zilongwang/ReadingBank huggingface dataset:
SECTION 6 Equal Opportunity Monitoring The University of West London is committed to equality and social inclusion and has a policy of equal opportunities. Please help us evaluate the effectiveness of this policy and our practices by completing the information outlined below. We would also encourage you to give information about your disability to the University so that we can endeavour to make reasonable adjustments for you. Your response to this section will not influence your application. Information provided in this Section will not be provided to staff involved in selection decisions. This information will only be available to Admissions and/or Disability support staff and will not be made available to anyone else without your explicit permission. Surname (as it appears on your passport)*: Date of birth: / / (DD / MM / YYYY) *Please use exactly the same format of your surname as you have used in Section 1 of this form. Ethnic origin Please indicate which you feel best reflects your ethnic origin. 11 White (British) 12 White (Irish) 13 White (Scottish) 14 Irish Traveller 19 Other white background 21 Black or Black British – Caribbean 22 Black or Black British – African 29 Black other 31 Asian or Asian British – Indian 32 Asian or Asian British – Pakistani 33 Asian or Asian British – Bangladeshi 34 Chinese 39 Asian other 41 White & Black – Caribbean 42 White & Black – African 43 White & Asian 49 Other mixed background 80 Other ethnic background 98 Information refused Disability The University of West London welcomes and supports students with learning difficulties and disabilities. To help us to provide appropriate support services, please indicate which term is descriptive of your disability. Please indicate any support that we can provide to help you in your studies or examinations. 00 No disability 01 Dyslexia 02 Blind/partially sighted 03 Deaf/hearing impairment 04 Wheelchair user/mobility disability 05 Require personal care support 06 Mental health difficulties 07 Unseen disability eg diabetes, asthma 08 Multiple disabilities 10 Autistic Spectrum Disorder 09 A disability or special need not listed above (please specify)
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Tonicity of Solution Concentration of Solute (outside of cell) Water (outside of cell) Net Movement End Product Isotonic Same as cell Same as cell None None Hypotonic Less than cell More than cell Cell gains water Swells, turgor pressure Hypertonic More than cell Less than cell Cell loses water Shrinks plasmolysis
Monitoring/Audit If your study is audited by a member of the Ethics Office or an external monitor, letters and reports documenting the auditor’s visit and findings should be filed here. All general monitoring correspondence unless specifically belonging in another file section, pre-trial monitoring report, feasibility assessments, monitoring visit reports and follow-up letters, correspondence, close-out visit reports should be included here. Adverse Events A condition of ethics committee approval for each study is that certain Serious Adverse Events (SAEs) are reported to the ethics committee, for ongoing review of the ethical acceptability of the study. A copy of the submitted documentation for every SAE reported to the ethics office can be filed in this section, or in the specific patient’s study file. External SAEs and SUSARs Any SAEs that occur at other sites that require submission to the ethics committee should be filed here. Internal SAEs and SUSARs The participant should be referred to in the report by their study ID, not their name, so that this documentation does not compromise patient confidentiality. Any supporting documentation submitted to the ethics committee (such as death certificates) should be de-identified. Other Include here any documents that do not fall into any of the above sections. ***** Drug trials only ***** Regulatory documents This section must include Australian CTX or CTN form (fully executed), other regulatory agency forms and all correspondence to the regulatory agencies (e.g. TGA). Investigator brochures (IB) The IB documents that relevant and current scientific information about the investigational product has been provided to the investigator. Include the current HREC approved IB here. Superseded IB This can be the front page of the document only (to conserve space) APPENDIX – templates
SIGNATURE LOG AND DELEGATION OF DUTIES (template) Protocol No: Investigator Name: Sponsor: Start Date Of Involvement Print Name Signature Sample Initials Function (e.g. sub-investigator, study nurse) Task Delegated Authorised by Investigator (initial+ date) End date of Involvement Informed discussion Investigational product accountability Informed consent sign off Randomization of subjects (e.g. IVRS) CRF/DCF Completion and Correction Essential / Regulatory documents handling CRF/DCF Sign-Off Study specific procedures Subject Examination/evaluation Other Investigational product dispensation
Unit 2 Week 3 October 8-12 “A Prairie Guard Dog”, “Turtle, Turtle, Watch Out!” Reading Skill –main topic and details Vocabulary – buried, escape, habitat, journey, nature, peeks, restless, spies Vocabulary buried – covered up or hidden escape – when you get out of or away from something habitat – the place where an animal or plant usually lives or grows journey – a trip nature – all the things outdoors not made by people peeks – take a quick look restless – if you cannot stay still or quiet spies – when a person watches for something and sees it Spelling – soft c and g 1. place 8. range 15. saw 2. barge 9. mice 16. escape* 3. trace* 10. cage 17. nature 4. ice 11. mule 18. restless 5. bulge* 12. huge 19. habitat* 6. badge 13. out 20. journey * 7. space 14. wash Grammar Skill – Kinds of nouns – common, proper A noun names a person, place, animal or thing. A common noun names any person, place, or thing. It begins with a lower case letter. (boy, state, dog) A proper noun names a particular person, place, or thing. IT begins with a capital letter. (Jack, Alabama, Sadie)
Vocabulary choose – to decide on one thing rather than another chores – small jobs you can do around the house cost – how much you have to pay for something customers – people who buy something from a store or company jobs – work that people do to earn money spend – when you use money to buy or pay for something tools – equipment used to make or repair things Spelling – short i, long i, (i_e) 1. did 8. five 15. says 2. fin 9. side * 16. goes 3. pick 10. hike 17. other 4. line 11. cape 18. choose* 5. pipe * 12. made 19. spend* 6.tip 13. all 20. chores* 7. mix 14. any Grammar Skill – expanding and combining sentences When you expand a sentence, you add more details to the subject or predicate. You can also combine sentences that have the same subject or predicate. When you combine sentences, you use the word and. Unit 1 Week Review and Unit Test, September 17-21 Reading Character, setting, and events Using illustrations Key details Text evidence – finding and using Root words Context clues: sentence clues Inflectional endings: -es, -s, -ed, -ing Main topic or main idea
Study Checklist for Biology Test 5: Genetics – Standard 4, Objective 1 Know what kinds of cells undergo Meiosis. What is the purpose of Meiosis? Know the stages of Meiosis I and what happens in each stage. Know the stages of Meiosis II and what happens in each stage. What are the differences and similarities between Meiosis I and II? What are the differences and similarities between Mitosis and Meiosis? Define “diploid”. Define “haploid”. How many total chromosomes do human beings have? How many pairs of chromosomes do human beings have? Define “chromosome”; “gene; “homologous”; “gamete”; “fertilization”. What is “crossing over”? When does it occur? Describe the process. What are the major differences between sexual and asexual reproduction? Describe the process whereby bacteria reproduce asexually. Describe the process whereby some organisms can reproduce both sexually and asexually (starfish, many plants, yeast). What is “mutation”? When can it occur? What might cause it to occur more often? What is a “mutagen”? Give some examples. What is cancer? Why and how does it occur? What might cause it to occur more often? Define “bioethics”. Define “replication”. What is DNA replication? When does it occur? Define “trait”. Give some examples of traits. What two factors influence traits? Define “variation”. What are some ways variation is obtained within a species?
Investigational Product 30 Confirm that investigational product disposition forms and accountability records are complete and present for all subjects receiving study drug 31 Confirm final disposition of investigational product was completed per MOP, site pharmacy protocol, supplier, and sponsor requirements Collected Laboratory Specimens (Samples) 32 Confirm that all specimens have either been analyzed or stored for future use 33 Ensure that specimens collected for future use have been adequately processed, and stored 34 Confirm site process for identification and disposition of future use specimens connected to subjects who withdraw consent or do not consent for their specimens to be saved 35 Confirm destruction, per institutional policies, of specimens not identified for future analysis Analysis, Manuscripts, and Submissions/Publications 36 Data analysis complete 37 Primary manuscript finalized 38 Results submitted to Pubmed and ClinicalTrials.gov (as applicable) Intramural Studies: Confirm that notification has been made to the Office of Protocol Services (OPS) for change in study status and update to ClinicalTrials.gov Extramural Studies: Confirm that the appropriate party has updated ClinicalTrials.gov with the update in study status 39 Confirm final disposition of study supplies and any equipment provided for the study: <insert items>
Investigator removed subject from study Subject voluntarily withdrew Investigator removed subject from study 16. Please explain why any subjects were excluded on the basis of race, ethnic group, understanding of English, socioeconomic status, education, gender, or pregnancy: Section 5 – Final Report on Research Risks/Benefits-Provide a thorough response or mark N/A as applicable 17. If there has been any other relevant information regarding this research, especially information about risks associated with the research since the last IRB review please provide a summary of this information: If this information was not reviewed by the IRB please provide the reason: 18. If there have been any relevant study-wide or multi-center trial reports since the last IRB review not previously reviewed by the IRB please summarize and submit a copy: 19. If there have been any data and safety monitoring board reports not submitted to the IRB since the last IRB review please summarize and submit a copy: 20. If the profile of adverse events has changed in terms of frequency, severity, or specificity since the last IRB review and the IRB has not reviewed the changes please summarize the changes and submit any relevant documentation: 21. If all serious or unexpected adverse events have not been reported up to date as required please provide an explanation: 22. If there have been any unanticipated problems involving risks to participants or others since the last IRB review that have not been reviewed by the IRB please summarize and submit the Unanticipated Event Form: 23. If there have been any complaints about the research by any participants or others since the last IRB review that were not reported to Research Compliance Officer and the IRB provide a summary describing the number and nature of the complaints:
STUDY CONCEPT FORM Principal Investigator: Contact Information: Institution: Title of Protocol: Preliminary Data and Background: Primary Hypothesis: Secondary Hypothesis(es): Patient Population (include type of disease(s), age range, and basic eligibility criteria): Treatment Plan (include type of transplant(s), conditioning therapy, GVHD prophylaxis and experimental treatment agent if applicable): Primary Outcome: Secondary Outcome(s): Potential laboratory/QOL/Ancillary Studies: Basic Study Design: Phase I II III Other: Blinded Yes No Randomized Yes No Accrual Period: Follow-up Period: Sample Size (provide details of computation, i.e. detectable difference, power and size):
lengthiest in the history of California, in which thousands of students left their classrooms to join the protest for quality education. Feminism and Women’s Rights – Women’s Rights End legal and educational discrimination for women Women’s Lib - Consciousness raising, Challenged social/cultural oppression. 13th Amendment – Eliminated forced servitude (slavery) 14th Amendment – Required the equal protection of the laws – that the law be applied equally to all citizens regardless of race, religion, gender, creed, or lifestyle. 15th Amendment – Expanded the right of suffrage (the right to vote) for all black males.
G: Complete the table below. Type of Boundary Plates Involved Direction of Movement Resulting Feature or Phenomena 1 Divergent Ocean ridges 2 Moving apart Rift valley 3 Convergent Toward one another Deep-sea trench and 4 Toward one another Volcanic mountain range 5 Convergent Uplifted mountain range 6 Oceanic-oceanic and Continental-continental Slide past one another
WORLD HISTORY (to 1300) TERMS LIST CUMULATIVE BENCHMARK First Nine Weeks HUMAN ORIGINS MESOPOTAMIA EGYPT Vocabulary Anno Domini The “Humanities” Special Creation Evolutionary Theory Theistic Non-Theistic Natural Rights Social Darwinism Lucy Hominid Technology People Cicero Charles Darwin Herodotus John Locke Malcolm X Periods of the Stone Age Paleolithic Mesolithic Neolithic Art of the Stone Age Venus Figurines Cave Art Vocabulary Anthropomorphic Benevolence City-State Cuneiform Malevolence Monotheism Pictogram Phonics Polytheism Propitiation Rigor Scribe Stylus Theocracy Ziggurat People, Literary Characters, and Deities Enkidu Gilgamesh Ishtar Hammurabi Marduk Legal Terms Rule of Law Divine Right Trial Perjury Burden of Proof Liability Discrimination Vocabulary Deification Depose Diffusion Ethics Ethical Religion Hieroglyphics Hyksos Incarnation Monotheism Papyrus Surveyor Treaty Deities Amun-Ra Osiris Isis Horus Set Ma’at Pharaohs Hatshepsut Akhenaten Nefertiti (wife) Tutankhamun Ramses II [the Great] Students should be prepared to demonstrate basic knowledge of the following works read and discussed in class: Students should also be prepared to discuss, compare, and contrast the religions of the ancient Mesopotamians and Egyptians, noting how geographic and social factors influenced the development of these religion. The Story of Prometheus and Epimetheus The Epic of Gilgamesh Hammurabi’s Code The Myth of Osiris and Isis The Egyptian Book of the Dead
12 Intro: Themes, Essential Questions, Map Background Reading 1- Fast Facts & Chronology of Key Events 13 “Charlie Wilson’s War” Background Rdng 2- Hazaras: Outsiders Article 14 “Charlie Wilson’s War” Ethnicities Activity Chapters 1 & 2 15 Vocab Quiz Foundations of Islam & Activity INDEPENDENT NOVEL PROJECTS DUE Chapter 3 & 4 16 CONFERENCE DAY- NO SCHOOL! 19 Discussion- Who is Baba? What is Amir’s relationship with Baba? MOVIE QUESTIONS DUE Chapter 5 20 HAZARAS ARTICLE REPONSE DUE Chapter 6 21 Discussion Intro to RAFT Chapter 7 22 Chapter 8 23 Vocab Quiz RAFT Activity Chapters 9& 10 26 RAFT DUE Ch. 11 27 Challenges Facing Human Rights in Afghanistan Ch. 12 28 Chs. 13 & 14 29 VTS Chs. 15 & 16 30 Vocab Review Chs. 17, 18 & 19 Sbarra/ English 10 Newark Valley High School April 2012 Monday Tuesday Wednesday Thursday Friday 2 LAB- Career Inventory Chs. 20 & 21 3 Quiz on 20 & 21 Ch. 22 4 FIELD TRIP- NO CLASS Ch. 23 5 VOCAB UNIT TEST Career Essay Intro Chs. 24, 25 & 26 (FINISH NOVEL) 6 NO SCHOOL
9 NO SCHOOL- but keep reading! 10 11 12 13 16 Human Rights Case Studies VTS Writing DUE 17 Discussion Seminar Questions 18 Socratic Seminar 19 Final Assessment Intro MOVIE 20 MOVIE Career Essay DUE 23 Final Assessment 24 25 26 27 30 Final Assessment DUE PACKET GRADING RUBRIC Assignment Comments Score Essential Questions /30 Themes, Motifs & Symbols /50 Charlie Wilson’s War Notes /50 /60
4-1 Study Guide and Intervention Graphing Quadratic Functions Graph Quadratic Functions Quadratic Function A function defined by an equation of the form f(x) = , where a ≠ 0 Graph of a Quadratic Function A parabola with these characteristics: y-intercept: c; axis of symmetry: x = ; x-coordinate of vertex: Example: Find the y-intercept, the equation of the axis of symmetry, and the x-coordinate of the vertex for the graph of f(x) = . Use this information to graph the function. a = 1, b = –3, and c = 5, so the y-intercept is 5. The equation of the axis of symmetry is x = or . The x-coordinate of the vertex is . Next make a table of values for x near . x f(x) (x, f(x)) 0 5 (0, 5) 1 3 (1, 3) 3 2 – 3 + 5 2 3 (2, 3) 3 5 (3, 5) Exercises Complete parts a-c for each quadratic function. a. Find the y-intercept, the equation of the axis of symmetry, and the x-coordinate of the vertex. b. Make a table of values that includes the vertex. c. Use this information to graph the function. 1. f(x) = 2. f(x) = 3. f(x) = 4-1 Study Guide and Intervention (continued) Graphing Quadratic Functions Maximum and Minimum Values The y-coordinate of the vertex of a quadratic function is the maximum value or minimum value of the function. Maximum or Minimum Value of a Quadratic Function The graph of f (x) = , where a ≠ 0, opens up and has a minimum when a > 0. The graph opens down and has a maximum when a < 0.
Chapter 13 How were they able to see the compass at night? Because the sky was clear and there was a large moon. Describe what happened when Julilly asked the white woman for food. The women at the cabin door demanded she get off her land. She also accused Julilly of stealing and threatened to shoot her if she didn’t leave immediately. Describe their welcome at the next house. It was a warm welcome. They were given a tub and water to take a bath as well as a lot of food. They were also given food for their trip and warned to go into the mountains before heading north so as to avoid the slave hunters in the valley. What surprised Julilly about the rows of cabins on this farm? She realized that they were not slave cabins. They were new with lovely gardens and flowers. The opposite of what Julilly was used to. What did Julilly notice when she scrubbed Liza's back? She saw a crisscross of scars on Liza’s back from repeated whippings. When did Julilly and Liza realize that their visit had ended? When the woman who spoke English brought them their washed and mended clothes. Chapter 14 What terrified the girls as they made their way through the mountain paths? The sound of the shrieking of strange animals in the night and were also concerned about following the narrow pathway at night. Why did Julilly and Liza decide that it would be better to travel during daylight? A bad storm had washed away most of their path and Liza told Julilly that it was too hard for her to walk at night. What valuable information does the old man give to Julilly? He told them to hide in the bushes until nightfall at which time they should follow the railroad tracks to Covington. He told them that they would find a free colored man named Jeb Brown. Jeb could help them cross the Ohio River in his little boat.
Unit 4: A Froggy Fable Selection Words: 1. clearing – piece of land that has no trees 2. crashed – fell with a loud smashing noise 3. perfect – as good as is possible 4. pond – water with land all around it, a small lake 5. spilling – scattering everywhere 6. splashing- making water scatter and fall in drops 7. traveled – went from one place to another Amazing Words: 1. preserve – to keep something safe from harm so it won’t be ruined 2. represent – “to stand for” 3. valuable – worth something or important to you 4. tough – very difficult 5. concentration – thinking hard about one thing without being distracted by other things 6. frown – when you wrinkle your forehead or draw your eyebrows together because you are worried, angry, or thinking 7. homeland – the country where you are born or the country where you live 8. patient – being able to wait for something to happen without complaining or getting upset Grammar: Contractions High Frequency Words: clearing perfect traveled splashing pond Phonics: Consonant patterns aw, au, augh, al Spelling Words: talk because August caught draw walk chalk auto taught thaw fault launch heard brought Social Studies Immigrant – a person who comes to live permanently or for good in another country Culture – the shared attitudes, values, goals, and practices of a particular group of people Independence – the act or state of being free from outside control Traditions – customs and beliefs that are passed down from one generation to the next
9m – 5m +3 9(4 – 3j) (6 – 3m)(3) – (3 – 10y) 7 – 16v – 9v – (4 – x) Properties of Real Numbers: Name the property that each equation illustrates. 62 + 15 + 38 = 62 + (15 + 38) 50  17  2 = 50  2  17 37 + 0 + (9 + 16) = 37 + (9 + 16) Pick two properties and give your own example. Graphing on a coordinate plane: Label each quadrant. Identify the following as positive, negative, or no correlation.
How does Dickens use the Ghost of Christmas Present in this extract to show the meaning of true Christmas spirit? DICKENS’ LESSON: HOW TO KEEP CHRISTMAS The Ghost shows Scrooge a number of scenes from the present on how those less fortunate than himself celebrates Christmas. The lesson seems to be that you do not have to be rich to possess a richness of spirit and concern for your fellow man. Scrooge seems the loser here. Christmas celebrations / tableaux shown to Scrooge Quotations & analysis Message London streets “The house fronts looked black enough... contrasting with the smooth white sheet of snow upon the roofs, and with the dirtier snow upon the ground” – Dickens uses the weather here to hint at deprivation of community, contrast between black and white. “the people who were shovelling away on the housetops were jovial and full of glee; calling out to one another”- “blended scents of tea and coffee were so grateful to the nose, or even that the raisins were so plentiful” –grocers shops seem full and jolly This use of colour shows that not all is as it seems (e.g. black = evil) and that good can be found anywhere. Dickens shows us that food is plentiful if you have means to pay for it. Seems harsh then that so many are starving? The Cratchitts
Graph. 24. Graph the set of integers {–2, 1, –4} on the number line. 10. What is the value of each expression? 11. 12 + (–5) A. –17 B. –7 C. 7 D. 17 11. 12. –8(–10) F. –80 G. –18 H. 18 I. 80 12. 13. A. 2 B. 0.5 C. –2 D. –24 13. 14. –37 – 8 F. –45 G. –29 H. 45 I. 296 14. 15. 7(–3) A. 21 B. 4 C. –2 D. –21 15. Evaluate each expression if x = –3, y = 8, and z = –4. 16. y – (–5) 17. xz 18. –16 ÷ y 19. x + 11 20. x + y + z 21. 7y
Fleas bite into their host’s skin, sucking their blood, and causing them to itch. The fleas, in turn, get food and a warm home. Flea Host Type of Symbiotic relationship parasitism Clownfishes live within the waving mass of tentacles of sea anemones; Because most fishes avoid the poisonous tentacles, the clownfishes are protected from predators Clown fish Sea Anemones Type of Symbiotic relationship :I commensalism For each story below, indicate what the organism’s habitat is and what its niche is. Tapeworms are segmented flatworms that attach themselves to the insides of the intestines of animals such as cows, pigs, and humans. They get food by eating the host's partly digested food, depriving the host of nutrients. HABITAT: intestines of animals NICHE: parasite Oxpeckers (a kind of bird) land on rhinos or zebras and eat ticks and other parasites that live on their skin. The oxpeckers get food and the beasts get pest control. Also, when there is danger, the oxpeckers fly upward and scream a warning. HABITAT: in the savanna, on backs of animals NICHE: consumer, heterotroph For each of the biomes below, indicate its average temperature, rainfall, and biodiversity Temperature (hot, cold, or moderate) Rainfall (high, low, or moderate) Biodiversity (high, low, or moderate) Tropical rain forest Hot HIGH HIGH!!!! Taiga moderate moderate moderate Deciduous forest moderate moderate moderate Grassland moderate moderate moderate Tundra Cold Low Low Desert hot Low Low
Dance Final Exam Study Guide (Fall Semester) Use the information below as a guide to help you review for the final exam. If you are uncertain of the answers, go back and reference the following: Ballet History Handout, Modern Dance History Handout, and How to Choreograph Handout. Ballet: Know the execution for the 5 positions of the feet and the positions of the arms (Fifth position en bas, Fifth position en haut, First position, and Second Position) Anatomical cues for proper alignment while standing and anatomical alignment of the knees while performing a demi-plie Know what the Aplomb Line is and what it is used for Execution for a Battement Tendu and Battement Degage (What is the difference?) The dancer known for bringing ballet from the courts to an art form Know what a reverence is and when it is performed in a ballet class Modern: Know when New Dance was formulated Know what Martha Graham’s technique was based on Execution of a Triplet step Know the style of dance that Modern Dance was rebelling against Know who were the major figures and innovators of New Dance Know who were the four second generation Modern Dance Pioneers Execution of a Flat Back exercise and Second Position Parallel of the feet (anatomical cues) Know the two types of Modern Dance techniques that we learned in class Know what the benefits of Lester Horton’s dance technique were for a dancer Choreography: Know the definitions of the following terms: Choreography, Theme, Transition, Complementary Movement, Oppositional Movement, Visual Design, Unison, Sequential Movement, and Group Formation Suggestions when working on choreography, mapping your music, and developing your ideas In order to set the tone of your dance, know whether the beginning or the end is more important
If you flip the two subjects, so that employees is next to the verb, then wish will work! These indefinite pronouns are always singular [even when they seem plural]. Each, either, neither Anyone, anybody, anything Everyone, everybody, everything No one, nobody, nothing Someone, somebody, something Everyone on Earth = more than one person—billions of people, in fact. The word everyone, however, is still singular. Beware interrupting phrases. As well as Along with Together with Including In addition to Especially
Describe the humanistic perspective on personality and discuss the basic ideas of Maslow and Rogers. Evaluate the humanistic perspective. List the characteristics Maslow associated with those who fulfilled their potential. State several of Freud’s ideas that have endured. State three criticisms of humanistic psychology. List and describe the levels of Maslow’s Self-Actualization theory. Provide a brief definition of the following KEY TERMS: Personality Free Association Psychoanalysis Unconscious Id
Ego Superego Psychosexual stages Oedipus complex Identification Fixation Defense mechanisms Repression Regression Reaction formation Projection Rationalization Displacement Projective Tests Rorschach inkblot test Collective unconscious Self-actualization Unconditional positive regard Self-concept Comtemporary perspectives on personality: trait and social cognitive Discuss trait theories of personality and describe how they identify traits.
Nombre: Fecha: STUDY GUIDE: SEMESTER I EXAM (SPANISH 2 MCR) Topic Page number referenced in textbook the verbs ser & estar p. 17 & p. 42 telling time p. 18-19 -ar verbs Present Tense p. 38 interrogative words p. 41 nationalities p. 69 -er and –ir verbs Present Tense p. 73 L6: De Compras vocabulary p.140-141 Numbers 101 and higher p. 150-151 Preterite of regular verbs p. 152 Preterite of Spell Changing Verbs p. 153 Demonstrative Adjectives and Pronouns p. 156 – 157 L7: La Vida Diaria Vocabulary p. 170-171 Reflexive Verbs p. 180-181 Plus La Banda short answer section in English. Conjugación del verbo ser Fill in the blanks with the appropriate present tense forms of the verb ser. 1. Emilio y yo ______________________________
What type of transformation moves P(3, -6) to P’(3, 6)? If the result of (x, y)→(x – 2, y + 3) is A’(-5, 2), what is the pre-image, of A? If P(8, 5) is reflected over the line y = 3 and then translated according to the rule (x, y)→(x – 2, y – 4), what quadrant will P’’ be in? (Hint: Quadrant I, Quadrant II, Quadrant III or Quadrant IV) Triangle 1 is transformed as shown in the diagram, resulting in Triangle 2. Triangle 2 is transformed to create Triangle 3. Describe the combination of transformations (123). Line segment JK with coordinates J(-1,1), K(-3, -1) is rotated 90° counterclockwise to produce image J’K’. What transformations of JK would produce the same image J’K’? 6. A figure is transformed according to the rule (x, y)→(x – 1, y + 4). Describe the transformation that has taken place. The graph to the right is used to answer questions 7 and 8. 7. Top picture is pre-image. Rotate 180° 8. Top picture is pre-image. Translate (x, y)→(x – 2, y + 3). 9. Given A (5, 6), if A is transformed by the rule (x, y)→(x + 2, y – 8) and then reflected over the x-axis, what is A’’? Identify each motion as a translation, reflection or rotation. 10. 11. 12. 13.
C. Previous question. D. Refer to committee. 26. If a member wants a small group of members to gather more information about a main motion before a vote is taken, the member, during debate on the motion, should move to: A. Amend the motion. B. Lay the motion on the table. C. Reconsider the motion. D. Refer to a committee. 9_12 Agriculture AP42 - Horticulture II Test 1 27. If a member wants to improve a main motion by adding words, substituting words, or striking out words, the member should move to: A. Adjourn the meeting. B. Amend the main motion. C. Refer to a committee. D. Take from the table. 28. If a member believes that a parliamentary error has been made, the member should: A. Call for a division of the assembly. B. Move to adjourn the meeting. C. Move to suspend the rules. D. Rise to a point of order. 29. The group would like to delay a motion to allow members to attend to more urgent buiness. The correct parlimentary procedure ability to use would be to: A. Lay on the table. B. Suspend the rules. C. Point of Order. D. Main Motion. 30. Suzy is attending an FFA meeting and hears the gavel tap twice. This signifies: A. The meeting is adjourned. B. Get ready the meeting was called to order.
C. To provide a protective environment to grow plants. D. To supply carbon dioxide and nitrogen for plant growth. 108. Heat from the sun that greenhouses collect and store inside is: A. Fossil energy. B. Kinetic energy. C. Nuclear energy. D. Radiant energy. 109. Which environmental control should Joe use to cause lights to automatically turn on and off at certain times? A. Carbon dioxide meter. B. Sterilizer. C. Thermostat. D. Timer. 9_12 Agriculture AP42 - Horticulture II Test 1 110. Jason adjust the thermostat in his greenhouse. Which environmental factor is he trying to change? A. Carbon dioxide. B. Light. C. Temperature. D. Water. 111. Taylor wants to install his greenhouse environmental control devices to get the most accurate readings. At what height should the thermostat be installed? A. Ground level. B. One foot above ground level. C. Plant level. D. Six feet above ground level. 112. Heaters, fans, cooling pads, and ventilators are used in a greenhouse to control: A. Light. B. Moisture.
15. One third of the people of Europe died from a virus called the plague or Black Death. 16. During feudalism the order of power went from the King to the nobles, to the knights, to the peasants. 17. Ghana, Mali, and Songhai had control of gold-salt trade routes and become large and powerful West African kingdoms. 18. Japanese samurai followed bushido, or a strict warrior code. 19. The Mongols, led by Genghis Khan, created the largest land empire in history. 20. Feudalism developed as a way for medieval societies to protect themselves. 21. Chivalry was a code of conduct for knights. 22. Jerusalem was captured by Christian knights during the First Crusade. 23. The Justinian Code, the Hippodrome, and the Hagia Sophia were all achievements of the Byzantine Empire.
Resolution: Theme: Situational Irony: ______________________________________________________________________________ “The Lottery” by Shirley Jackson Plot Summary: Exposition: Characters: Setting: Conflict:
Direct Vs. Indirect Practice Directions: Read each example and decide if it is Direct or Indirect Characterization They were clods, the whole gang of them. Direct Indirect She was surprisingly strong for a girl of such petite stature. Her fiery determination usually matched her auburn hair, but not today for the first time since meeting Mr. Black she was afraid. Direct Indirect The old mechanic hated modern electronics, preferring the old days when all he needed was a stack of manuals and a good set of tools. Direct Indirect Julie held up six different outfits in front of the mirror and pondered which would go best with her navy blue shoes, pastel eye shadow and the diamond earrings she’d already procured from her overflowing vanity. After ninety minutes of mixing and matching, and cell-phoning her sister three times for advice, Julie finally made up her mind. Direct Indirect Julie owned a multitude of outfits and accessories, and it always took her forever to decide which combination might impress Trent. As usual, she called her sister several times for advice. After doing so, Julie decided to give the navy blue skirt with the white sweater a try. Direct Indirect Mr. Chong, whom I secretly nicknamed Old Chong, was very strange, always tapping his fingers to the silent music of an invisible orchestra. Direct Indirect At once, Laura's throat clamped tight like a hinged lid. It was as if she had eyes in the back of her head, so she clearly could see Dianne and Steve grinning at her, waiting for her to make a fool of herself, again. Direct Indirect
During this unit you will complete the following assignments. Task 1: SAMPLE RECORDING. You will need to submit a sample recording of your chosen repertoire along with a concert programme providing information about each piece you will perform and reasons for your choices. Deadline date: ________________________ Sign when complete: _______________________ Task 2: MY CONCERT PERFORMANCE. Using the musical material you submitted for your chosen repertoire you are to prepare for and perform at The Swindon young Musicians 10 Year Anniversary concert in front of an audience. You will submit a video recording of the extended performance along with a completed practice diary log. Your teacher will submit tutor observation records of your music practice sessions. Deadline date: ________________________ Sign when complete: _______________________ Task 3: EVALUATION. Following your performance, you have been asked to write an article for LIBRETTO music magazine. In this magazine article you should describe, explain and evaluate what you did in the preparation of your programme and final performance. Deadline date: ________________________ Sign when complete: _______________________ Study Time Independent instrumental/vocal practice time using school rehearsal rooms Complete any independent work set during lesson. Complete your independent notes from the books and online articles outlined in this study guide. Look ahead at the forthcoming assignments and begin gathering notes/research from the suggested textbooks and websites that will help you in completing the assignment. Completion of Student Planning Booklet
Which sailor led prestige missions for China? The transfer of foods, diseases, and human beings among Europe, the Americas, and the rest of the world that began during the Age of Exploration is known as Which Native American group lived in modern day Mexico? Which Native American group declined and abandoned their cities before Spanish explorers landed in Which Native American group had complex writing and calendars? Which Native American group used llamas? What three main areas of the world were connected by the triangular trade? What crop was most desired from the America in Europe? What was the name for the passage between Africa and America for slaves? What were conditions like on slave ships? Which colony had the highest slave population? What did Philip II do to increase Spain’s power? What was his downfall? How did Louis XIV ensure he had absolute power over the nobles in France? What was successful in Louis XIV’s reign? Unsuccessful? What did Charles I do to enrage the English Parliament? What was the result of this? What was the British Restoration? Glorious Revolution? What was the main cause of the Thirty Year’s War? What two countries fought during the War of Austrian Secession and who were their monarchs? What did Peter the Great do to modernize Russia? Catherine the Great?
3. Genetic Isolation A 4. Artificial Selection E 5. Selection Pressure C 6. Gene Pool B 7. Natural Selection D 8. Convergent evolution A 9. Parallel Evolution B 10. Coevolution C A. When two groups of organisms differentiate enough that they can no longer interbreed B. All of a population’s or species’ genes C. An environmental factor which causes a certain trait to become more or less common D. A mechanism for change in populations (driven by the environment and differential survival) E. Breeding organisms with specific traits in order to produce offspring with desirable traits A. Occurs when unrelated species occupy similar environments in different parts of the world, and evolve in a similar way. B. When two related populations are physically separated but occupy similar niches, so evolve in a similar way. C. When two species have a very close ecological relationship and evolve together. EX: flowering plants and pollinators.
Chapter 1 Graph It 1 (See next page for Table 1–1) Chart 11 percentage change in gdp Crossword across 2. CPI 6. AS 8. growth 9. macroeconomics 11. time down 1. potential 3. inflation 4. business 5. long 7. models output Fill-In Questions 1. growth theory 2. aggregate supply/demand 3. aggregate supply 4. aggregate demand 5. aggregate supply 6. zero 7. consumer price index Table 11 Year GDP Percent change from previous year 1990 8033.9 - 1991 8015.1 -0.2 1992 8287.1 3.4 1993 8523.4 2.9 1994 8870.7 4.1 1995 9093.7 2.5 1996 9433.9 3.7
4. increasing 7. transition 8. constant Table 4–1 Year Per Capita GDP Percent change from previous year 1993 1590 - 1994 1774 11.6 1995 1931 8.9 1996 2102 8.9 1997 2276 8.3 1998 2440 7.2 1999 2616 7.2 2000 2822 7.9 2001 3043 7.8 2002 3294 8.3 2003 3590 9.0 2004 3916 9.1 2005 4335 10.7 2006 4855 12.0 2007 5512 13.5 2008 6014 9.1 2009 6520 8.4 2010 7130 9.4 Fill-In Questions 1. diminishing 2. constant 3. returns to scale 4. steady-states 5. technology 6. exogenous
Chapter 5 Chart 5–3 the increase in investment causes the ad curve to shift outward Chart 5–2 this decrease in the real interest rate increases the quantity of investment demanded Graph It 5 Chart 5–1 an increase in the money supply lowers the real interest rate Crossword across 1. real 3. demand 6. potential 8. natural 9. contractionary 10. Keynesian down 2. expansionary 4. nominal 5. classical 7. quantity Fill-In Questions 1. endogenous 2. exogenous/policy 3. aggregate supply 4. aggregate demand
Year Nominal Interest Rate Inflation Real Interest Rate 1992 3.4 3.0 0.4 1993 3.0 3.0 0.0 1994 4.3 2.6 1.7 1995 5.5 2.8 2.7 1996 5.0 3.0 2.1 1997 5.1 2.3 2.8 1998 4.8 1.6 3.2 1999 4.6 2.2 2.4 2000 5.8 3.4 2.5 2001 3.4 2.8 0.6 2002 1.6 1.6 0.0 2003 1.0 2.3 -1.3 2004 1.4 2.7 -1.3 2005 3.2 3.4 -0.2 2006 4.7 3.2 1.5 2007 4.4 2.8 1.5 2008 1.4 3.8 -2.4 2009 0.2 -0.3 0.5 2010 0.1 1.7 -1.5 2011 0.1 3.1 -3.1 2012 0.1 2.1 -2.0 Crossword across 3 menu 5 borrowers 7 distubutional 8 currency 10 ARM down 1 indexation 2 shocks 4 shoe leather 6 lenders 9 COLA
Crossword across 1. disposable 2. inventories 5. fiscal 6. multiplier 7. income 8. output down 1. deficit 3. one 4. exogenous 6. mpc Fill-In Questions 1. equilibrium 2. endogenous 3. marginal propensity to consume 4. disposable income 5. multiplier 6. marginal propensity to save 7. budget deficit 8. automatic stabilizer 9. full-employment budget surplus 10. on True-False Questions 1. False. 2. False. 3. True. 4. False.
Chapter 19 Graph It 19 Chart 19–2 People must expect interest rates to rise. Crossword across 2. yield 4. perpetuity 7. fall 9. substitutes 10. random down 1. lowers 3. efficient 5. maturity 6. coupon 8. term Fill-In Questions 1. term structure of interest 2. riskier 3. yield 4. coupon 5. face value 6. unpredictable 7. uncovered interest parity 8. depreciate 9. maturity 10. arbitrage
Ch 12 Statistical Displays Study Guide, Form 2B Write the letter for the correct answer in the blank at the right of each question. For Exercises 1-4, use the following line plot that shows the number of jumping jacks students completed in 30 seconds. 1. What is the mean, median and mode of the data? Round to the nearest tenth if needed. 2. What is the peak and gap in the data? 3. What would you use to describe the center of the data? A. mean B. median C. mode D. range 4. What would you use to describe the spread of the data? F. interquartile range H. gap G. range I. mean absolute deviation 5. Which of the following is an appropriate display to show the average price of a postage stamp over the last 20 years? A. line graph C. circle graph B. bar graph D. histogram For Exercises 6-8, use the box plot. It shows the number of days on the market for single family homes in a city. 6. What is the median of the data? F. 30 G. 40 H. 90 I. 120 7. What percent of the homes were on the market less than 90 days? A. 0% B. 25% C. 50% D. 75% 8. What is the range and interquartile range of the data? 1. ____________ 2. ____________ 3. ____________ 4. ____________ 5. ____________ 6. ____________ 7. ____________ 8. ____________
Ch 12 Statistical Displays Study Guide For Exercises 8 and 9, refer to the histogram. It shows the prices of different calculators. 8. Which price range has the greatest frequency? F. $100-$119 H. $80-$99 G. $20-$39 I. $11 9. How many calculators cost $80 or more? A. 7 B. 6 C. 3 D. 2 The line graph shows the number of band members in a high school for several years. 10. If the trend continues, what is the best prediction for the number of students that will be band members in 2012? F. 25 H. 59 G. 45 I. 100 11. The number of toys donated by students in 12 classes is shown below. Find the measures of variation for the data set. 16, 16, 17, 19, 20, 23, 24, 25, 29, 31, 33, 38 12. Draw a box plot for the data in Exercise 11. 13. Jonez surveyed people about their favorite music. The results are shown in the table. Which type of display would be best to show the survey results? 8. _________________ 9. _________________ 10. ________________ 11. median: _________ 1st quartile: _________ 3rd quartile: _________ Lower extreme: _____ Upper extreme: _____ 12. 13. ________________
1-1 Study Guide and Intervention Variables and Expressions Write Verbal Expressions An algebraic expression consists of one or more numbers and variables along with one or more arithmetic operations. In algebra, variables are symbols used to represent unspecified numbers or values. Any letter may be used as a variable. Example: Write a verbal expression for each algebraic expression. a. 6 the product of 6 and n squared b. – 12m the difference of n cubed and twelve times m Exercises Write a verbal expression for each algebraic expression. 1. w – 1 2. 3. 81 + 2x 4. 12d 5. 6. 7. 2 + 4 8. 9. 2 – 3 10. 11. 12. 7 13. 3x + 4 14. 15. 3 + 2 16. 4( + 1) 1-1 Study Guide and Intervention (continued) Variables and Expressions
Write Algrebraic Expressions Translating verbal expressions into algebraic expressions is an important algebraic skill. Example: Write an algebraic expression for each verbal expression. a. four more than a number n The words more than imply addition. four more than a number n 4 + n The algebraic expression is 4 + n. b. the difference of a number squared and 8 The expression difference of implies subtraction. the difference of a number squared and 8 – 8 The algebraic expression is – 8. Exercises Write an algebraic expression for each verbal expression. 1. a number decreased by 8 2. a number divided by 8 3. a number squared 4. four times a number 5. a number divided by 6 6. a number multiplied by 37 7. the sum of 9 and a number 8. 3 less than 5 times a number 9. twice the sum of 15 and a number 10. one-half the square of b 11. 7 more than the product of 6 and a number 12. 30 increased by 3 times the square of a number
Haroun and the Sea of Stories Study Guide Name: ____________________ Chapter 1 What is the point of view in Haroun? How do you know? What is the setting of the story? Where do Rashid’s stories come from? What was the “one question too many?” Who actually asked the question (with their actions)? Why did Haroun’s parents’ marriage end? When? (Explore clock metaphor … “what did you have to break my clock for?”) Who actually broke Rahshid’s heart? Why? Chapter 2 Describe Haroun and Rashid’s ride on the mail coach through the mountains of M. Where are they headed? What sort of place are they headed to? What is Khattam- Shud?( It’s ironic that Haroun thinks that Rashid talking about the end is bringing his stories back.) Is Dull Lake dull? Why are they headed there? How does Haroun react when his father and Snooty Buttoo discuss his mother? Characterize his feelings toward her at this point in the novel. Chapter 3 What type of stores does Snooty Buttoo want Rashid to tell? What is the connection between the lake’s weather and the people on the houseboat?
APPLICATION FORM FOR CURRICULUM/EXAMINATION LEAVE FOR TRAINEES IN HEALTH EDUCATION ENGLAND, ACROSS YORKSHIRE AND THE HUMBER APPLICATION FORM SHOULD BE USED UNLESS YOU ARE INSTRUCTED TO USE A LOCAL FORM IN YOUR LEP PLEASE CONSULT THE CURRICULUM DELIVERY GUIDANCE BEFORE COMPLETING http://www.yorksandhumberdeanery.nhs.uk/pgmde/policies/curriculum_delivery/ PART A – STUDY LEAVE DETAILS Surname: Forenames: Your Address: Current Employer: E-mail: Tel No: Specialty: Acute Medicine Main Hospital: Post at time of leave if different from above: Department: GMC: Leave requested for Professional Development Exam Leave Exam Preparation Other Dates (inclusive of travel) From: To: No of days: Title of course/conference/study day: Location: Exam details: Date of Exam: Number of previous attempts at this exam: Dates taken: The following colleagues have agreed to cover my duties: Name (print): Signed: Name (print) Signed: EXPENSES Course Fee Residential Costs No of Nights ……… Travel Road  Rail Subsistence Other (Please specify) Estimated: £ £ £ £ £ Approved: £ £ £ £ £ Signed (Applicant): Date: