a typical WELS preacher reverts to a default form learned at the seminary: deductive with basic theme and parts. Is this your default form, or is there another? How does the idea of learning more forms sound to you? “An inspired text has a right to tell me not only what to say, but also how it would like to say it” (p. 1). How do you determine what particular form (how you say it) each sermon takes? What and where are the triggers or clues you look for? MATCHING After reading page 1, match the descriptions to the name of the literature form listed below. __________ sparks meditation by comparing the kingdom of God with the city of man. __________ parades a dazzling pageant before the mind’s eye to remind us that God wins __________ embodies and elicits emotion with its images, hyperbole, and self-disclosure __________ carry us along in a flow of logic...to the heights of delight with doxology and prayer __________ brief and witty summaries of wisdom, require us to contemplate their meaning __________ prompts identification as we walk in the shoes of biblical characters Poetry – Narrative – Proverbs – Parables – Epistles – Apocalypse Experiment—Ask a few of your members to complete the matching exercise above. How much do they really know about form? Would it make a difference in your preaching? Activity—Individually or as a group, find a shining biblical example of a text for each of the six forms described above. “Whoever goes to the Bible in search of what to preach but does not linger long enough to learn how to preach has left its pages much too soon” (p. 2). After reading, “May I Ask Another Question?” on p. 2, list three texts you’ll be preaching in the weeks or months ahead.
Unit 5 Study Guide Chapter 21, Section 1 1. How did Philip II transform Spain into a superpower? Why did Spain lose its power? In 1580, the king of Portugal died without an heir. Because Philip was the king’s nephew, he seized the Portuguese kingdom. Counting Portuguese strongholds in Africa, India, and the East Indies, he now had an empire that circled the globe. Due to Inflation & the Dutch successfully revolted against Spain, gaining their independence. 2. Give two reasons for the success of the Dutch in trading (1) The stability of the government (2) The Dutch had the largest fleet of ships in the world 3. What is an absolute monarch? How did “divine right” encourage absolutism? Kings or queens who held all of the power within their states’ boundaries. Absolute monarchs believed that God created the monarchy and that the monarch acted as God’s representative on earth. Chapter 21, Section 2 1. How did the monarchy of France grow stronger? Through religious compromises with the Protestants and strong advisors to the monarch 2. How did Louis XIV make sure he kept is power in France? He weakened the authority of the nobility and by mercantilism - manufactured everything they needed instead of relying on imports. 3. How did Louis XIV improve France? How did he bring disaster to France? During his reign France became the ideal culture – becoming more refined with exquisite living (palace in Versailles). s. French culture became one of the most appealing in the world, and the name Louis XIV has been associated with greatness and glory. Constant warfare and heavy spending (palace of Versailles) put France in debt.
Recognize clients/ families have own way of dealing with death dying Support clients/families as they work through stages of dying process Accept negative responses from clients/families Encourage clients/families to discuss feelings related to death & dying Support staff & seek support for self when dealing with dying client & grieving family EVALUATION Client Takes opportunity to discuss feelings about impending death & eventually acknowledges inevitable outcome Is comfortable & participates in self care for as long as possible Family discusses feelings about loss of loved one GRIEF & MOURNING Overview Response to loss (person, body part, role) Biological, psychologic, social implications Family system effects Mourning is process to resolve grief Shock , disbelief are short term
PSYCHOSOCIAL STAGES Stage Psychosociocrisis Basic virtue Group Age 1 TRUST VS MISTRUST HOPE Infancy 0-1.5 2 AUTONOMY Vs SHAME WILL EARLY CHILDHOOD 1.5-3 3 INITIATIVE Vs GUILT PURPOSE PLAY AGE 3-5 4 INDUSTRY Vs INFERIORITY COMPETENCY SCHOOL AGE 5-12 5 EGO IDENTIFICATION Vs ROLE CONFUSION FIDELITY ADOLSCENCE 12-18 6 INTIMACY Vs ISOLATION LOVE YOUNG ADULT 18-40 7 GENERATIVITY Vs STAGNATION CARE ADULTHOOD 40-65 8 EGO INTEGRITY Vs DESPAIR WISDOM MATURITY 65+
Ans: XeF6 + 2H2O XeO2F2 + 4HF 49. Why has it been difficult to study the chemistry of radon? Ans: Radon is radioactive with very short half-life which makes the study of Chemistry of radon difficult. 50. Halogens have maximum negative electron gain enthalpy in the respective periods of the periodic table. Why? Ans: Halogens have maximum negative electron gain enthalpy in the corresponding periods. This is due to the fact that the atoms of these elements have only one electron less than stable noble gas configurations. 51. AgCl is soluble in water, where as it is soluble in aqueous ammonia solution. Ans: Ammonia react with AgCl forms [Ag(NH3)2]Cl complex which is soluble in water. 52. Give the reason for bleaching action of Cl2. Ans: Chlorine water on standing loses its yellow colour due to the formation of HCl and HOCl. Hypochlorous acid (HOCl) so formed, gives nascent oxygen which is responsible for oxidising and bleaching properties of chlorine. 53. Why does the reactivity of nitrogen differ from phosphorus? Ans: Nitrogen can form multiple bonds and has more bond dissociation energy due to which it is less reactive. Phosphorous can not form multiple bonds. 54. Why does NH3 form hydrogen bond but PH3 does not? Ans: Electronegetivity of N is more than P. 55. The HNH angle value is higher than HPH, HAsH and HSbH angles. Why? Ans: Due to more electronegative nature of Nitrogen it causes more repulsion, hence bond angle is more.
configuration of d4 in terms of t2g & eg in an octahedral field when i) 0> P ii) ) 0<P 3. Name three factors that favours the formation of complexes by metal ion? 4. Describe the hybridization in following complexes. (i) [Fe(CN)6]4– (ii) [FeF6]3– HOTS 1. 2 3. 4. Predict the Isomerism present in complexe like SL.NO Name of the test Identification of compounds
Learner Details Name: DOB: Ethnicity: Gender: Address: Telephone Numbers: Home: Mob: Email Address: Emergency Contact: Emergency Number: Current Situation: Vocational Sector interested in: Current/Previous Education High School: College: Study Programme: Other: Qualifications Qualifications Predicted Grades Actual Grades Maths English ICT Other Referrer details, only to be completed if referred by another agency Agency Name: Agency Address: Name of contact: Tel. Email Address:
Student led societies All students Student society leaders – supported and overseen by staff in Student Services Information by email, signage and through WQE on-line. Just turn up! Extension A small number of one year qualifications offered to Year 2 students to supplement or extend their main academic programme. Students who choose an extension option in year 2 alongside a programme of full three full Level 3 courses are not required to choose an enrichment also. Teachers Chosen alongside academic programme at Yr 2 enrolment. Level 3 Extended Project Qualification is by application Work Experience All students Curriculum Areas Careers Education Manager Designed into vocational courses. By application The full University Road Campus enrichment programme offer can be found on the WQE website and on WQE online (once enrolled)
LATER EXAMS MATERIAL TESTED DATE TYPE OF TEST SPECIAL NOTES How to Use a To-Do List Points to consider when creating a “To-do” List: Prepare each evening for the next day Keep this list with you Be realistic—there are only 24 hours in a day Cross off items as you do them Add new items whenever you think of them Use a coding system to set priorities Ask yourself these questions when priorities: Use a notebook and index cards
TARGET THE PROBLEMS and PRESCRIBE SOLUTIONS For every problem there is a solution. It just may be that the process of finding the right solution is a bit frustrating at times. Be persistent and confident. Don’t forget to seek help is you need it. List Classes Here List problems with studying for each class here List solutions and study strategies for each class here Results Rewards List Classes Here List problems with studying for each class here List solutions and study strategies for each class here Results Rewards
„„ Provide care and education for the adult client ages 65 through 85 years and over* Ante/Intra/Postpartum and Newborn Care Assess client psychosocial response to pregnancy (e.g., support systems, perception of pregnancy, coping mechanisms) Assess client for symptoms of postpartum complications (e.g., hemorrhage, infection) Recognized cultural differences in childbearing practices Calculate expected delivery date Check fetal heart rate during routine prenatal exams Assist client with performing/learning newborn care (e.g., feeding) Provide pre-natal care and education Provide care to client in labor* Provide post-partum care and education* Provide discharge instructions (e.g., post-partum and newborn care) Evaluate client’s ability to care for the newborn Developmental Stages and Transitions Identify expected physical, cognitive, and psychosocial stages of development Identify expected body image changes associated with client developmental age Identify family structures and role of family members (e.g., nuclear, blended, adoptive) Compare client development to expected age/developmental stage of client and report any deviation Assess impact of change on family system (e.g., one-parent family, divorce, ill family member) Recognize cultural and religious influences that may impact family functioning Assist client to cope with life transitions ( e.g. attachment to newborn, parenting, puberty, retirement) Modify approaches to care in accordance with client development stage (use age appropriate explanations of procedures and treatments) Provide education to clients/staff members about expected age related changes and age specific growth and development (e.g. developmental changes) Evaluate client achievement of expected developmental level (e.g. developmental milestones) Evaluate impact of expected body image changes on client and family Health Promotion/Disease Prevention Identify risk factors for disease/illness (e.g. age, gender, ethnicity, lifestyle) Assess and teach client about health risks based on known population or community characteristics Assess client’s readiness to learn, learning preferences and barriers to learning* Plan and/or participate in community health education*
Protocol: [Protocol name] Principal Investigator: [Principal Investigator's name] Site ID: [Site ID] To be updated at every study contact when the participant receives or returns study drug. Date Dispensed Amount Dispensed Units* Dispensed Date Returned Actual Amount Returned Expected Amount Returned [Date Drug Dispensed] (dd/mmm/yyyy) [Amount Dispensed] [Units Dispensed] [Date Drug Returned] (dd/mmm/yyyy) [Actual Amount Returned] [Expected Amount Returned] [Date Drug Dispensed] (dd/mmm/yyyy) [Amount Dispensed] [Units Dispensed] [Date Drug Returned] (dd/mmm/yyyy) [Actual Amount Returned] [Expected Amount Returned] [Date Drug Dispensed] (dd/mmm/yyyy) [Amount Dispensed] [Units Dispensed] [Date Drug Returned] (dd/mmm/yyyy) [Actual Amount Returned] [Expected Amount Returned] [Date Drug Dispensed] (dd/mmm/yyyy) [Amount Dispensed] [Units Dispensed] [Date Drug Returned] (dd/mmm/yyyy) [Actual Amount Returned] [Expected Amount Returned] [Date Drug Dispensed] (dd/mmm/yyyy) [Amount Dispensed] [Units Dispensed] [Date Drug Returned] (dd/mmm/yyyy) [Actual Amount Returned] [Expected Amount Returned] [Date Drug Dispensed] (dd/mmm/yyyy) [Amount Dispensed] [Units Dispensed] [Date Drug Returned] (dd/mmm/yyyy) [Actual Amount Returned] [Expected Amount Returned] [Date Drug Dispensed] (dd/mmm/yyyy) [Amount Dispensed] [Units Dispensed] [Date Drug Returned] (dd/mmm/yyyy) [Actual Amount Returned] [Expected Amount Returned] * Examples of units dispensed: tablets, pills, bottles, vials, etc.
ΔG = ΔH – TΔS (Δ= change in – the change in Gibbs free energy equals the change in enthalpy minus the temperature times the change in entropy) Use the chart on p. 2 of the Laws of Thermodynamics to see that, for example, when the ΔS is positive and ΔH is positive, the chemical process will be spontaneous only at high temperatures. Carnot cycle – a thermodynamic cycle that converts thermal energy into work – the system goes through a series of different states and returns to the initial state – work is done on the surroundings – study the diagram and the states on p. 3 of the Laws of Thermodynamics Heat engine – converts energy in the form of heat to mechanical work Heat capacity – the amount of heat required to raise the temperature of 1 g of a substance 1 K (or 1 oC). molar heat capacity – heat capacity /mol specific heat capacity – heat capacity/g x K or heat capacity/g x oC Equation: ΔH = Cp x m x ΔT Cp = heat capacity (J/g x K) M = mass (g or Kg) T = temperature (oC or K) How many joules of heat are required to heat 100 g of aluminum from 20 K to 100 K? The heat capacity for aluminum is 0.908 J/gK. First we need to write down our given values. Cp=0.908 J/gK ΔT = 100 K – 20 K = 80 K Mass = 100 g The equation for calculation is: ΔH = Cp x m x ΔT. Then we substitute the values as follows:. ΔH = (0.908 J/gK) (100 g) x (80 K) ΔH = 7264 Joules. How much heat is required to heat 200 g of gold from 35 to 65 oC. The heat capacity of gold is 0.1291 j/gK? Cp = 0.1291 J/gK
We rearrange the equation to give us the following: and finally, we factor out the heat quantity (Q) to yield the final form of the equation: What is the ΔS given the following? ΔSfinal = -37.2 kJ/mol ΔSinitial = -32.2 kJ/mol ΔS = SFinal – SInitital -37.2 kJ/mol - -32.2 kJ/mol = -5 kJ/mol What is the entropy change, given the following information? Q = 1.1 x 104 J/mol T1 = 12° C T2 = 5° C T1 = 12° C = 285 K T2 = 5° C = 278 K ΔS = 1.1 x 104 J/mol (3.60 x 10-3 K-1 – 3.51 x 10-3K-1) ΔS = 1.1 x 104 J/mol (0.09 x 10-3 K-1) ΔS = 0.099 x 10-1 K-1 ΔS = 1.0 J/Kmol
Week 13 26-30 March Start Chapter 6 Taalblokken 3 presentations per lesson 29 March: Easter celebration 30 March: Good Friday (day off) Week 14 2-6 April 3 presentations per lesson 2 April: Easter Monday (day off) SO: vocabulary Chapter 6 Week 15 9-13 April PROJECTWEEK: ‘culturele hoofdstad’ Week 16 16-20 April 3 presentations per lesson Week 17 23-27 April 3 presentations per lesson Make sure Spelling and Grammar A1 and A2 on Taalblokken online are completely finished by now! Week 18 24 – 28 April Final week before your internship! Your holiday actually starts on Thursday. YAY! Taalblokken 3 Week 19 30 April - 4 May May Holiday 26 April – 4 May
Science Study Guide Scientific Method/Engineering Design Process Study guide due date: Monday, Aug. 28th Test date: Thursday, Aug. 31st Define: Observation: Information gathered based off 1 or more of our 5 senses Hypothesis: An if, then statement that provides an educated explanation based on research or facts that have not yet been tested Scientific method: Way to investigate, discover, and organize critical thinking Independent variable: A variable that is intentionally changed or manipulated to observe its effect on the dependent variable Dependent variable: A variable that is observed or measured Controlled variable: Variables that are kept constant throughout an experiment What are the steps to the Scientific Method? 1. Question 2. Hypothesis 3.Experiment 4.Observe & Record 5. Analyze 6.Share Results What is science?
10. Which of the following statements is true when the Auto-Fit option in the Control panel is checked? a. The frame automatically adjusts to match the size of the placed image. b. Resizing the frame automatically resizes the contained image to fit the new frame size. c. Changing the frame size has no effect on the placed image. d. The frame size cannot be adjusted once an image is placed into the frame. 11. Which method can be used to access the content that is placed inside a frame? a. Click the Content Grabber icon with the Selection tool. b. Click the frame with the Direct Selection tool. c. Click the Select Item button in the Layers panel. d. All of these are correct. 12. __________ refers to the top-to-bottom order of objects on a page. a. Distribution b. Justification c. Stacking order d. Arrangement 13. What is the result of clicking the Default Fill and Stroke button at the bottom of the Tools panel? a. Changes the fill to black and the stroke to none. b. Changes the fill to None and the stroke to black. c. Changes the stroke to none and leaves the fill at the last-used color. d. Swaps the current fill and stroke colors. 14. In the Control panel, the ________ determines how transformations are made to the selected object. a. Lock icon b. Reference point c. Transform tool d. Control toggle From our discussion 2/6, Project 9 1. _________ is the distance at which text is moved from the edges of the containing frame. a. Wrap b. Gutter c. Inset d. Blocking 2. The __________ is the space between columns in a page. a. spine b. gutter c. margin d. bleed 3. The default master page is named _______. a. A-Master b. Default c. Untitled d. It depends on whether the document has more than one page
Chapter 5: Designing Studies Key Vocabulary: voluntary response sample confounded population sample design convenience sampling biased simple random sample table of random digits probability sample stratified random sample strata undercoverage nonresponse response bias sampling frame systematic random sample observational study experimental units subjects treatment factor level placebo effect control group randomization completely randomized experiment statistically significant replication hidden bias double-blind experiment block design matched pairs design Sampling and Surveys How does a population differ from a sample? What are the steps to planning a sample survey? Why are voluntary response samples unreliable? Why might convenience sampling be unreliable? What is a biased study? Define simple random sample. What two properties of a table of random digits make it a good choice for creating a simple random sample?
What is a lurking variable? What is confounding? Explain the difference between experimental units and subjects. Define treatment. What is the difference between factor and level in an experiment? Example on page. Explain how to perform a completely randomized design. What is the significance of using a control group? The basic principles of statistical design of experiments are: Describe the placebo effect. Define randomization. Define statistically significant. Describe a block design.
What were some other ways farmers could have made money without the use of slaves? Page 3 of 3 Assignment Complete the reading and interactives for this lesson. Review your 411 File for this lesson. Complete and submit Lesson "01.05 Economics and Slavery." Lesson 1.06 Objectives After completing this lesson, you will be able to: identify the author, audience, and types of primary and secondary sources differentiate between a primary source and a secondary source identify valid sources of information Page 2 of 4 What is a primary source? How is that different from a Secondary source? Type of source Author Audience Primary or Secondary Source Purpose Reliability Newspaper, diary, photograph, etc. Who is the author? What do you know about the author? What are his or her biases, motives, etc.? Was the source created for the general public or personal use? Is this a primary or secondary source? Why was this source created? How reliable is this source? Why? Diary Will Anthony is the blacksmith who owns the shop. He reported the theft of the tools. He employs Matthew Farmer as an apprentice. He is feuding with James Ansley, another blacksmith in town. Probably personal use since it is a diary and many people don’t expect others to read their diaries. Primary since it was created at the time of the event. Mr. Anthony probably created this for his own personal use. People don’t usually lie in their diaries, so the following information from his diary is probably pretty reliable: His apprentice has been having money problems since his father was injured. He doesn’t recall
States Strengths of the Articles of Confederation Power Congress States Both 1.Collect taxes 2.Make foreign treaties 3.Declare war 4.Print and borrow money 5.Set up mail delivery system 6.Make rules for setting up western lands 7.Raise and lead army and navy 8.Send soldiers and officers to the army and navy 9.Establish courts to settle disputes 10.Elect or appoint leaders to enforce the law Weaknesses of the Articles of Confederation Event What happened? Shay’s Rebellion What were the different reactions of community members to these new taxes? Person Reaction Why would they react as they did? Business #1 Business #2 Farmer #1 Farmer #2
4. In what way is Romeo responsible for Mercutio being stabbed? Romeo tries to break up the fight, and Mercuitio is stabbed under Romeo’s arm. 5. In what way is Mercutio’s comment about his would sarcastic? He says that it’s just “a scratch,” but it’s actually a fatal wound. 6. What is Romeo’s reaction to Mercutio’s death? Romeo seeks revenge on Tybalt. 7. What does Lady Capulet request of the Prince? To kill Romeo. 8. What is the Prince’s decision? He decides to banish or exile Romeo. Act III, Scene 2 – Capulet House 1. As Juliet impatiently waits for the night and Romeo’s visit, the Nurse arrives with news. What is the Nurse’s news and in what manner does she present it? She tells Juliet that Tybalt is dead and that Romeo has been banished for it. Juliet first thinks that something had happened to Romeo. 2. Juliet’s first reaction is to call Romeo vile names for having killed Tybalt, but what is her second reaction? Juliet realizes that Tybalt would have killed Romeo had Romeo not killed him first. 3. Why does the Nurse, who was obviously fond of Tybalt, volunteer to go and get Romeo? Juliet threatens to kill herself if the nurse doesn’t go and find Romeo. 4. Where is Romeo hiding, what seems to be Juliet’s plan, and why does she give the Nurse a ring?
Studying for Tests (adapted by Elisabeth Pasquini from Dawson/Guare, 2015) Test date: ___________________ Subject:___________________________ Menu: Check off the strategies you will use. Passive Strategies (Use Sparingly) Active Strategies (Better) Active Strategies with Feedback (Best) 1. Reread text 7. Make study guide 13. Quiz myself with Quizlet/study guide/flash cards 2. Reread notes 8. Make flashcards/Quizlet 14. Take practice test (check answers) 3. Highlight notes/text 9. Make concept maps 15. Re-do old tests or homework (check answers) 4. Read study guide 10. Organize notes 16. Have someone else quiz me 5. Re-write notes 11. Complete review packet (no answers) 17. Complete review packet (check answers) 6. Read/watch Spark Notes, Kahn Academy, etc. 12. Attend review session or study group 18. Meet 1:1 with teacher 19. Other:__________________________________________________________________________________________ Study Plan: Date Day Strategies to use (list numbers) How much time for each strategy? 4 days before 1. 2. 3. 1. 2. 3. 3 days before 1. 2. 3. 1. 2. 3. 2 days before 1. 2. 3. 1. 2. 3. 1 day before 1. 2. 3. 1. 2. 3.
Posttest Evaluation: How did your studying work out? Answer the following questions: What strategies worked best? What strategies were not so helpful? Did you spend enough time studying? Yes No If no, what more should you have done? What will you do differently next time?
Chapter:1.Quadratic equation MCQ(1M) 1.The quadratic equation with real coefficients whose one root is 2+ is A) x2 – 2x +1 = 0 B) x2 – 4x +1 = 0 C) x2 –4x +3 = 0 D) x2 – 4x +4 = 0 2.If x2 – 5x +1 = 0 then the value of x + 1/x is A) - 5 B) 5 C)- 2 D) 3 . 3.If the difference of the roots of the quadratic equation x2 +kx +12 = 0 is 1 , the value of k is : A) – 7 B) 7 C) 4 D) 8. 4.If px2 +3x +q = 0 has two roots - 1 and - 2 , the value of q – p is A) – 1 B) 1 C) 2 D) - 2 SHORT ANSWER/LONG ANSWER QUESTIONS 1.Solution of is x=?(1)
BLUE PRINT SUB:MATHS CLASS:X(SA-2).2013-14 SL.N. TOPIC VSA 1M SA 2M SA 3M LA 6M TOTAL 1 A.QUADRATIC EQUATION B.ARITHMETIC PROGRESSION 1(1) 1(1) 2(1) 2(1) 3(1) 3(2) 4(1) 4(1) 10(4) 13(5) 2. A.CIRCLES B.CONSTRUCTION 1(1) - 2(1) - 3(1) 3(1) 4(1) 4(1) 10(4) 7(2) 3. A.SOME APPLICATION OF TRIGONOMETRY 1(1) - 3(1) 4(1) 8(3) 4 PROBABILITY 1(1) - 3(1) 4(1) 8(3) 5 CO-ORDINATE GEOMETRY 1(2) 2(1) 3(1) 4(1) 11(5) 6 A.AREA RELATED TO CIRCLE B.SURFACE AREA AND VOLUME. 1(1) - 2(1) 2(1) 3(1) 3(1) 4(2) 4(1) 14(5) 9(3) TOTAL 1(8) 2(6) 3(10) 4(10) 90(34)
14. Explain the distinction between incrementalism and anti-incrementalism. Which is Kuhn’s view? Does Kuhn have a convincing argument to support his view? Why or why not? 15. What is a paradigm? Why does Kuhn think paradigms are important to science? 16. Explain why Kuhn thinks that scientists deeply involved in what he calls “normal science” are resistant to revolution. 17. What is Kuhn’s concept of incommensurability? Why have some critics seen serious problems in this idea? 18. How would Kuhn distinguish a revolutionary from a crank? 19. What is the disagreement between Popper and Kuhn on ad hoc modification of hypotheses after negative test results? In your view, who has the more plausible argument? 20. What does Kuhn mean by pre-paradigmatic science? Give an example. 21. What is Kuhn’s view of the relation between science and metaphysics? What does he think is wrong with Popper’s view of metaphysics? 22. Is Kuhn a relativist and/or an anti-realist? Explain. 23. Does Popper have a problem explaining scientific (theoretical) progress? What is Popper’s attempted solution to the problem? Was he successful? Does Kuhn have the same problem? Why or why not? Know the following terms and distinctions: metaphysics, epistemology, problem of demarcation, empiricism, rationalism, logical positivism, critical rationalism, verification/falsification, empirical/analytical statements, theoretical/observation statements, C-Rules, weak/strong verification, verification in practice/verification in principle, scientific law, hypothesis, theory, conjecture, ad hoc modification, incrementalism/anti-incrementalism, incommensurability, normal/revolutionary science, paradigm/pre-paradigm science, realism/anti-realism, relativism/objectivism.
Find each measure. 6. EH 7. mQRS 8. mWXZ Use the figure for Exercises 9–11. 9. Given that bisects HJK and LK  11.4, find LH. 10. Given that LH  26, LK  26, and mHJK  1228, find mLJK. 11. Given that LH  LK, mHJL  (3y  19)8, and mLJK  (4y  5)8, find the value of y. ____________________
mNMP  mN  mNPM  1808 n Sum Thm. 648  728  mNPM  1808 Substitute. mNPM  448 Subtract 1368 from each side. mWPN  mNPM Def. of  bisector mWPN  (448)  228 Substitute. The distance from W to and is 21 by the Incenter Theorem. and are angle bisectors of CDE. Find each measure. 7. the distance from P to 8. mPDE and are angle bisectors of XYZ. Find each measure. 9. the distance from K to 10. mKZY
18 IN Indiana 19 KS Kansas 20 KY Kentucky 21 LA Louisiana 22 LA Lousiana 23 MA Massachusetts 24 MD Maryland 25 ME Maine 26 MH Marshall Islands 27 MI Michigan 28 MN Minnesota 29 MO Missouri 30 MP Northern Marianas 31 MS Mississippi 32 MT Montana 33 NC North Carolina 34 ND North Dakota 35 NE Nebraska 36 NH New Hampshire 37 NJ New Jersey 38 NM New Mexico 39 NV Nevada 40 NY New York 41 OH Ohio 42 OK Oklahoma 43 OR Oregon 44 PA Pennsylvania 45 PR Puerto Rico 46 RI Rhode Island 47 SC South Carolina 48 SD South Dakota 49 TN Tennessee 50 TX Texas 51 UT Utah 52 VA Virginia 53 VI Virgin Islands 54 VT Vermont 55 WA Washington 56 WI Wisconsin 57 WV West Virginia 58 WY Wyoming A.6 PROVIDER_TYPE_CD - # Value PROVIDER_TYPE_DESC 1 00-00 PART A PROVIDER - RELIGIOUS NON-MEDICAL HEALTH CARE INSTITUTION (RNHCI) 2 00-01 PART A PROVIDER - COMMUNITY MENTAL HEALTH CENTER 3 00-02 PART PROVIDER - COMPREHENSIVE OUTPATIENT REHABILITATION FACILITY 4 00-03 PART A PROVIDER - END-STAGE RENAL DISEASE FACILITY (ESRD) 5 00-04 PART A PROVIDER - FEDERALLY QUALIFIED HEALTH CENTER (FQHC) 6 00-05 PART A PROVIDER - HISTOCOMPATIBILITY LABORATORY
TABLES Table 1–Participants characteristics by group (mean ±SD) Group N (male/female) Age (yrs) Height (cms) Weight (kg) BMI IMT 15(M=8,F=7) 28.3 (7.6) 172 (11.5) 70.6 (10.3) 24.0 (3.7) KT 15(m=6, F=9) 25.4 (8.8) 170 (7.6) 70.2 (13.3) 24.3 (3.6) Control 14(m=4, F=10) 23.5 (6.6) 170 (7.6) 67.1 (10.4) 23.9 (3.2) Table 2–Integrated myofascial techniques treatment description. Technique Description Repetitions/ duration Prone position: Compressions and vibrations applied through a towel. Myofascial release (MFR) cross hands technique, applied to the spine at the lumbar region. 90 seconds second each side. Fascial release, longitudinal myofascial stripping applied with the knuckles, to the erectus spinae from approximately C7 to S1/2. Ten repetitions. Connective tissue manipulation, skin rolling over the fascia region from the sacrum, in a cephalad direction, through to T12. Six repetitions each side
Fascial release, transverse myofascial stripping applied with the fingers from a medial to lateral direction (from L5 to the mid thoracic region). Transverse myofascial stripping across the gluteal muscles in a medial to lateral direction from approximately L5 to S2. Three repetitions each side. Three repetitions each side. Side lying MFR cross hands to Quadratus Lumborum (QL) region between the iliac crest and T12. 90 seconds each side. Fascial release, myofascial stripping and active lengthening to the latissimus dorsi and QL, in a caudal direction, from T7 to the iliac crest using knuckles and or forearms. Six repetitions each side Myofascial stripping and active lengthening to the lumbar erector spinae, in a caudad direction, from T12 to S1 using knuckles and or forearms. Four repetition each side. Soft Tissue Release to the QL muscle. Three repetitions each side Seated Fascial release, myofascial stripping and active lengthening from C7 to S1/2 region, using knuckles and or elbows with active forward flexion performed by the participant. 8 to 10 repetitions each side.
Table 3 - Mean and SD values for the change in blood flow variables for each group, results of the comparison between groups for Oxygenated haemoglobin (O2Hb), haemoglobin (HHb), Total haemoglobin (tHb), Tissue oxygen saturation (TSi) and effect sizes. Group IMT KT Control IMT vs KT IMT vs control KT vs Control Difference (95%CI) Effect size Difference (95%CI) Effect size Difference (95%CI) Effect size Change in O2Hb (Mean ±SD) 22.34 (9.52) 1.87 (3.66) 1.16 (7.10) 20.46 (15.17 to 25.76) < .001 1.73 21.18 (15.79 to 26.57) < .001 0.85 0.717 (-4.67 to 6.11) .799 0.03 Change in HHb (Mean ±SD) 3.42 (3.30) -1.02 (1.62) -1.25 (2.75) 4.44 (2.48 to 6.39) < .001 0.39 4.67 (6.66 to 2.68) < .001 0.19 0.24 (-1.75 to 2.22) .811 0.003 Change in tHB (Mean ±SD) 25.76 (10.88) 0.86 (4.13) -0.09 (9.60) 24.9 (18.49 to 31.31) < .001 2.14 25.85 (19.33 to 32.37) < .001 1.05 0.954 (-5.57 to 7.47) .769 0.03 Change in Tsi (Mean ±SD) 2.81 (7.01) 0.31 (8.61) 1.32 (9.23) 2.50 (-3.6 to 8.65) .416 0.28 1.50 (-4.76 to 7.75) .632 0.07 -1.01 (-7.26 to 5.25) .747 -0.07