zilongwang/ReadingBank huggingface dataset:
A. includes frictional, structural, and cyclical unemployment. B. is equal to zero. C. is always greater than the actual unemployment rate. D. includes structural and frictional unemployment. E. is equal to zero when there is no cyclical unemployment. ____ 38. Ron quit his job in retail management and moved to Florida with his wife, a physician who opened a new practice there. He was not successful in his job search for the next four months. This type of unemployment is known as: A. structural unemployment. B. cyclical unemployment. C. frictional unemployment. D. seasonal unemployment. E. natural unemployment. ____ 39. Structural changes in an economy as well as changes in consumer tastes are reasons for: A. job creation and job destruction. B. job searches. C. unemployment during recessions. D. unemployment during expansions. E. business cycles. ____ 40. When hyperinflation forces Emily to visit her bank very frequently to keep her cash holdings to a minimum, economists say that Emily is experiencing a: A. search cost. B. menu cost. C. unit-of-account cost. D. Fisher effect. E. shoe-leather cost. ____ 41. Menu costs of inflation are the: A. costs associated with money being a less reliable unit of measurement. B. costs of transactions associated with avoiding the inflation tax. C. costs associated with businesses changing prices. D. revenue the government gets from printing money. E. costs associated with negotiating lower prices. ____ 42. Unanticipated inflation: A. helps those on fixed incomes. B. hurts borrowers and helps lenders. C. helps borrowers and hurts lenders. D. causes nominal interest rates to decrease. E. causes people to hold more cash. ____ 43. When there is deflation in the economy: A. the general price level falls. B. the general price level increases. C. the nominal interest rate rises. D. the general price level becomes negative. E. the Consumer Price Index becomes negative. ____ 44. If money income remains the same, while the average price level doubles, then: A. nominal income will fall.
$16.90 B. $1.69 C. $169.40 D. $.169 The of this year model car rose from $12,000 to 14,000. What was the percent increase in the price? 20% B. 1.67% C. 16.67% D. 166.7% MCC7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. The scale of a map is 1¼ inches = 100 miles. On that map, two cities are 4 inches apart. What is the actual distance between the cities? 275 miles B. 330 miles C. 375 miles D. 412.5 miles The length between the bases on a major league baseball diamond is 90 feet. Allyson wants to make a scale drawing of a baseball field. If the bases are 2½ inches apart on her scale drawing, what is Allyson’s scale? 1 in. = 2.5 ft B. 1 in. = 3 ft C. 1 in. = 30 ft D. 1 in. = 36 ft The tree shown below was drawn using a scale of 4 in 15 ft. What is the actual height of the tree Scale: 4 in to 15 ft 7.5 ft B. 750 ft C. .075 ft D. 75 ft
Name: Period: Date: Unit 3 Guide — Expressions Rewrite using exponents: 4 • 4 • 4 • 4 Rewrite using exponents: a • a • a 3. Evaluate 38 – 32 ÷ 4 + 24 4. Evaluate 100 ÷ (4 + 1)2 5. What is the of the expression: 3 • 42 – (2 • 6)? 6. expression has a value of 4? 12 ÷ 22 + 2 24 ÷ (2 + 1) - 22 16 ÷ (1 + 1)2 - 1 36 ÷ (2 + 2) - 32 7. Evaluate: x – 8 + 2(y – 3) when x = 10 and y = 5 8. Evaluate: 4a – 13 + 20 when a = 4 9. What is the product of seven and eight decreased by “x” if x =15? 41 56 15 71 Evaluate the expression ab – c + d if a = 10, b = 4, c = 6.5, and d = . 33.25 33.75 97.25 97.75
3. Open gallery page Gallery page displays Gallery page displays 4. Open my units page My units page displays My units page displays 5. Open unit 1 page Unit 1 page displays Unit 1 page displays 6. Open unit 2 page Unit 2 page displays Unit 2 page displays 7. Open unit 3 page Unit 3 page displays Unit 3 page displays 8. Open unit 8 page Unit 8 page displays Unit 8 page displays 9. Open unit 11 page Unit 11 page displays Unit 11 page displays 10. Open unit 12 page Unit 12 page displays Unit 12 page displays 11. Open unit 14 page Units 14 page displays Units 14 page displays 12. Open unit 17 page Units 17 page displays Units 17 page displays 13. View home page images All images display - - 14. Does Home page loads the right content Home page loads the right content Home page loads the right content 15. Does About page loads the right content About page loads the right content About page loads the right content 16. Does Gallery page loads the right content Gallery page loads the right content Gallery page the right content 17. Does My page loads the right content My units page loads the right content My units page loads the right content 18. Does Unit 1 page loads the right content Unit 1 page the right content - 19. Does Units 2 page loads the right content Unit 2 page loads the right content - 20. Does Unit 3 page loads the right content Unit 3 page loads the right content Unit 3 page loads the right content
21. Does Unit 8 page loads the right content Unit 8 page the right content Unit 8 page loads the right content 22. Does Unit 11 page the right content Unit 11 page loads the right content Unit 11 page loads the right content 23. Does Unit 12 page loads the right content Unit 12 page loads the right content Unit 12 page loads the right content 24. Does Unit 14 page loads the right content Unit 14 page loads the right content Unit 14 page the right content 25. Does Unit 17 page loads the right content Unit 17 page loads the right content Unit 17 page the right content 26. Navigate from Home to About About page displays About page displays 27. Navigate from Home to My units My units page displays My units page displays 28. Navigate from Home to Gallery Gallery page displays Gallery page displays 29. Navigate from About to Home Home page displays Home page displays 30. Navigate from About to My units My units page displays My units page displays 31. Navigate from About to Gallery Gallery page displays Gallery page displays 32. Navigate from My units to Home Home page displays Home page displays 33. Navigate from My units to About About page displays page displays 34. Navigate from My units to Gallery Gallery page displays Gallery page displays
Honors World History—Unit 3 Vocabulary Americas and Exploration Essential Questions: Analyze of the age of discovery and expansion including causes, impact, and the role of explorers and conquistadors. Describe political and social changes in Japan and China, including the policies of the Tokugawa and Qing rulers. Compare the societies of Central and South America (ie. Olmecs, Maya, Aztecs, and Inca) including their development, government, economy, religion, and art. Define the Columbian Exchange and its global economic and cultural impact. American Civilization Maize Mesoamerica Olmec Zapotec Monte Alban Teotihuacan Avenue of the Dead Pyramid of the Sun Maya Popol Vuh Tikal, Copan, Chichen Itza, Tulum Aztecs Obsidian Quetzalcoatl Triple Alliance Tenochtitlan Montezuma II Chavin Nazca Moche Inca Ayllu Mita Quipu Vertical Trade Eastern Exploration Bartolomeu Dias Prince Henry Vasco de Gama Amerigo Vespuci Magellen Treaty of Tordesillas Dutch East India Company Ming Dynasty Matteo Ricci Zheng He Qing Dynasty Qian-Long Opium Wars Shogun Tokugawa Shogunate Closed Country Policy Francis Xavier American Empire Christopher Columbus Colony Hernando Cortes Conquistador Francisco Pizarro Mestizo Encomienda ________________________ New France Jamestown Pilgrims Puritans New Netherland French and Indian War ________________________ Atlantic slave trade Triangular trade Middle Passage Columbian Exchange Capitalism Company Mercantilism Favorable balance of trade
Monday Tuesday Wednesday Thursday Friday Inquiry Question (Essential Question or Learning Target) What do I need to improve upon to prepare me for the milestone? What are Noun and Verb Phrases? What is argumentative writing? What is a recitation? How well can I analyze a counterclaim? Bell Ringer: OPENING Activating Strategy: Get ready to write. Pull out notes and review Prompt for pre-assessment. Released NC test Question 5 Clock Buddy planning Write an example of a verb phrase. Video of Fredrick Douglass Bio Released NC test Question 6 Both on YouTUbe Gettysburg address rap Fourth grade students simultaneously recite the Gettysburg address Released NC test Question 7 WORK SESSION Instructional Strategy(ies): Do you agree with the statement: Products produced by children should be bought and sold. Buddy work: Vocabulary Builder for reading. Teacher lead: Language Preview of argumentative structure Listen to: What to the Slave is Video of recitations Students work in groups of 4 to answer Continue with recitations. Questions concerning how counter claims are addressed in “War of Northern Aggression”
Development – Noun/Verb Phrases the 4th of July? And follow along on your copy of the text. Clock buddies claims and counter claims questions Discuss with students the claims and counterclaims made in the reading assigned questions and to practice recitations. CLOSING Summarizing Strategy: Take up assessment Write a sentence with a noun phrase Tell 2 things that you learned Recitation competition Discussion of what you Differentiation Monitor understanding through individual directed questioning. Random grouping for student development. - Extended time if necessary. -Review the written directions with students. Clarify any misunderstandings. - One-on-one attention for those who need it. -Review the written directions with students. Clarify any misunderstandings. - use reference materials as needed -Use of visual representations of concepts and graphic organizers. - Extended time if necessary. -Review the written directions with students. Clarify any misunderstandings. - One-on-one attention for those who need it.
Monday Tuesday Wednesday Thursday Friday Inquiry Question (Essential Question or Learning Target) How should I construct my thesis statement? What is a topic sentence and how do I write one? How are the introduction and conclusion tied together in an essay? Field trip How well can I write a narrative essay? Bell Ringer: OPENING Activating Strategy: Released NC test Question 10 NPR - audio Released NC test Question11 Released NC test Question 25 Arguument clinic – Monty python’s the flying circus – youtube Released NC test Question 28 Gentrificataion video WORK SESSION Instructional Strategy(ies): Read the article associated with NPR audio. Answer the audio questions Introduction Review thesis statement Argumentative response to what is Gentrification? Do you feel that gentrification is good or bad for a neighborhood? Have students write thesis statement Argumentative response to what is Gentrification? Do you feel that gentrification is good or bad for a neighborhood? Mini lesson on tying an introduction and You tube – A documentary on gentrification. Narrative essay – Pretend that you live in neighborhood experiencing gentrification. Tell your story from either the perspective of an original residents or as someone who has recently moved into the neighborhood as a resident of business owner there. What do you see happening around you and how do you feel about it?
C. Women and Islam 1. seclusion of women 2. property and divorce rights 3. status of slaves What does “Secretaries, Turks, and Beggars” in the Diversity and Dominance section indicate about Islamic society and its values? D. The Recentering of Islam 1. madrasas (religious colleges) 2. Sufi brotherhoods IV. Conclusion A. Similarities between the Sassanid and Roman (Byzantine) empires 1. dominant religion. 2. both political and religious loyalty B. Comparing Local and Universal Islam 1. umma 2. madrasas and Sufi brotherhoods
Islam Time/Place of Founding 622 C.E., Mecca and Medina, Arabian peninsula Deity(s) (God in Arabic) Founder/ Prophet/ Leaders Prophet Muhammad, caliphs Prophets from Judaism: Abraham and Prophets from Christianity: Jesus and apostles, Mary Holy Book(s) written Qur’an, hadith, shar’ia Beliefs/ Practices/ Rituals/ Symbols/ Architecture Monotheism Five Pillars: belief in Muhammad as the last prophet, daily prayer, charity, fasting during Ramadan, hajj to Mecca Mosques with minarets Geometric designs-NO representation in religious art Roles Full spiritual equality but no official religious role Expansion/ Influence Expanded through conquest throughout Middle East; missionaries and merchants spread Islam to West Africa, East Africa, Central Asia, South and Southeast Asia, and southern China Compare the beliefs and practices of the three monotheistic religions: Judaism, Christianity and Islam Stages of the Hajj Intention Travel White Clothing Ablutions Circling the Ka’bah 7 Times Searching for Water in Prayer at Arafat Stoning Pillars at Mina Sacrifice Goats or Sheep (‘Id al Adha) Timeline of Muslim Civilization 632 661-750 750 -1258 909-1171 Death of Umayyad Abbasid Fatimid The Prophet Caliphate Caliphate Caliphate Muhammad 711 – 1491 Al-Andalus trial Trial
write line to intermediate file read next line end( if START) else initialize LOCCTR to 0 While OPCODE != „END‟ do begin if this is not a comment line then beg if there is a symbol in the LABEL field then begin search SYMTAB for LABEL if found then set error flag (duplicate symbol) else (if symbol) search OPTAB for OPCODE if found then add 3 (instr length) to LOCCTR else if OPCODE = „WORD‟ then add 3 to LOCCTR else if OPCODE = „RESW‟ then add 3 * #[OPERAND] to LOCCTR else if OPCODE = „RESB‟ then add #[OPERAND] to LOCCTR else if OPCODE = „BYTE‟ then begin find length of constant in bytes add length to LOCCTR end else set error flag (invalid operation code)
Unit 3A Test- Study Guide Answers CCGPS Coordinate Algebra 1) For the function find F(3) = 8 2) Use the table below to find x -11 12 -7 7 -3 2 1 -3 F(-11) = 12 3) Use the below to find the x-value when F(2) = 2 Or x = 2 4) Identify the function(s) for which f(3) = 3(3) – 8 = 1 II. f(3) = 23 = 8 . f(3) = 43 – 12 = 64 – 12 = 52
Backups what is it? How does your business follow it? How does it affect your business and what they do? Health and Safety what is it? How does your business follow it? How does it affect your business and what they do? Organisational Policies what is it? How does your business follow it? How does it affect your business and what they do? Costs what is it? How does your business follow it? How does it affect your business and what they do? Conclusion- Summary which groups of issues- ethical, legal or operational affect your business the most. Legal ethical
Unit 4: Government Page Numbers – Textbook (p. 502-551) Coach (p. 196-226) CRCT Prep (168-197) I. Foundations of Government Separation of Powers Model for governance where each branch of government have different and independent duties, powers, and responsibilities. Responsibilities Paying taxes, serving on a jury when called, protecting your country are examples of ?????????? of citizens Constitution A set of laws for a nation or state; document that creates the government for a nation or state and describes voting rights, limits of power, and rights of citizens; Georgia and the United States each have one of these. Checks and Balances System created so that each branch of government can limit the powers of the other branches; ensures that one branch of government does not become more powerful than the others. 18 Years Old Three requirements to register to vote in the state of Citizen of the Resident of the county where you are voting II. Branches of Government Directions: Complete the following table by listing the members, terms, qualifications, duties, and whether the members are elected or appointed (and who elects or appoints the members) for each of the three branches of ’s government. Legislative Executive Judicial Members General Assembly; House of Rep and Senate Governor and Lieutenant Governor Supreme Court and Courts 2 Year Terms 4 Year Terms Supreme and Appeals (6 Year Terms); others 4 Years Terms Qualifications Legal residents of GA and their districts; Senate (25); Rep. (21) US Citizens for 15 Years and GA for 6; min. of 30 Years Old. Practice law for 7 Years and live in the district they serve Duties Create laws for GA; pass the state budget. Enforce laws for GA; create the state budget. Interpret laws for GA; hold trials in Criminal and Civil cases. Elected or Appointed Elected by GA citizens. Elected by GA citizens Elected by GA citizens; vacancies appointed by the Governor. Drafting 5 Steps for a bill to become a law in . Introduction Committee Consideration Floor Consideration Governor Consideration III. Local Governments in
Workshop Level C: Unit #4 answers Choosing the Right Word Nonentity Recourse Perusing Prone Ornate Deplorable Sustain Residue Obsessed Promontory Annulling Deplore Bolster Porous Bolstered Qualms Blasé Frivolous Staid Ousted Muster Obsessed Solicitous Qualms Frivolous Synonyms Nonentity Prone Oust Porous Recourse Bolster Ornate Residue Sustain Promontory Antonyms Residue Promontory Ornate Porous Nonentities Completing the sentence Bolster Ornate Frivolous Porous Oust Mustered Sustain Blasé Deplore Nonentity Qualms Promontory Prone Solicitous Recourse Obsess Residue Annul Peruse Staid Vocabulary in Context C A B A D
• create baseline • create set point • validity IGNORE fair test’ DO NOT CREDIT ‘control variable’ / ‘controlled variable’ 1 (ii) Read as paragraph. Mark the first 2 responses only. DO NOT CREDIT ref to time / same number of leaf discs / same plant (as these given in the question) IGNORE ‘fair test’ without further explanation 1 discs, the same size / cut with same cutter, so same surface area; ALLOW for same amount of pigment / chloroplast 2 discs taken from same part of the leaf / leaves used from the same part of the plant so same amount of, pigment / chloroplast; 3 same distance from light source so light intensity is the same; 4 bulb the same (wattage) each time so light intensity is the same; 5 same thickness of filter so intensity is the same; 6 carry out in darkened room / only 1 light source in room / completely cover tube with filter, so only light of desired wavelength enters; 7 CO2 in excess / AW, so CO2 not limiting / enough CO2 for photosynthesis / enough CO2 for Calvin cycle / enough CO2 for light independent stage; 8 same, volume / concentration / batch, of indicator so that colour changes are comparable; 9 heat, sink / shield, between light source and tube to reduce temperature changes; 10 carry out at, same / constant, temperature as temperature affects enzyme, activity / structure; Enzyme ref must be qualified 11 carry out, repeats / replicates, to, calculate mean / identify anomalies; IGNORE ref to improving reliability IGNORE how anomalies dealt with DO NOT CREDIT preventing anomalies 12 AVP (to include precaution and explanation);; CREDIT any reasonable precaution with a suitable explanation (even if explanation already given) e.g. • rinse test tubes with distilled water so starting pH is the same 2 max (iii) Mark the answer. If the answer is correct and an additional answer is given that is incorrect or contradicts the
insecure ambivalent/resistant attachment: characterized by a child’s clingy and dependent behavior toward caregiver; caregivers are likely inconsistent authoritative parenting: marked by high expectations of children, but tempered with understanding a support for their children as well; generally thought the most beneficial neglectful parenting: marked by a general disinterest and disengagement from a child’s life and needs; most damaging permissive parenting: also known as indulgent parenting & potentially harmful; parents do not set limits or rules for children, instead avoiding anything that will upset them authoritarian parenting: also called strict parenting; characterized by parents are demanding by not responsive; very little open dialogue and a big emphasis on punishment imprinting: the process by which certain animals form attachments during a critical period very early in life. psychosocial development: Erik Erikson’s psychodynamic theory of personality development as it coincides with “crises” between the needs of the individual (psycho) and society (social) trust v. mistrust stage: infant develops a sense of trust when interactions provide reliability, care, and affection; lack of this will lead to mistrust. basic trust: according to Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with caregivers autonomy v. stage: 0-1.5 yrs; infant develops sense of personal control over physical skills
by Picasso e) Miguel de Cervantes Saavedra (writer) Best For. One of Spain's most famous writers, Miguel de Cervantes created one of the world's greatest literary masterpieces, Don Quixote de la Mancha, in the early 1600s. by Pablo Picasso 6. Variedades (varieties) – BOOK PAGE 191, 203, 206, and 212 a) Sport: el fútbol (soccer) Teams: El Real Madrid (!Hala Madrid! FC Barcelona (known as El Barca) b) National dance: el flamenco and las sevillanas. Singing, dance, and guitar as well as rhythmic clapping or foot taps. Flamenco dance is an expressive dance form that mixes percussive footwork with intricate hand, arm and body movements. Zapateado leccion
10. The graphs of the derivatives of the functions f, g, and h are shown above. Which of the functions f, g or h have a relative maximum on the open interval ? a. f only b. g only c . h only d. f and g only e. f, g, and h 11. If f is the function defined by , what are all the x-coordinates of points of inflections for the graph of f? a. b. 0 c. 1 d. 0 and 1 e. , 0 and 1 12. The absolute maximum value of on the closed interval occurs at a. 4 b. 2 c. 1 d. 0 e. 13. Let and let have derivative critical numbers at –2, 0, and 2. Use the second derivative test to determine which critical number(s), if any, give a relative minimum. a. –2 b. 2 c. 0 d. –2 and 2 e. 0 and -2 No Calculator --- No Calculator --- No Calculator --- No Calculator --- No Calculator --- No Calculator 14. Let f be a function defined and continuous on the closed interval [a, b]. If f has a relative maximum at c and a < c < b, of the following must be true? I. must exist. II. If exists, then . III. If exists, then . a. II only b. III only c. I and II only d. I and III only e. II and III only
15. The graphs of the derivatives of the functions f, g, and h are shown above. Which of the functions f, g or h have a relative maximum on the open interval ? a. f only b. g only c. h only d. f and g only e. f, g, and h 16. The absolute maximum value of on the closed interval occurs at a. -2 b. 0 c. 1 d. 2 e. 4 No Calculator --- No Calculator --- No Calculator --- No Calculator --- No Calculator --- No Calculator Part IV. Free Response: No Calculator is permitted. 17. The figure below shows the graph of , the derivative of the function f, for . The graph of has horizontal tangent lines at , , and ,, and a vertical tangent at .
a. Find all values of x, for , at which f attains a relative minimum. Justify your answer. b. Find all values of x, for , at which f attains a relative maximum. Justify your answer. c. Find all intervals for which . d. At what value of x, for , does f attain its absolute maximum?
to Curriculum To be encouraged, modelled and explored. (NZC p9-11). What aspects of the values does this activity explore, encourage or model. Vision What we want for our young people Principles Beliefs about what is important Values Expressed in thought and actions Key competencies of the key competencies (NZC are used in the activity? Specific examples rather than just thinking, what type of thinking? Pedagogical Approaches Based on the HPS Inquiry Model (see attached) All units follow this process. Aspects of effective pedagogy (NZ p34-36) are highlighted in the activity.
Banners big enough to stand out in the 4 corners of the room - these may be created by the students. Hauora Headings; physical – taha tinana; mental and emotional – taha hinengaro; social – taha whanau; spiritual – taha wairua Strips of coloured Formative
Demonstrate – Using a large picture of a house unpack with the students the importance of having four walls that make the house stand up. Consider – What would happen if one of the walls was to fall down? Explain that just like the four walls that support a house we need these four things to support us and keep us well. Write the ‘Hauora’ headings on the house. Activate – Give the students time, in their pairs, to discuss under which of the 4 hauora headings they think their statements would fit.
Resource 04 - De Bono’s Problem Solving Information Sheet Resource 05 - De Bono’s Thinking Hats Worksheet Resource 06 – Resource List Prepare – Copies of Resource 04 - De Bono’s Problem Solving Information Sheet Copies of Resource 05 - De Bono’s Thinking Hats Worksheet Copies of information sheets that are appropriate for student needs (refer to Resource 06 - Resource List) Strips of paper
Completed De Bono’s Thinking Hats Worksheet (lesson 4-5) Resource 07 - De Bono’s Question Stems Prepare – Completed De Bono’s Thinking Hats Worksheet (lesson 4-5) Resource 07 - De Bono’s Question Formative Connect – Reflect on the key statements from the unpacking of research sheets.
Resource 09 - Needs Analysis Planner Inquiry Folders Useful sites Resource 11 – Instruction Sheet Example (L2 Mental Health) Resource 12 – Instruction Sheet Template Reflect on Hauora: Using the initial statements consider what aspects of hauora could be strengthened by inquiring into our ‘Big’ question. Lessons 14: Conclusion/Report Interpretation Conclusion New ideas Communication of recommended actions
Activate – In your inquiry groups discuss how you can your key findings, with the class, in 5 minute session. This will vary depending on the collective skills of the group and differentiation should be encouraged. Emphasise that this is to be brief summary of the key findings of your data. It may involve such things as sharing graph, slide show or an oral presentation. Demonstrate – In inquiry groups students develop their summarised findings using identified method.
Unit 4: Exponents and Variation By the end of the unit students will be able to: Simplify monomials Solve radical equations Solve direct and indirect variation problems Solve rational equations Day Date Lesson Assignment 1 Mon. Oct. 9th Monomials Foldable NO HOMEWORK 2 Tues. Oct. 10th Practice Monomials NO HOMEWORK 3 Wed. Oct. 11th PSAT NO HOMEWORK 4 Thurs. Oct. 12th Monomials Quiz Radicals and Fractional Exponents Homework 4.2 5 Fri. Oct. 13th Solving Radical Equations Homework 4.3 6 Mon. Oct. 16th Direct and Inverse Variation Homework 4.4 7 Tues. Oct. 17th Direct and Inverse Variation Practice NO HOMEWORK 8 Wed. Oct. 18th Solving Rational Equations Homework 4.5 9 Thurs. Oct. 19th Solving Rational Equations Practice NO HOMEWORK 10 Fri. Oct. 20th Unit 4 Review Review for Test 11 Mon. Oct. 23rd Unit 4 Test NO HOMEWORK
Skills required for managing the site e.g. chain saw skills tree surgery coppicing brashing surveying skills When will you be reviewing the plan - set a date Details of management committee if any, or names of those responsible for managing the site Time for different operation, this could be prepared year by year and agreed by those involved An outline of the level of use you expect the site to receive by Forest School A brief description of the way in which you are running forest school at the site, how you use the different areas of the site and for what Monitoring Methods to be used for monitoring the condition of the site, aspects of its biodiversity such as particular species Concerns and issues Any concerns you have regarding the site, and its use. Other issues you feel should be mentioned in the plan, i.e. other things you want those managing the site to be aware of. Map showing any constraints PROWs boundaries protected species sensitive area unsafe areas Map of different areas within the site or management compartments Map annotated to show proposed management of the different area Designations e.g. SSSI Local Nature Reserve
Map showing the location of the site, clearly marking the main access point Biodiversity survey results: plants butterflies breeding birds Safety policy for Forest school at the site Risk assessments forms for each forest school session Generic that you are managing on the site e.g. trip and slip hazards, eye level branches Historic maps of the site e.g. early OS maps of the site Zoning the area for different activities you may have one route in for Forest School access and another for extraction of timber. Features of the site: What are the features particular to you site that you want to conserve/ enhance/change? Think about both positive and negative features. Think about the features you have identified in your site. Do they need managing in order to achieve your vision? If so, how? Add additional issues that you want to cover in your plan Add additional issues that you want to in your plan Add additional issues that you want to cover in your plan
How does tourism affect water resources in Goa, India? To answer the question you need to gather information and write your analysis in the comment boxes in the right hand column (the boxes will resize as you type more in). Do not download more than 5 small images. Use the hyperlinks shown in blue to gather information from the sources you visit. Press control and left click over the blue words If you choose to copy and an image you will need to resize it using the picture toolbar Sources Comments Location Which continent and country is this destination in and what are the neighbouring states? What is the latitude and longitude of the capital Panaji – also known as Panjim? (You may wish to insert a small sized map.) Getting there (to Dabolim Airport, Goa) How far would it be to fly there from London or your local airport? What would be the amount of CO2 created by the return flight? Weather and climate (for today’s weather) What are the key Are the seasons similar to the UK or different? Rainfall? Temperature? Sunshine? (You may wish to insert a small climate graph – if you do it will probably need to be downsized) Landscape (select terrain from the menu on the icon in the top right of the screen) What is the landscape like? What evidence of surface water is there? How does tourism affect water resources in Goa, India? Tourist Attractions What kind of activities/attractions are there for the holiday maker? How many of these involve high levels of water consumption?
UNIT 4: FOURIER REPRESENTATION FOR SIGNALS – 1 1. State and prove the periodic time shift and periodic properties of DTFS. [ June 14 6marks] Solution: Periodicity: As a consequence of Eq. (6.41), in the discrete-time case we have to consider values of R(radians) only over the range0 < Ω < 2π or π < Ω < π, while in the continuous-time case we have to consider values of 0 (radians/second) over the entire range –∞ < ω < ∞. Time Shifting: 2. Find the inverse Fourier transform x [ n ] [ 6 marks] Solution: 3. State and prove the time shift and periodic time convolution properties of DTFS. [June 13, 6marks] Solution: 23
MANIUPLATING QUADRATIC EXPRESSIONS – TEST REVIEW #4 Expand and simplify the following: (x + 3) (x + 6) b) (x – 2) (x + 4) c) (4x - 3) (3x + 2) Factor the following algebraic expressions using the Common Factoring method. 7x + 21 b) x3 – 4x2 c) 8x2 – 24x + 12 d) 3x2 – 9x + 12 Factor the following using the Trinomial Method (double brackets). x2 + 11x + 24 b) x2 – 8x + 16 c) x2 – 6x + 5 d) x2 – 3x – 10
AP Human Geography—Unit 4 Vocabulary Ethnic and Political Geography Chapter 7—Ethnicity Apartheid Balkanization Balkanized Blockbusting Centripetal force Cultural Landscape De Jure Segregation De Facto Segregation Ethnic cleansing Ethnicity Ethnic cleansing Levittown Multi-ethnic state Multinational state Nationalism Nationality Nation-state Race Racism Racist Self-determination Sharecropper Triangular slave trade White Flight Zionism Chapter 8—Political Geography Alliance Annexation Balance of Power Boundary Centrifugal force Centripetal force Colonialism/colonization Compact state Core area Democratization Elongated Enclave European Union Exclave Federal state Fragmented Frontier Gerrymandering Heartland Imperialism Landlocked state Mercantilism Microstate Nongovernmental organizations (NGOs) North American Free Trade Agreement (NAFTA) North Atlantic Treaty Organization (NATO) Organization of Petroleum Exporting Countries (OPEC) Perforated state Prorupted state Ratzel's organic theory Reapportionment Redistrcting Sovereignty State Stateless nation Supranationalism Territorial seas Terrorism Unitary system United Nations Some Important Notes About Vocabulary—in general not just this list: Not all the terms are in the book. The terms that are not will be discussed in class. You are responsible for any information discussed in class (or in any assigned readings) that pertain to these terms when it comes to taking a vocabulary quiz. The vocabulary quizzes are NOT typically based on definitions straight from the glossary. Rather than memorizing a book definition that may or may not mean something to you, your goal should be to know everything you can about each term and understand how it relates to what you already know as well as how it relates to the other terms on the list. Your task is to learn the terms as you go rather than waiting until the night before a quiz. Remember, our goal here is to acquire and retain knowledge and understanding. Cramming doesn’t do much to help accomplish this goal.
Materials Materials: First visit Facilitator Guide to Personal Finances Expense Tracking Worksheet “Thinking your Results” worksheet Participant Paper and pencil Materials: Second visit Facilitator Calculator Pen and “Thinking about your Results” worksheet Retrospective quiz Participant Filled-out expense tracking sheet
3. Factor using special products. or ax2 – c, a and c are perfect squares, the answer will use the square-roots of a and c. 20. 24. 4. Factor by grouping. When there are 4 terms to be factored, group the first 2 factors and then the last 2 factors. Take out the GCF from each group. Group the GCFs in one binomial and the remaining GCF in the other binomial. 25. 26. 27. 28. 29. 30. 5. Recognize which type(s) of factoring to use and factor completely. Try to take out a GCF first. Then look at how many terms you have and the leading coefficient to decide what other factoring to use. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40.
Unit 5: The New South Page Numbers – Textbook (p. 317-373) Coach (p. 110-121) CRCT Prep (94-107) I. Economics of the New South Bourbon Triumvirate Group of three wealthy men (Joseph E. Brown, Alfred H. Colquitt, John B. Gordon) that led the Georgia Democrats and tried to help the wealthy, white citizens of during the New South. Populist New political party that was formed during the New South; supported farmers and African Americans in the South. Rebecca Latimer Felton reformer that worked to improve child labor laws and prison conditions; served as the first female U.S. Senator. Henry Grady Person known as “the voice of the New South” and “the father of the New South”; used his influence working for the Atlanta Constitution to persuade Northerners about the South’s ability to be industrial; helped to organize the International Cotton Exposition. Tom Watson Georgia politician and leader of the Populist Party; created the RFD Bill that delivered mail to rural areas for free; assisted poor Georgians and farmers. International Cotton Expo. Event held in 1881 and 1895; created to show the economic recovery and potential of the South after Reconstruction; tried to get businessmen to invest money in by building factories (industry). 1906 Atlanta Riot Racial violence between and black citizens in 1906; began as a result of false accusations against black citizens (raping and murdering white women) published in the Atlanta Journal and Constitution. Leo Frank Jewish factory manager accused of killing a 14 year old white girl named Mary Phagan; he was sentenced to death but the sentence was later changed to life in prison; kidnapped and lynched (hung) in Marietta. Knights of Mary Phagan The Ku Klux Klan was reborn in after they lynched the man who was accused of murdering Mary Phagan – what was this group called? System System of voting used in local and state elections which gave small, rural counties more voting power; later declared unconstitutional in 1962. II. Social and Political Change Jim Crow Laws Laws passed to establish segregation among black and white citizens. Disenfranchisement Rules used to take away African Americans right to vote; included the use of the Poll Tax, Owning of Property, and Literacy Tests.
UNIT 5 WORK BOOK UNIT 5: Delivery of a Forest School Programme Guided Learning hours (GLH) supervised or direct study time required for a unit. Total Qualification Time (TQT) number of guided learning hours (GLH) plus the time taken by learner for private study or work experience. Credits 3; Guided Learning hours 15; Total Qualification Time 30 This unit has 3 learning outcomes. Learning Outcomes Assessment Criteria The learner will: The learner can: 1. Be able to facilitate an ‘Introduction to Forest School Programme’ according to the Forest School ethos and principles. 1.1. Facilitate an ‘Introduction to Forest School Programme’ with a minimum of six sessions, demonstrating flexibility in response to individuals’ needs. 2. Be able to assess the impact of the ‘Introduction to Forest School Programme’ on participants. 2.1.Observe a minimum of three participants assessing the impact of the ‘Introduction to Forest School Programme on each of the participant’s learning and development. 2.2. Make recommendations for progressing each individual’s learning and development as the programme continues. 3. Be able to evaluate an ‘Introduction to Forest School Programme’. 3.1. Evaluate each session of the ‘Introduction to Forest School Programme’ showing how observations and evaluations inform future session plans. 3.2. Carry out a summative evaluation at the end of the ‘Introduction to Forest School Programme’ explaining how this will inform your long term Forest School strategy. Forest School Leader Level 3 Certificate – UNIT 5 Name: Address:
5. Find the area of the surface formed by revolving the curve on the interval about the polar axis. (A) (B) (C) (D) (E) Part II. Free Response: Graphing Calculator Permitted Be sure to show all your work. 6. The graph of the polar curve is shown below and to the right. Let R be the shaded region in the first quadrant bounded by the curve and the x-axis.
Give the description of one of the original colonies from the Procedure Part A above: _____________________________ After staining record: Cell color: _____________ Gram(+) or Gram(-)? _______________ TM used: 1000X Field diameter: __________ Number of cells that fit across: ______ Cell size in mm:___________ Cell size in μm:___________ Cell shape: ______________ Cell arrangement:__________________ Give the description of the other original colony from the Procedure Part A above: _____________________________ After staining record: Cell color: ______________ Gram(+) or Gram(-)? _______________ TM used: 1000X Field diameter: __________ Number of cells that fit across: ______ Cell size in mm:___________ Cell size in μm:___________ Cell ______________ Cell arrangement:__________________ Conclusion Compare the results of your Gram stain to your hypothesis regarding colony types. Was your hypothesis correct or not? ___________. Explain how you know this. Post-Lab Questions Name ___________________
UNIT 5: Forensic Toxicology Forensic Science / Grade 12 Estimated Unit Length: 2 Week Date Created: August, 2016 The students will understand . . . Essential Questions: Unit Components/Sub-Headings The Role of Forensic Toxicology Toxicology of Alcohol Testing for Intoxication The Analysis of Blood for Alcohol The Role of the Toxicologist Knowledge—The students will know . . . Concepts/Topics Introduction Toxicologist Vocabulary Absorption Acid Alveoli Anticoagulant Artery Base Concepts/Topics The Metabolism of Alcohol Alcohol in the Circulatory System Vocabulary Capillary Excretion Concepts/Topics Breath Testing for Alcohol Sobriety Testing Vocabulary Fuel Cell Detector Metabolism Oxidation pH Scale Concepts/Topics Collection and Preservation of Blood Blood Alcohol Laws Constitutional Issues Vocabulary Preservative Toxicologist Vein Concepts/Topics Challenges of the Toxicologist Collection and Preservation of Toxicological Evidence Techniques Used in Toxicology Significance of Toxicological Findings The Drug Recognition Expert Unit Vocabulary/ Concepts/Topics Unit Vocabulary/ Concepts/Topics Objectives and Standards: Skills---The students will be able to . . . Assessments/Evidence Explain how alcohol is absorbed in the blood stream, transported throughout the body and eliminated by oxidation and excretion. (HS-LS1-2) Understand the process by alcohol is excreted in the breath via the lung. (HS-LS1-2) Understand the concepts of infrared and fuel cell breath-testing devices for alcohol testing. (HS-LS1-2) Describe commonly employed field sobriety tests to access alcohol impairment. (HS-LS!-2) List and contract laboratory procedures for measuring the concentration of alcohol in the blood. (HS-LS1-2) Relate the precautions to be taken to properly preserve blood in order to analyze its alcohol content. (HS-LS1-2) Understand the significance of implied-consent laws and the Schmerber v. California case to traffic enforcement. (HS-LS!-2) Describe techniques that forensic toxicologists used to isolate and identify drugs and poisons. (HS-LS1-2) Appreciate the significance of finding a drug in human tissue and organ to assessing impairment. (HS-LS!-2) Bell-Ringer Journal Activities Exit-Slips Exams Quizzes Small Group (Team Activities) Experiments Projects Presentations Case Studies Vocabulary Instructional Resources/Materials
22) garage is 264 square feet. If the length is 12 feet, what is the width of the garage? _______________ 23) For the following questions determine whether the situation is asking for perimeter (P) or area (A) and circle the correct answer. Then find the perimeter or area. If needed draw a figure to help you. Remember to the units correctly. a) Charles wants to build a picture frame for one of his paintings. The painting is 26 inches tall and 23 inches wide. How many inches of frame does he need? P or A _______________________ b) In baseball, the distance between bases is 90 feet. Ben hits a home run and had to run around all four bases. How far did Ben run? P or A __________________ c) Tom is putting a wallpaper border around the top of the wall in his bedroom. His bedroom is 4 long and 3 yards wide. How many yards of border does Tom need? P or A _____________________ d) Mary is putting a new floor in her kitchen. Her floor is 10 meters long and 9 meters wide. How much flooring does Mary need? P or A _____________________
Objective: The students will discover the properties of interior and exterior angles of polygons Activity: Students will be given different shapes and a protractor. They will explore the interior and exterior angles to come up with rules. 3)Classwork: Interior & Exterior Angles W.S. Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints. Know precise definitions of circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Day 106 1) Classwork: Hang Drywall on Ceilings 2) Classwork: Hang Drywall on Walls Day 107 1)Lesson: Midpoints and Midsegments of Triangles & Trapezoids Objective: The students will apply the midsegments of triangles and trapezoids in problem solving situations 2) Activity: The students will explore the angles and midsegments of a trapezoidal bay window 3) Classwork: Midsegments W.S. 4) Lesson: Geometric Constructions Objective: The students will perform the construction of an angle and segment bisector as well as copying an angle and segment
Date Classwork Homework 3/12 Unit 4 Test (Chapters 12 and 13) Read chapter 16, section 1 3/13 Critical Reading In Plain English video on the structure of the Fed Chapter 16, section 2 with reading guide Finish Chapter 16, section 2 and reading guide 3/16 Check reading guide Tools of the Fed notes Page 55 in EW (for notes) Page 56 and 57 in EW Finish page 56 and 57 in EW 3/17 Check homework Critical Reading Page 58 in EW on poster paper (group project) Page 59 and 60 in EW Finish page 59 and 60 in EW 3/18 Go over page 59 and 60 in EW Monetary Policy Quiz Chapter 15, section 1 3/19 Critical Reading Fiscal Policy notes Page 62 and 63 and go over Practice fiscal policy quiz (not taken for a quiz grade, just an old quiz for practice) 3/20 Page 64 in EW Page 65 in EW Page 66 in EW Finish for homework all classwork 3/23 Check homework Go over page 64 and 65 in EW –types of money, functions of money Practice Test Questions Pass out study guide Start work on study guide Start preparing for test 3/24 PH School Codes Work on Guide Study Guide/Study 3/25 Monetary and Fiscal Policy test (Chapters 15 and 16) None
UNIT 5: FOURIER REPRESENTATION FOR SIGNALS – 2 1. Define the DTFT of a signal. Establish the relation between DTFT and Z transform of a signal. [Jan 14, 7marks] Solution: 2. Find the DTFT of the sequence x(n) = αnu(n) and determine magnitude and phase spectrum. [June 14, 8marks] Solution 27
Learning activity, specific expectation, teaching/learning strategies Example: Instruct/Guide/Model/ Assist/ Assess Example: Thinking skills Literacy skills Creative skills Mode/Strategy/Tool; Key questions and prompts/ POSSIBLE ASSESSMENT STRATEGIES Teacher Conference Exit Card Self Assessment Checklist Concept Attainment, Mind Map, Concept Map Select Response Observation checklist Interview Peer Edit Spot Check Quiz Question and Answer Demonstration Teacher Edit Checklist Discussion Thumbs Up/Thumbs Down Self Assessment Response Form Other VARIETYOF LEARNING EXPERIENCES Ensure that there are a variety of learning experiences provided to match the class and individual learning profile that you have developed for this group of learners (see below). Mark any you have used. Learning Experiences Inquiry Questions Anticipation Guide Brainstorming Case Choice Boards Class Discussion Computer Simulation Concept Attainment Concept Formation Concept Creation Concept Mapping Critical Dialogue Cubing Debate (Formal)
Debate (Informal) Examine Both Sides Game Game Theory Graffiti Graphic Organizer Creation Graphing Guest Speaker Inside/ Inquiry Jigsaw Journal Writing KWL chart Learning Centres Learning Contracts Metaphors Review/Analysis Mind Map Note Making (student generated) Note Making (teacher generate Numbered Heads Jigsaw Panel Discussion Placemat P/M/I Problem Based Learning Puzzle Pieces RAFTS Research (Guided) Research (Independent) Report Writing Response Writing Response Journals Role Playing Round Robin Simulation Snowball Socratic Dialogue/ Rich Questioning Song Creation Teams Games Tournaments Way Debate Think Pair Share Think (Graduated) Think Together – Think Apart Thinking Routines Tiering Values Line Venn Diagram Video Clip Word Wall Word Web Other ___________ STEP 4 REFLECTION Criteria Exemplars Evidence Questioning My questions will spark student curiosity.
Unit Title: Unit #: Content Area: Time Frame: Grade Level: Standards: Student Objectives (I can…): Bloom's Level : MP1 Make sense of problems and persevere in solving them. MP2 Reason abstractly and quantitatively. MP3 Construct viable argument sand critique reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning. Literacy Standards: Student Objectives (I can…): Bloom's Level : : Student Objectives (I can…): Bloom's Level : Vocabulary: Resources: Instructional Strategies / : Assessment: Intervention/Remediation Enrichment