zilongwang/ReadingBank huggingface dataset:
APES- Introduction to the World’s Biomes Objective: Understand the plants, animals and climate that characterize each biome of the world. Site: http://mbgnet.mobot.org/ Missouri Botanical Gardens Browse each biome and fill out the chart below and answer the questions below about each individual biome Terrestrial Biome Common Plants/ Interesting Features Weather/Climate Animals Rainforest Double Coconut, Banyan Tree, Capybara, Chimpanzee, Bearded Pig Home to half of Earth’s plant and animal species and tribal cultures, source of medicinal plants Very warm and wet, 70-85F, regular rainfall Tundra Lichen, Cushion Plants, Polar Bears, Arctic Foxes can dip to as low as soil is usually frozen Very cold, ridden with permafrost, low precipitation Taiga Evergreens, Hawk Owl, Beavers, Moose, Lynx The largest primarily forest, located in the northern hemisphere Low temperatures, 12-33 inches a year of rain, long nights in winter, long days in summer Desert Various Cacti, Dragon Tree, Dingo, Fennec Fox Deserts near mountains caused by rain shadow effect, along 30N and 30S Hot during the day, cool at night, little precipitation and humidity Temperate Silver Red Maple, Black Bear, Turkey Forest leaves change colors over seasons Changing seasons, 30-60 in. of rainfall a year, weather varies over seasons Grasslands Prairie Blazingstar, Coneflower, Giraffe, Warthog Found everywhere except Antarctica 10-30 in. of rainfall per year, fertile, temperate or hot all year Aquatic Biomes Common Plants/ Interesting Features Weather/Climate Animals Rivers & Streams Anaconda, Otter, Common Puffer fish, River Turtle Water is filtered through groundwater, water accumulated through runoff Climate depends on area that river resides in & Lakes Algae, Bass, Carp, Platypus, Trout, White Pelican Ponds can support rooted plants, largest lake has area of 143,244 square miles Climate depends on area that the pond or river resides in Wetlands Alligator, Walking Catfish, Forbs, Grasses Wetlands being destroyed by settlement, prevents flooding in areas and is a home to many organisms Vary depending on area, moderate temperatures, moderate to rainfall
Shorelines Crocodile, Sea Lion, White Collared Kingfisher, Herring Gull 8 different listed shorelines, tides created by pull of the moon Moderate climate due to the proximity of the ocean, windy Temperate Oceans Salmon, Grey Whale, Mollusks, Eels, Lantern fish, Halibut, Hagfish, Seaweed Photosynthesis only takes place in the euphotic zone, other zones are too dark Climate depends on depth, higher depths warmer, lower depths freezing Tropical Oceans Stonefish, Turtle, Barracuda, Porpoise, Mollusks, Marlin Many animals have adapted to the warm waters of the coral reefs, adaptations Found in shallow, warm water, coral reefs
Generation # 1 2 3 4 5 6 7 8 # of people at the start of generation Employment Type and # of people it supports Energy Type and # of people it supports # of Water (NAVY) beans (available) # of land (KIDNEY) beans (available) # of energy (BLACK) beans (available) # of used water (NAVY beans) # of used land (KIDNEY) beans # of used energy (BLACK) beans (1.75x) population increase (birth & immigration) -20% death & emigration # of people at the end of the generation (continue # to the top of the next column) Employment Type- Each generation Energy Type- Each generation 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8.
APES Study Guide Unit 2 – Science, Systems, Matter, and Energy & Soil and Geology In this unit we will studying the earth’s physical characteristics and how man’s influence affects the physical nature of the earth. Miller, Living in the Environment, 15th Edition, Chapters 2 (pg 28-48) and Chapter 15 (pg 335-353) Major Assignments Soil Lab Biogeochemical Cycle Project Vocabulary (65 terms) Chapter 2 scientific data experiment scientific hypothesis scientific theory scientific law accuracy precision scientific methods serendipity variables control double blind placebo inductive reasoning deductive reasoning frontier science consensus science technology system structure function mental models conceptual models graphic models physical models mathematical models input accumulation flow (throughput) output sinks feedback loop positive feedback loop negative feedback loop homeostasis time delay synergistic interaction synergy chaos butterfly effect elements compounds mixtures atoms molecules protons neutrons electrons nucleus atomic number mass number isotopes chemical formula organic compounds genes genomes gene mutations chromosomes inorganic compounds crust mineral rock matter quality high-quality matter low-quality matter entropy energy kinetic energy electromagnetic radiation ionizing radiation non-ionizing radiation heat temperature potential energy energy quality high-quality energy low-quality energy chemical reaction law of conservation of matter law of conservation of matter and energy nuclear change natural radioactive decay radioisotopes gamma rays alpha particles beta particles half-life nuclear fission critical mass chain reaction nuclear fusion law of conservation of energy (1st law of thermodynamics) 2nd law of thermodynamics high-waste societies matter-recycling society low-waste society Chapter 15 soil soil horizon soil profile humus infiltration leaching soil texture loam mineral resource ore identified resource undiscovered resource reserve overburden spoil open-pit mining dredging strip mining depletion reserve-to-production ratio gangue benefaction tailings smelting soil erosion desertification salinization waterlogging soil conservation conventional-tillage farming conservation-tillage farming terracing contour farming strip cropping alley cropping agroforestry windbreak shelterbelt organic fertilizer commercial inorganic fertilizer animal manure green manure compost crop rotation
APES = Advanced Placement English Students! Weekly Schedule for Week of October 19 - 23, 2015 Week’s reading/analysis: “Shooting an Elephant” and Soto Vocabulary: Sadlier Oxford Level F Unit 2 EVENTS: No School Monday, October 19 Rhetorical Terms, Strategies, Techniques, Tone. . . continue to use throughout. Day of Week Monday, October 19 Tuesday, October 20 Wednesday, October 21 Thursday, October 22 Friday, October 23 In-Class Project Proposal Form due date extended to next Monday, October 26th at latest No School Teacher Planning Day Tone TEST 2 Vocabulary Unit 2: Work in Sadlier Oxford workbook; work must be done in class time. Test Nov. 2 Vocabulary Unit 2 Introduction to and pronunciation of Work in Sadlier Oxford workbook; work must be completed in time. Review SOAPS for “Shooting an Elephant.” Additional focus/close readings/ discussion of organizational strategies, rhetorical techniques, claims/support, etc. related to “Shooting an Elephant.” SOAPS Quiz next Tuesday. In-class analysis: Gary Soto prompt Assigned Work Outliers Project: Point 1: 11/3 Check Point 2: 11/9 Check Point 2: 11/17 Due Date: 11/24 Ongoing: Outliers project Current: Vocabulary Study Ongoing: Outliers project Current: Vocabulary Study Ongoing: Outliers project Current: Vocabulary Study Reading: Teresa Wiltz’s “Popular Culture in the Aftermath of Sept 11 Is a Chorus without a Hook, a Movie without an Ending” due Tuesday, Oct. 26th. Ongoing: Outliers project Current: Vocabulary Study Reading: Teresa Wiltz’s “Popular Culture in the Aftermath of Sept 11 Is a Chorus without a Hook, a Movie without an Ending” due Tuesday, Oct.26th. Link to Unit 2 Vocabulary on Quizlet: https://quizlet.com/1339/sadlier-oxford-vocab-f-unit-2-flash-cards/ Link to Sadlier Oxford main site: (Includes word lists, pronunciation, and games) http://www.sadlier-oxford.com/vocabulary/iwords.cfm?sp=student&level=F#unit2
Discover Magazine, Natural History Magazine, Treehugger.com, etc. I do not care if you use a paper or online copy of your article as long as it is property cited. Each article should relate to a different topic chosen from the following list. As the year progresses you will be able to cover all of the topics! Environmental Law Ecosystems Climate Evolution Preserving Our Biodiversity Water Pollution Population Growth Cities and Waste Geology Renewable Energy Nonrenewable Energy Food/Agriculture Air Pollution Human Health Forest or Rangeland
System design: Managing changes to the system A goal of the advocate or champion (above) would be to keep driving change in administrative practices as the system matures and the environment changes. At the same time, constant and poorly coordinated change is itself costly. Establishing new arrangements for managing changes to the Program requirements and design. This could involve a staged annual process of changes which incorporate all the new procedures, so that stakeholders can anticipate these changes and make plans accordingly in a scheduled way. How should changes to the Programs be managed and implemented? System design: Conflicting roles In the current model, DEEWR plays the roles of ‘regulator’ of ESPs as well as ‘purchaser’ of employment services. In principle, these roles can clash: for example, the regulator and purchaser may face different imperatives about the degree of choice and competition, the level of regulation and the degree of innovation. Considering the merits of separating DEEWR’s ‘regulator’ and ‘purchaser’ roles with respect to ESPs, possibly by assigning the regulator role to a different agency (new or existing). Any major changes to the ‘regulator’ role would sensibly be made in concert with the possible introduction of a provider ‘accreditation’ scheme as outlined above. Should perform the role of both regulator and purchaser in the Programs? Data collection There are opportunities to improve data collection, particularly with respect to data about performance and outcomes. Better data collection, which would underpin a stronger focus on Program outcomes, innovation and administrative improvement. What are the key opportunities to improve data collection in the Programs? Is there scope to simplify or consolidate data collection?
all of these In cultural eutrophication, fish die from acid deposition decreasing dissolved oxygen in the water substances in the water increased sediment reducing habitats loss of space If an incandescent light bulb used for lightning has an efficiency rating of 5%, then for every 1.00 joule of electrical energy consumed by the bulb, which of the following is produced? 1.05 joules of energy 1.05 joules of heat energy 0.95 joules of light energy 0.05 joules of energy 0.05 joules of heat energy The world’s single largest cause of illness is malaria typhoid mosquitoes poor health unsafe water Climate models predict that global warming will be most severe in which regions? Australia North America Polar regions Africa Euro-Asia of the following is a positive feedback mechanism that could be accelerating the warming of the earth’s atmosphere? Absorption of CO2 by the oceans Increase in severe weather in certain areas Severe drought causing the to be browner and absorb more radiation Spraying of sulfur particles in the atmosphere that reflect Changing of ocean currents that carry heat to different places Use the following disadvantages to the list of alternative energy sources for questions 53-57: Biomass Wind Energy Nuclear Fission Solar The source that produces long-lived hazardous wastes The source that is converted directly into electrical energy by photovoltaic cells The source use is a direct cause of deforestation The source that is not renewable The source that can interfere with migratory patterns of birds The half life of radon is approximately 4 days. Sixteen days after the introduction of radon into a sealed room, the fraction of the original amount remaining is ½ 1/8 1/16 1/32 1/64 Which of the following human activities is most closely associated with depletion of stratospheric ozone layer? Mining of coal Disposal of refrigerators and air conditioners Heating of homes and factories Generation of electricity Agricultural irrigation An integrated pest-management approach to pest control emphasizes which of the following? Eradication of the pest population Elimination of the use of pesticides Use of plant monocultures to simplify spraying Reliance on spraying broad-spectrum pesticides Reduction of crop damage to an economically tolerable level The Aral Sea is an area of severe Invasive species intrusion Flooding Desertification Surface runoff Evapotranspiration
Apartment Complex Contact # 1 bdrm* 2 bdrm* < than 12 month lease Aggie discount All bills paid? The Park at Cedar Lawn 4400 Avenue N 409-763-8223 $619-$950 $1050-$1465 6 Months No Student responsible for paying electricity and water Stewart's Landing 3002 69th St. 409-744-0457 $660-780 $820-$1005 10 Months 3% No Tradewind Apartments 102 Strand 409-789-0603 $630 2 bdrm $800-$875 2 bdrm w/ study $1,200 (all bills paid) 6 Months No Student responsible for paying electricity, gas and internet Owner pays water and pest control All bills paid for 2 bdrm w/study Tremont Street Apartments 1417 23rd Street 409-789-0603 N/A $700-$775 6 Months No Student responsible for paying electricity and internet Owner pays water, gas and pest control University Apartments 602 Seawolf Pkwy 409-741-9100 $645 Eff. $750-$850 furnished $590-$690 3 month lease No Returning customers only All utilities paid Villa Marina 210 Strand 409-762-3697 $808 $1097-$1259 No No Yes, including cable Realtor The House Company-Tom Schwenk (713) 857-2309 tom@TheHouseCompany.com
Land type Who manages the land? Description of land type Pros/cons Laws associated with land type? Range lands National forests “FORESTS” National parks National wildlife refuge Wilderness area What is NEPA and EIS? What is an Environmental Mitigation Plan?
Chapter 24 (continued) 9. Describe efforts by the Netherlands to develop and implement a national environmental plan, or green plan. What are four guidelines for shifting to more environmentally sustainable societies? 10. Describe connections between Marion Stoddart’s efforts to restore and protect a river (Core Case Study) and the four scientific principles of sustainability. Chapter 25 – Environmental Worldviews, Ethics, and Sustainability 1. Review the Key Questions and Concepts for this chapter on p. 661. Describe the Biosphere 2 project (Core Case Study) and the major lessons learned from this project. 2. What is an environmental worldview? What are environmental ethics? Distinguish among the following environmental worldviews: planetary management, stewardship, environmental wisdom, and deep ecology 3. List three issues involved in deciding which species to protect from premature extinction as a result of our activities. Discuss the controversy over whether we can effectively manage the earth. 4. List goals for a person seeking environmental literacy. List four questions that lie at the heart of environmental literacy. 5. Describe three ways in which we can learn from the What does it mean to find a sense of place? 6. What is sustainability, if not all about sustaining resources for human use? List six guidelines for achieving more sustainable and compassionate societies. 7. Describe the relationship between owning things and being happy. What is voluntary simplicity? What are three examples of needs? What are five examples of more qualitative needs? List a dozen steps that are among the important steps that can be taken to make the transition to more sustainable societies. 8. Describe three traps that lead to denial, indifference, and inaction concerning the environmental problems we face. What are the four basic principles of the Earth Charter? 9. What role religion play in making the transition to more sustainable societies? List components of the environmental or sustainability revolution. 10. Describe connections between Biosphere 2 (Core Case Study), the transition to more environmentally sustainable societies, and the four scientific principles of sustainability.
Monday February 11 Tuesday February 12 Wednesday February 13 Report Cards Thursday February 14 Friday February 15 In Class: Video clip Major sources of energy used HW: read 5 pages finish vocabulary Quiz In Video clip advatntages and disadvantages of oil HW: read 5 pages In Class: advatntages and disadvantages of natural gas video Handout: Energy Use Inventory HW: read 5 pages finish vocabulary In Class: advatntages and disadvantages of coal video clip HW: read 5 pages finish vocabulary In Class: advatntages and disadvantages of nuclear energy video clip SGQs #1-5 due HW: read 5 pages finish vocabulary Monday February 18 Tuesday February 19 Wednesday February 20 Thursday February 21 Friday February 22 School Closed Handout: Work on Energy Use Inventory HW: read 15 pages 10 vocabulary Energy Use Inventory Due In Class: Fossil Fuels HW: read 5 pages In Class: Radioactivity & Nuclear Energy Modern Marvels HW: Finish reading In Class: Review Unit Modern Marvels HW: Prepare for Test Unit 9 Test Unit 9 Vocabulary Due SGQs 6-10 Due Monday February 25 Tuesday February 26 Wednesday February 27 Thursday February 28 Friday March 1st In Class: Efficiency of Important energy Cut energy waste HW: read 10 pages In Class: Advantage and disadvantage of solar energy & electricity from water cycle HW: read 10pages In Class: Advantage and disadvantage biomass as energy & electricity from wind HW: read 10pages In Class: Advantage and disadvantage of geothermal energy & hydrogen energy HW: Prepare for Test Unit 10 Test Unit 10 Vocabulary Due SGQs 1-10 Due
20-23 6 Chapter 12. Nonrenewable Energy Sources (2 weeks) Chapter 13. Achieving Energy Sustainability (2 weeks) 24-26 7 Chapter 14. Water Pollution (2 weeks) Chapter 15. Air Pollution and Stratospheric Ozone Depletion (1.5 weeks) 26-28 8 Chapter 16. Waste Generation and Waste Disposal (1 weeks) Chapter 17. Human Health and Environmental Risks (1.5 weeks) 29-31 9 Chapter 18. Conservation of Biodiversity (1 week) Chapter 19. Global Change (2 weeks) Chapter 20. Sustainability, Economics and Equity (<1 week) 32-36 10 AP Review (1.5 weeks) After the AP test – Various Activities and Research Project **The instructor reserves the right to modify or change the schedule as needed to meet the needs of the students’ diverse learning styles and/or professional developments in the area of Environmental Science.
Environmental Science Section I Time- 30minutes Which of the following data regarding a renewable resource is the most important in determining if the resource is being used sustainably? The rate at which the resource is naturally replenished The difference between the rate or replenishment and the rate of consumption of the resource * The demand for the resource by human populations The total amount of the resource that is available The difference between the total amount of the resource that is available and the demand for the resource In the tragedy of the commons an example of a “common” could include an ocean fishery * a golf course private property residential homes students All nonrenewable resources are used for energy production can be reused can be recycled are considered commons are exhaustible * Which of the following is an example of an ecosystem service? parasite attains nutrients from its host. provide flood control for cities. * Copper is extracted from mines. movement of tectonic plates causes volcanic activity and earthquakes. Tsunamis the coastland debris Nonpoint sources of pollution include all of the following EXCEPT from a stockyard from croplands A smokestack from a power plant * overflow from lawns Urban runoff from streets Which of the following would decrease one’s ecological footprint? traveling by airplane rather than driving eating more meat purchasing a larger home Walking to school rather than driving * Eating more processed and packaged food The “land ethic” is associated with which of the following people? Rachel Carson Gifford Pinchot John Muir Aldo Leopold * Theodore Roosevelt Which of the following is NOT a basic necessity that a significant
III. The visual arts incorporated the new ideas of the Renaissance and were used to promote personal, political, and religious goals. A.Princes and popes, concerned with enhancing their prestige, commissioned paintings and architectural works based on classical styles and often employing the newly invented artistic techniques. B.A human-centered naturalism that considered individuals and everyday life appropriate objects of artistic representation was encouraged through the patronage of both princes and commercial elites. C.Mannerist and Baroque artists employed distortion, drama, and illusion in works commissioned by monarchies, city-states, and the church for public buildings to promote their stature and power. IV. New ideas in science based on observation, experimentation, and mathematics challenged classical of the cosmos, nature, and the human body, although folk traditions of knowledge and the universe persisted. A.New ideas and methods in astronomy led individuals to question the authority of the ancients and religion and to develop a new view of the cosmos. B.Anatomical and medical discoveries by physicians, presented the body as an integrated system, challenging the traditional humoral theory of the body and of disease espoused by Galen. C.Thinkers defined inductive and deductive reasoning and promoted experimentation and the use of mathematics, which would ultimately shape the scientific method.
Day 10 Growth of Scientific Thought—Debate on the impact of late 19th and early 20th centuries scientific inventions and discoveries Day 11 Imperialism, Alliances, War—Chapter 25 IOC Day 12 Why Imperialism?— British Imperialism— Lecture and discussion on imperialism, focusing on British imperialism Statements from Lord Carnarvon and J.A. Hobson on imperialism, White Man’s Burden and various parodies, cartoons from contemporary media (including magazines and newspapers) Day 13 Imperialism—Read and discuss “Shooting an Elephant” George Orwell’s Shooting An Elephant Day 14 Imperialism—Debate causes of New Imperialism Day 15 Alliance System—Comparative analysis of late 19th and early 20th centuries’ alliances and treaties Day 16 World War I— Lecture and discussion on WWI Day 17 World War I— Lecture and discussion on WWI July 6, 1914 telegram from von BethmannHollweg to German ambassador in Vienna (Blank Check), July 23, 1914 Austro-Hungarian ultimatum to Serbia, July 25, 1914 Serbian response to the Austro-Hungarian ultimatum, July 29 through August 1, 1914 Wilhelm II’s and Nicholas II ‘s telegrams leading to WWI Day 18 Treaty of Versailles—Discussion of the Treaty of Versailles and the changes that it brought (including Lesson 12) Various charts and maps dealing with Pre- and Post-WWI Europe Day 19 War Guilt—Debate on Germany’s role in the beginning of WWI Article 231 of Versailles Treaty, Fay’s Origins of the World War and other documents Day 20 Russian Revolution— Lecture and discussion on Russian Revolution Trotsky’s statement on Nicholas II’s constitution, Nicholas II’s abdication statement, Michael’s refusal statement and various quotes from Lenin Day 21 Russian Revolution— Lecture and discussion on Russian Revolution Trotsky’s statement on Nicholas II’s constitution, Nicholas II’s abdication statement, Michael’s refusal statement and various quotes from Lenin Day 22 Unit 7 Test UNIT 8—TOTALITARIANISM AND WWII (Chapters 26-28) 3 weeks Impact of World War I and the Great Depression on European nations during the 1920s and 30s Philosophies, policies and actions of Fascism, Nazism and Soviet Communism Causes and course of World War II Significance of the various WWII conferences Focus Documents analyzed (in part or whole)
A Account Filter 31 Add Indicator 110 Advanced Orders-Bracket Options 186 Advanced Orders-OCO Orders 184 Advanced Flags 184 Advanced Orders-Stop Limit/Trailing Stop 185 Area 121 Auto Scroll 126 Average Positions 31, 79 C Chart Properties 129 Charts-Open 110 Chat/Research Windows 15 Configure Windows 22 Confirmations 4, 60 Contact us 26 Contract Setup 2, 59 Crosshair Mode 127 D Delete Layout 75 Detailed Positions 31, 79 DOM_Bid 43, 92 DOM_Bracket Options 52, 101 DOM_Cancel orders 57, 106 DOM_Charts 42, 91 DOM_Display Options 46, 95 DOM_Exit 56, 105 DOM_Modify Price 44, 93 DOM_Number Pad 49, 98 DOM_OCO Orders 49, 98 DOM_Offer 44, 93 DOM_Opening 42, 91 DOM_Order 50, 99 54, 103 DOM_Position 55, 104 DOM_Reverse 56, 105 DOM_Stop Limit/Trailing Stop 51, 100 DOM_Thumb tack 45, 94 DOM-Account Filter 53, 102 DOM-At Market 58, 107 Drawing Tools 122 E Exit 29 Export 126 H Help_Contact 182 L Layout_Configuring Docked Windows 75 Layout_Configuring Undocked Windows 76 Load More Data 127 Lock/Unlock Windows 73 Logoff 28 Logon 28 M Message History 63 MKT 56, 105 N Notifications 5, 61 O Offset 127 Default 11 Tickets Abbreviated Order Entry (AOE) 33, 82 of Market Order Entry (DOM) 39, 88 Rapid Order Entry (ROE) 37, 86 Turbo Order Entry (TOE) 35, 84 Order Tickets 11 Orders_Confirmations 4, 60 Orders_Contract Setup 2, 59 Orders_Notifications 5, 61 Orders_Order default 58 Orders_OrderTickets 11 Orders_Show Orders 62 P Period 119 Profile 119 Q Quotes Add Market 66 Add Market Group 66 Custom Price Format 68 Font 68 Insert Blank Line 67 Move up/Move Down 67 Quotes_DOM 70 Quotes_Export 72 Remove All Markets 67 Remove Market 66 Rename... 69 Sort by Alpha 68 View Price Alerts... 69 Quotes 17 R Research 64, 175 S Select Account 31 Shortcut Keys 25 Alert 15 Sound Alerts 6, 63 T Toolbox 26 Turbo Order Entry 35, 84 V View_Account Sumary 3, 80 View_Completed Orders 81 View_Open Orders 81 View_Quotes 107 View_Show Tabs 73 Volume 128 W Windows Layout 22 Z Zoom In 127 Zoom Out 127
Examples of modern artists include: PERIOD 4: c. 1914- Present Highlight the people, terms, events included in the framework – ID & explain their importance. ID examples that fit the framework. Key Concept 4.1: Total war and political instability in the first half of the 20th century gave way to a polarized state order during the Cold War and eventually to efforts at transnational union.
the European Union was enlarged through admission of former Eastern bloc countries. In response to the destructive impact of two world wars, European nations began to set aside nationalism in favor of economic and political integration, forming a series of transnational unions that grew in size and scope over the second half of the 20th century. As the economic alliance known as the European Coal and Steel Community, envisioned as a means to spur postwar economic recovery, developed into the European Economic Community (EEC or Common Market) and the European Union (EU), Europe experienced increasing economic and political integration and efforts to establish a shared European identity. One of the major continuing challenges to countries in the EU is balancing national sovereignty with the responsibilities of membership in an economic and political union. Examples include: Nationalist and separatist movements, along with ethnic conflict and ethnic cleansing, periodically disrupted the post–World War II peace. Examples of nationalist violence include
and manipulating the fledgling and unpopular democracies in their countries. Franco’s alliance with Italian and German fascists in the Spanish Civil War — in which the Western democracies did not intervene — represented a testing ground for World War II and resulted in authoritarian rule in Spain from 1936 to the mid-1970s. After failures to establish functioning democracies, authoritarian dictatorships took power in Central and Eastern Europe during the interwar period. Examples include: The Great Depression, caused by weaknesses in international trade and monetary theories and practices, undermined Western European democracies and fomented radical political responses throughout Europe. World War I debt, nationalistic tariff policies, overproduction, depreciated currencies, disrupted trade patterns, and speculation created weaknesses in economies worldwide. Dependence on post–World War I American investment capital led to financial collapse when, following the 1929 stock market crash, the United States cut off capital flows to Europe. Despite attempts to rethink economic theories and policies and forge political alliances, Western democracies failed to overcome the Great Depression and were weakened by extremist movements.
Site Description Frozen Cavity Note effusions/hemorrhage: volume Click to enter (ml) Pleural Adhesions yes no? Mediastinal adipose yes no? Thymus Weight (g) Size x x cm) Pericardium Effusion yes no? Volume (ml) Pericardial fat yes no? Great Vessels * (See appendix for requested photographs and measurements) Weight (g) Circumference at groove (cm) * Lungs Weight: Left (g) Right (g) Lymph Nodes (tracheobronchial) Diaphragm Other Notes: Abdominal Cavity: For sections of gastrointestinal tract, remember to note contents Site Description Frozen Photo Cavity Effusion yes no? Volume (ml) Adipose yes no? Amount: in
Part-3 : EVALUATION BY REPORTING & REVIEWING OFFICER Guidelines regarding filling up of APAR with numerical grading The columns in the APAR should be filled with due care and attention and after devoting adequate time. It is expected that any grading of 1 or 2 (against work output or attributes or overall would be adequately justified in the pen-picture by way of specific failure and similarly, any grade of 9 or 10 would be justified with respect to specific accomplishments. Grades of 1-2 or 9-10 are expected to be rare occurrences and hence the need to justify them. In awarding a numerical grade the reporting and reviewing authorities should rate the officer against a larger population of his/her peers that may be currently working under them. APAR’s graded between 8 and 10 will be rated as “outstanding” and will be given a score of 9 for the purpose of calculating average scores for empanelment/promotion. APAR’s graded between 6 and short of 8 will be rated as “very good” and will be given a score of 7. APAR’s graded between 4 and short of 6 will be rated as “good” and given a score of 5. APAR’s graded below 4 will be given a score of zero. Assessment of “Work Output” (This section carries weightage of 40%) Sl. No. Attribute Reporting Authority Reviewing Authority Initial Reviewing Authority 1 Accomplishment of planned work/ work allotted as per subjects allotted 2 Quality of output 3 Analytical Ability 4 Accomplishment of exceptional work/ unforeseen tasks performed Overall Grading on “Work Output”
3. Submission of report by reporting officer to reviewing officer 30th June 4. Report to be completed by Reviewing Officer and to be sent to Academic Section. 31st July 5. Appraisal by accepting authority, wherever provided 31st August 6. (a) Disclosure to the officer reported upon where there is no accepting authority (b) Disclosure to the officer reported upon where there is accepting authority 01st September 15th September 7. Receipt of representation, if any, on APAR 15 days from the date of receipt of communication 8. Forwarding of representations to the competent authority (a) where there is no accepting authority for APAR 21st September 06 October 9. Disposal of representation by the competent authority Within one month from the date of receipt of representation. 10. Communication of the decision of the competent authority on the representation by the APAR Cell 15th November 11. End of entire APAR process, after which the APAR will be finally taken on record 30th November
CDA R2 – Clinical Document Architecture (Release 2) COHE – Center of Occupational Health and Education EHR – Electronic Health Record EMR – Electronic Medical Record HIE – Health Information Exchange HL7 – Health Level 7 OHMS – Occupational Health Management System OHP – OneHealthPort (WA State HIE provider) OID – Object Identifier ROA – Report Of Accident XML – Extensible Markup Language Implementation Guide Listed below are guidelines for APF data exchange format and guidelines. Sample Document A sample document with headers/body sections is provided with this implementation Sample document also comes with the default HL7 CDA transformation applied to render it in XSL aware browsers (e.g. Internet Explorer) as HTML. In actual messages, this XSL transform should not be present. Sample Document Usage Primary purpose of sample APF XML document provided with these implementation guidelines is to illustrate the layout/format of document conforming to these guidelines. Please note the following when using this sample document: <?xml-stylesheet type="text/xsl" href="styles/CDA.xsl"?> directive on top of the sample xml document is only for viewing it in a XSL aware browser (e.g. Internet Explorer). This should not be present in actual XML documents being generated for data exchange. Comments in the sample XML document are only for providing additional information to assist in development of exchange documents. should not be present in actual XML documents being generated for data exchange. Comments are enclosed in <!-- --> tags. E.g. <!-- US General Header realmCode. Fixed - Not to be changed. --> Some nodes in sample xml document are not discussed in this implementation guide. Usually, these codes are only needed for “human readable format” rendering of exchange data using standard CDA R2 stylesheets. These should be present in the exchange data as is.
Part-2 To be filled in by the Professor/Associate Professor/Assistant Professor reported upon (Please read carefully the instructions before filing the entries) Brief description of duties Teaching Sl. No. Semester or Term Course Code Credits No. of students in the class Coordinator or Co-teacher No. of scheduled classes No. of scheduled classes engaged No. of classes engaged No. of class test/quiz etc. conducted in the courses No. of previous occasions this Course is taught by you 1 2 3 4 5 6 7 8 9 10 11 Research B.1 Sponsored Research B.1(a) Project submitted for sponsored research grants (All amounts in Rs. Lakh) Sl. No. Title of the Project asked for Funding Agency Date of submission of Project Grant Received Date of receipt of grant Numbers of Co-Investigators including the faculty being assessed 1 2 3 4 5 6 7 8 NIT MANIPUR/APAR/Teaching/Page 2 of 20
B. 1 (b) Details of ongoing Project (All amounts in Rs. Lakh) Sl. No. Title of the Project Date of sanction Date of completion Grant approved released Expenditure in previous financial year Expenditure in present financial year Nos. of Co- Investigators 1 2 3 4 5 6 7 8 9 B.1(c) Facilities created in the Institute out of research fund B.1(d) List of Publications in approved journals based on above projects NIT MANIPUR/APAR/Teaching/Page 3 of 20
B.2 Project guidance B.2 (a) B. Tech Project Sl. No. Title of the Project Nos. of students in project Ongoing or completed Nos. of additional supervisors 1 2 3 4 5 B.2 (b) M. Tech. Project Sl. No. of the Project Name of the Candidate Ongoing or completed Nos. of additional supervisors 1 2 3 4 5 B.2 (c) Ph.D. Sl. No. Title of the Thesis Name of the Candidate Nos. of additional supervisor Starting date Nos. of publications approved in journals Status Ongoing/Submitted/ Degree Awarded 1 2 3 4 5 6 7 NIT MANIPUR/APAR/Teaching/Page 4 of 20
Sl. No. Title of the Project Grant asked for Funding Agency Date of submission of Project Grant Received Date of receipt of grant Name of the and his/her Organization 1 2 3 4 5 6 7 8 B.3 (d) List of publications based on B3 (a), B3(b) & B3(c). Industry Interaction C.1 Industrial Research (All amounts in Rs. Lakh) Sl. No. Title of the Project Grant asked for Funding Agency Date of submission of Project Grant Received Date of receipt of grant Numbers of including the faculty assessed Status Expenditure in the Current Year 1 2 3 4 5 6 7 8 9 10 NIT MANIPUR/APAR/Teaching/Page 6 of 20 C.2 Industrial Consultancy Co- Investigators
Sl. No. of the Programme Organization where delivered Duration Nos. of participants Topic D.3 Conferences Organized Sl. No. Title of the Conference Capacity in Organization Duration Nos. of participants Professional body on whose behalf the conference is organized D.4 Conferences Attended Sl. No. of the Conference Organizers of Conference Duration Presented/Not Presented/Poster Presentation Nos. of participants Professional body on whose behalf the conference is organized NIT MANIPUR/APAR/Teaching/Page 8 of 20 D.5 Training Programmes/Workshops/Summer Schools Attended
What is Identity, and how are Identities Constructed? P. 145-154 1 A culture’s assumptions about the differences between men and women, their character, roles and divisions of labor are referred to as________. Answer: 2 What is “Identity” according to Geographer Gilliam Rose? Answer: 3 How did we get the modern social construction of the term “race” to identify people? Answer: 4 What is the term for the of superiority that is attached to “race?” Answer: 5 The regional variation in the appearance of humans in clustered populations probably results from Answer: 6 Skin color is a matter of pigmentation, a protective element against strong radiation from the sun. What is this pigment called? Answer: 7 Which vitamin is stimulated into production by the same ultraviolet radiation intercepted by darkly pigmented skin? Answer: 8 The USA has become increasingly “non-white” as a result of what two major factors? Answer: Answer: 9 According to Table 5.1, what percentage of Americans categorized themselves in the 2010 as two or more races? Answer: 10 What groups of people were excluded by the use of the word “Hispanic” in the 2010 USA Census? Answer: 11 According to the 2010 USA Census, which city in the USA was the most residentially segregated for African Americans? Answer: 12 Overall, is residential segregation increasing or decreasing in the USA? Explain. Answer: 13 According to the 2000 USA Census, city in the southwest was the most residentially segregated for American Indians? Answer: 14 Give some examples of how we see ourselves at the individual scale? Answer: 15 Give some examples of how we see ourselves at the local scale? Answer: 16 Give some examples of how we see ourselves at the regional scale? Answer: 17 Give some examples of how we see ourselves at the national scale?
18 Looking at Figure 7.6, which religion is the third most widely dispersed religion (spread out over the most territory) throughout the world? Answer: 19 What is the fundamental doctrine of Hinduism? Answer: 20 What is reincarnation? Answer: 21 How does the “caste system” work in India’s social system? Answer: 22 Why did Bali become a haven for Hindu holy men, nobles, and intellectuals in the 16th century? Answer: 23 Why did Hinduism spread by relocation diffusion to East and South Africa, the Caribbean, northern South America, and the Pacific islands in more modern times? Answer: 24 What country is the cultural hearth (origin) of Buddhism? Answer: 25 Who were the prominent religious leader and founder of Buddhism who spoke out against the Hindu caste system? Answer: 26 Finish this sentence: Buddhism is practiced by relatively few in India, but thrives in Answer: 27 What are the three branches of Buddhism? 1. 2. 3. 28 Which branch of Buddhism does Tibetan Buddhism belong to? Answer 29 What is the major religion of Japan? Answer: 30 What school of Chinese Philosophy did Lao-Tzu found? Answer: 31 Explain the concept of Feng Shui? Answer: 32 The Confucian Classics were the 13 texts that were the focus of education for 2,000 years in what country? Answer: 33 As a consequence of Chinese Communist rule in 1949, what happened to Confucianism? Answer: 34 Geomancers are those who know the desires of the spirits of ancestors, dragons, and tigers occupying the natural world and are associated with what Chinese teaching? Answer 35 What caused the diaspora of the Jews in 70 CE? Answer: 36 What is the goal of Zionism? Answer: 37 What are the two classifications of ethnic Jews?
27 Define the term “primate city” according to the 1939 geographer, Mark Jefferson in your textbook. Definition: 28 Why do many former colonies have primate cities? Answer: 29 Walter Christaller attempted to develop a model to predict how and where central places in the urban hierarchy would be functionally and spatially distributed. What is this model called? Answer: 30 What is the shape of each of the central places trade area in Christaller’s Central Place Theory? Answer: 31 The response of the urban system of the American South and Southwest to the influx of migrants over the past three decades conforms to predictions of central place theory. This is called the ________ phenomenon. Answer: How are Cities Organized, and How Do They Function? p. 308-314 32 Define the term “functional zonation.” (From your textbook-not the internet) Definition: 33 Define the term “central city.” (From your textbook-not the internet) Definition: 34 Define the term “suburb.” (From your textbook-not the internet) Definition: 35 Define the term “suburbanization.” (From your textbook-not the internet) Definition: 36 In Burgess’ concentric zone model, the zone of transition (2) became ___________. Answer: 37 What did Harris and Ullman propose that recognizes that the CBD was losing its dominant position? Answer: 38 Define the term “edge city.” (From your textbook-not the internet) Definition: 39 What is the core of the city called? See figure 9.22 pg. 310 Answer: 40 What the three models are represented in Figure 9.22? 1. 2. 3. 41 What are the four criteria that characterize primate cities in developing countries? 1. 2.
Birth rate Death rate GNP (Gross National Product) Life expectancy Infant morality rate Population growth Literacy. HDI (Human Development Index) The number of deaths per thousand of the population per year. Who can read functionally or who have been to school until 14. Total value of goods and services produced in a year per total population. Number of babies who die 1 year old, per thousand live births. Change in population over time. Can be measured in %. The average age a person can expect to live to. Measured in years. The number of live babies born per thousand of the population per year. used to rank countries by level of “human development.” It’s measured from 0 to 1. Activity 3: Indicators in several countries Fill in the table about your 10 countries by looking at the following websites: CIA World Factbook
The Road to the Rostow Cup AP Geography Fantasy Development League The Road to the Rostow Cup is just like a fantasy sports league, but instead of drafting players that will points based on athletic performance, you will be drafting countries that will score points based on their level of development. Below is a sample of how this will look and how the scoring is based. Team: We’re Gonna Kick Your Djibouti Country GNI (GNIPPPxPop) GNIPPP Life Expectancy % IMR NIR TFR Central Korea $57 billion $27,000 74.6 88.7% 8 1.2 2.7 Team: We’ll Toponym Ya Over Country GNI (GNIPPPxPop) GNIPPP Life Expectancy % Urban IMR NIR TFR Equitorial Kundu $84 billion $23,000 72.3 91.3% 9 1.4 2.4 Scoring: For categories GDP-% Urban, you want the higher number, for categories IMR-TFR you want the lower number. For each category that you beat your opposing country position, you earn a point. The above line-ups from above are displayed below with the scoring categories for each team being highlighted in bold font. Team: We’re Gonna Kick Your Djibouti Country GNI (GNIPPPxPop) GNIPPP Life Expectancy % Urban IMR NIR TFR Central Korea $57 billion $27,000 74.6 88.7% 8 1.2 2.7 Team: We’ll Toponym Ya Over Country GNI (GNIPPPxPop) GNIPPP Life Expectancy % Urban IMR NIR TFR Equitorial Kundu $84 billion $23,000 72.3 91.3% 9 1.4 2.4 For this country category, Central Korea outscored European Kundu by a score of 4-3. In the game, you will have an entire line-up of countries from different categories which will be scored head-to-head like the example above. The team that has most overall points will win and advance to the next round.
contemporary style shed style 9. List the so-called “neo-eclectic” styles of the 1960's and 70's. Sketch each using figure 4-16. ● ROLE OF TELEVISION IN DIFFUSING POPULAR CULTURE 10. Give two reasons for which television is an especially significant element of culture: 1) 2) 11. Describe the differences between US/Western hemisphere television control and that found elsewhere by completing the table below. TELEVISION CONTROL, ETC. Western Hemisphere Elsewhere 12. Look at figure 4-18. Write one conclusion based on the maps. 13. Make a note about the situation of worldwide internet usage in each of the following years. 1995 2000 Today
20. The dark colored country above is BEST described by which morphology? a. perforated b. prorupt c. elongated d. fragmented e. oblique 21. The country highlighted in the lighter color is best described as a ______________ state. a. protruded b. prorupted c. permanent d. permeated e. perforated 22. The shaded areas on the map above most likely depict which of the following types of agricultural practice? a. livestock b. commercial c. hydroponics d. subsistence e. dairy 23. Which of the following statements about agriculture is FALSE? Hog production in is high, while the hog production is low in Pakistan. Globalization has caused most farmers to begin practicing commercial farming. In many multinational corporations control up to 90% of certain markets. Food Chains demonstrate the vertical and horizontal nature of agribusiness. Wheat farms and livestock ranching are examples of extensive commercial farming. 24. The map above shows which agricultural practice? a. extensive b. c. commercial d. Mediterranean e. plantation 25. Given your knowledge about the Model African City, which of the following is CORRECT? a. Ethnic and mixed race neighborhoods are found just outside the CBDs. b. The urban development “fans” out from a major port facility. c. The mall area is directly opposite of the industrial part area. d. African cities are characterized by large zones of gentrification. e. Colonial CBDs and Traditional CBDS are identical in appearance. 26. Harris and Ullman’s multiple nuclei model of urban structure arose from the idea that ______________ was losing its dominant position in the metropolitan city to other competition. a. the b. edge city c. public transportation d. the suburb e. the CBD 27. Using the scattergram above, which cities use the most gasoline per person? a. Copenhagen b. New York c. Brisbane d. Houston e. Toronto 28. Footloose industries a. tend to be highly capital intensive in nature b. are reliant upon all of Weber’s location factors c. can locate in most any place regardless of site or situation d. have experienced sharp declines due to computers
7-Japanese-American Relocation: Civil Rights Abridged excerpts from US House Select Committee Hearings (primary source) in AI 8-“Race Relations during the War” by McWilliams in AI 9-“Women and Wartime Mobilization” by Susan M. Hartmann (secondary source) in AI 10-The Returning Hero: Contrasting Images illustrations by Norman Rockwell (primary source) in AI Assessments: 1-HW: 23, 24 2-Reading quiz chapters 34-35 3-MA: Take-home 2004 DBQ (Form B) Unit 12: The Cold War and 1950’s Prosperity (1 Week) (20) Textbook Chapters 31-33 Content Covered: 23-The United States and the Early Cold War A-Origins of the Cold War B-Truman and containment C-The Cold War in Asia: China, Korea, Vietnam, Japan D-Diplomatic strategies and policies of Eisenhower and Kennedy administrations E-The Red Scare and McCarthyism F-Impact of the Cold War on American Society 24-The 1950’s A-Emergence of the modern civil rights movement B-The affluent society and the “other America” C-Consensus and conformity: suburbia and middle class America D-Social critics, nonconformists, and cultural rebels E-Impact of changes in science, technology, and medicine Major Themes/Essential Questions: 1-What were the pros and cons of America, does it constitute an American “Golden Age” 2- American Identity: What people/groups were still not fully included in most Americans’ understanding of the American identity in the 1950s? Homework Assignments: 1-25.1, 25.4, 25.6 2-26.1, 26.2, 26.3, 26.4, 26.6, 26.7 Primary sources/Secondary sources: 1-George Kennan’s “X Article” (primary source) handout 2-The Truman Doctrine (primary source) handout