zilongwang/ReadingBank huggingface dataset:
The town’s so full of these confounded dials.” With modern society we have too much artificial light around us that may keep us away from sleeping. In addition, modern society brought various stressors that did not exist at Plautus’s time. College students are well-known owls as they pull an all-nighter during finals or they stay up late chatting with their friends or surfing the internet, gazing like a zombie at the computer screen at 2 am in the morning. Are humans the only organisms that have circadian rhythms? As the title implies, larks and owls also have internal rhythms and their circadian rhythms are different. In fact, every living thing, from fungus to bacteria to plant to animal, has a circadian rhythm. Some animals are nocturnal (active at night), some are diurnal (during the day) and some are crepuscular (at twilight hours). References Breus, M.J. (2009, December 4). The lark vs. the owl: Ingrained sleep patterns. The Huffington Post. Retrieved from http://www.huffingtonpost.com/ Foster, R.G. (2005). Rhythms of Life. Yale University Press. Smolensky, M., & Lamberg, L. (2001). The body clock guide to better health. Holt Paperbacks. The Lark vs. The Owl Questions Based on the results of the current research, are there more people who wake up with sunrise (larks) than people who go to sleep late and wake up at noon (owls)? In his poem, the Roman playwright Platus compares his belly to a sundial and states that his belly was more precise than a sundial. Keeping in mind the concept of biological rhythms, what does he imply with this comparison? Based on the information presented in the article, how much control do we have over our circadian rhythms? Explain. Are there any other organisms besides humans that have circadian rhythms? If there are, please give some examples and state what their rhythms are like.
a. How is the number 6 related to the integers and in the factored form? ___________________________________ b. How is the number 5 related to the integers and in the factored form? ___________________________________ c. What is a factored form for ? 9. Find equivalent factored forms for each of these standard-form quadratic expressions. a. b. c. d. e. f. g. h. i. j. 10. Write these expressions in equivalent forms as products of linear equations. When a quadratic expression involves differences, finding possible factors requires thinking about products and sums involving negative numbers. a. b. c. d. e. f.
APHG – UNIT 5 - VOCABULARY Religion RELIGION VOCAB – CHAPTER 7 Religion Monotheistic religion Polytheistic religion Animistic religion Universalizing religion Ethnic religion Indigenous religions Shamanism Theocracy Religious Landscapes Sacred sites Pilgrimage Hinduism Reincarnation system Untouchables Buddhism Stupas Shintoism Taoism Feng shui Confucianism Islam Sunni Shi’ite Hajj Kaba Minarets Sharia law Jihad Judaism Jewish Diaspora Zionism Christianity Eastern Orthodox Church Catholic Church Protestant Reformation Sacred Sites of Jerusalem Intrafaith boundaries The Troubles Interfaith boundaries African Transition Zone Israeli – Palestinian Conflict Religious fundamentalism Religious extremism Secularism Map – Religious Regions of US
Guernica The May, 2008, Paper 2 asked: “Even in the twentieth century, the term ‘total war’ could not be applied to any war. To what extent do you agree with this judgment?” Using evidence specifically related to the bombing of Guernica, show how you would respond to this prompt.
an identification of each hazardous air pollutant monitored at the affected source; the beginning and ending of the reporting period; a brief description of the process units (e.g., subcategory, design capacity, fuel, control equipment); the emission standards and operating parameter limitations specified in Subpart UUUUU for each affected EGU; the monitoring equipment manufacturer(s) and model number(s); the date of the latest certification and/or audit for each CMS; the total operating time of each EGU during the reporting period; an emission data summary and summary of monitored control system parameters, including: the duration of excess emissions during the reporting period (recorded in minutes for opacity and hours for gases), the duration of excess emissions expressed as a percent of the total source operating time during that reporting period, and a breakdown of the total duration of excess emissions during the reporting period into those that are due to startup/shutdown, control equipment problems, process problems, other known causes, and other unknown causes; a CMS performance summary (CEMS, PM CPMS, and control system parameter monitors), including: the total CMS downtime during the reporting period (recorded in minutes for opacity and hours for gases), the total duration of CMS downtime expressed as a percent of the total source operating time during that reporting period, and a breakdown of the total CMS downtime during the reporting period into periods that are due to monitoring equipment malfunctions, nonmonitoring equipment malfunctions, quality assurance/quality control calibrations, other known causes, and other unknown causes; a description of any changes in CMS, processes, or controls since the last reporting period; The total fuel use by each EGU subject to an emission limit, for each calendar month within the semiannual reporting period, including, but not limited to, a description of the fuel, whether the fuel has received a non-waste determination by EPA or the basis for concluding that the fuel is not a waste, and the total fuel usage amount with units of measure.
subpart. d. 40 CFR Part 60, Subpart A 40 CFR 60.1 through 60.19 Table 9 to Part 63 Subpart UUUUU lists the applicability of the General Provisions to the utility boilers; Table 9 – Applicability of General Provisions to Subpart UUUUU. e. OAC rules 3745-31-10 through 20 or OAC rules 3745-31-21 through 27 PSD PTI # or Non-attainment PTI # f. OAC rule 3745-17-07(A)(1) The opacity restriction specified by this rule is less stringent than the opacity standard established pursuant to 40 CFR Part 60, Subpart(s) D, Da, Db, or Dc. 40 CFR 60.42(a)(2); or 40 CFR 60.42Da(b); or 40 CFR 60.43b(f); or 40 CFR 60.43c(c) Visible emissions from the steam generating unit shall not exhibit greater than 20 percent opacity, as a six-minute average, except for one 6-minute period per hour of not more than 27% opacity g. OAC rule 3745-17-10(C) The PM emission limitation specified by this rule is less stringent than the emission limitation established pursuant to 40 CFR Part 60, Subpart(s) D, Da, Db, or Dc. h. OAC rule 3745-18 The SO2 emission limitation specified by this rule is less stringent than the emission limitation established pursuant to 40 CFR Part 60, Subpart(s) D, Da, Db, or Dc. i. OAC rule 3745-110-02 OR OAC rule 3745-110-03 The existing boiler(s) is/are not subject to this rule since it/they are not located in one of the counties listed under OAC rule The NOx emission limitation specified by this rule is equivalent to or less stringent than the emission limitation established pursuant to 40 CFR Part 60, Subpart(s) D, Da, Db, or Dc. Additional Terms and Conditions XXX [40 CFR 63.9984(a)] through [40 CFR 63.10023]
Use a Think/Pair/Share to discuss the key features of the motion and the connections to the graphs (e.g., the initial position, when student walked towards/away from the CBR, when the graph is horizontal). pause the video after each walk for discussion Alternative whole-class activity: Students take turns using a Calculator Based Ranger (CBR™) or a motion detector, a graphing calculator and a display device (e.g., calculator overhead device, document camera) to create various graphs. Challenge them with scenarios that will change the graph (e.g., walk faster, stop, go towards and away from CBR, get a steeper line, create a vertical line). Have students engage in an activity requiring them to match a graph (e.g., Dist Match, an app found on the TI series of graphing calculators, using a CBR) in small groups. Action Task 2: Movie Theater Students watch three videos of stories describing motion and observe the graph features. Script and graph are provided onscreen. a man’s journey from his car to the movie theater a boy’s journey from his bike to the movie theater a skateboarder’s journey to the theater Discussion Prompts and Notes For each Movie Theatre Scenario identify: how the story describes what you are observing in the graph (use words from the Minds On - CBR Walk activity: away, towards, stopped, slower, faster, initial position) how the graph demonstrates what is happening in the story. Responses should include: if the person is walking (or riding) towards the theatre the graph rises to the right if the person is walking (or riding) away from the movie theatre, the graph falls to the right if the person is stopped, the graph is a horizontal line the initial position is the starting on the vertical axis if the speed is constant the graph is a straight line if the speed is changing the graph is a curve if the speed is faster the line or curve is steeper if the speed is slower the line or curve is less steep Common Errors: confusing what the graph looks like for movement away and towards the CBR confusing what the graph looks like for speeding up and slowing down thinking that a line rising to the right means going up hill thinking that a line falling to the right means going down hill
explore what happens when you change the constant but keep the multiplier the same Journal Prompts and Sample Responses Make notes while working through CLIPS Activity 3.3: Different Constant, Same Multiplier Investigation When the constant in a pattern rule is changed while the multiplier stays the same, the vertical intercept of the line changes. Increasing the constant makes the vertical intercept larger. Decreasing the constant makes the vertical intercept smaller. The steepness of the line remains the same, which means they are all parallel. Discussion Prompts and Sample Responses In Activity 3.3 Different Constant – Same Multiplier, the equation: (Number of Tiles) = (Position Number) x multiplier + constant is used. What part of this equation affects the vertical intercept of a line representing the linear growing pattern? The constant affects the vertical intercept. Previously you the equation to include rate of change and initial value: (Number of Tiles) = (Position Number) x rate of change + initial value. What part of this equation affects the vertical intercept of a line representing the linear growing pattern? The initial value affects the vertical intercept. Check Your Understanding Students will: review what effect changing the initial value or the rate of change has on the graph of a linear growing pattern check their answers with the solutions provided Consolidation Task 4: Students will: review the multiplier, constant, rate of change, vertical intercept and their effect on the linear growing pattern Provide manipulatives (e.g., colour tiles or linking cubes) so that students can build their own linear growing pattern. Students can take a photo of their pattern and use it to determine the equation of their line. [e.g., (#tiles) = (position #) x rate of change + constant)] CLIPS Activity 3.5 has additional assessment opportunities for students to show what they know. Journal Prompts and Sample Responses Make notes while working through CLIPS Activity 3.4: Check Your Understanding
No-load speed: ________ Stall torque: ________ make many design decisions by calculating important results from these specs. For example, what is the torque at which the motor delivers maximum power? Refer to the presentation Maximizing Motor Power if needed. =Motor torque for maximum power = ½ stall torque = ________ N·m often want to select a component based on something they calculate from the specs. Suppose you are selecting a cell phone vibration motor and want at least 200 mW of power. Will this motor do the trick? Calculate the maximum output power of this motor. Note that the speed of the motor at half the stall torque is half the no-load speed.  = Motor speed at maximum power = ½ no-load speed = ________ rad/s Pout = Motor output power at maximum power =  × = ________ W is common for motor output power to be reported in horsepower. Convert the output power to hp. Show your work. Pout = ________ W × __________________ = _________ hp the Internet to look up the output of a power tool or air compressor on the market. Describe what you found out. Compare to your motor. you characterized your motor, you can make a lot of design decisions. Suppose you want to use your motor to drive a robot that requires 10 N·m of
U6 Practice Plan Note: Be sure and in water breaks as needed. Theme: Dribbling and Ball Control Explain and Demonstrate: Use all parts of your foot; explain why (using as few words as possible) Inside of your foot = control, protecting the ball from an attacker and making inside turns. Outside of your foot = to turn to the outside. Top of your foot = to go fast. You can mark spots on their shoes with tape to help them remember where to strike the ball. demonstrates. 3. Warm Up: Chaos! Create a confined area and have each player dribble a ball around without losing control or bumping in to anyone else. 4. Stretch: Have the players form a circle and do some basic stretches. 5. Exercise: See below. U6 EXERCISE: DRIBBLE AROUND SHAPES Create basic shapes using your cones; a circle, a square and a triangle. Divide your players evenly amongst the shapes. Have the kids dribble around the shapes, staying on the outside of the cones. Rotate direction, and then rotate to a different shape. A B A B A C C C C C B 6. Game: See Below. U6 GAME: MARTIAN INVADERS! Place cones in the shape of a square; about 15 yards by 15 yards. Divide your team into 4 smaller teams of equal numbers, and have them line up at a cone. Place all of the balls in the center of the square. One at a time, a player from each cone races to the center, gets a ball with their foot, and dribbles back to their “base” (cone). The next
Pole amplitude modulation method (PAM) – In this method of speed control of the original sinusoidal mmf wave is modulated by another sinusoidal mmf wave having different number of poles. Let f1(θ) be the original mmf wave of whose speed is to be controlled. f2(θ) be the modulation mmf wave. P1 be the number of poles of whose speed is to be controlled. P2 be the number of poles of modulation wave. After modulation resultant mmf wave So we get, resultant mmf wave Therefore the resultant mmf wave will have two different number of poles Therefore by changing the number of poles we can easily change the speed of three phase induction motor. Adding rheostat in the stator circuit - In this method of speed control of rheostat is added in the stator circuit due to this gets dropped .In case of torque produced is given by T ∝ sV22. If we decrease supply torque will also decrease. But for supplying the same load , the torque must remains the same and it is only possible if we increase the slip and if the slip increase motor will run reduced speed. Speed Control from Rotor Side Adding external on rotor side – In this method of speed control of external are added on rotor side. The equation of torque for is The operates in low slip region .In low slip region term (sX)2 becomes very very small as compared to R2. So, it can be neglected . and also E2 is constant. So the equation of torque after simplification becomes, Now if we increase rotor , R2 torque decreases but to supply the same load torque must remains constant. So, we increase slip, which will further results in decrease in rotor speed. Thus by adding additional in rotor circuit we can decrease the speed of three phase induction motor. The main advantage of this method is that with addition of external resistance starting torque increases but this method of speed control of also suffers from some disadvantages : The speed above the normal value is not possible. Large speed change requires large value of and if such large value of resistance is added in the circuit it will cause large copper loss and hence reduction in efficiency. Presence of causes more losses.
bold bored bossy brainy bright brilliant busy calm careful careless cautious charming cheerful childish clever clumsy coarse concerned confident confused considerate cooperative courageous cowardly cross cruel curious dangerous daring dark decisive evil excited expert fair faithful fearless fierce foolish fortunate foul fresh friendly frustrated funny gentle giving glamorous gloomy good graceful grateful greedy grouchy grumpy guilty happy hateful healthy helpful honest hopeful lonely loving loyal lucky mature mean messy miserable mysterious naughty nervous nice noisy obedient obnoxious old peaceful picky pleasant polite poor popular positive precise proper proud quick quiet rational reliable religious responsible skillful sly smart sneaky sorry spoiled stingy strange strict stubborn sweet talented tall thankful thoughtful thoughtless tired tolerant touchy trusting trustworthy unfriendly unhappy upset useful warm weak wicked wise worried wrong young
Class C Chopper Class C Chopper is a combination of Class A and Class B Choppers. For first quadrant operation, CH1 is ON or D2 conducts. For second quadrant operation, CH2 is ON or D1 conducts. When CH1 is ON, the load current is positive. The output voltage is equal to ‘V’ & the load receives power from the source. When CH1 is turned OFF, energy stored in inductance L forces current to flow through the diode D2 and the output voltage is zero. Current continues to flow in positive direction. When CH2 is triggered, the voltage E forces current to flow in opposite direction through L and CH2 . The output voltage is zero. On turning OFF CH2 , the energy stored in the inductance drives current through diode D1 and the supply Output voltage is V, the input current becomes negative and power flows from load to source. Average output voltage is positive Average output current can take both positive and negative values. Choppers CH1 & CH2 should not be turned ON simultaneously as it would resultt Class D Chopper Class D is a two quadrant chopper. When both CH1 and CH2 are triggered simultaneously, the output voltage vO = V and output current flows through the load. When CH1 and CH2 are turned OFF, the load current continues to flow in the same direction through load, D1 and D2 , due to the energy stored in the inductor L. Output voltage vO = - V . Average load voltage is positive if chopper ON time is more than the OFF time Average output voltage becomes negative if tON < tOFF . Hence the direction of load current is always positive but load voltage can be positive or negative.
Signals &systems 10EE52 The z-Plane • Complex number z = re jis represented as a location in a complex plane (z- plane) The z-transform: Let z = re jbe a complex number with magnitude r and angle . The signal x[n] = zn is a complex exponential and x[n] = rn cos(n)+ jrn sin(n) The real part of x[n] is exponentially damped cosine The imaginary part of x[n] is exponentially damped sine Apply x[n] to an LTI system with impulse response h[n], Then y[n] = H{x[n]} = h[n] ∗ x[n]
3. FDR’s advisors: “The Brain Trust” 4. New Deal Programs INITIALS STAND FOR… DESCRIPTION & EFFECT HOW DID IT HELP? 1 “Emergency Banking Bill” FDR declared a 4 day bank holiday for banks to reorganize People had confidence in the banks that reopened 2 “Fireside Chats” FDR used the radio to talk to Americans about the New Deal Reassured Americans and made them feel more secure 3 *FDIC Federal Deposit Insurance Corporation Insured bank deposits up to $5000 Confidence in the banks was restored 4 *SEC Securities and Exchange Commission Regulate the stock market; Stocks markets stabilized as trading practices reassured investors Confidence in the stocks market was restored 5 AAA Agricultural Adjustment Act Sought to end overproduction and raise crop prices Provided financial aid to farmers; raised crop prices 6 *TVA Authority Built dams to generate electric power, replanted forests, built fertilizer plants, created jobs, and attracted industry Provided water and electricity for the Tennessee area; jobs 7 CCC Civilian Conservation Replanted forests, dug ditches, fought fires, made trails Provided jobs for young men 8 NRA National Recovery Administration Established regulations for workers pay and businesses (minimum wage) Helped workers make more money, increased company profits 9 PWA Public Works Administration Built bridges, power plants and government buildings Improved the nations infrastructure and provided jobs IV. New Deal Opposition The Right (Conservatives): The government is too powerful telling businesses how to operate and spending large sums of money The Left (Liberals): The New Deal did not do enough to end the Depression C. Huey Long: proposed high taxes on the wealthy and large corporations and the redistribution of their income to poor Americans V. The Second New Deal: What problems did the Second New Deal address? Second New Deal Programs Program Description and Effect How did it help? Works Progress Administration (WPA) employed millions of people on government projects ranging from highway construction to arts programs Created jobs
Write quick notes about key events and characters. How does this section contribute to big ideas in the text? Monday, April 16 Chapters 16 & 17 Tuesday, April 17 Chapters 18 & 19 Wednesday, April 18 Chapter 20 & 21 Thursday, April 19 Chapters 22 & 23 Friday, April 20 Fahrenheit 451 Excerpt
7 04.11.14 Directed Select a potential case study topic. Identify key readings and begin to conduct research. Bring along reading and research to session 9. 8 11.11.14 Realism Required : Branston and Stafford (2010, Ch. 13) Rear-View Mirror Optional : McLuhan and Fiore (2008, pp. 22, 63, 68, 74-75, 81, 94) Optional : Levinson (1999, Ch. 14) 9 18.11.14 Preparing for the case The Understanding Media handbook description of the case study assignment. New Media in a new world Required Reading: Branston and Stafford (2010, Ch. 8) Re-read the recommended or optional reading for the case study topic you are interested in. Light-through/light-on Optional : Levinson (1999, Ch. 8) 10 25.11.14 The News and Power Required : Branston and Stafford (2010, 12) Everyone a Publisher Optional : McLuhan and Fiore (2008, pp. 8, 25, 68, 88, 150) Optional : Levinson (1999, 7, 10) 11 02.12.14 Advertising and Branding Required : Branston and (2006, Ch. 11) Environments and Anti-Environments Optional : McLuhan and Fiore (2008, pp. 8, 25-26, 41, 68, 82-85, 88, 93, 114, 126-28, 142, 148, 150) 12 09.12.13 10.12.13 Celebrity Gossip Optional : Branston and (2010, pp. 323-27) Case Deadline: 1.00, Monday 08.12.14 Classroom or Cave? Required : Starkey (1995) Optional : McLuhan and (2008, pp. 9-10, 18, 68, 100-03, 114, 126) Website This module has an accompanying website: http://www.cyberchimp.co.uk/U75102/ The website is central to the module, and you will find yourself consulting it frequently. It contains a large number of useful resources: you can download copies of this Handbook, as well as all the handouts and PowerPoint presentations from individual classes.
Minimal Criteria: A plus B plus C. Severity Criteria: Mild: Mild insomnia or mild excessive sleepiness, as defined on page 23; usually associated with a mild impairment of social or occupational functioning. Moderate: Moderate insomnia or moderate excessive sleepiness, as defined on page 23; usually associated with a moderate impairment of social or occupational functioning. Severe: Severe insomnia or severe excessive sleepiness, as defined on page 23; usually associated with a severe impairment of social or occupational functioning. Duration Criteria: 6 months or less. Subacute: More than 6 months but less than 1 year. Chronic: 1 year or longer. Bibliography: Kokkoris CP, Weitzman ED, Pollak CP, et al. Long-term ambulatory monitoring in a subject with a hypernychthemeral sleep-wake cycle disturbance. Sleep 1977;1:177–190. Miles LE, Raynal DM, Wilson MA. Blind man living in normal society has circadian rhythms of 24.9 hours. Science 1973; 198: 421–423. Miles LE, Wilson MA. High incidence of cyclic sleep-wake disorders in the blind. Sleep Res 1977; 6: 192. Okawa M. Sleep-waking rhythm and its central mechanism in humans: Studies of biological rhythm, com- puted tomography and autopsy of severely brain-damaged children. Adv Neurol 1985; 29: 346–365. Okawa M, Nanami T, Wada S, et al. Four congenitally blind children with circadian sleep-wake rhythm disorder. Sleep 1987; 10: 101–110. Weber AL, Cary MS, Conner N, Keyes P. Human non-24-hour sleep-wake cycles in an everyday environment. Sleep 1980; 2: 347–354. Adapted from: www.aasmnet.org
2016 Monday Tuesday Wednesday Thursday Friday 1 TK Field Trip to Gallo Arts Center and Hilmar Cheese Company 2 Field Trip Meeting at 5pm 5th Grade Field Trip- San Francisco Exploratorium 4 Last Day of Pennies for Polio Fund Drive 7 Early Release 1:30 8 9 10 11 Veteran’s Day 14 Early Release 1:30 Meeting McConnell Center 6:00 p.m. 15 Early Release 1:30 16 Minimum Day Release 12:30-Parent/Teacher Conferences 17 Minimum Day Release 12:30-Parent/Teacher Conferences 18 Minimum Day Release 12:30-Parent/Teacher Conferences 8:30 a.m. in the Cafeteria. 21 25 26 27 28 29 30
U7 Ball Hockey Winter 2016/17 Camp Schedule November 19th 2016 – 9:30am at Sunova Centre November 26th 2016 – 9:30am at Sunova Centre December 17th 2016 – 9:30am at Sunova Centre January 7th 2016 – 9:30am at Sunova Centre January 14th 2016 – 9:30am at Sunova Centre January 21th 2016 – 9:30am at Sunova Centre January 28th 2016 – 9:30am at Sunova Centre February 4th 2016 – 9:30am at Sunova Centre February 11th 2016 – 9:30am at Sunova Centre February 18th 2016 – 9:30am at Sunova Centre
Name: ____________________________ ______ Unit 7: Trigonometry Math 3 Homework Calendar *Section 7.1 Right Angle Trig (SOHCAHTOA) will be incorporated into daily warm-ups. Notes Day Date Topic Homework 1 7.1 Right Angle Trig (SOHCAHTOA) Homework 7.1 2 7.2 Angles, Coterminal Angles, and Reference Angles 7.3 Radian and Degree Measure Homework 7.2 Homework 7.3 3 7.4 A Trip Around the Unit Circle Homework 7.4 4 7.5 The Unit Circle & Evaluating Functions (Sine, Cosine, Tangent) Homework 7.5 Unit Circle Snowman 5 Quiz 7.1-7.5 Unit Circle Snowman 6 7.6 Exploring Period Data & Writing Sine and Cosine Equations Homework 7.6 7 7.7 Graphing Sine and Cosine Functions Homework 7.7 8 7.8 Translating Sine and Cosine Functions Homework 7.8 9 7.9 Real-World Application of Trig Functions (Part 1) Homework 7.9 10 7.10 Application of Trig Functions (Part 2) Homework 7.10 11 Unit 7 Review Study Guide 12 Unit 7 Exam EOC Prep Pack! Note: guide solutions and additional materials can be found on PowerSchool Learning!
Progression Try adding more gates with a time restriction so the players have to dribble faster to get through all the gates. This will ultimately put pressure on them and it will be harder to begin with to control their ball. In contrast you could try only having 3 gates in a smaller area so the kids are more likely to bump into each other and therefore good control on the ball, looking up and changing direction are very important to this football coaching drill. Coaching Points -> Make sure the kids use little touches and demonstrate what happens if you kick the ball too far in a game. -> Make sure the kids use the inside and outside of their feet while dribbling - not their toes. -> Demonstrate every turn that you use and show the players how this could work in a game situation. -> Make sure the kids change direction frequently and keep their heads up to see where they are going and ensure they do not bump into anyone.
Assignment 1: Skills, techniques and tactics in practical team sports Unit 8: Practical Team Sports Student Final Hand in Date Feedback 1st draft (met/refer) draft (met/refer) Individual sport logbook Performance observation P1 You should describe the skills, techniques and tactics required in 2 different team sports P3 Demonstrate appropriate skills, techniques and tactics in 2 different team sports M1 Explain skills, techniques and tactics required in 2 different team sports
B. Reflect △ABC across the line x = –1. Then translate the result 5 units down. C. Translate △ABC 6 units to the right. Then rotate the result 90° clockwise about the point (1, 1). D. Translate △ABC 6 units to the right. Then rotate the result 90° counterclockwise about the point (1, 1). Unit 6: Connecting Algebra and Geometry Through Coordinates An equation of line a is y= -1/2 x -2 Which is an equation of the line that is perpendicular to line a and passes through the (–4, 0)? 2) Parallelogram ABCD has vertices as shown. Which equation would be used in proving that the diagonals of parallelogram ABCD bisect each other? 3) Given the points P(2, –1) and Q(–9, –6), what are the coordinates of the point on directed line segment PQ that partitions PQ in the ratio ? 4) Triangle ABC has vertices as shown. What is the area of the triangle? A. square units B. 12 square units
Signals &systems 10EE52 The following relationships can be readily established, and will be used in subsequent sections for derivation of useful formulas for the unknown Fourier coefficients, in both time and frequency domains. T T  sin(kw0 t)dt  (1) 0 0  0 T T sin 2 (kw t)dt  cos2 (kw t)dt (2)  0  0 0 0  T 2 T  cos(kw0 t) sin( gw0 t)dt  0 (3) 0 T  sin(kw0t) sin( gw0t)dt  0 (4) 0
 cos(kw0t) cos(gw0t)dt  0 (5) 0 where w0  2f (6) f  1 (7) T where f and T represents the frequency (in cycles/time) and period (in seconds) respectively. Also, k and g are integers. A periodic function f (t ) with a period T should satisfy the following equation f (t T )  f (t) (8) Example 1 Prove that  sin(kw0 t)  0 0 for w0  2f f  1 T and k is an integer. Solution Let T A  t)dt 0    1  T  cos(kw t)   0 0  kw0   1  A      0   1    cos(k2)1 0   0 (9) (10)
Signals &systems Example 2 Prove that  T  sin 2 (kw t)  0 2 0 w0  2f f  1 T for and k is an integer. Solution Let T B  2 (kw t)dt 0 0 Recall sin 2 ()  1  cos(2) 2 Thus, B  T  1  1 cos(2kw t)dt  2 2 0  o       1   1 1   t   sin(2kw t)     0   2  2  2kw        0 T 1  0 B    sin(2kw0T )  2   T  1     sin(2k * 2 ) 2      T 2 Example 3 Prove that 10EE52 (11) (12) (13) (14)
Signals &systems 10EE52  0 Example 4 Prove that T sin(kw0t) sin( gw0t)dt  0 0 for w0  2f f  1 T k , g  integers Solution T Let D   sin(kw0 t) sin( gw0 t)dt (22) 0 Since cos(  )  cos() cos() sin()sin() or sin()sin()  cos() cos()  cos(  ) Thus, T T D   cos(kw0 t) cos(gw0 t)dt   g)w0tdt (23) 0 0 From Equation (1) then T D   cos(kw0 t) cos(gw0 t)dt  0 (24) 0 Adding Equations (23), (26) T T 2D   sin(kw0t) sin( gw0 t)  t) cos(gw0 t)dt 0 0 T   coskw0 t  gw0 tdt (25) 0 T   g)w0 tdt
West Plains Parks and Recreation staff will determine the date and time that the game will be rescheduled. Number of players in the line-up: 10 players will play defense. A team is limited to a maximum of five infield players, plus a catcher. The fielding pitcher must be positioned directly adjacent to the pitching rubber at the time of the pitch. The catcher will assume the normal catching position behind the plate. Four players will be in the outfield. All outfield players Start in the grass until ball is hit. A team may play with as few as seven players without penalty only if there are absences. At least seven team members must be present at game time to play, or a forfeit will result. If a team has ten or less players, all must play unless there is an injury, ejection, or illness. If a team begins play with less than ten players, late arriving team members must be added to the end of the batting order. A late-arriving player (or players) shall assume their defensive positions during the first dead ball occurrence following his/their arrival. The umpire and scorekeeper must be notified. The team designated by the schedule to be the home team shall be the official scorekeeper for the game. The official scorekeeper must use a regulation scorekeeping book and must keep track of the following: Count (balls, strikes, outs) Score of the game (5 runs per inning, run rule, etc.) Line up used by both COMMENT: The umpire’s focus should always be on administering the rules of the game of baseball/softball. The scoreboard is not an official account of the score and should not be treated as such. If, at any time during the game, less than seven team members are eligible and available to continue playing, the game will be forfeited by the team lacking the seven team members. Pre-Game Warm-up Regulations: No team will practice on the infield portion of the diamond it has been prepared for play. Between half innings, the defensive team will be allowed to utilize a warm-up ball. TIE If a regulation or complete game ends with the score tied, it will remain a tie. BATTING
The image on the left shows how the honey bee brain is positioned inside the head. The image on the right shows a cross-section of the brain. The gray shaded area is the mushroom bodies (this region comprises two symmetrical structures, one on each hemisphere of the brain, and is named for its shape!). The honey bee brain also has specific regions that process visual and olfactory information. These areas send information to the mushroom bodies, so this region may help assemble a complete picture of the sensory world that the bee experiences. This region is also involved in learning. B1. Considering what you know about nursing and foraging behaviors, suggest a difference in what and/or how much information each of these brain regions might be receiving in nurses and in foragers? Visual region (optic lobes) Olfactory region (antennal lobes) Mushroom bodies B2. Imagine a single neuron in the bee brain that has to transmit more information in when the bee is a forager than when she is a nurse. a. Suggest a brain region that this neuron might be found in, and justify your answer. b. Recalling what you know about Amfor protein’s function, suggest how Amfor could be involved in the hypothetical neuron’s changing role. C. Experiment 1: Is Amfor in the honey bee brain? The step in investigating the possible relationship between Amfor and honey bee behavior was to look at whether the gene is expressed (whether its mRNA and related protein are made) in the brain. To do so, researchers used a technique called in situ hybridization. In situ hybridization works because of one of the chemical properties of nucleic acids—the strands of complementary DNA or RNA strands attract each other. When researchers want to find out whether a particular gene is being expressed in a particular tissue, they can create many copies of a single strand of DNA that is complementary to the mRNA that they want to find. These DNA strands also have a built-in dye that can be used to show the location of the mRNA . Researchers can then take a slice of preserved tissue and wash the labeled DNA strands (called “probes”) over it; the probe will stick (“hybridize”) to any copies of the matching mRNA within the tissue.
Input = VI; Ia2ra = (I- Ish)2ra Constant losses Wc = VIo – (Io – Ish)2ra …………… 7 Total losses = (I- Ish)2ra + Wc "'( )* – *"*,-./012 Therefore efficiency of motor = ; = ……. 8 %& EFFICIENCY OF A GENERATOR: Output = VI Ia2ra = (I+Ish)2ra Total losses = Wc+(I+Ish)2ra …………………………………….. 9 %& Efficiency of generator = 0'(= %&0&0&34 #560 7 ……… 10
14-3-3 protein epsilon GB15582-RA Signal transduction, learning and memory This gene makes a protein that helps to regulate many different kinds of signaling within the cell. ribosomal protein L27 GB15660-RA Translation This gene makes a protein that is one component of the structure of a ribosome, the organelle that synthesizes proteins. ADP/ATP translocase GB17499-RA Mitochondrial transport, locomotor behavior This gene makes a protein that transports ADP into mitochondria, and ATP out of mitochondria. malate dehydrogenase, cytoplasmic-like GB18727-RA Carbohydrate metabolism This gene makes a protein that helps break down sugar, fat and protein during the Krebs cycle, a process that provides cells with energy. mitochondrial fission 1 GB19243-RA Mitochondrion organization This gene makes a protein that helps to control when mitochondria will duplicate and divide within the cell. eukaryotic initiation factor 4A-like GB19724-RA translation This gene makes a protein that helps mRNA bind to the ribosome, allowing translation to begin.
6.5 Single Phase Full Wave Ac Voltage Controller (Ac Regulator) or Rms Voltage Controller with Resistive Load Single phase full wave ac voltage controller circuit using two SCRs or a single triac is generally used in most of the ac control applications. The ac power flow to the load can be controlled in both the half cycles by varying the trigger The RMS value of load voltage can be varied by varying the trigger angle The input supply current is alternating in the case of a full wave ac voltage controller and due to the symmetrical nature of the input supply current waveform there is no dc component of input supply current i.e., the average value of the input supply current is zero. A single phase full wave ac voltage controller with a resistive load is shown in the figure below. It is possible to control the ac power flow to the load in both the half cycles by adjusting the trigger Hence the full wave ac voltage controller is also referred to as to a bi-directional controller. Fig 6.7: Single full wave ac voltage controller (Bi-directional Controller) using SCRs The thyristor T1 is forward biased during the positive half cycle of the input supply voltage. The thyristor T1 is triggered at a delay angle of Considering the ON thyristor T1 as an ideal closed switch the input supply voltage appears across the load resistor RL and the output voltage vO vS during to The load current flows through the ON thyristor T1 and through the load resistor RL in the downward direction during the conduction time of T1 from to At , when the input voltage falls to zero the thyristor current (which is flowing through the load resistor RL ) falls to zero and hence T1 naturally turns off . No current flows in the circuit during to The thyristor T2 is forward biased during the negative cycle of input supply and when thyristor T2 is triggered at a delay the output voltage follows the negative halfcycle of input from to When T2 is ON, the load current flows in the reverse direction (upward direction) through T2 during to The time interval (spacing) between the gate trigger pulses of T1 and T2 is kept at or 1800. At 2 the input supply voltage falls to zero and hence the load current also falls to zero and thyristor T2 turn off naturally. Instead of using two SCR’s in parallel, a Triac can be used for full wave ac voltage control.
A wood shortage and many convenient coal deposits Elites who were interested in business, a limited monarchy A capitalist system with limited government involvement Government support for business projects and a strong navy to protect ships Cheap cotton produced by slaves in North America High literacy rates Rule of law Valuable immigrants (Dutch, Jews, Huguenots [French Protestants]) Possible reasons why industrialization did not begin in China include: China’s coal was in the north, while economic activity was centered in the south A large, rapidly growing population that allowed for human labor instead of machines Confucian ideals that valued stability and discouraged experimentation and change Lack of Chinese government support for sea explorations China’s focus on defending itself from nomadic attacks Global forces influencing the development of industrialization in Britain include: Britain’s location on the Atlantic Ocean British colonies in North America, which provided land, labor, and markets Silver from the Americas, used in trade with China Social and ideological conditions in Britain, and new thoughts about the economy that encouraged business risk-taking What were oil and natural gas doing during the era of coal? They were used mostly as fuel for lamps and other light. It wasn’t until the mid-1900s that oil caught up — and surpassed — coal in use. The spread of the Industrial Revolution Britain wanted to keep secret how its machines were made. But visitors soon learned about them and took the techniques back home. Sometimes they smuggled machines out in rowboats. The countries after Britain to develop factories and railroads were Belgium, Switzerland, France, and Germany. Building a national railroad system was an essential part of industrialization. Belgium, France, Switzerland, and Germany all began to build their railroads in the mid-1800s. Industrialization came to the United States in 1789. Samuel Slater left Britain for Rhode Island, where he set up the first textile factory on U.S soil. He couldn’t bring any notes or plans from Britain, so he had to set up the factory from memory. Railroad construction in America boomed from the 1830s to 1870s. The American Civil War (1861–1865) was the first truly industrial war. The factory-based North was fighting the agriculture-based South. Industrialization grew explosively after the war. By 1900, the United States had overtaken Britain in manufacturing, producing 24 percent of the world’s output.
Energy from Sun has short wavelengths (s) and high energy. CO2 and methane (CH4) let this light in. Reflected light has longer s and less energy. CO2 and CH4 (“greenhouse gases”) prevent reflected light from escaping, thus warming the atmosphere. Why more CO2 in atmosphere now than 500 ago? ______________________ _______________________ -- -- -- -- -- -- -- * What can we do? 1. Reduce consumption of fossil fuels. At home: On the road: 2. Support environmental organizations. 3. Rely on alternate energy sources. solar, wind energy, hydroelectric power The Kinetic Molecular Theory (KMT) -- -- w/“ideal” gas particles… 1. …are so that they are assumed to have zero volume 2. …are in constant, straight-line motion 3. …experience elastic collisions in which no energy is lost 4. …have no attractive or repulsive forces toward each other 5. …have an average kinetic energy (KE) that is proportional to the absolute temp. of gas (i.e., Kelvin temp.)
Figure 1: Comparison of Clostridium difficile counts. Antibiotics were administered days 1-10. Figure 2: Comparison of Bacteroides counts. Antibiotics were administered days 1-10. Figure 3: Comparison of Prevotella counts. Antibiotics were administered days 1-10. Figure 4: Comparison of Clostridium Coccoides counts. Antibiotics were administered days 1-10. Figure 5: Comparison of Enterococcaceae counts Antibiotics were administered days 1-10.
Component 0 1 2 Claim A statement or conclusion that answers the question asked or the problem posed. Does not make a claim, or makes an inaccurate claim. Makes an accurate but incomplete claim. Makes an accurate and complete claim. Evidence Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. Does not provide evidence, or only provides inappropriate evidence that does not support claim. Provides appropriate, but insufficient evidence to support claim. May include some inappropriate evidence. Provides appropriate and sufficient evidence to support claim. Reasoning A justification that connects the evidence to the claim. It shows why data counts as evidence by using appropriate and sufficient scientific principles. Does not provide reasoning, or only provides reasoning that does not link evidence to the claim. Provides reasoning that links the claim and evidence. Repeats the evidence and/or includes some scientific principles, but not sufficient. Provides reasoning that links evidence to claim. Includes appropriate and sufficient scientific principles. Rebuttal Recognizes and describes alternative explanations, and provides counter evidence and reasoning for why the alternative explanation is not appropriate. Does not recognize that an alternative explanation exists and does not provide a rebuttal or makes an inaccurate rebuttal. Recognizes alternative explanations and provides appropriate but insufficient counter evidence and reasoning in making a rebuttal. Recognizes alternative explanations and provides appropriate and sufficient counter evidence and reasoning when making rebuttals. Base Rubric for Claim, Evidence, Reasoning, Rebuttal (CERR) Taken from Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing by Katherine L. McNeill and Joseph Krajcik (2012).
16-V: Modeling Results 1 If ambient standards are exceeded because of surrounding sources, a culpability analysis is required for the source to show that the contribution from this source is less than the significance levels for the specific pollutant. 2 Identify the maximum concentrations from the modeling analysis. Pollutant Period Facility Concentration (µg/m3) Total Modeled Concentration (µg/m3) Total Modeled Concentration (PPM) Background Concentration Cumulative Concentration Standard Value of Standard Units of Standard, Background, and Total Percent of Standard 16-W: Location of maximum concentrations 1 Identify the locations of the maximum concentrations. Pollutant Period UTM East (m) UTM North (m) Elevation (ft) Distance (m) Radius of Impact (ROI) (m)
ACTION: Jim will provide a list of emails of those who participate; Carol will send a message to them encouraging them to register and make a contribution. Imminent Retirees: Given Nancy’s advice that imminent retirees may join the UAA prior to their actual retirement, Carol suggested that we solicit for UAA membership any USAID friends and colleagues who may be approaching retirement. ACTION: Membership Committee and Executive Committee members are requested to contact imminent retirees they know to introduce them to UAA and encourage registration and contribution. New to identify potential new registrants/contributing members? There were no additional ideas or suggestions offered to identify potential new members. Carol reminded us to think about any such ideas. ACTION: NA at this time. Remaining 2018 Activities Summer Picnic, Saturday, September 8, noon to 3:00pm, Fort Hunt Park: reviewed preparations for the annual picnic and requested committee volunteers to assist at the event. ACTIONS: Invitations: Carol sent August 12 the email text to Ven for stand-alone transmission to members this week (Ven sent August 15), and to in the September 4 UAA newsletter. Supplies: Carol will check with George Hill about current stock of needed supplies (non-alcoholic beverages, water, table covers, paper good, cups, and plastic flatware), solicit Executive Committee members to provide these items, and she will obtain the remainder. Set-up Volunteers: Bette and Barbara volunteered to arrive at 11:30 am. Check-in volunteers: Carol, Bette & Barbara volunteered for 11:45 am. up volunteers: Carol, Bette & Barbara volunteered for 3:15-3:30 pm. Annual General Meeting, Friday, October 26, 8:30 am-4:30 pm, at Center for Global Development offices: Carol stated that, with George Hill’s approval, she has a bid from last year’s food catering service for the October 26 Annual General Meeting at an estimated cost of several hundred dollars below the 2017 cost. Alex Shakow and Carol will meet with the CGD contact person for the UAA meeting on August 17th and Carol will attend the AGM Committee meeting on August 22 to discuss logistics arrangements. ACTION: Carol will finalize the catering contract and follow-up with the CGD about equipment rentals needed for the meeting. Carol said she will also present a proposal to the Executive Committee that we ask noncontributing