zilongwang/ReadingBank huggingface dataset:
Parenting styles Three types of parenting styles have been identified by Diana Baumrind (Berk 1996). The table below summarises the parent behaviours and the outcomes or behaviours of children. Parenting style Parent behaviours Children’s outcomes Authoritative Expect appropriate maturity from children Set limits consistently Are affectionate Children are allowed to express their point of view Children participate in family decisions Children develop well Happy Lively Attempt and master new tasks Self-controlled Friendly and cooperative Authoritarian Unresponsive and rejecting when children do not obey Children are not negotiated with Children are punished for being disobedient Anxious Withdrawn Unhappy React with hostility Quick to anger Openly defiant Dependant Permissive Very accepting of children Little or no discipline or limits set Difficulty controlling impulses Demanding of adults Lack of persistence Adapted from Berk (1996)
Theories of development Child development is part of a relatively new area of scientific study called psychology. Psychology only had its beginnings during the late part of the nineteenth century and is now a respected area of research and study in universities. In particular, there has been great interest in research and study in the branch of psychology called child development. Consequently, a great many theories have been put forward to explain why and how children develop. You may think that what happens in research in universities does not really concern us in our everyday life. It is surprising how much of our thinking and ideas about children’s behaviour is influenced by the research that has been done and the theories that have been developed. What is a theory? The Macquarie Dictionary (3rd edition, 1997) defines theory as ‘…a proposed explanation whose status is still conjectural, in contrast to well-established propositions that are regarded as reporting matters of actual fact’. A good theory suggests ideas that need to be researched and a theory will be modified as new information is gathered from the research. development theories Many theories have been suggested to explain children’s behaviour and development. Different theories focus on different aspects of development and behaviour. Some theories emphasise the importance of the environment and some theories emphasise the importance of heredity. Some theories focus on a particular area of development (eg cognitive or personality development) and other theories focus on processes in development and are relevant to all areas of development. Theories are also influenced by the life experiences of the theorists. For example, the psychologist Lev Vygotsky (1896–1935) grew up in the communist Soviet Union. Communism is based on the principle of an equal share for all. Vygotsky also came from a large family and his interest in child development came from his efforts to help children with disabilities fulfil their potential. His theory about cognitive development emphasises social relationships
Carbon Hydrogen Nitrogen Oxygen Phosphorus Sulfur Unknown 1 yes yes yes yes yes no Unknown 2 yes yes yes yes yes yes Unknown 3 yes yes no yes no no Unknown 4 yes yes no yes no no Given this data, Jackson concludes that only Unknown 2 could be a protein. Which of the following explanations supports Jackson's conclusion? A. Proteins are the only macromolecules that contain carbon, hydrogen, and oxygen. B. Proteins have some acids that contain sulfur, whereas most lipids, nucleic acids, and carbohydrates do not contain sulfur.
IB Math Studies Topic 2: Sequences and Series You should be able to do the following things on the test: Find the next term of any arithmetic or geometric sequence Find the common difference of an arithmetic sequence Find the common of a geometric sequence Find the nth term of any arithmetic or geometric sequence Find how many terms there are in an arithmetic or geometric sequence Create a specific number of terms between terms in any arithmetic sequence Create a specific number of terms between terms in any geometric sequence Find the sum of an arithmetic or geometric sequence/series Find an arithmetic or geometric sum written in sigma Σ notation applied problems using arithmetic or geometric sequences and series 1. A woman deposits $100 into her son’s savings account on his first birthday. On his second birthday she deposits $125. On his third birthday, she deposits $150, and so on. a) How much money would she deposit into her son’s account on his 17th birthday? b) How much in total would she have deposited after her son’s 17th birthday? 2. The population of Bangor is growing each year. At the end of 1996, the population was 40,000. At the end of 1998, the population was 44,100. Assuming that these annual figures follow a geometric progression, calculate a) the population of Bangor at the end of 1997. b) the population of Bangor at the end of 1992. 3. In 2000 Herman joined a tennis club. The fees were £ 1200 a year. Each year the fees increase by 3%. a) Calculate, to the nearest £ 1, the fees in 2002. b) Calculate the total fees for Herman who joined the tennis club in 2000 and remained a member for five years. 4. The first term of an arithmetic sequence is -16 and the eleventh term is 39. Calculate the common difference.
use functional play when faced with new or different objects to explore. Once the new objects are mastered, such as the workings of a new music machine, the ‘real’ play can begin. Symbolic play is when the child can use objects to symbolise other objects, and follows on from the earlier functional play. This stage goes together with the beginnings of speech, another important use of symbols in the development of thinking. The emergence of imagination and speech in the toddler years heralds an important time of growth in children’s thinking skills. Simlansky’s characteristics of dramatic and sociodramatic play Play Behaviour Characteristics Examples Levels/Ages Imitative Role Play Child assumes a make-believe role of a person or object and expresses it in imitation and/or verbalisation Child places doll over shoulder and pats the back (burbing) Beginning: Role relates to the familiar world (e.g. mommy, daddy, bubba) Advanced: role relates to outsode the family (e.g. doctor, teacher) Make-believe with regard to objects Child substitutes movements, verbal declarations, and/or materials or toys that are not replicas of the object itself or real objects Uses spoon as a phone. Places plastic plates and cups in swing and pushes it back and forth. Beginning: Real objects or replicas used (e.g. real toy car) Advanced: uses prop as part of play scenario (e.g. uses tea towel as wrap for the doll) Verbal make believe with regard to actions and situations substitutes descriptions or declarations for actions and situations Uses blocks to build a house and says “this is where Mummy and Bubba live” Beginning: imitates simple actions of adult (e.g. grabs a kitchen sponge from the cupboard and begins to wipe the furniture) Advanced: child’s actions are integral to the play episode (e.g. “I’m cleaning so sissy can play” Persistence in role play Child stays within a role of play theme role of mother, father and Beginning: short, sporadic
The sum of three consecutive odd numbers is 21. Find the three consecutive integers? The sum of three consecutive integers is 24. Find the consecutive integers? The sum of three even integers is 42. What are the even integers? The sum of three consecutive odd numbers is 213. Find the three consecutive integers? There are 376 stones in three piles. The second pile has 24 more stones than the first . The third pile has twice as many stones as the second. How many stones in each pile ? 13. The Smiths invested $2100, part at 9% simple interest and part at 6% simple interest. If they received a total annual interest of $168, how much did they invest at each rate? A woman invested $200, part at 2% simple interest and part at 10% simple interest. If they received a total annual interest of $12. How much did they invest at each rate? 15. The Robertsons invested $5000, part at 5% simple interest and part at 15% simple interest. If they received a annual interest of $350. How much did they invest at each rate? 16. A rocket is launched at noon and travels at 12,000 miles per hour. One hour later, a second rocket is launched in the same direction, traveling at 14,400 miles per hour. How long after the first rocket is launched will the rockets be the same distance from Earth 17. Salt Lake City is 500 miles from Denver. Dan left Denver, traveling toward Salt Lake City at an average speed of 60 miles per hour. One hour later Sally also left Salt Lake City, traveling toward Denver at an average of 50 miles per hour. How long after Dan left Denver will they meet? 18. Last week, Pat earned $60 less than Tony. If their combined earnings for the week were $500, how much did each earn? 19. Karin’s mom runs a dairy farm. Last year Betty the cow gave 375 gallons less than twice the amount from Bessie the cow. Together, Betty and Bessie produced 1464 gallons of milk. How many gallons did each cow give? 20. In a given amount of time, Jamie drove twice as far as Rhonda. Altogether they drove 90 miles. Find the number of miles driven by each.
Graphic Organizer: Colonial Regions Use your HW from last night, your notes, and/or your book, pp. 43-84 New England Colonies Middle Colonies Southern Colonies 1. 2. 3. 4. 1. 2. 3. 4. (5.) Maryland (1.) Maryland 2. 3. 4. 5. People Who and why did they come? Resources/ Labor Force
Social Darwinists thought life was a struggle for the “________________ _____________________________________” Free-enterprise competition lead to the ______________ businesses surviving Government regulation would let the _______ busineses survive Government programs to help the ______________ or ________________ would also let the weak survive, so they were also bad Robber Barons or Philanthropists? Those who got ________ at the expense of the ________ and the _________________ Fancy lifestyles of the rich -- showed off their wealth BUT... the Robber Barons also ___________________________________(philanthropy) Examples: Government Tries to Regulate Monopolies: Anti-Trust Laws Sherman Anti-Trust Act (________) Response to public protest against monopolies and trusts Prevented any business structure that “restrained trade” (but it didn’t define this very well) Companies got creative – formed holding companies instead Clayton Anti-Trust Act (______________) Expanded and “fixed” the Sherman Anti-Trust Act It worked to help the government “bust” or break up the big trusts Our Big Unit Question: How & why did the US grow and change from 1865-1900? If growth + change = progress, then is progress a good thing?
20. 2-7 • 2-2 c. 4 21. 2-7 • 25 d. 210 22. 24 • 2-4 e. 23. Which expression is equivalent to x9? x4 + x5 b. (x6)3 c. x3 • x3 d. x5 • x4 24. expression is equivalent to x12? x10 + x2 b. (x6)2 c. x4 • x3 d. x2 • x6
Overview: Big Questions and Topics for the Unit How & why did the US grow and change from 1865-1900? If growth + change = progress, then is progress a good thing? How did people respond to the changes in society? 1: Urbanization 2: Immigration 3: Industrialization 4: The Progressive Movement 5: Labor Unions Finish Ch 14.3, pages 450-455 and complete the following organizer. Describe the conditions that led to labor unions forming UNION Leaders & Goals Membership – Who could join? Knights of Labor Eight-hour workday Equal pay for equal work for women Did not like strikes Open to all workers, regardless of race, gender or skill (men, women, immigrants, African-Americans, skilled and unskilled) American Federation of Labor (AFL) Samuel _______________. Wanted better better better American Railway Union Founder: ______________________ Notes: What industry did they all work in? Could anyone join? Industrial Workers of the World What was their nickname and what did they want? Who could join? International Ladies Garment Workers’ Union (p.454) Women who worked in the “sweatshops” making clothes in factories in New York and other cities Better and safer working conditions, better hours and pay Known for the: _______________________ STRIKES – p. 453-455 Railway Strike of 1877 Why did they strike? Where were the strikes?
Bismarck’s alliances Serbian Nationalism Schlieffen Plan Germany’s “Blank Check” “Freedom of the Seas” – how was it being violated (by both the Americans and the Germans)? War of attrition Effect of the sinking of the Lusitania Debate over preparedness – which groups wanted to be prepared, which ones didn’t? Importance of the National Defense Act and the Naval Construction Act “peace without victory” Zimmermann Telegram Bolshevik Revolution in Russia British propaganda – how did it affect American public opinion? Convoy system Liberty Loan Act and “Liberty Selective Service Act of 1917 Commission on Training Camp Activities Total War Effort Committee of Public Information War Industries Board Food Administration – “Food will win the war” Modern weaponry – how did it make war more horrific for soldiers? Battles of Verdun and the Somme “race for France” Armistice “stabbed in the back” legend in Germany Wilson’s Fourteen Points – League of Nations German “war guilt” Results of the Treaty of Versailles and their effects in Europe Maginot Line “irreconcilables” “reservationists” The Great Migration How did “war work” help How did women’s “war work” help the war effort? Espionage and Sedition Acts – Goals? Importance? Campaigns for “Americanism” Racial friction – “The Red Summer” Red Scare – what was it? Spanish Flu
Barents Sea North Atlantic Ocean ,5(/$1' Celtic Sea Bay of Biscay 32578*$/ Norwegian Sea White Sea Sea Lake Onega Gulf Lake of Ladoga Bothnia North Baltic Sea Sea Irish Sea 81,7(' .,1*'20 *(50$1< )5$1&( Black Sea Ligurian Sea Adriatic Sea
Damage caused during repair work No statutory duty but possibly common law liability Right to reinstatement or compensation for damage to house or property in connection with inspections, repairs or improvements or entry of appeal Right to apply to the Private Rented Housing Panel for determination (and local authority has discretionary power to make third party applications on behalf of tenants) of complaint to landlord and escalation to Scottish Public Services Ombudsman, in cases of significant performance failure can report to the Scottish Housing Regulator Enforcement Repairing Standard Enforcement Rent Relief Order, referral to local authority to carry out work, statutory offence There are no formal enforcement powers for complaints or the Ombudsman, but the tenant has the right to carry out repairs if the landlord fails to do them, and the Regulator has regulatory intervention powers in cases of serious performance failure 14. We think that the differences between enforcement and improvement by tenants in social and private rented homes would be an obstacle to a single common rented standard, but would not prevent changes to existing standards to ensure that all kinds of rents are covered and that standards are consistent across sectors. Comments 15. We have not any structured questions for this paper but we invite any comments from members of the forum on either points raised in this paper or on any other issue considered in previous topic papers or otherwise considered relevant to consideration of a common housing quality standard. Scottish Government August 2016
NAME: ________________________ Unit 1: MIX AND FLOW OF MATTER SCIENCE 8 Workbook Mr. K CLASS: ________________________ Section 1.1 – Lab Safety and WHMIS Answer each question with a full sentence. What does the acronym WHMIS stand for?
Topic This term our whole school theme is The Jungle Book. Within this topic we will be exploring the following: Live animals with a visit from Jonathon’s Jungle Roadshow. Rainforests to survive in the Jungle. water cycle and how this works in the rainforest. and Mountains Workshop Literacy Linking to our topic, we will be exploring the following genres: Story writing, Non-Chronological Report, Recount, Explanation, Instructions and a focus on Spelling, Punctuation and Grammar Numeracy This term, we will be focusing on a variety of calculations, including: Number, Addition, Subtraction, Multiplication, Division, Roman Numerals and Shapes PE This term, our PE lessons will be based around Swimming, Dance and Outdoor Education 3 Term 1 Science Adaptations Art & D&T Animal Masks and a study of Henri Rosseau RE Fair Trade, Christian Aid, Convents and Monasteries ICT Flowol
Chapter VIII - The government of England under Elizabeth – R Sloan The Emergence of A Nation State –AGR Smith Chapter XIII – The Queen and Her Ministers Chapter XIV – Patronage and Faction The Reign of Elizabeth I – SJ Lee Chapter I – Elizabeth and her government Elizabeth I – Profiles In Power – C Haigh Chapter IV – The Queen and the Council Chapter V – The Queen and the Court An excellent site from JP Somerville Something a bit higher from Tudors.org January 2010 How important was the Privy Council in the government of during the reign of Elizabeth ?
17. What are the major characteristics of a “limited partnership”? • Discussion: Can you think of a prominent limited partnership? Why does the limited partnership entity fit well with this business model? • Practice Question: In a short paragraph, can you describe the primary attributes of a limited partnership? Resource Document: http://thebusinessprofessor.com/limited-partnership-explained/ 18. What are the main characteristics of a “limited liability partnership”? • Discussion: Can you of a prominent limited liability partnership? Why does the limited liability partnership entity fit well with this business model? • Practice Question: In a short paragraph, can you describe the primary attributes of a limited liability partnership? Resource 19. What are the main characteristics of a “limited liability company”? • Discussion: Why do you think limited liability companies have become the most popular business entity within the United States? • Practice Question: In a paragraph, can you describe the primary attributes of a limited liability company?
What challenges might our future climate present us with? The climate of the UK appears to be changing as a result of global changes caused by human activity. Investigate the climate of the UK today, including temperature, rainfall and seasonality, and consider why they might change in the future, including reference to ocean currents and air masses. Be able to read a climate graph To have a general understanding of the UK climate To know how the UK climate may change in the future To know what currents are and how they could impact climate To know what air masses are and how they impact climates. Considering the role of human activities in producing carbon dioxide and other greenhouse gases and how they lead to the enhanced greenhouse effect. Know what greenhouse gases are. To know what activities are increasing the amount of carbon dioxide in the atmosphere. To know that the greenhouse effect is natural and we would not survive on earth without it. To know that humans are contributing to the enhanced greenhouse effect – this is where human produced greenhouse gases are trapping more heat in the earth’s atmosphere. Future climates are likely to present major challenges, to the UK and especially to people in the developing world. Consider a range of projections for global temperature change and sea level rise, including reasons for uncertainty. To know carbon dioxide concentrations are increasing. To understand the impacts of this increase on global temperatures and sea levels e.g. below 550ppm = increase no more than 2°C, sea level rise of 1metre. More that 550ppm = increase of 6°C and major flooding of land meaning billions of people will lose their homes due to sea level rises. To understand why it is difficult to predict what is going to happen to climate in the future. Examine the of possible economic and environmental impacts of future climate change in the UK, and in a named developing country, eg Bangladesh. Economic – wealth and business. Environmental – land, wildlife, vegetation. Impacts in the UK can be both positive and negative. Learn a range of the impacts, (could also use Greenland). Understand the impacts on a poorer country e.g. Bangladesh. Understand why developing countries are more vulnerable.
NATIONAL 4 AND NATIONAL 5 CHEMISTRY Unit 2: Nature’s Chemistry Topic 2 HYDROCARBONS Name __________________________________ Class _____ Unit 2: Nature’s Chemistry Topic 2: Hydrocarbons
4 5 6 7 GENERAL FORMULA THE GENERAL FORMULA FOR ALKENES n = number of carbons n cannot equal 1 In the general formula n cannot equal 1 because the minimum number of carbon atoms in an alkene molecule must be 2 for the double bond to form. PROPERTIES OF ALKENES Alkenes have a similar structure to alkanes, EXCEPT that one of the bonds between two of their carbons is a double bond.
hexane C6H14 + ethane C2H6 but-1-ene C4H8 + It is impossible to produce two alkanes from cracking, as there are not enough hydrogen atoms in the starting molecule to make two smaller alkanes. propane C3H8 propene C3H6 + butane C4H10 ethene C2H4
• Subject-matter of a utility patent is any new and useful process, machine, manufacture, or composition of matter, or any new and useful improvement thereof. • Type of patentable subject matter: Process Machine Manufacture Composition of Matter • NOT capable of being patented: Naturally Occurring Substances Laws of Nature Physical Phenomena Abstract Fundamental Truths Calculation Methods Mathematical Formulas • Resource Video: http://thebusinessprofessor.com/patentable-subject-matter-for-a-utility-patent/ 10. What is the process and information necessary for securing patent rights? • Patent application and filing fee to the USPTO. • Elements required in a patent application: Preamble Cross-References Figure Descriptions Claims Drawings and Images Oath or Declaration
• Resource Video: http://thebusinessprofessor.com/enforcing-trademark-rights-2/ 25. How does a trademark holder demonstrate infringement of its trademark? • Mark causes a high “likelihood of confusion” for the general public Mark Business Market or Industry Notoriety Intent or Purpose Public • Resource http://thebusinessprofessor.com/infringing-upon-a-protected-trademark/ COPYRIGHT LAW 26. What is a copyright? • Applicable to original expressions by the creator. • Unique method of expressing ideas or facts • Resource Video: http://thebusinessprofessor.com/overview-of-copyrights/
Nature of the Work Extent of the Use Economic or Market Impact • Resource Video: http://thebusinessprofessor.com/what-is-fair-use-of-a-copyright/ 35. What is the “First Sale Doctrine”? • Definition 36. What international protections exist for intellectual property rights? • Trade-Related Aspects of Intellectual Property Rights (TRIPS) • World Intellectual Property Organization (WIPO) • Paris Convention for the Protection of Industrial Property of 1883 (Paris Convention) • Berne Convention for the Protection of Literary and Artistic Works (Berne Convention) • WIPO Copyright Treaty (WCT) • Madrid Protocol • Patent Copyright Treaty (PCT) • The Patent Law Treaty of 2000 (PLT) • Budapest Treaty on the International Recognition of the Deposit of Microorganisms for the Purpose of Patent Procedure (Budapest Treaty) • Anti-Counterfeiting Agreement (ACTA)
revenue had kept pace with inflation, then Elizabeth would, by 1603, have been receiving £168,000 per annum rather than the actual figure of well below £100,000. The problem infected all the main areas of ordinary revenue shown in Figure 11. Figure 10 – A table to show the failure of ordinary revenue to keep pace with inflation. Financial Issue Percentage increase 1558 – 1603 Inflation 75% Ordianry income 50% Crown rents 25% Figure 11. A diagrammatic representation of the Ordinary revenue streams for Elizabethan government. What did the government do wrong ? After her early successes, TA Morris reflects that “Elizabethan finances settled into a characteristically conservative rut”. He continues that they were marked by “unimaginantive personnel and machinery...and most importantly...static income”. Perhaps the biggest area of criticism was that in Elizabeth’s forty five year reign the tax records were never updated. Elizabeth continued to use the Marian Book of Rates from 1556. Obviously each year that this was used, ownership records were less accurate, and revenue fell. Elizabeth and Cecil seemed to have been reluctant to update the records because this would have been politically unpopular. As DM Palliser states, “administrative interia was the price that the government paid for political stability”.
Even with increased use of extraordinary revenue the cost of war means Expenditure is >er than Revenue = Growing debt - (in the red again) Figure 14. A diagrammatic representation of how the government raised extraordinary revenue to finance the Spanish War. Monopolies Because financing the war was so expensive, Elizabeth increasingly used monopolies as a free form of patronage. S. Atkins defines a monopoly as a “royal patent for the sole right of exporting, importing, manufacturing, or distributing some particular article”. This meant that the monopolist could set prices without fear of competition. Unsurprisingly whilst monopolies were popular in Court, (where, for example, Raleigh had a monopoly on tavern licences, and the Earl of Essex had a monopoly on the import of sweet wines) they were hated in the country because they were often abused and damaged the economy. This resentment was most clearly seen in 1601, when Elizabeth and Robert Cecil lost control of Parliament. When a list of the monopolies created since 1597 was read out, one MP, William Hakewill, interrupted, "Is not bread there?" and to then add, "If order be not taken for these, bread will be there before the next Parliament." Another MP dubbed the monopolists the "bloodsuckers of the commonwealth." Robert Cecil dammed the behaviour as “more fit for a grammar school as a parliament house”. Elizabeth finally gave in, and had to address Parliament personally, giving her famous Golden Speech. She then cancelled twelve monopolies overnight, halted others in the works, and made monopolists answerable to the common law courts.
Cause of collapse Progenitor star approximate initial mass Supernova Type Remnant Electron capture in a degenerate O+Ne+Mg core 8–10 Faint II-P Neutron star Iron core collapse 10–25 II-P Neutron star 25–40 with low or solar metallicity Normal II-P Black hole after fallback of material onto an initial neutron star 25–40 with very high metallicity II-L or II-b Neutron star 40–90 with low metallicity None Black hole ≥40 with near-solar metallicity Faint Ib/c, or hypernova with (GRB) Black hole after fallback of material onto an initial neutron star ≥40 with very high metallicity Ib/c Neutron star ≥90 with low metallicity None, possible GRB Black hole Pair instability 140–250 with low metallicity II-P, sometimes a hypernova, possible GRB No remnant Photodisintegration ≥250 with low metallicity None (or luminous supernova?), possible GRB Massive black hole
Parallel Lines are parallel if they lie in the same plane, and are the same distance apart over their entire length. (Never intersect) Isosceles Triangle A which has at least two of its sides equal in length Vertical Angles A pair of non- formed by the of two straight lines Equilateral Triangle A which has all three of its sides equal in length. Auxiliary Lines A line that us in to help aid in a solution Corresponding Angles <1 and <5 for example Alternate Interior Angles Alternate Exterior Angles Same Side Interior Angles 1.Find the measure of each labeled angle. Give a reason for your solution 2.Find the measures of angles a, b, c, d, and e. 3.In the diagram below of quadrilateral ABCD with diagonal BD, determine if AB is parallel to DC if Explain your reasoning. 4.In the diagram below of triangle HQP, side HP is extended through P to T. a) Find Topic 7: Proofs/Congruence Triangle Proofs Summary List the 5 ways of proving triangles congruent: 1. 2. 3. 4. 5. Which two sets of criteria CANNOT be used to probe triangles congruent. 1. 2. In order to prove a pair of corresponding sides or angles are congruent, what must you do first?
6. AB is a straight line <ADB & <CDB are supplementary Linear Pairs are supplementary Picture Given Statement Reason 7. ∆LMN is isosceles LN is the base ML ≅ MN <MLN ≅ <MNL Isosceles ∆ 2 sides are congruent and base angles are congruent 8. LM ≅ MN <MLN ≅ <MNL When 2 sides are congruent the angles opposite those sides are also congruent Converse also true if two angles are ≅ the sides opposite them are congruent 9. <1 <1 Reflexive 10. <1 <3 <ABE <CBD <2 <2 <ABE <CBD <2 <2 <ABE <CBD Reflexive Addition Reflexive Subtraction 11. AB CD EF CD AB EF Transitive 1. For each pair of triangles, tell which triangles can be proven congruent (if at all) and by what method. A B C D ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 2. Given: is the median to , is the median to . (WHAT IS A MEDIAN?) Prove:
That number is called the variance of the series of numbers; the variance is a key concept in statistics; it is good for you to understand well how it is obtained, and to understand that a) the larger the differences between the numbers in the series, the higher the variance of that series b) one large difference may contribute more to the size of the variance than several small differences together. The square 8.75² (76,56), for example, contributes more to the size of the variance than 6 other squares together 0,75² + 3,75² + 0,75² + 5,25² + 0,25² + 2,25² = 47,88. Just remember this for a while, until we mention the ‘least squares principle’ c) if all measured heights would be equal, the variance would become zero. That should be obvious: if all the numbers are equal, there is no ‘variance’ in them Finally, to obtain a number for the ‘typical difference’, a number better comparable to a difference than to a squared difference, we ‘un-square’ the variance by taking its square root, i.e. 20,43751/2 = 4,52 cm. This number, this ‘average deviation’ is called the ‘standard deviation’ (or ‘typical difference’) of the series of numbers. Within our group of children, the standard deviation of the heights is 4,52 cm. If we take any child at random, and ask ourselves “by how much we can expect its height to differ from the average in its group?” the answer would be “typically by 4.52 cm”. We see that the first child’s height is less (0,75) than one typical difference above the mean height; it is rather average in height. The fifth child lies about two ‘standard deviations’ above the mean (8,75); . it can safely be called ‘much taller’ relative to its group. The sixth child is more than one standard deviation below the mean (-6,25); it is smaller. In computing the standard deviation, an important statistical number by itself, we have illustrated the use of squaring values, of summing squares and of taking the square root.
Labs/Activities (1) (external link) (4) (2) (5) Dilution 10x activity (3) (ext.) Worksheets (6) (11) (7) (12) (8) (13) (9) (14) (10) (15) LECTURE OUTLINE: (27 pages) () Calendar Day 1 – pH Calculations (7) Day 2 – pH PowerPoint (6) Day 3 – pH PowerPoint Day 4 – Acid Dissociation (7) Day 5 – Weak Acids (10) Day 6 – Conjugate Acid-Base Pairs (8) Day 7 – Video: The Proton in Chemistry (11) Day 8 – Titration Day 9 – LAB: Titration (9) Day 10 – LAB: Aspirin Synthesis (1) Day 11 – Titration Calculations (9) Day 12 – LAB: Titration Day 13 – Review Day Day 14 – TEST: Acids and Bases Day 15 – Video: The Future of the Past (13)
TOPIC 5: CRIMINAL LAW & PROCEDURE - QUESTIONS & ANSWERS 1. What is “criminal law”? • Discussion: Do you generally believe that criminal laws are effective at curbing prohibited conduct? Do they effectively protect the health, safety, and welfare of citizens? Does a criminal penalty ever violate the purpose of protecting citizens? With the prison population at record levels in the US, is a need to reform the criminal punishment system? If so, what are some alternatives that may achieve a similar purpose to the penalty of imprisonment? • Practice Question: Explain the primary differences between criminal law and civil law? Resource Video: http://thebusinessprofessor.com/what-is-criminal-law/ 2. What are the elements of a crime? • Discussion: Do you think the mental element of a crime is important? If a person causes harm without intent, is there less reason to subject that individual to criminal punishment? • Practice Question: Donald is driving down the road listening to his favorite heavy metal songs. He gets so excited that he does not realize that he is traveling 20 mph over the speed limit. A police officer witnesses the speeding, stops Donald’s car, and issues him a citation. Donald goes home and looks up the citation under state law. The statute indicates that speeding is a strict liability crime. What does this mean for Donald? Does it matter that Donald’s excessive speed was accidental? Would it matter if Donald were temporarily disoriented when driving due to a carbon monoxide leak in his car that caused him to lose the ability to effectively control his automobile? Resource Video: http://thebusinessprofessor.com/what-is-criminal-intent/ trial
Look for and express regularity in repeated reasoning. 6. Analyze graphs of function and its first and second derivatives and distinguish characteristics of each. Investigate and generalize the relationship between the graph of f and f'. Investigate and generalize the relationship between the graph of f' and f"" the graph of a function estimate the derivative at various given points. the graph of a function, create a sketch of its derivative function an equation for a function (f(x)), find the derivative (f ′ (x)) algebraically a sketch of a function, identify where it is not differentiable and why a sketch of a function and its first and second derivatives, distinguish between the two graphs. Calculus: Concepts & Contexts Section 2.8 District constructed materials 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. with math. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Learning Objective The student will… Content Outline Instructional Materials Standards for Mathematical Practice 7a. Connect and apply the antiderivative to the derivative 7b. Interpret graphs of the derivative of a function how derivatives and antiderivatives related to each other graphically the graph of a derivative function, identify the places where the function is increasing/decreasing, concave up/down, local max/min, points of inflection a graph of a function given information about its derivative Calculus: Concepts & Contexts Section 2.9 District constructed materials 1. Make of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. with math. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
and explain whether or not there is a one-to-one relationship between derivatives and antiderivatives a graph of the antiderivative of a given function 8. Represent and evaluate problems involving derivatives of polynomials and exponential functions derivatives of a constant function, a power function, the product of a constant and a function, a sum/difference of functions and an exponential function. the equation of the tangents and normal lines to these functions at specific points. Find higher derivatives. Calculus: Concepts & Contexts Section 3.1 District constructed materials 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. with math. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Learning Objective The student will… Content Outline Instructional Materials Standards for Mathematical Practice
dates),nuts and seed oils (such as corn oil, sunflower oil, olive oil, canola oil), eggs, low fat milk and its products, medium lean meat, poultry, tuna in oil, complex carbohydrates (such as steamed rice, pastas, baked or steamed potatoes, oat, whole grains and cereals, fat free Jareesh and Hareese, starchy vegetables), legumes, healthy dressers (such as low fat fruit desserts, low fat fruit yogurt, low fat puddings) and unsweetened juices. Green zone (the more green lights the healthier the choices) Message: (these foods are healthy and allowed. Eat the wisely and daily). Water, fat free soups, vegetables (raw and cooked),caloric free drinks, on-fat milk and its products, spices and herbs, fresh fruits (three servings per day),very lean red meat, fat free baked or steamed fish, fat free baked or grilled skinless poultry and tuna packed in water.
Harlem Renaissance -- Research Topics Authors Claude McKay Langston Hughes Countee Cullen Zora Neale Hurston James Weldon Johnson Sterling A. Brown Musicians/singers 20. Billie Holiday 21. Duke Ellington 22. Louis Armstrong 23. Cab Calloway 24. Fats Waller 25. Miller Dances 7. The Shimmy 8. The Cakewalk 9. The Charleston 10. The Lindy Hop 11. Swing Artists 26. Jacob Lawrence 27. Palmer Hayden 28. William Henry Johnson 29. Aaron Douglas 30. Romare Bearden 12. Bill “Bojangles” Robinson 13. Ethel Waters 14. Nobel Sissel 15. Paul Robeson Civil Rights Activists 31. W.E.B. DuBois 32. Marcus Garvey 33. Walter White Other topics: 16. Harlem Renaissance Fashion 17. Harlem Renaissance Music 18. Harlem Renaissance Art 19. Harlem Renaissance Literature Other topics: 34. Flappers 35. The Great Migration 36. Walter Dean Myers 37. Josephine Baker
SU-4-DRS-2018-2019-2020 – Novel CBRN technologies and innovations Fight against Crime and Terrorism (FCT) SU-5-FCT-2018-2019-2020 – Human factors for FCT SU-6-FCT-2018-2019-2020 – Technologies for FCT SU-7-FCT-2018or2019 – Information management to fight against cybercrime SU-8-FCT-2020 – Explosives (detection, intelligence, forensics) SU-9-FCT-2018 – Common requirements specification of innovative, advanced systems to support FCT SU-10-FCT-2020 – Innovative, advanced systems to support FCT Border Security and External Security (BES) SU-11-BES-2018-2019-2020 – Human factors for BES SU-12-BES-2018-2019-2020 – Technologies for BES SU-13-BES-2018 – Common requirements specification of innovative, advanced systems to support BES SU-14-BES-2020 – Innovative, advanced systems to support BES SU-15-BES-2018or2019 – All-inclusive platform to propose roadmaps towards innovative border surveillance, control and management SU-16-BES-2018or2019 – Information and data stream management to support BES SU-17-BES-2018or2019 – Autonomous, agile, mobile border surveillance technologies Critical Infrastructure Protection (CIP) SU-18-CIP-2018-2019-2020 – Prevention, detection, response and mitigation of the combination of physical and cyber threats to the critical infrastructure in Europe General Matters (GM) SU-19-GM-2018-2019 – Pan European Networks of practitioners and other actors in the field of security Digital Security Focus Area (DS) SU-20-DS-2019-2020: Cyber range and simulation SU-21-DS-2018-2019: Education and training SU-22-DS-2018-2019-2010: Improve SMEs cyber resilience and support innovative SMEs that provide cybersecurity and digital privacy solutions SU-23-DS-2018: Demonstration pilot in energy sector SU-24-DS-2019: Smart Buildings & Smart Cities
Topics List: Molecular Bonding and Intermolecular Attractions Properties of molecules Multiple Bonds Bond Length Bond dissociation energy Difference between ionic and covalent bonds Lewis Diagrams Exceptions Resonance VSEPR Theory Shapes Polarity (electronegativity differences) Intramolecular vs. Intermolecular forces Types of Intermolecular forces and their strengths
Name: _______________________________________________ Foundation Unit 1a–b topic test Date: Time: 35 minutes Total marks available: 32 marks achieved: ______ Questions Q1.
early settlement-building in the Great Salt Lake region. 8 ‘The Fort Laramie Treaty of 1851 created reservations for the Plains Indians of the northern Plains.’ Is that statement true or false? 9 Write a definition of ‘Manifest Destiny’. 10 What did the US government hope to achieve by creating a Permanent Indian Frontier? 11 In what year did the American Civil War end – and who won? 12 How many acres were allotted to someone making a claim under the Homestead Act? 13 What were the names of the two companies set up by the Pacific Railroad Act? 14 In what year was the First Transcontinental Railroad completed? 15 What was invented in 1874 that made it much easier and cheaper for homesteaders to protect their crops and livestock?
25 In 1892, a range war broke out in which county of Wyoming? 26 The Sioux called them Paha Sapa: what was the English name for the sacred hills where gold was discovered in 1874, triggering the Sioux Wars? 27 Which two ranching families were Wyatt Earp and his brothers in conflict with in Tombstone, Arizona in 1881? 28 Which state did most Exodusters migrate to? 29 Which lawman caught Billy the Kid, saw him escape and then shot him in 1881? 30 In which year did the US census office declare the Frontier was closed? PRACTICE QUESTIONS (ET) = Taken from the Edexcel Textbook (HT) = Taken from the Hodder Textbook (PRG) = Taken from the Purple Revision Guide (SAM) = Sample Assessment Materials from the Exam Board “CONSEQUENCE” QUESTIONS
William Rufus CHALLENGE KNOWLEDGE QUESTIONS No Question Answer 1 Who was the king of England before Harold? 2 Where was Harald Hardrada king of? 3 Name three of Harold Godwinson’s brothers. 4 What was a burh? 5 What was the name for a ‘free farmer’ in England? 6 List the four main claimants to the English throne after Edward died in January 1066. 7 Who won at Gate Fulford?
8 Who won at Stamford Bridge? 9 Name a tactic used by William at the Battle of Hastings. 10 Two of Harold’s brothers died with him at the Battle of Hastings. What were their names and where were they earls of? 11 Who did the Witan first name as king after Harold’s death? 12 Where did William receive the submission of the earls? 13 Name the Marcher earldoms. 14 Name three features of a motte and bailey castle that made them difficult to attack. 15 Who escaped back to Scotland after the revolt of Edwin and Morcar? 16 What did Harrying of the involve?
17 Name three ways in which land was transferred from Anglo-Saxons to Normans. 18 Name the earls who plotted against William in 1075. 19 What happened to each of the three earls after their revolt was defeated? 20 Who was in charge in England at the start of the Revolt of the Earls? 21 ‘Land held by a vassal in return for service to a lord’. Which key term is that the definition for? 22 How many days a year was knight service for? 23 What was a relief? 24 Stigand was accused of pluralism and simony – which one of these was about appointing people to top Church jobs in exchange for money? 25 What was the demesne?
26 Describe two features of the role of a Norman sheriff. 27 In what year did William order the Domesday Book to be produced? 28 What language replaced English for written documents in Norman England? 29 Outline three key characteristics of William I’s personality that help explain the success of the Norman Conquest. 30 What relation was Robert Curthose to Odo? PRACTICE QUESTIONS (ET) = Taken from the Edexcel Textbook (HT) = Taken from the Hodder Textbook (PRG) = Taken from the Purple Revision Guide (SAM) = Sample Assessment Materials from the Exam Board “TWO FEATURES” QUESTIONS Describe two features of: the social system of Anglo- Saxon England. (ET) society (HT) earldoms in Anglo-Saxon England. (ET) towns in Anglo-Saxon England. (ET) Anglo-Saxon law and order. (HT)
fatty 2.3.S1 Use of molecular visualization software to compare cellulose, starch and glycogen. Demonstrate use of JMol to view molecular structures, including changing image size, rotating the image and changing the style of the molecular model. Identify carbon, hydrogen and oxygen by color. 2.3.S2 Determination of body mass index by calculation or use of a nomogram. Calculate BMI using the formula. (Calculate: Find a numerical answer showing the relevant stages in the working.) Determine BMI using a nomogram. (Determine: Find the only possible answer.) Outline effects of a BMI that is too high or too low. (Outline: Give a account or summary) 2.3.NOS Evaluating claims- health claims made about lipids in diets need to be assessed. Describe how the effect of lipids on health can be assessed scientifically. (Describe: Give a detailed account) Key Terms Organic Carbohydrate Monosaccharide Disaccharide acids triglycerides coronary heart disease inorganic
3 Exercise 4 – molecular shapes, polarity and intermolecular forces 1. Explain the meaning of the term electronegativity. 2. Draw the correct dipoles on the following covalent bonds: a) Cl – Cl b) H – O c) B – F d) N – F e) N – O f) H – Cl g) H – N h) B – H 3. Draw the following molecules, add dipoles to all the bonds and predict whether or not they have an overall dipole: a) CO2 b) SO2 c) BF3 d) NF3 e) Cl2 f) HCl g) H2O h) H2S i) SiCl4 j) PCl3 k) NH3 l) SO3 4. Hence deduce the types of intermolecular force that can exist between the molecules
Topic Ideas Anthropology Many Factors Determine the Differences between the Pueblo and the Cherokee The Influence of Technology on the Amish Culture Religious Influences on the Aztec Culture Aztecs, Egyptians and Mound Builders Share Cultural Similarities The Impact of Globalization on Folk Culture Economics Sports Cards Have Value The Effect of Low-Fat Diets on the Snack Industry Your Choices Determine Your Future Making Entrepreneurship a Successful Venture The Effects of a Global Economy on Your Personal Finance Geography Global Warming Affects You and Me West Virginia Has Been Popular Among German Immigrants Rain Forest Destruction Imposes Consequences for Everyone The Nile River is a Lifeline for the People of Egypt The Role of Physical Geography in the Destruction of the Ninth Ward Political Science The Media Influences Election Races Checks and Balances Among the Three Branches of Government Rights and Responsibilities of Student Citizens in America The Constitution of the United States is a Living Document The Power that Lies in the Electoral College Psychology Phobias Can Rule a Person’s Life Roadside Memorials Can Give Comfort to the Grieving The Healing Power of Laughter Advertisements Can Be the Deciding Factor Sleep Impacts Our Physical and Mental Well-Being Sociology Stereotyping Causes Many Assumptions The Refuge Impact on a Society Illegal Immigration Consequences Are Far-Reaching Are Advantages and Disadvantages to Immigration Agrarian School Year May Be Obsolete In Today’s Society U.S. History The Civilian Conservation Corps Aided in the Employment of Citizens During the Depression The Leaders on Both Sides of the Battle of the Alamo Determined the Fate of Texas The Years’ War In Europe Gave England All Land East of the Mississippi
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