zilongwang/ReadingBank huggingface dataset:
Chapter 4: Climate and Biomes Reading Guide Vocabulary Learn the definition of each term. The bold words require you to know more than just the definition. For example: Ecosystem service - you should what they are, be able to name several types and describe how we benefit from those services. 1.Climate 4. Troposphere 6. Stratosphere 9. Albedo 12. Saturation Point 15. Adiabatic Cooling 18. Adiabatic Heating 21. Latent Heat Release 24. Convection Cells 27. Hadley Cell 30. Polar Cell 33. Intertropical Convergence Zone (ITCZ) 36. Coriolis Effect 39. Gyres 42. Upwelling 45. Thermohaline Circulation 2. El Nino-Southern Oscillation (ENSO) 7. Rain Shadow Effect 10. Leeward 13. Windward 16. Biomes 19. Tundra 22. Permafrost 25. Boreal Forest 28. Temperate Rainforest 31. Temperate Seasonal Forest 34. Shrubland (Chaparral) 37. Temperate Grassland/Cold 40.Desert 43. Tropical Rainforests 46. Canopy 48. Emergent Layer Understory (subcanopy) 3. Epiphytes 5. Tropical Seasonal Forest & 8.savannah 11. Subtropical Deserts 14. Littoral Zone 17. Limnetic Zone 20. Profundal Zone 23. Benthic Zone 26. Freshwater Wetlands 29. Salt Marsh 32. Estuary 35. Mangrove Swamps 38. Intertidal Zone 41. Coral Reefs 44. Coral Bleaching 47. Photic Zone 49. Aphotic Zone Reading Outline Floods, Droughts and Famines What were the environmental impacts of the flooding in Kenya? What happened in Northern Kenya at the same time? When (and why) does Kenya usually experience heavy rainfall? Do you think events like this will become more common, less common or stay the same in the future? Global processes determine weather and climate What is the difference between weather and climate. Define each one and give 2 examples of each. List the 5 major processes that drive climate on earth.
Tropical Seasonal Forest/ Savanna Subtropical Desert 4.3 Aquatic biomes are categorized by salinity, depth, and water flow Fill in the chart below about the aquatic biomes. Try to use one or two words per box (except for the important characteristics box). We will go over these more in class.
Biome Salt water, freshwater or both Deep, shallow or varies Rate of water flow: high, medium, low Important Characteristics Stream Fresh Shallow Varies Streams often lead into rivers and carry organic matter downstream River Fresh Varies/Deep Varies Rivers carry organic matter downstream, rapids mix oxygen into the water to support fish Lake Pond Freshwater wetland Salt Marsh Mangrove Swamp Intertidal Zone Reef Open Ocean Additional Work: Answer the MC questions.
Name _________________________________________________________________________________ Period ______ Chapter 4 Review Guide Directions: Define each type of power. Then give one or two examples of each power. Type of Power Definition and Examples Expressed powers Definition: Example: Implied powers Definition: Example: Inherent powers Definition: Example: Reserved powers Definition: Example: Concurrent powers Definition: Example: Exclusive powers Definition: Example: Directions: Analyze each scenario to determine what type of it illustrates. Scenario Type of Power (Expressed, Implied, Inherent, Concurrent, or Reserved) A person must be at least 18 to marry without parental consent in Florida. A worker pays federal and State income taxes.
The 3 Kingdoms of Ancient Egypt Essential Question Rubric Advanced 4 pts. Proficient 3 pts. Basic 2 pts. Below Basic O pts. Accuracy No errors are present; response demonstrates an in-depth understanding of concepts Mostly correct only 1 or 2 errors; response demonstrates understanding of concepts No more than one major error; response demonstrates understanding of concepts Very little is correct; many errors are present Completeness X 2 Response addresses thoroughly all aspects of the concepts and used many key terms Most key terms are used. Question addresses concepts. Some key terms are used. Question is address concepts Only a few key terms are used; question is not answered Application X 2 Four or more well developed examples with support are given, including visuals/graphics for all kingdoms Less than four examples are used or support was not provided; some visuals/graphics were used An example is provided but is not completely developed Examples/support were not provided Sources 3 or more websites are used; All sources are accurately documented in the desired format. 2 websites are used; All sources are accurately documented in the desired format. Only one source was used; some were not in desired format No sources were documented Total Points Possible: 24 points Points earned: ________/24
Name: ____________________ Date: ___________Period: _____ Chapter 4 Study Guide Section 4.1—Writing and Graphing Inequalities (pages 124 – 129) Page 153: #1, 2, 4, 5, 7 1.) 2.) 4.) 5.) 7.) Lesson 4.2—Solving Addition and Subtraction Inequalities (pg. 132 – 135) Pg. 154, #8 & 10: 8.) 10.) Lesson 4.3—Solving Inequalities Multiplication or Division Pg. 154, #11 & 12
14. Reflect ∆ABC over the line y = 1. 15. Reflect y = over the x-axis. What is the new equation of the line? 16. List your coordinate rules (about the origin) for rotations AGAIN! 90° CCW: 180° CCW: 270° CCW: 17. Find the coordinates of the image of a triangle with vertices A(-3, 2), B(2, 4) and C(3, 1) after a rotation of 90° counterclockwise. 18. The vertices of ∆ABC are A(3, –1), B(7, 1), and C(5, –4). Graph the image of ∆ABC after a composition of the transformations in the order they are listed. R90° (0,3) ° Ry = x
Social Studies Chapter 4 Study Guide Columbus sailed west on his first expedition in order to find a shorter route to the Indies. 3 reasons Columbus made more voyages to the West Indies. Spain wanted him to start a colony in the West Indies. delievered people and animals to the new land. Spanish wanted the riches of the land. the meaning of the Columbian Exchange. The Columbian Exchange was moving people and their ways of life between the Eastern & Western Hemispheres. 3 things that happened as a result of the Columbian Exchange. Europeans brought horses, cattle, sheep, and pigs to the Western Hemisphere. enjoyed new foods from Americas, such as corn, potatoes, tomatoes, cocoa, and beans. Indians die from overwork and the diseases brought over by the Europeans. what way did Columbus’ voyages impact the Europeans? Columbus showed Europeans the way to the Americas. best describes the factors that enabled Cortes to defeat the Aztecs? Metal armor, muskets, horses, and allies. conquered the Incan empire? Pizarro
Basic Steps in Teaching Job Skills The basic skill training steps include: Trainer becomes familiar with the current skill levels of the apprentices and what they already know about the operation or process. This assessment of the apprentice’s existing knowledge, allows the trainer to correct any misunderstandings and begin the training at an appropriate place in the process. Source: Demonstrate each operation of the position by slowly performing each new process or steps, focusing on the key points as well as safety considerations. Source: https://21stcenturyapprenticeship.workforce3one.org/view/300112713777842964 Facilitate practice opportunities by having the apprentice perform the operations for each of the key processes. Require that they complete the performance and quality measures. Provide feedback and assistance if necessary. Source: Manual on Setting Up a Registered Apprenticeship Program Assess the apprentice on their performance in each of the operations so the trainer can determine if the individual can perform the task without supervision. Source: Manual on Setting Up a Registered Apprenticeship Program) Reinforce the training/learning objectives to guarantee that the apprentice is able to carry out the methods, processes and skills at the necessary performance levels. Source: Manual on Setting Up a Registered Apprenticeship Program
not a being. It follows that if to be a woman is to become a woman, then this process is not fixed and it is possible to become a being whom neither man nor woman describes (1999:173). This leads Butler to a discussion of how we might destabilize the categories of gender and open up new possibilities, in other words, how we might foster political resistance. Her first suggestion is drag: drag reveals the imitative structure of gender as well as its contingency. Her second is pastiche which goes one step further by mocking the very notion of an original (1999:187-8). Identifying drag and pastiche as the basis for a feminist politics of resistance was, to put it mildly, unsatisfactory to many of Butler’s critics. It seemed a frivolous departure from what might be termed the real world of politics. Critics were equally dissatisfied with her approach to a closely related issue: agency. For many of Butler’s critics it was hard to imagine the discursively constituted subject possessing agency because they assumed that agency can only be established through recourse to a prediscursive “I.” To answer this critique Butler refers again to the “necessary failure” of the production of gender identity. These failures produce the possibility of a “complex reconfiguration of redeployment” of gender. There is not a transcendental subject that enables action in this deployment, but, rather, “There is only taking up of the tools where they lie, where the very ‘taking up’ is enabled by the tool lying there” (1999:199). And, even more forcefully: Construction is not opposed to agency; it is the necessary scene of agency, the very terms in which agency is articulated and becomes culturally intelligible. (1999:201) Where, then, does this leave the possibility of resistance? If there is no possibility of agency outside of discursive practices, then our task is to engage in a radical proliferation of gender in order to displace the gender norms that enable repetition (1999:202-3). The deconstruction of identity is thus not on Butler’s view the deconstruction of politics, but the establishment as political the terms through which identity is established and the proliferation of new configurations of gender. What this comes to
503.01 Refugee Assistance Program (Eff. 12/01/14) The Refugee Assistance Program (RAP) is a MAGI eligibility category that offers Medicaid coverage to refugees. A refugee is an individual who is outside his/her native country and is unable or unwilling to return to that country because of persecution or a well-founded fear of persecution on account of race, religion, nationality, membership in a particular social or political opinion. Refugees include, but are not limited to, Iraqis, Afghans, Cuban-Haitian Entrants, and Amerasian immigrants. Asylees meet the definition of “refugee” for eligibility purposes. Asylees are individuals who travel to the United States, and then apply for and receive a grant of asylum. These individuals do not enter the United States as refugees. They may enter as students, tourists, business people, or without papers. Once they are in the United States, or at a land border or port of entry, asylees are eligible for services once the United States Citizenship and Immigration Services (USCIS) has granted asylum. 503.01.01 Eligibility Criteria (Eff. 12/01/14) Before eligibility for the Refugee Assistance Program (RAP) can be established the applicant must be considered for full coverage Medicaid eligibility. If the refugee does not qualify for any other Medicaid program, they may be eligible under RAP. 503.01.01A Categorical Criteria (Eff. 12/01/14) To be eligible for RAP a person must prove, by providing documentation issued by the United States Citizenship and Immigration Services (USCIS) that he or she was:
Figure 5.25 explains a cellular response is initiated; how might that response be inhibited? Use your new knowledge of cell signaling to explain the mechanism of disease in cholera. When cell signaling causes a nuclear response, what normally happens? When cell signaling causes a cytoplasmic response, what normally happens?
In this section you will explore the concept of totalitarianism. You will study two influential ideologies that rejected liberalism—communism in the U.S.S.R. and fascism in Nazi Germany—that utilized totalitarian forms of government. In Russia, was a movement from autocracy under Tsar Nicholas II to a communist state under Vladimir Lenin. A quote from Lenin will offer an explanation of his ideas. Lastly, George F. Kennan, a former Ambassador to the Soviet Union presents an American assessment of the value of the Russian Revolution within and beyond its borders. Germany moved from the Weimer Republic to the Nazi Third Reich under Adolf Hitler. The 1935 Nuremberg Laws, quotations of philosophical ideas circulating in Germany and the Nazi Party’s “25 Points” provide some perspectives on the emergence of fascism. 1. Review pages 167 and 168 carefully. Briefly describe the characteristics of totalitarian regimes. 2. Under any totalitarian regime, conformity to the state ideology is demanded. How can conformity to the state be achieved? 3. Totalitarian regimes view existing society as failing to meet the needs of its citizens. They feel that society is in need of a complete transformation. This transformation can be either radical or reactionary.
b) What were Gulags? 10. Read carefully the feature Investigation: Stalin Explains Communism on page 184. This investigation contains an interview with Joseph Stalin by the American Trade Union Delegation to Soviet Russia in 1927. The interview was printed in the Soviet publication Pravda. Pravda translated into English means truth. Do you consider Stalin’s interview “the truth”? Explain fully. 11. Read the poem by Vladimir Maiakovskii on page 185. a) Why would it have been so important to the Proletkult to eradicate bourgeois liberal ideas from children’s literature? b) How effective do you think Maiakovskii’s poem is in promoting the Soviet communist ideology? c) Do you think children would understand the overt references to communist ideology and to the criticisms of liberalism?
Example: If a year is randomly selected, find the probability that Thanksgiving Day in the U.S. is on a) Wednesday; b) Thursday Complement Example: (Complement of a smoker) We found earlier that P(smoker) = = .20. Find the probability of randomly selecting an adult in the U.S. who does not smoke. Rounding off Probabilities Example: Probability of 0.8208356 Probability of 0.0357469 Probability of 2/3 Probability of 4/8 Probability of 0.0002546 Interpreting Probabilities An event is unlikely An event has an unusually low number An event has an unusually high number
Figure 5.5.1: Calculation of P for Example 5.5.1 The Ed paid for the iPad was $1,087.83. That’s a lot more that $500! Also, the total amount he paid over the course of the loan was . Therefore, the total amount of interest he paid over the course of the loan was $1440 - $1087.83 = $352.17. For some problems, you will have to find the payment instead of the present value. In that case, it is helpful to just solve the loan payment formula for PMT. Since PMT is multiplied by a fraction, to solve for PMT, you can just multiply both sides of the formula by that fraction. You should just think of the loan payment formula in two different forms, one solving for present value, P, and one solving for payment, PMT. Example 5.5.2: Loan Formula—Finding Payment Jack goes to a car dealer to buy a new car for $18,000 at 2% APR with a five-year loan. The dealer quotes him a monthly payment of $425. What should the monthly payment on this loan be? P = $18,000, r = 0.02, n = 12, t = 5 Figure 5.5.2: Calculation for PMT for Example 5.5.2
Calculate the number of moles of each reactant present: 5.272 mol of TiCl4 and 8.23 mol of Mg. Divide the actual number of moles of each reactant by its stoichiometric coefficient in the balanced chemical equation: The reactant with the smallest mole ratio is limiting. Magnesium, with a calculated stoichiometric mole ratio of 4.12, is the limiting reactant. Density is the mass per unit volume of a substance. If we are given the density of a substance, we can use it in stoichiometric calculations involving liquid reactants and/or products, as Example 12 demonstrates. Percent Yield You have learned that when reactants are not present in stoichiometric quantities, the limiting reactant determines the maximum amount of product that can be formed from the reactants. The amount of product calculated in this way is the theoretical yieldThe maximum amount of product that can be formed from the reactants in a chemical reaction, which theoretically is the amount of product that would be obtained if the reaction occurred perfectly and the method of purifying the product were 100% efficient., the amount you would obtain if the reaction occurred perfectly and your method of purifying the product were 100% efficient. In reality, you almost always obtain less product than is theoretically possible because of mechanical losses (such as spilling), separation procedures that are not 100% efficient, competing reactions that form undesired products, and reactions that simply do not go all the way to completion, thus resulting in a mixture of products and reactants. So the actual yieldThe measured mass of products actually obtained from a reaction. The actual yield is nearly always less than the theoretical yield., the measured mass of products obtained from a reaction, is almost always less than the theoretical yield
Learning Targets for Chapter 5: I can… Standard Module 2 Description/Skills Set Level of Knowledge 1 – got it 2 – getting it 3 – no clue Level of Knowledge 1 – got it 2 – getting it 3 – no clue I can… Beginning of Chapter End of Chapter 4.2.1 Demonstrate how to apply the SUM function 4.2.3 Demonstrate how to apply the COUNT function 4.2.4 Demonstrate how to apply the AVERAGE function 4.2.2 Demonstrate how to apply the MIN and MAX functions Vocabulary: argument AutoSum AVERAGE function COUNT function COUNTA function function MAX function merged cells
Learning Targets for Chapter 5: I can… Standard Module 2 Description/Skills Set Level of Knowledge 1 – got it 2 – getting it 3 – no clue of Knowledge 1 – got it 2 – getting it 3 – no clue I can… Beginning of Chapter End of Chapter 1.3.1 Modify page setup 2.3.5 Force page breaks 2.3.2 Insert breaks to create sections 2.3.1 Prevent paragraph orphans 2.3.3 Create multiple columns 2.3.4 Add titles to sections Vocabulary: columns hyphenation landscape orientation line break margins non-breaking spaces
Precipitation Enhancement Recycled Municipal Water Surface Storage – CALFED Surface Storage – Regional / Local Improve Flood Management Flood Management Applicable to Region Applicable, but limited in area or in the potential for project approval * List of Potential Benefits on those provided in the 2013 California Water Plan ** Drought Planning was added as a strategy by the Southern Sierra RWMG Potential Benefits * Resource Management Strategies ** Reduce Drought Impacts Improve Water Quality Higher Operational Flexibility & Efficiency Reduce Flood Impacts Environmental Benefits Energy Benefits More Recreational Opportunities Reduce Groundwater Overdraft Improve Food Security Public Safety & Emergency Response Improve Water Quality Drinking Water Treatment & Distribution Groundwater / Aquifer Remediation Matching Quality to Use Pollution Prevention Salt & Salinity Management Urban Stormwater Runoff Management Practice Resource Stewardship Agricultural Land Stewardship Ecosystem Restoration Forest Management Land Use Planning & Management Recharge Area Protection Sediment Management Watershed Management People & Water Economic Incentives (Grants, Water Pricing, etc.) Outreach and Education
Abies grandis Giant Fir, Grand Fir BB, BY, NW-FVA, vTI Abies nordmanniana Caucasian Fir RP Abies procera Noble Fir BY, Acer pseudoplatanus Sycamore BB, BY, SN Alnus glutinosa Common Alder, European Alder vTI Betula maximowicziana Monarch Birch vTI Betula pendula European Birch, Silver Birch BY, vTI Betula pubescens Downy Birch BY Castanea sativa Spanish Chestnut, Sweet Chestnut RP Fagus sylvatica Common Beech, European Beech BB, BW, BY, SN, RP, MV, NW-FVA, NW, vTI Fraxinus excelsior Common Ash, European Ash BB ,BW, BY, NW-FVA decidua European Larch BB, BY, MV, SN, vTI Larix kaempferi Japanese Larch vTI Malus sylvestris Apple, Wild Crab RP abies Common Spruce, Norway Spruce BW, BY, SN, MV, NW-FVA, TH, vTI Picea sitchensis Sitka Spruce NW-FVA, vTI Pinus contorta Lodgepole Pine, Shore Pine BY, vTI Pinus nigra Austrian Pine, Black Pine BB, BY, vTI ponderosa Ponderosa Pine BY Pinus strobus Eastern White Pine, Weymouth Pine BB sylvestris Scots Pine BB, BY, RP, MV, vTI
Challenges of the Working Class i) Laissez faire capitalism often resulted in: 1. 2. 3. 4. 5. 5. 6. ii) Charles Dickens – who is he and what did he think? Responses to Conditions Created by Classical Liberalism (page 125) Luddites – Human rights and women rights focused on Improving Conditions for the Working Class: Factory Acts Labour Unions Winnepeg General Strike – Watch the video and answer the following questions When? ___________________ Causes of the Strike Effects of the Strike (outcomes)
Characteristics of Living Things (vocabulary) 1. Biology – the study of living things 2. Cells - basic unit of structure and function in living things 3. Eukaryote - organism made up of cells that have a membrane-bound nucleus and other organelles 4. Prokaryote – one-celled organism that does not have a nucleus or organelles; includes all bacteria 5. Unicellular – made up of only one cell 6. Multicellular – made up of more than one cell 7. Organ – in an organism, structure made of two of more different tissues which has a specialized function; for example, the lungs 8. Organ systems – a group of organs working together to do a specific job for an organism; example – digestive system 9. Organism – a living thing 10. Life – all stages in the life of an organism 11. Metamorphosis – describes the life cycle of an organism whose form changes substantially at each stage of its life cycle 12. Tissues – in plants and animals, a group of cells that work together to do a specific job 13. Response – a reaction to something
Non separated Yes No (IBC 508.3) Separated Yes No (IBC 506.2.2) (IBC 506.2.4) (IBC 508.4) Fire Apparatus Access and Water Line Yes No (IFC 503 & 507) OTHER FIRE PROTECTION SYSTEMS, DEVICES or FEATURES If the building has any special or notable fire protection or safety feature or hazard the designers should list them here, describe the performance characteristics and refer to locations in construction documents. (e.g. fire extinguishers, smoke- evacuation/control/compartments. Note 414.1.3.) TABLE 5-4 BUILDING AREA AREA LIMIT BY TABLE 506.2 OF IBC SF (area limitation per AREA INCREASES BY SECTION 506.2 AND 506.3 OF IBC EXPLANATION OF INCREASES: SF (maximum modified area per story) AREA AS ALLOWED IN IBC PER STORY Story/Level: Story/Level: Story/Level: SF (area per story) SF (area per story) SF (area per story) SF (area per story) ALLOWED AREA OF BUILDING (summary of all stories) SF AREA AS DESIGNED PER STORY Story/Level: Story/Level: Story/Level: Story/Level: SF (area per SF (area per SF (area per SF (area per story) TOTAL DESIGNED AREA OF BUILDING SF TABLE 5-5 BUILDING HEIGHT AS DESIGNED AS ALLOWED BY IBC In Feet In Stories In Feet In Stories PER TABLE 504.3 N/A N/A PER TABLE 504.4 N/A N/A
Historical building rehabilitation R12-125 Archives and History, Local Authority Hospitals & infirmaries R61-16 SCDHEC - Health Facilities Construction Road encroachment, local 57-7-60 Local City or County Authority Road encroachment, 57-5-1080 Local SCDOT Maintenance Office Sanitary sewer; treatment & disposal R61-56, 57 SCDHEC – Domestic Wastewater Storm water discharge, erosion and sediment control R61-9; R72-100-108 SCDHEC – Water Pollution Control; State Engineer; Local Authority Swimming areas, natural public R61-50 SCDHEC – Water Supply Construction Swimming pools, public R61-51 SCDHEC – Supply Construction Underground storage tanks R61-92 SCDHEC – Groundwater Protection Waste discharge (sewage, industrial waste, etc.) 48-1-100, 110; R61-9 SCDHEC – Water Pollution Control Water supply 44-55-40; R61-57, 58 SCDHEC – Water Supply Construction Wells, Underground injection R61-71, 87 SCDHEC – Groundwater Protection For completion of this Table in the Bid Documents Stage it must indicate the status of each permit by insertion of “approved” and date in the status column. If not approved, indicate pending approval, phased approval and who (A/E, Agency, Contractor or Other) is to provide that documentation and anticipated date. TABLE 5-14 STATEMENT OF SPECIAL INSPECTIONS The Designer(s) of Record shall determine the material and/or work on the project requiring Special Inspections. The Special Inspection requirements shall be based on Section 1705 of the 2015 International Building Code. Any deviations from the requirements of Section 1705 must be approved by OSE PROJECT NAME: PROJECT NUMBER: MATERIAL TYPE OF INSPECTION FREQUENCY SPECIFICATION REFERENCE INSPECTION BY
Markscheme A 48. [1 mark] Where are structures I, II and III found in the human body? Markscheme B 49. [1 mark] What is the function of thrombin in the process of blood clotting? A. It acts as a catalyst.B. It the wound to trap blood cells.C. It changes from a soluble protein to an insoluble fibrous protein.D. It releases clotting factors from platelets. Markscheme A 50. [1 mark] Which element or ion is required for transmission of a nerve impulse? A. Phosphorous B. Sodium C. Sulfur D. Iron Markscheme B 51. [1 mark] A structure has a thin epithelium of one cell layer and contains a lacteal and blood capillaries. It has protein channels and mitochondria to aid absorption. What is this structure? A. Alveolus B. Gastric gland C. Pancreas D. Villus Markscheme D
What is a feature of alveoli? A. They occur in all animals because they are needed for gas exchange. B. They have a higher oxygen concentration than air in the atmosphere to increase the rate of diffusion. C. They have walls that are one cell thick for faster diffusion. D. They are small so keep the gases inside them more concentrated. Markscheme C 61. [1 mark] What is a characteristic of axons in motor neurons? A. When there is a resting potential, the outside of the axon is negative relative to the inside. B. During an action potential, Na ions diffuse out of the axon. C. K ions diffusing out of the axon repolarizes it. D. Impulses in the axon travel towards the cell body. Markscheme C 62. [1 mark] Which response takes place when blood glucose levels are low? A. Glucagon is released from the α of the pancreatic islets. B. Glucagon is released from the β cells of the pancreatic islets. C. Insulin is released from the α cells of the pancreatic islets. D. Insulin is released from the β cells of the pancreatic islets. Markscheme A 63. [1 mark] During the menstrual cycle, what occurs in response to a fall in the progesterone level? A. Growth of the uterus lining B. Growth of the follicle surrounding the egg C. Ovulation D. Menstruation Markscheme D 64. [1 mark]
Complete A complete graph is a graph with N vertices in which every pair of vertices is joined by exactly one edge. The symbol used to denote a complete graph is KN. Example 6.4.2: Complete Graphs Figure 6.4.2: Complete Graphs for N = 2, 3, 4, and 5 a. K2 b. K3 c. K4 d. K5 two vertices and one edge three vertices and three edges four vertices and six edges five vertices and ten edges In each complete graph shown above, there is exactly one edge connecting each pair of vertices. There are no loops or multiple edges in complete graphs. Complete graphs do have Hamilton circuits. Reference the starting point of a Hamilton circuit Example 6.4.3: Reference in a Complete Graph Many Hamilton circuits in a complete graph are the same circuit with different starting points. For example, in the graph K3, shown below in Figure 6.4.3, ABCA is the same circuit as BCAB, just with a different starting point (reference point). We will typically assume that the reference point is A. Figure 6.4.3: K3
If a is connected and __________________, the graph will have an Euler circuit. the graph has an even number of vertices the graph has an even number of edges the graph has all vertices of even degree the graph has only two odd vertices Starting at vertex A, use the Nearest-Neighbor Algorithm to find the shortest route if the weights represent distances in miles. Find a Hamilton circuit using the Repetitive Nearest-Neighbor Algorithm. Find a Hamilton circuit using the Cheapest-Link Algorithm. Which is a circuit that traverses each edge of the graph exactly once? A. Euler circuit b. Hamilton circuit c. Minimum Spanning Tree Which is a circuit that traverses each vertex of the graph exactly once? A. Euler circuit b. Hamilton circuit c. Minimum Spanning Tree For each situation, would you find an Euler circuit or a Hamilton Circuit? The department of Public Works must inspect all streets in the city to remove dangerous debris. Relief food supplies must be delivered to emergency shelters located at different sites in a large city. The Department of Public Works must inspect traffic lights at intersections in the city to determine which are still working. An insurance claims adjuster must visit 11 homes in various neighborhoods to write reports.
Ensure that copies of any incident investigation reports are retained in site files and forward copies (recommended) to the SHEMP Manager (or another designated person). Tasks Associated with Training () Develop (and/or arrange for) appropriate training that addresses all of the components specified in of this chapter. Ensure that training is delivered to emergency responders and that they successfully complete all required training (e.g., initial and refresher). Participate in injury, illness, and exposure reporting training as required. Associated with Recordkeeping () Ensure that training requirements are documented and tracked in the FRM and that the Removal Manager or supervisor is of employees that have (and have not) completed their training requirements. Retain copies of your injury, illness, and exposure reporting training certifications. Retain OSHA work-related injury and illness records (i.e., OSHA & EPA 301 Injury, Illness and Near Miss Reports, OSHA 300 Logs, and OSHA 300A Summaries) for 5 years following the year of occurrence. Retain copies of OWCP forms and documentation pertaining to work-related traumatic injuries and illnesses/diseases, authorization for medical treatment, payment/reimbursement for medical treatment, and claims for workers’ compensation. Ensure that logs of employee reports, employee notifications, workplace inspection reports, and abatement plans pertaining to unsafe or unhealthy working conditions are retained in site files and forward copies (recommended) to the SHEMP Manager (or another designated person). Retain copies of motor vehicle accident records (i.e., OSHA & EPA 301 Injury, Illness and Near Miss Report, SF-91, SF-94, SF-95, employee’s authorization to travel, rental vehicle contract, police report, other documents/receipts associated with the incident). Additional Tasks that Reflect Organization-Specific Procedures () Attention users: Add rows if necessary. _________________________________ *Note: A list of the organization’s emergency responders is provided in Appendix A-2 of the Introduction chapter.
Learning Targets for Chapter 6: I can… Standard Module 2 Description/Skills Set Level of Knowledge 1 – got it 2 – getting it 3 – no clue Level of Knowledge 1 – got it 2 – getting it 3 – no clue I can… Beginning of Chapter End of Chapter 2.1.6 Insert and delete cells 2.2.2 Modify cell alignment and indentation 2.2.3 Change font and font styles 2.2.7 Apply highlighting 2.2.6 Apply number formats 2.2.5 Wrap text within cells 2.2.1 Merge cells 2.2.4 Use Format Painter 2.2.8 Apply cell styles 1.2.2 Insert hyperlinks 2.3.1 Apply conditional formatting Vocabulary: align
change—or choose not to. Sometimes they do this willingly and other times they choose reluctantly, either feeling forced or mixed about their decisions. This perspective is valuable when thinking about increasing the success of organizational change, for it is at the individual level that people decide to change. Their choices depend on their views of the situation and how it impacts their lives. In the recent past, many change programs have been focused on cost cutting, including the downsizing of the number of employees in an organization. People are bright. They understand what is happening. And if a program will cost them their jobs, why would you expect them to be enthusiastic and positive? Such resistance demonstrates the point that individuals will choose to cooperate or not depending on their personal circumstances and their assessment of how the change will impact them personally. Individuals will adopt or accept change only when they think that their perceived personal benefits are greater than the perceived costs of change. This can be summarized as follows: This simple formula highlights several things. First, change agents have to deal with both the reality of change and its perceptions. Again, perception counts as much as reality. Second, in many situations, the costs of changing are more evident than the benefits of change. In most change situations, first the costs are incurred and then the benefits follow. The perceived benefits of change depend on whether people think the benefits are likely—that is, the probability of the change being successful in ways that count for them. As well, the benefits of change depend on the state of “happiness” or dissatisfaction with the status quo. Interestingly, people also tend to focus on the consequences of the change rather than the consequences of not changing and remaining the same. The more dissatisfied people are, the more they as individuals will be willing to change. The change equation can be modified to capture this as follows: Thus, change agents need to build the case for change by increasing the dissatisfaction with the status quo by providing data
AP Statistics – Chapter 6 Assignments Date Topic Assignment Chapter 6 Introduction, 6.1A Discrete random Variables, Mean (Expected Value) of a Discrete Random Variable Read 340-346 Do 1, 5, 7, 9, 13 6.1B Standard Deviation (and Variance) of a Discrete Random Variable, Continuous Random Variables Read 346-352 Do 14, 18, 19, 23, 25 6.2A Linear Transformations Read 358-363 Do 27-30, 37, 39-41, 43, 45 6.2B Combining Random Variables, Combining Normal Random Variables Study 6.1 Quiz 6.1 Read 364-377 Do 49, 51, 57-59, 63 6.3A Binomial Settings and Binomial Random Variables, Binomial Probabilities Read 382-389 Do 61, 65, 66, 69, 71, 73, 75, 77 6.3B Mean and Standard Deviation of a Binomial Distribution, Binomial Distributions in Statistical Sampling Study 6.2 Quiz 6.2 Read 390-397 Do 79, 81, 83, 85, 87, 89 6.3C Geometric Random Variables Read 397-403 Do 93, 95, 97, 99, 101-103 Chapter 6 Review Chapter 6 Test MC Chapter 6 Test FR 31R-34R
33. they are identified, ____ take priority in worldwide conservation efforts. 34. broad land or aquatic region characterized by climate, geography, and the species found within them is called ____. 35. what is the biggest threat to the Klamath-Siskiyou forest, is an endangered ecoregion in North America?
Chapter 6 Test Review Terms: Bank credit memo (advice) A bank document informing the business of an increase made in the business’s bank account Cash receipts daily Lists money coming in from customers on account Clearing an account balance Making an account balance 0 Sales Tax (HST) It is a combination of provincial and federal taxes. entry entry made when a new business is starting invoice Purchase on account Sales invoice Sale on account Credit The side of an account Bank debit memo (advice) A bank document informing the business of decrease made in the business’s bank account. Cash sales slip A business form showing the details of a transaction in which goods or services are sold to a customer for cash entry A transaction that affects more than two accounts Journal A journal is a book in which the accounting entries for all transactions are first recorded of sale (POS) Is an electronic device cash register used to process sales at retail locations
potassium chlorate magnesium yellow flame: sodium oxalate or cryolite (Na3AlF6) potassium nitrate sulfur flame: barium nitrate or barium chlorate potassium perchlorate titanium white smoke: potassium nitrate plus sulfur strontium nitrate colored smoke: potassium chlorate and sulfur, plus organic dye whistling noise: potassium benzoate or sodium salicylate white sparks: aluminum, magnesium, or titanium gold sparks: iron fillings or charcoal *Almost any combination of an oxidizer and a fuel may be used along
Identify whether each is a delegated, reserved, or concurrent power according to the Constitution: Admit New States Coin Money Collect Tariffs Declare War Education Establish Courts Standardize Weights and Measures Conduct Foreign Policy Establish Local Governments Maintain Army and Navy Marriage Laws National Defense Immigration and Naturalization Laws Organize and Maintain Militia Propose Constitutional Amendments Punish Treason Ratify Constitutional Amendments Regulate Foreign Trade Regulate Intrastate Commerce Regulate Interstate Commerce Taxation
Name Period Concept 7.1 Cellular membranes are fluid mosaics of lipids and proteins The large molecules of all living things fall into just four main classes. Name them. Explain what is meant when we say a molecule is amphipathic. Who proposed the fluid mosaic model of membrane structure? When? Describe this model. What is meant by membrane fluidity? Describe the movements seen in the fluid membrane. Describe how each of the following can affect membrane fluidity: decreasing temperature phospholipids with unsaturated hydrocarbon chains cholesterol 6. Membrane proteins are the mosaic part of the model. Describe each of the two main categories: integral proteins peripheral proteins
Learning Targets for Chapter 7: I can… Standard Module 1 Description/Skills Set Level of Knowledge 1 – got it 2 – getting it 3 – no clue Level of Knowledge 1 – got it 2 – getting it 3 – no clue I can… Beginning of Chapter End of Chapter 1.3.3 Insert and delete columns and rows 1.3.5 Adjust row height and column width 1.4.2 Hide columns and rows 2.3.3 Transpose columns and rows 1.3.4 Change workbook themes 1.3.2 Modify page setup 1.3.7 Insert headers and footers 1.3.6 Insert watermarks Vocabulary: boundary column heading column
Learning Targets for Chapter 7: I can… Standard Module 1 Description/Skills Set Level of Knowledge 1 – got it 2 – getting it 3 – no clue Level of Knowledge 1 – got it 2 – getting it 3 – no clue I can… Beginning of Chapter End of Chapter 1.3.2 Change document themes 1.3.3 Change document styles sets 1.3.5 Insert watermarks 2.1.1 Append text to documents 5.1.1 Insert Quick Parts 5.1.3 Demonstrate how to use Building Blocks Organizer 5.1.4 Customize building blocks 2.1.6 Insert built-in fields 5.1.2 Insert text boxes 2.1.7 Insert special characters (©, ™, ₤) Vocabulary: AutoText building blocks document theme
2309 Whether the community is covered by the agricultural produce collection network (paragraph 9.33) 2310 Presence of food storage facilities ; if not, travelling time to the nearest food storage facility (by season, if applicable) (paragraph 9.33) 2311 Presence of agricultural processing facilities; if not, travelling time to the nearest agricultural processing facility (by season, if applicable) (paragraph 9.33) 2312 Presence of facilities for maintaining agricultural machinery (paragraph 9.33) 2313 Existence of farmers’ associations, cooperatives, and bodies providing support and services to farmers (paragraph 9.33) 2314 Availability of agricultural extension service (paragraph 9.33) 2315 Whether electricity is connected (paragraph 9.33) 2316 Presence of a primary school; if not, travelling time to the nearest primary school (by season, if applicable) (paragraph 9.33) 2317 Presence of a health facility; if not, travelling time to the nearest health facility (by season, if applicable) (paragraph 9.33) 2318 Presence of radio, telephone (including mobile phone coverage), and Internet services (paragraph 9.33) 2319 Availability of public transport: bus, boat; if not, travelling time to the nearest bus station, train station, dock etc. (by season, if applicable) (paragraph 9.33) Development programmes 2401 Presence of specific development projects in the community (paragraph 9.34)
Worked Example 13 A reducing balance loan of $18 000 has been taken out over 5 years at 8% p.a. (adjusted monthly) with monthly repayments of $364.98. a) What is the total interest paid? b) If, instead, the rate was 9% p.a. (adjusted monthly) and the repayments remained the same, what would be: i) the term of the loan Using the Financial Solver Enter the following: n (N:) = r (I(%): P (PV:) = Pmt: = FV: = PpY: = CpY: = ii) the total amount of interest paid? Using the Financial Solver Enter the following: n (N:) = r (I(%): P (PV:) = Pmt: = FV: = PpY: = CpY: = Worked Example 14 Natsuko and took out a loan for home renovations. The loan of $42 000 was due to run for 10 years and attract interest at 7% p.a., debited quarterly on the outstanding balance. Repayments of $1468.83 were made each quarter. After 4 years the rate changed to 8% p.a. (debited quarterly). The repayment value did not change. a) Find the amount outstanding when the rate changed. Using the Financial Solver Enter the following: n (N:) = r (I(%): P (PV:) = Pmt: =
There are a number of other good practice activities that are suggested to be performed. This is particulatly important as the level of sophisitication of analysis and models increase, and as our capability to intuitively (using engineering judgement) check model results diminishes. Before initial results are available, make estimates of what type of behaviour expect Modelling sequence should be: Linear elastic, model components first then slowly complete the model: soil only, (self weight in all directions, static loads, point, self-weight, eigen analysis, etc.); dynamic loads (point loads, etc.); free field ground motions (see chapter 4 and 5) components of structural only (for example containment only, internal structure only. Aux building, and in general all structures on the nuclear island (EPR has 9 separate sub-structures), start with a fixed base model for all, etc.), and then full structural model (just the structure, no soil), static loads (self weight in three directions to verify model and load paths, point loads to verify model and load paths); then dynamic loads (point loads, and seismic loads) (Visual verification of results!!!, visual verification of element shapes complete structure and foundation, (apply same load scenarios as above) complete structure, foundation, soil system, (apply same load scenarios as above) Equivalent linear modeling, and observe changes in response, to determine possible plastification effects. It is very important to note that it is an elastic analysis, with reduced (equivalent) linear stiffness. Reduction in secant stiffness really steams from plastification, although plastification is not explicitly modeled, hence an idea can be obtained of possible effects of reduction of stiffness.
1. Swahili civilization of East Africa developed from blend of Bantu with commercial life f the Indian Ocean (especially Islamic) a. growing demand for East African products (gold, ivory, quartz, leopard skins, some slaves, iron, wood products) b. African merchant class developed, with towns and kingships 2. Swahili civilization flourished on East African coast between 1000 and 1500 C.E. a. very urban, with cities of 15,000–18,000 people b. each city was politically independent, ruled by a king c. accumulated goods from the interior and traded for Asian goods d. sharp class distinctions 3. most of trade was in Arab ships; Swahili craft traveled coastal waterways 4. deep participation in the Indian Ocean world a. regular visits by Arab, Indian and Persian merchants; some settled b. many ruling families claimed Arab or Persian origins c. Swahili was written in Arabic script, with Arabic loan words d. widespread conversion to Islam 5. Islam and Swahili culture didn’t reach much beyond coast until the nineteenth century a. but Swahili region traded with the interior, had an impact b. trade with interior for gold led to emergence of Great Zimbabwe (flourished in 1250–1350 C.E.) IV. Sand Exchange across the Sahara A. Commercial Beginnings in West Africa 1. trans-African trade was also based on environmental variation a. North Africa manufactured goods b. Sahara had copper and salt deposits, dates c. agricultural peoples further south grew crops, produced textiles, mined gold 2. earliest trade in the region was among agricultural peoples in the Sudan a. emergence of urban clusters in the early centuries C.E.
a global basis. 2700-2900 MHz Primary surveillance radar Long term Secure continuing availability of the frequency band 2700 – 2900 MHz which is allocated to the aeronautical radionavigation service for use by primary surveillance radar on a global basis in adjacent frequency bands mobile systems are in use (e.g. WIMAX and LTE), secure protection of radar stations from harmful interference from mobile systems operating in adjacent bands Review the measures that were taken to protect primary surveillance radar from interference from cordless mobile cameras. 9000-9200 MHz Primary surveillance radar Long term Secure the continuing availability of the frequency band 9000 – 9200 MHz which is allocated to the aeronautical radionavigation service for use by ground based radar systems on a global basis 9300-9500 MHz Primary surveillance radar Long term Secure the continuing availability of the frequency band 9300 – 9500 MHz which is allocated to the aeronautical radionavigation service for use by airborne weather radar and ground based radar on a global basis. 15.4-15.7 Primary surveillance radar Long term Secure for the continuing availability of the frequency band 15.4 – 15.7 GHz which is allocated to the aeronautical radionavigation service for use by ground based radar systems on a global basis 31.8-33.4 GHz Primary surveillance radar Long term Secure the continuing availability of the frequency band 31.8 – 33.4 GHz which is allocated to the radionavigation service and used by primary surveillance radar to support airport surveillance detection equipment (ASDE radar) on a
Harpoons HAR 10.1 10.1.0 Hand implements (Wrenching gear, Clamps, Tongs, Rakes, ears) MHI 10.2 10.2.0 Pumps MPM 10.3 10.3.0
Prorupted Reason for prorupting the shape of a state… Perforated How is the perforator state dependent on the “perforatee”? Fragmented Different kinds… Define landlocked state: are most of the world’s landlocked states? Why there? What problems do landlocked states have? Shade and label all 15 of Africa’s landlocked states. (Use Figure 8-33 to help) Define democracy: Define autocracy: What are the areas democracies and autocracies differ?
Excel Learning Targets for Chapter 8: I can… Standard Module 2 Description/Skills Set Level of Knowledge 1 – got it 2 – getting it 3 – no clue Level of Knowledge 1 – got it 2 – getting it 3 – no clue I can… Beginning of Chapter End of Chapter 1.1.6 Copy and move worksheets 1.2.3 Change worksheet order 1.3.1 Change worksheet tab color 1.4.1 Hide worksheets 1.1.5 Add worksheets to existing workbooks 1.4.9 Demonstrate how to use zoom 1.4.11 Freeze panes 1.2.1 Search for data within a workbook 2.1.2 Find and replace data 1.2.4 Demonstrate how to use Go To Vocabulary: Find command freeze
What is the composition of the cell wall? What is the relatively thin and flexible wall secreted first by a plant cell? What is the middle lamella? Where is it found? What material is it made of? Explain the deposition of a secondary cell wall. Animal cells do not have cell walls, but they do have an extracellular matrix (ECM).List some elements of the ECM. What are the intercellular junctions between cells? What can pass through them? Animals do not have plasmodesmata. Summarize the role of the three types of intercellular junctions seen in animal cells.