zilongwang/ReadingBank huggingface dataset:
3. Fluids exert pressure evenly in all directions. 4. Buoyant force is the upward force exerted on an object immersed in or floating on a fluid. Archimedes’ principle states that the buoyant force on an object is equal to the weight of the volume of fluid that the object displaces. Understanding Key Ideas 5. d 6. c 7. b 8. b 9. d 10. c 11. d Explaining Key Ideas 12. The law of conservation of energy states that energy cannot be created or destroyed. The law of conservation of mass states that mass cannot be created or destroyed. In a change of state, energy and mass may be transformed, but they are not destroyed. 13. a. Solid is the state of matter in which the substance has a definite and volume. Liquid is the state of matter in which the substance takes the shape of its container but has a definite volume. b. Boyle’s law states that when the pressure of a gas at constant temperature increases, its volume decreases. Charles’s law states that when the temperature of a gas at constant pressure increases, its volume increases. c. Gay-Lussac’s law states that when the temperature of a gas at constant volume increases, its pressure increases. Pascal’s principle states that pressure applied to a fluid in a closed container is transmitted equally throughout the fluid. 14. Because the slope of the line is positive, the relationship is direct. 15. Because it relates pressure and temperature, the graph illustrates Gay-Lussac’s law. Critical Thinking 16. Boyle’s law states that the volume of a gas is inversely proportional to its pressure. If the volume is tripled, the pressure of the gas would drop to one-third of the original pressure. 17. Liquids are used in hydraulic brakes because liquids cannot be compressed easily. Gases are easily compressible. 18. As you take a shower, some of the liquid water evaporates and becomes a gas. When the gaseous water touches the mirror, the water releases energy to the mirror and condenses into drops of liquid water on the mirror. 19. The pressure on the iceberg is greatest at the lowest 20. As the bubble is squeezed to a smaller volume, the pressure of the gas inside the bubble increases until it is high enough to burst the bubble. 21. The ship will float lower in the water because the plastic-foam
Growth in colonies paralelles that in liquid medium, exceptthat most growth occurs at the edge of the colony, and all phases of growth simultaneously somewhere in the colony. 3. Measuring bacterial growth = measuring bacteria concentration at certain time points Serial dilution: Successive 1:10 dilutions of a liquid culture of bacteria are made and tranfered onto an agar plate; the colonies that arise are counted. Colony Forming Unit, CFU = number of colonies from 1 ml of liquid culture x times of dilution. Direct count: Use a Petroff-Hausser counting chamber (hemocytometer). Can not determine if living. Most propable number (MPN) Filtration Measuring OD600nm: Use a spectrophotometer to measure light obsorption that represents turbidity. This is the only method that can monitor the growth in real time and harvest cells at the log phase, which is necessary in a series of experiments. II. FACTORS AFFECTING GROWTH 1. Physical factors All bacteria have optimum of the following. temperature pH (Effect of buffer is to reduce change in pH) O2 level moisture nutrients salt or pressure Obligates and trophiles: Obligate aerobes: Must have O2; e.g. Pseudomonas Obligate anaerobes*: Must have no O2; e.g. Clostridium botulium Faculative anaerobics): Grow well with O2 and grow less well without O2 ; e.g. E. coli, Staphylococcus
Memebrane channels or “pumps” for rapidly efflux of drugs Altered target sites Prevent antibiotic resistance: “overwhelming or none” – Do not use unless absolutely necessary; but use large enough dosage for long enough time. 6. Measuring effect of anitibiotics Most common: disc infusion (Kirby-Bauer) method and minimum dilution time IV. REPRESENTATIVE ANTIBIOTICS Name Spectrum Mechanism Common Side Effects Sulfonamide (sulfa drugs) Broad Antimetabolite – Inhibit synthesis of folic acid Kidney damage Nausea rash Penicillins Cephalosporins Vancomycin Bacitricin G+ Disrupt cell wall synthesis by blocking the synthesis or of the peptidylglycan Allergy Polymyxin G- Disrupt cellular membrane Highly toxic Only used topically Or monitor kidney function as in-patient a.Streptomycin b.Tetracycline c.Chloramphenical d.Erythromycin Broad Protein synthesis inhibitor a. Kidney, Ear b. Teeth c. Bone marrow – aplastic anemia a.Rifampin b.Quinolone a.TB b.Protozoa, urinary tract infection a. Transcription b. Replication a. Red skin, liver kidney b. Nausea, headache How to review? 1. All the terms and definitions that are in black.
3. What is the mean? 25.07692 (which I rounded off to 25.08) 4. What is the mode? This distribution is bimodal; there are two scores that are most frequently occurring, 19 and 27. 5. What is the median? are 13 scores. The median is the score in the physical center of the distribution when the scores are arranged from highest to lowest or vice versa so the median (which is highlighted in blue in the table above) is 26. 6. What is the range? The range is the highest score minus the lowest score so this distribution has a range of 27 points (41 – 14 = 27). 7. What is the standard deviation? 7.64 points 8. Here’s my representation of the distribution... X X X X X X X X X X X X X ... 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 ... Study B 9. Here are the R commands I used to enter the data and provide the information needed to answer questions 9 through 14. Enter the data. data = c (88, 87, 54, 97, 34, 78, 56, 99, 87, 73, 74, 69, 85, 87, 86, 87) Use the summary command to calculate the mean (blue highlighting) and identify the median (green highlighting). (The minimum and maximum scores are highlighted in yellow.) summary (data) Here’s the output of that command: Min. 1st Qu. Median Mean 3rd Qu. Max. 34.00 72.00 85.50 77.56 87.00 99.00 Use the subset (table) commands to determine the mode. subset (table (data), table(data)==max(table(data))) Here’s the output—it means that the most frequent score is 87, and that there are 4 scores of 87. 87
SAMPLE DVBE INCENTIVE CALCULATION BASED ON LOW PRICE The following assumes bidders must comply with DVBE program requirements FIRM NAME (A) (B) (C) (D) (E) Responsive/Responsible Yes Yes Yes Yes No Original Net Bid Price $15,000 $15, 500 $16, 275 $17,100 $17,250 Initial Rank Non-Responsive Is Bidder a Small Business? (Yes or No) No Yes Yes Yes No Small Business Certification # N/A 54909 27111 14235 N/A Applied SB Preference $0.00 $ 750.00 $750.00 $ 750.00 N/A Adjusted Bid Amount $ 15,000 $ 14,750 $ 15,525 $ 16,350 N/A DVBE INCENTIVE (Yes/No/NA) Yes Yes Yes Yes NA Confirmed DVBE Participation 3% 4% 3% 5% 0% Incentive Amount $ 450.00 $ 600.00 $ 450.00 $ 750.00 N/A Final Adjusted Bid Amount $ 14,500 $ 14,150 $ 15,075 $ 15,600 N/A FINAL RANK 2 1 3 4 N/A
California Fair Employment and Housing Act, Government Code et seq.; Labor Code section 1735; California Apprenticeship Law, Labor Code section 3070 et seq.; Code of Federal Regulations, Part 30. 7100.13 Discriminatory Trust and Restraints of Trade. Contractors shall be required to abide by Sections 16721 and 16721.5 of the California Business and Professions Code pertaining to unlawful discrimination in commercial transactions and unlawful restraints of trade. EC 81641 7100.14 Interests of Employees and Board Members. Employees of the District and members of the Board of Trustees shall not have an interest in any contract, other than their individual employment agreement, made by the Board. EC 72533 7100.15 Ratification of Transactions. All transactions and amendments thereto, entered into under Board Rules 7100, 7101, 7102, 7103, and 7104 shall be reported to the Board of Trustees for ratification within sixty (60) days of such transactions. 7100.16 Rejection of Bids. Any and all bids may be rejected by the District for good and sufficient reason. 7100.17 Advertisement for Bids. The Business Services Division shall advertise for bids in accordance with the provisions of the Education Code. EC 81641
II, B, 2 0 Contracts = __ pts. 1 Contract = __ pts. 2 Contracts = __ pts. >2 Contracts =__pts. N/A N/A ___ pts. N/A ___ pts. II, B, 3 N/A __ pts. ___ pts. ___ pts. N/A ___ pts. II, B, 4 0 Contracts = __ pts. 1 Contract = __ pts. 2 Contracts = __ pts. >2 Contracts =__pts. N/A N/A ___ pts. N/A ___ pts. II, B, 5 0 Contracts = __ pts. 1 Contract = __ pts. 2 Contracts = __ pts. >2 Contracts =__pts. N/A N/A ___ pts. N/A ___ pts. II, B, 6 N/A __ pts. ___ pts. ___ pts. N/A ___ pts. II, B, 7 N/A ___ pts. ___ pts. ___ pts. N/A ___ pts. II, B, 8 0 Contracts = __ pts. 1 Contract = __ pts. 2 Contracts = __ pts. >2 Contracts =__pts. N/A N/A ___ pts. N/A ___ pts. II, B, 9 0 Claims = __ pts. 1-2 Claims= __ pts. > 2 Claims = __ pts. N/A N/A ___ pts. N/A ___ pts. II, B, 10 0 Cites = __ pts. 1-2 Cites= __ pts. > 2 Cites = __ pts. N/A N/A ___ pts. N/A ___ pts. II, B, 11 <50% = ___ pts. 51-100% = ___ pts. N/A N/A ___ pts. N/A ___ pts. II, B, 12 <50% = ___ pts. 51-100% = ___ pts. N/A N/A ___ pts. N/A ___ pts.
Model Problem The shows the average temperature (°F) for five months in a certain city. Find the rate of change for each time period. During which time period did the temperature increase at the fastest rate? Independent Variable (x) ______________________ Dependent Variable (y)_________________ From month 2 to month 3 From month 3 to month 5 From month 5 to month 7 From month 7 to month 8 Because this is a rate of change, we express the final answer as a fraction or as a statement using the word “per.” Always reduce the fractions. When subtracting, make sure you the “to” number first before the “from” number. Exercise A The table shows the balance of a bank account on different days of the month. Find the rate of change during each time interval. During which time interval did the balance decrease at the greatest rate? Independent Variable ___________________ Dependent Variable __________________ From day 1 to day 6 _________________________________ = ________________ From day 6 to day 16 ________________________________ = ________________ From day ____ to day ____ ______________________________ = ________________ From day ____ to day ____ ______________________________ = ________________ Determining Rate of Change from a When looking at a we can use the following formula for the average rate of change:
0 1 2 3) x y = - 2x - 2 y (x, y) -1 0 1 2 What exactly is an equation? What does it do? An equation is a rule that states the relationship between two variables, x and y. We already know that x is the input and y is the output. The equation is the function rule that shows how x gets mapped to y. For example, in the equation y = 2x + 3, each y-value is 3 more than 2 times each x-value. x -1 0 1 2 y 1 3 5 7
Summary Slope-Intercept Form of the Equation of a Line Slope = m Y-intercept = b how much is added/subtracted Look for “per,” “for each,” or “for every” Tells the starting/initial value. Does not change (fixed) Look for “starting fee,” “initial amount,” etc. The equation of a line tells the relationship between the x-values and the y-values in a linear function. A point is on the graph of a line if it makes the equation of the line true. Homework A school orders 25 desks for each classroom, plus 30 spare desks. The total number of desks ordered as a function of the number of classrooms is shown below.
LOOKING BACK AND LOOKING FORWARD Trust and attachment are lifelong issues. When conditions are right, parents and babies get “hooked” on each other right from the beginning. The relationship that results serves both well. It not only ensures the baby the nurturing and protecting he or she needs at the beginning, but also sets the stage for later relationships. Being attached feels good. It offers security. The job of the early care and education professional is to help support attachment to the family as well as encourage a secondary attachment in the center or family child care home. Attachment provides the security that the baby needs to move out from the parent and care provider to become a fully functioning individual. That subject is the focus of the next chapter. FOR DISCUSSION 1. Have you been aware of attachment occurring? Describe the kinds of interactions that encourage attachment that were part of this experience. Was synchrony involved? How did the attachment serve the people who were becoming attached? Tell about that experience. 2. What are your experiences with obstacles to the bonding or attachment process? Did the people involved get over or around these obstacles? How? 3. Discuss separation anxiety. What behaviors indicate the child is trying to keep the attached person from leaving? What emotions might a child display? How can an adult help the child to separate from the person he or she is attached to? 4. Have you had any experience with how child care might affect attachment? What are your ideas or thoughts about this subject? 5. What are your ideas, thoughts, or feelings about working with families around issues of attachment? What experience do you have in supporting parents’ attachment to their infant? WEB SITES Attachment Disorder Site http://www.attachmentdisorder.net/ Many resources and additional links here pertain to attachment, attachment disorder, and related issues. I Am Your Child
Chapter 6 HW Question 1 A major U.S. automaker has determined that the city mileage for one of its new SUV models is normally distributed with a mean equal to 15.2 mpg. A report issued by the company indicated that 22 percent of the SUV model vehicles will get more than 17 mpg in the city. Given this information, what is the city mileage standard deviation for this SUV model? Answer 0.77 mpg Approximately 2.34 mpg 1.8 mpg Approximately 3.1 mpg 1 points Question 2 A cell phone service provider has determined that the number of minutes that its customers use their phone per month is normally distributed with a mean equal to 445.5 minutes with a standard deviation equal to 177.8 minutes. As a promotion, the company plans to hold a drawing to give away one free vacation to Hawaii for a customer who uses between 400 and 402 minutes during a particular month. Based on the information provided, what proportion of the company's customers would be eligible for the drawing? Answer Approximately 0.1026 About 0.004 Approximately 0.2013 About 0.02 1 points Question 3 A major cell phone service provider has determined that the number of minutes that its customers use their phone per month is normally distributed with a mean equal to 445.5 minutes with a standard deviation equal to 177.8 minutes. The company is thinking of changing its fee structure so that anyone who uses the phone less than 250 minutes during
Canadian Minister of health Allan Rock unveiled proposed a new packaging for cigarette packs at a news conference in Ottawa in 2000. The regulations also required tobacco companies to list toxic chemicals present in cigarettes and in second-hand smoke. A young boy smoking a cigarette attests to the powerful impact of advertising and adult behavior on children. Cigarette advertisers appeal to many different aspects of consumer behavior and attitudes. Although the demands of an ethic of care are aligned with the due care principle that manufacturers have a duty to protect vulnerable consumers, the principle has also been defended from other moral perspectives. Rule utilitarians have defended the principle on the grounds that if the rule is accepted, everyone’s welfare will be advanced.38 The principle has been argued for on the basis of Kant’s theory because it seems to follow from the categorical imperative that people should be treated as ends and not merely as means—that is, that they have a positive right to be helped when they cannot help themselves.39 Rawls has argued that individuals in the “original position” would agree to the principle because it would provide the basis for a secure social environment.40 The judgment that individual producers have a duty not to harm or injure vulnerable parties, therefore, is solidly based on several ethical perspectives. The Duty to Exercise Due Care According to the due care theory, manufacturers exercise sufficient care only when they take adequate to prevent whatever injurious effects they can foresee that the use of their product may have on consumers after having conducted inquiries into the way the product will be used and after having attempted to anticipate any possibly misuses of the product. A manufacturer then is not morally negligent when others are harmed by a product and the harm was not one that the manufacturer could have possibly foreseen or prevented. Nor is a manufacturer morally negligent after having taken all reasonable steps to protect the consumer and ensure that the consumer is informed of any irremovable risks that might still attend the use of the product. For example, a car manufacturer cannot be said to be negligent from a moral point of view when people carelessly misuse the cars the manufacturer produces. A car manufacturer would be morally negligent only if it had allowed unreasonable dangers to remain in the design of the car that consumers cannot be expected to know about or cannot guard against by taking their own precautionary measures.
Chapter 2 Notes Lesson / Key Question Vocabulary Words And Definitions Lesson Summary Lesson 6: Chemical names and symbols What do chemical names and symbols tell you about matter? Element: Chemical symbol: Compound: Chemical formula: Aqueous: Lesson 7: The copper cycle What happens to matter when it is changed? Chemical change: Chemical reaction: Lesson 8: Conservation of matter What happens to elements in a chemical change? Law of conservation of mass: Additional Lesson 9: Properties of the elements How is the periodic table organized? Reactivity: Average atomic mass:
Atomic mass unit (amu): Periodic table of the elements: Lesson 10: The periodic table What information does the periodic table reveal about the elements? Atomic number: Group: Alkali metal: Halogen: Noble gas: Period: Main group elements: Lanthanides: Actinides: Metal: Nonmetal: Metalloid:
labeling theory (pg. 54) – The hypothesis that society creates crime and criminals by labeling certain behavior and certain people as deviant. learning theory (pg. 52) – The hypothesis that delinquents and criminals must be taught both the practical and emotional skills necessary to participate in illegal activity. legalization (pg. 60) – To make a formerly illegal product or action lawful. In the context of marijuana, the process includes strict regulation, including a ban on sale to or use by minors. life course criminology (pg. 54) – The of crime based on the belief that behavioral patterns developed in childhood can predict delinquent and criminal behavior later in life. medical of addiction (pg. 59) – An approach to drug addiction that treats drug abuse as a mental illness and focuses on treating and rehabilitating offenders rather than punishing them. positivism (pg. 41) – A school of the social sciences that sees criminal and delinquent behavior as the result of biological, psychological, and social forces. psychoanalytic theory (p. 45) – Sigmund Freud’s theory that attributes our thoughts and actions to unconscious motives. psychology (pg. 42) – The scientific study of mental processes and behaviors. social conflict theories (pg. 50) – A school of criminology that views criminal behavior as the result of class conflict. social disorganization theory (pg. 44) – The theory that deviant behavior is more likely in communities where social institutions such as the family, schools, and the criminal justice system fail to exert control over the population. social process theories (pg. 52) – A school of criminology that considers criminal behavior to be the predictable result of a person’s interaction with his or her environment.
Lesson 15: Nuclear reactions What are nuclear reactions? Nuclear reaction: Radioactive decay: Alpha decay: Alpha particle: Beta Beta particle: Half-life: Radiation Gamma ray: Fusion: Fission: Lesson 16: Formation of elements How are new elements formed? Nuclear equation: Parent isotope: Daughter isotope: Chain reaction: Additional Notes:
Chapter 6 Notes Lesson / Key Question Vocabulary Words And Definitions Lesson Summary Lesson 28: Molecular Formulas What does chemistry have to do with smell? Molecular formula: Lesson 29: Structural Formulas How can molecules with the same molecular formula be different? Structural formula: Isomer: Lesson 30: Bonding Tendencies What are the rules for drawing structural formulas? HONC 1234 rule: Lesson 31: Dot Symbols How does one atom bond to another in a molecule? Lewis dot structure: Lewis dot symbol: Bonded pair: Lone pair: Lesson 32: Octet Rule How do atoms form molecules? Octet rule: Double bond: Triple bond:
Lesson 33: Functional Groups What does the structure of a molecule have to do with smell? Functional group: Lesson 34: Ester Synthesis How can a molecule be changed into a different molecule by using chemistry? Chemical reaction: Synthesis: Lesson 35: Analyzing Ester Synthesis What happened to the molecules during the creation of a new smell? Chemical reaction: Reactant Product Catalyst Additional Notes:
internal affairs unit (IAU) (pg. 201) – A division within a police department that receives and investigates complaints of wrongdoing by police officers. noble cause corruption (pg. 202) – Knowing misconduct by a police officer with the goal of attaining what the officer believes is a “just” result. police corruption (pg. 199) – The abuse of authority by a law enforcement officer for personal gain. police subculture (pg. 191) – The values and perceptions that are shared by members of a police department and, to a certain extent, by all law enforcement agents. policy (pg. 172) – A set of guiding principles designed to influence the behavior and decision making of police officers. proactive arrests (pg. 188) – Arrests that occur because of a concentrated effort by law enforcement agencies to respond to a particular type of criminal or criminal behavior. problem-oriented policing (pg. 190) – A policing philosophy that requires police to identify potential criminal activity and develop strategies to prevent or respond to that activity. professionalism (pg. 197) – Adherence to a set of values that show a police officer to be of the highest moral character. random patrol (pg. 186) – A patrol strategy that relies on police officers monitoring a certain area with the goal of detecting crimes in progress or preventing crime due to their presence. Also known as general or preventive patrol. reactive arrests (pg. 188) – Arrests that come about as part of the ordinary routine of police patrol and responses to calls for service. reasonable force (pg. 196) – The degree of force that is appropriate to protect the police officer or other citizens and is not excessive. response time (pg. 184) – The rapidity with which calls for service are answered. Reverse 911 (pg. 186) – A mobile phone-based communications system that allows public officials to send outbound messages in the event of an emergency. socialization (pg. 192) – The process through which a police officer is taught the values and expected behavior of the police subculture. stressors (pg. 194) – The aspects of police work and life that lead to feelings of stress. trace evidence (pg. 179) – Evidence such as fingerprint, blood, or hair found in small amounts at a crime scene.
The strategy was executed through a market-entry mode because of the cost associated with building a cement plant from scratch. For CEMEX, how has international diversification resulted in a competitive advantage? This strategy has resulted in a competitive advantage because CEMEX has managed to reduce the cyclical nature of its cash flow and maintained a competitive advantage in the markets in which the firm operates. IV. Vertical Integration. Occurs when one corporation owns business that make inputs for other business units in the same corporation. Forward integration. Occurs when a firm owns or controls the customers or distribution channels for its main products. Backward integration. Occurs when a firm owns or controls the inputs it uses. Extra Example: See the article "A Bargain-Priced Hatch", , Wall Street Journal (Online) [New York, N.Y] 31 Dec 2011. An article on how Hyundai Motors is using vertical integration to its advantage. A. Associated with Vertical Integration. To understand why a firm should vertically integrate, we must understand the difference between transaction and administrative costs. Administrative costs refer to the costs a firm incurs to coordinate activities between business units. Transaction costs are costs associated with obtaining a product or service from a contractor or supplier. 1. Advantages a. Potential cost reductions in production b. Improved coordination and quality control c. Protection of proprietary technology or processes
professional development; and parental participation. How have the goals changed? In what respects have they remained the same? Application Activities What specific steps will you take throughout the remainder of your professional career to ensure that your philosophical orientation to curriculum remains dynamic, growing, and open to new perspectives rather than becoming static and limited? Conduct a survey of current journals in education and try to locate articles that reflect the four philosophical orientations to curriculum that are covered in this chapter: perennialism, essentialism, progressivism, and reconstructionism. Help your instructor set up a group activity wherein four to six students role-play teachers who are meeting for the purpose of determining broad, general goals for a curriculum. (The students should focus on a level and subject with which they are most familiar.) The rest of the class should observe and take notes on the curricular orientations expressed by the role-players. After the role-play (about 15–20 minutes), the entire class should discuss the curriculum planning process it has just observed. For a one-month period, keep a tally of all the comments that are made in the mass media regarding what is (or should be) taught in schools. Compare your list with those of other students and identify the philosophical orientations to curriculum that are reflected in the comments. Field Experiences Visit a school and interview the principal or other member of the administrative team about the broad goals of the school’s curriculum. Which of the following educational philosophies are reflected in his or her comments: perennialism, essentialism, progressivism, or reconstructionism? Observe the classes of two different teachers at the level with which you are most familiar. Which one of the four philosophical orientations to curriculum most characterizes each teacher? Ask your instructor to arrange for a curriculum coordinator from the local school district to visit your class. In addition to finding out about this individual’s work, ask him or her to describe the curriculum planning process in the district. Internet Activities The Internet Activities for each chapter of Curriculum Leadership: Readings for Developing Quality Educational Programs are designed to help you use the Internet to further your of curriculum leadership. Use key words related to curriculum leadership and your favorite search engine to gather the latest information and resources.
12. Area covered: _______________________________________________ 13. Cuzco category: ______________________________________________ 14. Clubs, spears, spiked copper balls on ropes, slings and stones category: ___________________________________________________________________ 15. Eligible for army draft: _________________________________________ 16. Types of crops: ______________________________________________ 17. religious site hidden up in the Andes Mountains category: ___________________________________________________________________ 18. Transportation system: ________________________________________ 19. Quechua category: ___________________________________________ 20. System of recordkeeping: _____________________________________
Biogenesis A Biogenesis A theory which describes the origin of life on the earth from pre-existing living organisms is called Biogenesis. A theory which describes the origin of life on the earth from non living things is called A biogenesis. It was based on practical experiments and material evidence. It was based on observations and national thoughts. It was supported by the experiments performed by Redi and Pasteur. It was supported by the fungus of bread: and production of frogs in the mud. It was based on practical basis. It was based on theoretical basis. It describes the process of reproduction as an essential ability of living organisms. It gives no scientific reasoning about the production of life. Hypothesis Theory A hypothesis is a reasonable guess based on what you know or observe. A scientific theory consists of one or more hypotheses that have been supported with repeated testing. Hypotheses play a strong role in the scientific method where you formulate a question, create a hypothesis, make a testable prediction, test, and then analyze the data. Theories are one of the pinnacles of science and are widely accepted in the scientific community as being true. Hypothesis to be tested and retested many times before it is generally accepted in the scientific community as being true. Theories can also evolve.
Louis Pasteur Middle School 67 Regents Earth Science: 2016-17 Mr. Paccione 1st Quarter - Chapter 1 Test / September 23rd, 2016 28-minute Exam Part I: Multiple Choice- Please read through the questions carefully and choose the best answer. When you have found your answer, place it on the answer sheet located on the back page. Be sure to use your Earth Science Reference Table during the test as it is a resource for you at all times. Each question in this section is worth 4 points for a total of 60 points. The pressure on a metamorphic rock was increased from 2.3 GPa to 3.5 GPa. How did the density of this rock change? The increased pressure decreased its density The decreased pressure increased its density The increased pressure increased its density Pressure does not affect the density. A solid block of salt was placed under a gas flame for approximately 2 minutes before it began to melt into a liquid. How did the density of the salt change throughout the entire process? The added heat decreased the density The change of phase from solid to liquid decreased the density The added heat increased the density Both (a) and (b) Use the picture below to answer question 3. The graph below features a graphical relationship between two variables. What type of relationship is being shown in the graph above? Constant Direct Indirect Cyclic A 125 g sandstone rock underwent abrasion in a desert environment for 10 years after which time its mass was reduced to just 25 grams. Calculate the rate of change of the rock: 10 grams/year 12.5 grams/year 10 years/gram 12.5 years/gram A car was seen speeding down the highway at 120 miles per hour (mph) as it passed a police officer. When the driver of the car saw the police officer chasing him, he quickly slowed down to 50 mph in 5 seconds. What was the rate of change of the car’s speed? 24 miles per hour/second 14 miles per hour/second 24 seconds/miles per hour
Swamp Scrub (EVC 53) Dense shrubby vegetation dominated by Swamp Paperbark with occasional emergent Blackwood. Endangered High quality patches are found throughout revegetated sections of Waterways Wetlands, with poorer quality remnant and regrowth found in study area. Swampy Woodland (EVC 937) Open eucalypt woodland dominated by Eucalyptus with an understorey dominated by tussock grasses, herbs and occasional Swamp Paperbark. Endangered Small patches mapped in close association with Swamp Scrub. Tall Marsh (EVC 821) Wetland dominated by tall emergent grass Common Reed with very few other species present. Endangered Widespread on wetland interspersed with Plains Sedgy Wetland. Figure 10.3 Wetland community mapping at Waterways Wetlands Figure 10.4 Native vegetation mapping (EVCs) – Map 1 (North) Figure 10.5 Native vegetation mapping (EVCs) – Map 2 Figure 10.6 Native vegetation mapping (EVCs) – Map 3 (Middle) Figure 10.7 Native vegetation mapping (EVCs) – Map 4 (South) Figure 10.8 Native vegetation mapping (EVCs) – Map 5 Threatened communities Two EPBC Act listed threatened ecological communities in the project area, both are listed as critically endangered: Seasonal Herbaceous Wetlands (Freshwater) of the Temperate Lowland Plains Natural Damp Grassland of the Victorian Coastal Plains. There are two listed FFG Act threatened communities which partially correspond to the above EPBC Act communities: Herb-rich Plains Grassy Wetland (West Gippsland) Community Plains Grassland (South Gippsland) Community. The locations of these communities are shown on Figure 10.9.
First, we reviewed research on this idea. Lessons from Privilege provided an excellent starting point (). Powell notes that “the glory of the private school is taking the third rate student and making him/her second rate.” He maintains that personalizing education for each student is the answer and class size is a key component. Other research supports Powell’s claims. Diana ) points out: Organizing schools by encourages a coordinated, cross-disciplinary approach to instruction. Within a unit, teachers share a group of students in common rather than a discipline. They take collective responsibility for their students’ success, and they work together to unify instruction and allow students the opportunity to exercise skills and knowledge across subjects. (P. 521–526) Second we took a closer look at our ninth grade house to determine which practices were most effective for students. Ninth grade teams have been in existence at NFA since 1988. It was important to carefully examine which of the original concepts were still useful; what needed to be priority for change; and most important, what positive components we could replicate in a tenth grade unit. The ninth grade teachers and their house principal provided insights and experiential anecdotes on successes and failures. It was clear that the pros far out weighed the cons, and we gained a better sense of what could be done with a unit of 80 students rather than an entire class of 560 students. Then we started to paint a picture of what we wanted the tenth grade unit to look like. We asked ourselves questions: What are the criteria for student selection? Who the recommendations? Who determines acceptance? do we set the bar for student achievement? How do we get the parents to buy in so there is a consistent message at home and at school? What kinds of interventions are we prepared to make for students who fall below expectations? How will teachers be selected to teach within the unit? We decided to give the first three questions priority. We felt that we had to clearly define the types of students who would be included in the program before we could begin to recruit teachers. We determined that the criteria for identifying students include: Students who struggled freshman year, but should be doing better according to their Connecticut Mastery scores (CMT) from eighth grade and Educational Records Bureau (ERB) performance scores from ninth grade. Students who have an apparent weakness in one or more subject areas.
mediator pathways on bladder function under control conditions, and secondly to ensure complete block of the various signalling and receptor pathways prior to high K+ solution stimulation. Intraluminal perfusion of the cocktail in saline had no effect on mechanosensitivity. Baseline afferent nerve firing was decreased following perfusion of the cocktail in saline, as was bladder compliance (figure 6.10). Intraluminal perfusion of the cocktail in saline had no effect on afferent firing in response to ramp distension of the bladder. Afferent firing in response to bladder distension remained stable for 3 consecutive distensions prior to intraluminal perfusion of the cocktail in saline solution. Following 30 minutes continuous intraluminal perfusion of the bladder with the cocktail in saline, afferent nerve firing in response to ramp distension (to 50mmHg IP) was unaffected, relative to control distension (figure 6.11A). Similarly, following 60 minutes continuous intraluminal of the cocktail in saline, afferent nerve firing remained unchanged relative to control (figure 6.11B). Bladder compliance was decreased, relative to control, following intraluminal perfusion of the cocktail in saline. Bladder compliance remained stable for 3 consecutive distensions prior to continuous intraluminal perfusion of the cocktail in saline solution. Following 30 minutes intraluminal perfusion of the bladder with the cocktail in saline, bladder compliance was decreased by 11% relative to control compliance, requiring a smaller volume of perfusion solution to distend the bladder to 50mmHg IP than control (figure 6.12A). Bladder compliance was further decreased (15%), relative to control, following 60 minutes intraluminal perfusion of the cocktail in saline (figure 6.12B).
i)Religion powerful force drawing farm communities together. Also joined together to share tasks difficult for single family (such as barn raising) ii)Rural life not always isolated, but less contact w/ popular culture and public social life than in towns and cities. Cherished farm life autonomy Section 1 Questions 1) How did the United States change from the War of 1812 to the Civil War? Around the time of the War of 1812, America was mostly a rural, small-town nation with a few big cities. The market was mostly compromised of local trade and agriculture, and manufacturing was just beginning. However, by the Civil War, the first industrial revolution had occurred. US farming grew to a national scale, and its manufacturing grew to contest for the strongest in the world. 2) What were the new economic characteristics by the middle of the 19c of the Northeast? The western lands? In the South and Southeast? The Northeast grew to be a complex society, powered by cities. Manufacturing was a major part of the economy. Not many white Americans lived in the West. These western lands were dominated by agriculture. 3) What were the three trends that characterized the American population between 1820 and 1840? What were some of the reasons for the rapid population increases in this time period? The three trends were: population growing rapidly, many people expanding westward, and people moving into cities. The main reasons for the population increase included a higher birth rate from mothers, and a lower mortality rate. The lower mortality rate was a direct result of improving public sanitation and health, along with medical advances. 4) Why was the rise of New York City so phenomenal? What forces combined to make it America's leading city? It was phenomenal because it grew extremely rapidly to be the biggest city in the United States. The city had a good port for trade ships, liberal state laws, and a new Erie Canal. These three things in particular helped the city to grow as quickly as it did. 5) How were the Irish and German patterns of settlement in America different? What were the reasons for this difference? The Germans moved westward to take up agriculture, while the Irish went into unskilled labor in the east. The main reason for this was wealth. The Germans could afford to move to the West, but the Irish immigrants typically had nothing and needed to find a job quickly. 6) Why did industrialists, land speculators, and political bosses welcome large numbers of immigrants?
b. Long-term 1. Are there long-term effects of divorce on children? The majority of children whose parents divorced are not distinguishable from their peers whose parents remained married in the longer term – p. 222 75-80% of children and young adults do not suffer from major psychological problems, including depression; have achieved their education and career goals; and retain close ties to their families. They enjoy intimate relationships, have not divorced, and do not appear to be scarred with immutable negative effects from divorce – p. 222 Amato (1999) estimated that approximately 42% of young adults from divorced families in his study had well-being scores above the average of young adults from non-divorced families. Longer-term outcomes are dependent upon many circumstances: adjustment prior to separation, the quality of parenting they received before and after the divorce, the amount of conflict and violence between parents that they experienced during marriage and after divorce 2. Some studies suggest that there’s high negative impact of divorce on children. Why? What are Kelly and Emery’s critique of such research? – p. 223-224 - studies done on clinical groups – people who sought out professional help after divorce - painful memories do not mean long-term damage 2 – What impact this divorce research have on policy or intervention programs? Is it influencing the operation of A Center for Grieving Children, for example? Is it influencing the way that your service site delivers services to its clients? If so, how? - p. 227 Reading 18 The Modern American Stepfamily: Problems and Possibilities Mason 1 – What do we know about step-families? a. contact with fathers – p. 235 b. Size – p. 235 c. parenting – p. 236 d. age of children at time of remarriage matters – p. 236 e. divorce in step-families – at 25% of the time within 5 years of remarriage – p. 237 f. not much difference in child well-being in step and biological families – p. 237 g. remarriage and formation of step-families helps to increase the income of single-moms more than three-fold – p. 237 h. most “successful” step-parent scenario – p. 238
Exhibit E1: LMI – Area Basis, Census Worksheet nebraska community development grant program Low-And-Moderate-Income Census Survey Information LMI Area Benefit Activities not using HUD Census data PART I. INFORMATION CONTAINED IN YOUR SURVEY 1. Total number of families (including single person families) in the activity service area. 1. 2. Total number of families in the service area that were contacted (include those not reachable, refused to answer, incomplete interview/questionnaire) 2. 3. Total number of completed interviews. 3. 4. number of persons in the families interviewed. 4. 5. Total number of persons in the families interviewed who are LMI persons. 5. 6. Total number of persons in the service area (use number of persons from census survey) 6. 7. Divide line 5 by line 6 and multiply by 100 to determine the LMI percentage 7. Tabulated Income Survey Results Family Size 1 Person 2 Person 3 Person 4 Person 5 Person 6 Person 7 Person 8 Person Total # Above families Income Limit people people # Below families PART II. SURVEY Analysis and Documentation (attach separate sheets of if necessary) Date(s) survey conducted: From To Effective date of income limits used: Was the area surveyed: Target Area Entire Community Community and Surrounding Area
common nuisance. Source: Section 40-05-01 (44, 64) and Chapter 42-02 NDCC 11.0302 Noise Levels - Zoning Districts It shall be unlawful to project a sound or noise, excluding noise emanating from a motor vehicle, from one property into another, which exceeds the limiting noise criteria set forth in Table I below. 1. or noise projecting from one property into another with a different noise level limit shall not exceed the limits into which the noise is projected; TABLE I - LIMITING NOISE LEVELS FOR ZONING DISTRICTS Maximum number of decibels permitted from to daily 65 Maximum number of decibels permitted from to 7:00 a. m. of the following day 60 Source: Section 40-05-01 (44, 48, 49) and Chapters 42-01 and 42-02 NDCC 11.0303 Exemptions The following uses and activities shall be exempt from the noise level regulations: 1. Noises of safety signals, warning devices, and emergency relief valves; 2. Noises resulting from any authorized emergency vehicles, when responding to an emergency call or acting in time of an emergency; 3. Noises resulting from emergency work;
2g. [2 marks] Use the equation of the regression line on to estimate the circumference of a tree that is 40 m from the river bank. Markscheme (M1) (A1)(ft)(G2) Accept () for use of 3 sf. Accept from use of and . Follow through from their equation in part (e)(ii) irrespective of working shown; the final answer seen must be consistent with that equation for the final (A1) to be awarded. Do not accept answers taken from the graph. [2 marks] 3a. [2 marks] The cumulative frequency curve shows the percentage marks, given correct to the nearest integer, gained by 500 students in an examination. The passing grades were determined as given below. 85 to 100 %, grade A 66 to 84 %, B 57 to 65 %, C 50 to 56 %, grade D Those scoring less than 50 % failed the examination. Find the number of students who failed the examination. Markscheme 200 (students) (M1)(A1) (C2)
2. Assess the effects of the business cycle on different sectors of the economy. 3. Explain what the unemployment rate means and how it is calculated. 4. Identify the various types of unemployment and their costs on the economy. 5. Discuss the importance of the consumer price index as a measure of inflation. Identify who benefits and who is hurt from inflation. Key Concept Quiz business cycle recession trough depression leading economic indicators unemployment rate discouraged worker frictional unemployment structural unemployment cyclical unemployment natural rate of unemployment full employment inflation real income capital gain demand-pull inflation a. occurs when real GDP decreases for at least six months _____ b. a deep and prolonged recession _____ c. number of people unemployed divided by the labor force _____ d. unemployment that arises from normal labor turnover e. fluctuating unemployment that coincides with the business cycle f. unemployment caused by skills that do not meet employers needs _____ g. unemployment rate at which no cyclical unemployment exists _____ h. the low point of real GDP just before it begins to turn up _____ i. the recurrent ups and downs in the level of economic activity _____ j. used to forecast economic fluctuations _____ k. an individual who has stopped looking for work _____ l. is less than 100% employment of the labor force ______m. measures real purchasing power ______n. inflation originating from upward pressure on the buyers’ side of the market ______o. the profit you earn when you sell an ______p. a sustained rise in the general price level Multiple Choice Questions The four phases of the business cycle are peak, recession, trough, and recovery peak, recession, trough, and boom
Chapter 11b Part 1 – Cardiovascular Physiology Structure of heart Heart location Anterior medial sternum In thoracic cavity between lungs 4 chambers 2 atria left and right 2 ventricles left and right Left ventricle is largest and strongest chamber in heart Have enough force to push blood through aortic valve into entire body blood vessels from right to left side Superior and inferior vena cava Aorta Pulmonary artery pulmonary Pulmonary veins (right and left side) Septum Wall of muscle which separates left and right atria and left and right ventricle Posterior region of heart Has 4 pulmonary veins 2 right pulmonary veins 2 left pulmonary veins Layers of the heart Pericardium thin membrane that covers heart covered by pericardium Underneath pericardium we have fat tissue Myocardium muscle which is underneath fat tissue Thickest layer Endocardium inside wall of heart Trabeculae carneae Muscular columns which project from inner surface of right and left ventricle Papillary muscle 3 in right ventricle and 2 on left ventricle Each papillary connected to chordae tendineae in right (3 chordae tendineae) and in left (2 chordae tendineae) Chordae tendineae Ligaments which connect papillary muscle to AV valve Chordae tendineae connect AV valves (atrioventricular valves) to papillary muscles In ventricles Heart Valves 4 types of valves Tricuspid (tri for 3 papillary muscle in right ventricle) Controls blood flow between right atrium and right ventricle Pulmonary valve Controls blood flow from right ventricle to pulmonary arteries Pulmonary arteries carry blood to your lungs and pick up O2 Pulmonary veins take blood from lungs to left atrium