zilongwang/ReadingBank huggingface dataset:
List of AP and AP-related questions from the past twenty-six years. [compiled by Steve Armstrong Additions by Kevin Mallon] (Updated, May 3, 2011) Questions labeled “AP” are Copyright © 1980-2011 College Entrance Examination board and Educational Testing Service. All rights reserved. 1607-1763 The Colonial Period AP 2011 Analyze the origins and development of slavery in Britain’s North American colonies in the period 1607 to 1776. AP 2010 In what ways did ideas and values held by Puritans influence the political, economic, and social DBQ development of the New England colonies from 1630 through the 1660’s AP 2008 Early encounters between American Indians and European colonists led to a variety of relationships among the different cultures. Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600’s New England –Chesapeake –Spanish Southwest -New York and New France AP 2007 Settler in the eighteenth-century American backcountry sometimes resorted to violent protest to express grievances. Analyze the causes and significance of TWO of the following: of the Paxton Boys -Regulator movement -Shay’s Rebellion -Whiskey Rebellion AP 2006 Analyze the differences between the Spanish settlements in the Southwest and the English colonies in New England in the seventeenth century in of TWO of the following: • Politics • Religion • Economic development AP 2005 Compare and contrast the ways in economic development affected politics in Massachusetts and Virginia in the period from 1607 to 1750. AP 2005 “Geography was the primary factor in shaping the development of the British colonies in North Alternate America.” Assess the validity of this statement for the 1600s. AP 2004 In what ways did the French and Indian War (1754-63) alter the political, economic and ideological DBQ relations between Britain and its American colonies? Use the documents and your knowledge of the period 1740-1766 in constructing your response. AP 2003 Compare the ways in which TWO of the following reflected tensions in colonial society. Alternate • Bacon’s Rebellion (1676) • Salem witchcraft trials (1692) • Pueblo Revolt (1680) • Rebellion (1739) AP 2002 Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions: • New England • Chesapeake • Middle Atlantic
Fall of the Berlin Wall (November 9, 1989) Invasion of Panama (1989) Americans With Disabilities Act (1990) Persian Gulf War (1990-1991) Wide Web goes Public (1991) Collapse of the Soviet (December 25, 1991) START I & II (1991-1992) 27th Amendment (1992) NAFTA- North American Free Trade Agreement (1993) World Trade Center Terrorist Attack (1993)
Horizontal Accelerometer Using Horizontal Accelerometer to Measure Height From Busch Gardens Ride and Accelerometer Information Which rides have mounted accelerometers Which rides allow hand-held accelerometers with wriststraps may be typed or neatly printed. Drawings may be freehand, but try to make use of the ‘Shapes’ or ‘Insert Clipart” functions of MS Word. A reading assignment may contain drawings that would be useful in your notes. If you have scanning capability, you should practice scanning pictures and inserting them into documents. As you prepare for college, you should consider investing in a desktop printer-scanner-copier. Just remember that for formal reports you have to cite any images that you insert into your document. You don’t have to cite scanned images for this exercise unless you use a source other than the textbook. CORNELL NOTES and the 5 R’s Record – the most important or emphasized information Reduce – and synthesize information wherever possible, making it as concise as you can Recite – read your out loud Reflect – and consider how this information is connected to your personal experiences and what you already know Review – look over your notes more than once Name: Date: Topic: Questions/Key Points Notes
Descriptor Clause No. Applied Not used 1 ESTABLISHING THE ACADEMY Introduction to this agreement This Agreement is between the Secretary of for Education (the “Secretary of State”) and [NAME] (the “Academy Trust”), and is an academy agreement as defined by section 1 of the Academies Act 2010. The Academy Trust is a company limited by guarantee incorporated in England and Wales with company number [●]. The Academy Trust is a charity and its directors are the Charity Trustees of the Academy Trust. In for the Academy Trust to establish and run an independent school in England, according to the provisions of the Academies Act 2010, to be known as [NAME] (the “Academy”), and in order for the Secretary of State to make payments to the Academy Trust, the Academy Trust must meet the requirements in this Agreement. In this Agreement these capitalised words and expressions will have the following meanings: “Academies Financial Handbook” means the document with that title published by the ESFA and amended from time to time, on behalf of the Secretary of State. “Academy Financial Year” means the year from 1 September to 31 August, or a different period notified in writing by the Secretary of State. “the Academy” means the Alternative Provision Academy which is an Academy or a Free School which meets the requirements set out in section 1C(1) of the Academies Act 2010.
This Agreement and any dispute or claim arising out of or in connection with it or its subject matter or formation (including non-contractual disputes or claims) will be governed by and construed in accordance with the law of England and Wales, and submitted to the exclusive jurisdiction of the courts of England and Wales. This Agreement was executed as a Deed on [DATE] Executed on behalf of the Academy Trust by: ……………………….. Director and ……………………….. Director or ……………………….. Company Secretary or ……………………….. Witness Name: Address: The Corporate Seal of THE SECRETARY OF FOR EDUCATION affixed to this deed is authenticated by:
1: Sampling Techniques and Sources of Bias Know and understand the difference between a population and sample How is each one measured (what do we use to measure them)? Why do we often measure samples instead of populations? Know the different types of bias and how to spot them in different situations Bias is anything that causes a sample to be not representative of the population of interest You must be able to articulate what the bias is, why it should be considered bias, and how it distorts the results from what they otherwise be. What is the difference between sampling error and sampling bias? How can a small sample size affect the validity of the sample? (this is related to sampling error rather than bias) Define the types of sampling bias (a bias in who was in the sample) Define the types of response bias (a bias in what the sample is saying) Undercoverage Loaded Questions False answers Nonresponse bias Voluntary response bias trial
When estimating a population mean and the population standard deviation is known (RARE) Note: The true name of this procedure and the calculator name are slightly different. Know both! When estimating the difference between two population means and the population standard deviations are known (RARE) When estimating a population mean and the population standard deviation is NOT known Note: The true name of this procedure and the calculator name are slightly different. Know both! When estimating the difference between two population means and the population standard deviations are NOT known 3. Know the essentials of the t-distribution When do we use it? How do we calculate the degrees of freedom of a t-distribution? 4. Know the four-step process of statistical inference (in this case, creating a confidence interval) 1. 2. 3. 4. 5. Know how to check conditions What conditions must you check, and where in the study guide can you look to find them?
When estimating a population mean and the population standard deviation is (RARE) Note: The true name of this procedure and the calculator name are slightly different. Know both! When estimating the difference between two population means and the population standard deviations are known (RARE) When estimating a population mean and the population standard deviation is NOT known Note: The true name of this procedure and the calculator name are slightly different. Know both! When estimating the difference between two population and the population standard deviations are NOT known 3. Know the essentials of the t-distribution When do we use it? How do we calculate the degrees of freedom of a t-distribution? 4. Know the four-step process of statistical inference (in this case, creating a confidence interval) 1. 2. 3. 4. 5. Know how to check conditions
AP Statistics Semester Exam Review Answer Key Practice Test #1 C E B E B C C E D A A B C B E D D D B C C D E C C B D Practice Test #2 E B C E E B A B E B C D D E A D A A C B C E
ob- against rhag-, -rrhage forth -vor- devour, eat ocul- eye rhe-, rrhea flow xanth- yellow oct- rhin- nose xero- dry rhiz- root xyl- wood -ond form, appearance rhodo- rose zo-, -zoa animal olf- smell roto- wheel zyg- joined together oligo- -oma omni- few, little abnormal condition, tumor all rubr- sacchar- sapr- red sugar rotten zym- onc- mass, tumor sarc- flesh Summary An element is a pure substance that cannot be broken down to other substances. A compound contains two or more different elements in a fixed ratio. The hydrogen and oxygen atoms of an individual water molecule are connected via covalent bonds. Water molecules bond with each other via hydrogen bonds. Water is polar. The oxygen carries a partially negative charge and the hydrogen carries a partially positive charge. Water’s cohesive and adhesive properties, density, and ability to act as a universal solvent all contribute to life on Earth. pH is an expression of [H+]. Hydrogen ion concentration varies because of water’s ability to form hydronium and hydroxide ions, which interact with other ions dissolved in water. Functional groups can replace a bonded hydrogen in a hydrocarbon to create different types of organic molecules. Molecules with phosphate groups are able to with water to release energy. Biological diversity at the molecular level results from carbon’s ability to form numerous molecules with different shapes and chemical properties. Root words, suffixes and prefixes are helpful in determining meanings of unknown words. AP Biology Prep Course Unit 2
HgO b. CuI c. CuI2 d. CoI2 e. Na2CO3 f. NaHCO3 g. HC2H3O2 h. NH4NO2 i. Co2S3 j. ICl k. Pb3(PO4)2 l. KIO3 m. Ca(OH)2 n. CoS o. S3N4 p. SF6 q. NaClO r. BaCrO4 s. NH4NO3 t. H2SO4 u. Sr3N2 v. Al2(SO3)3 w. SnO2 x. Na2CrO4 y. HClO z. NO 5. the formula for each of the following compounds: a. Cesium bromide b. Barium sulfate c. Chlorine trifluoride d. Ammonium chloride e. Beryllium oxide f. Chlorine monoxide g. Magnesium fluoride h. Sulfur difluoride i. Sulfur hexafluoride j. Sodium dihydrogen phosphate k. Silicon tetrachloride l. Lithium nitride m. Chromium (III) carbonate n. Tin (II) fluoride o. Ammonium acetate p. Ammonium hydrogen sulfate q. Cobalt (III) nitrate r. Copper (I) sulfide s. Potassium chlorate t. Lithium tartrate 6. Write the formula for each of the following compounds: a. sodium oxide b. Sodium peroxide c. Potassium cyanide d. Copper (II) nitrate e. Silicon tetrafluoride f. Lead (II) sulfide g. Lead (IV) sulfide h. Copper(I) chloride i. Cadmium selenide j. Zinc sulfide k. Ammonium hydrogen phosphate l. Hydrobromic acid m. Bromous acid n. Perchloric acid
Says/Does "Superman and Me" Sherman Alexie Storyboarding discussion: Viewpoints In Education. Students will read, study, and analyze multiple pieces and enter the conversation ready to support their argument with evidence from their sources Exam Practice: Rhetorical Analysis "America Needs Its Nerds" Leonid Fridman Exam Practice: Multiple Choice Elements of Composition/Curriculum Focus Texts (May Include) Assessments/Projects/Tasks Unit 3: Ethics and Morality Essential Questions: What shapes our moral and ethical beliefs? What does it mean to morally right or morally wrong? What makes an issue a moral issue? Is there a universal human ethic? Focus: Argument Introduction to Argument Philosophical Frameworks Utilitarian Libertarianism The Laws of Nature Categorical Imperative “Veil of Ignorance” Dilemmas of Loyalty” Solidarity, Community, and Patriotism Satire Wit Michael Sandel’s Justice series, http://www.justiceharvard.org/ “Trifles” by Glaspell “Two Ways to Belong in America” Bharati MuhKergee Advice to Youth Episode 1 The side of murder: Mrs. Wright on Online class blog discussion Satirical Advice to Today’s Youth Theme journaling Exam Practice: Argument Peter Singer 2005 Exam Practice: Argument John 2013
Men” Ehrlich “Being a Man” Theroux “The Male Myth” Theroux “The Story of an Hour” Kate Chopin discussion, rhetorical analysis, class activities, and writing. This should be viewed as the final *Subject to change*
23. Given the following reactions, calculate the enthalpy of the reaction of N2 and O2 to produce nitric oxide. (Ref: pgs. 181-182) N2 (g) + 2 O2 (g) → 2NO2 (g) ΔH = 66.4 kJ 2NO (g) + O2 (g) → 2NO2 (g) ΔH = -114.2 kJ N2 (g) + O2 (g) → 2NO (g) ΔH = ??? 24. Consider the following two reactions: A → 2B ΔH°rxn = 456.7 kJ/mol A → C ΔH°rxn = -22.1kJ/mol Determine the enthalpy change for the process: 2B → C (Ref: pg. 187, sample 5.12) 25. Given the data in the table below, calculate ΔH°rxn for the reaction: (Ref: pg. 187, sample 5.11) Ca(OH)2 + 2 H3AsO4 → Ca(H2AsO4)2 + 2 H2O
The normal boiling of Cl2(l) (238 K) is higher than the normal boiling point of HCl(l) (188 K). Account for the difference in normal boiling points based on the types of intermolecular forces in the substances. You must discuss both of the substances in your answer. Structures of the pyridine molecule and benzene molecular are shown to the right. Pyridine is soluble in water, whereas benzene is not soluble in water. Account for the difference in solubility. You must discuss both of the substances in your answer. The structures for glycerol and trichloropropane are below. For each compound, identify all of intermolecular forces present. Which compound would be expected to have the higher boiling point?
invoices electronically. The AP office will use the Voucher Build process to turn the electronic invoices into vouchers. ePro Administrator: This user monitors approval workflow to ensure requisitions are worked in a timely fashion. Security Administrator: This user is responsible for setting up other users with the appropriate roles, permissions, and user preferences. As an employee in Accounts Payable, your responsibilities remain what they have always been. However, there are some changes to how you process invoices coming from some of the GeorgiaFIRST Marketplace suppliers. Process Flow Now that you know all of the roles involved, below is the process flow beginning with Shoppers and ending with the Accounts Payable office. If the process involves a Special Request Requisition, then the shopper is eliminated from this process flow and the requester enters the directly onto the requisition. Procure-to-Pay Process Flow If your institution has not used requisitions in the past, it is helpful to understand where they fit into the Procure-to-Pay process flow. Changes Affecting Accounts Payable Now that you know where Accounts Payable fits into the overall process of ePro and GeorgiaFIRST Marketplace implementation, this section details the changes that you may see because of that implementation. Suppliers:
3.5 Student’s performance reflects exceptional facility with some, but not all Level 4 learning targets. 80-89% 3 Learning Goal Student’s performance reflects success on all Level 3 learning targets. 70-79% 2.5 Student’s performance reflects success on some, but not all, Level 3 learning targets 60-69% 2 Student’s performance reflects success on all Level 2 learning targets. 50-59% 1.5 Student’s performance reflects success on some but not all Level 2 learning targets 40-49% 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. 20-39% Topic: Document-Based Question Essays DBQ Score Conversion 4 In addition to meeting the learning goal, the long essay response, distinguishes the historical interpretation from opposing interpretations using prior knowledge or acknowledges that the situation is nuanced and to some degree ambiguous. 7 3.5 Student’s performance meets all of the learning goal and hit some of the Level 4 learning targets. 6 3 Learning Goal Students demonstrate they have the ability to: 3A – State a relevant thesis that addresses all parts of the question. 3B – Support the thesis by historical evidence in an organized, cohesive way. 3C -- Support the thesis with evidence from all, or all but one, of the documents. 3D – Support the thesis with analysis of historical examples outside the documents. 3E – Connect historical themes relevant to your argument to broader events or processes (contextualization). 5 2.5 Student’s performance reflects success on some but not all Level 3 learning targets. 4 2 A level 2 document-based question fails to meet the learning goal in two areas: 2A - Thesis 2B - Organization 3
AP United States History Course Topics – Semester 2 Text and Resources Give Me Liberty! An American History, 3rd Edition. Eric Foner AP Teacher Community: Gilder Lehrman AP Site: ap.gilderlehrman.org PBS: Crash Course Video Clips: Scales
Summarize the Fifteenth Amendment. What does it guarantee? Part III. The North vs South North South Generals (Identify) Strengths (Political, Economic & Social) View on Slavery President Capitol Effect of Reconstruction Government (2 examples) Effect of Reconstruction Social (2examples) Effect of Reconstruction Freed Slaves & Negroes (2examples) Compare and Contrast the plans of Reconstruction: (Johnson, Lincoln & Radical Republicanism: you may choose to create a Venn Diagram or a chart to organize your response. Part III. The belief that the United States had a special mission to expand over the entire North American continent was known as divine providence. Manifest Destiny. nullification. American exceptionalism. The Wilmot Proviso encouraged slavery’s expansion westward. called for American annexation of lands conquered from Mexico as free territory. successfully postponed the outbreak of the Civil War for 10 years.
17 AP Chemistry Day Tasks Due Date (If applicable) Monday Indirect Gravimetric Analysis Lab Aug. 15 Tuesday Start Chapter 5: Thermochemistry FRQ Same Day Wednesday Chapter 5: Heats of Reaction & Calorimetry Thursday Calorimetry Lab Aug. 21 Friday Chapter 5: Hess’s Law FRQ Same Day
◄ August 2016 ► Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 pg 5- 9 25 Populating the Earth Map Activity pg 10- 14 26 Historical Thinking Skills TP2 (bring your book) Lecture: Pastoral Societies Pg 15- 19 27 Pg 20- 22 28 pg 26-28 29 Summer Reading Due Lecture: First Civilizations Pg 29- 32; CO 3 30 NO SCHOOL Pg 33 -36 31 Chapter 1 Reading Quiz Map Activity: Key Concept 1.2 Lecture if time permits Pg 37- 39; CR 2 Notes: ◄ September 2016 ► Sun Mon Tue Wed Thu Fri Sat
1 Key Concept 1.2 Time line (bring book) Hw: Comparison Chart pg 40- 42 2 Lecture: Early civilizations pg 43- 45 3 HW: CO 3 Happy The Process of Civilization (pg 16); 4 45- 46 5 no school pg 50-52 6 Chapter 2 Quiz Pg 53-55 7 Lecture pg. 56- 59 Documents Women of Egypt, due on 8th 8 IN2, IN 3 Work on notes pg 60- 63 HAPPY: The Caste system ., due on 9th 9 Lecture pg 64- 67 MAP: Pastoral and Agricultural communities 10 pg 72- 74 11 pg 75- 78 HAPPY: Ancient Near East, due on 12th 12 Chapter 3 quiz Pg 79- 82 HAPPY Mahabharata due 14 13 notebook day pg 83- 84 14 lecture pg88- 91 HAPPY Compassion of a Bodhisattva due 15th 15 MAP: civilization pg 92-96 HAPPY Aspects of Indian Culture pg 27, due 19 16 Chapter 4 quiz pg 97- 101 17 IN3 pg 102- 104
2 pg 165- 166 Please all documents in notebooks, unless instructed otherwise 3 No School 4 Lecture 5 Chapter 7 Exam 6 Zorastrianism worksheet Hw: CO4 Confucian School Document; Eminence in Learning the Legalist School, Daoist Writing. 7 HAN comparison chart 8 9 10 Notebook day DP3 (handout I have to give to you) 11 TP 4/ TP5 HW: Buddhist Song: Stages of a woman’s Life (have to give this to you guys) 12 No School 13 Chapter 8 Exam 14 Women’s Changing Role in India chart 15 16 Thucydides, The history of the Peloponnesian War (pg 49); Hippocrates Medicine and Magic (pg 53); The Greeks Slavery (pg 57) Must be in your notebook at one or another 17 IN 3 worksheet 18 Lecture 19 TP 10 20 Chapter 9 Test Grading notebooks DP 4 21 GRADES CLOSE HERE Persia/ Zorastrianism/ Greece chart 22
23 24 CO7/ CO9 25 Key Concept 2.2 Map of major empires Hw: CA5/ IN4 26 chapter 10 test (2nd nine weeks) 27 Lecture 28 Lecture Hw: Rome Chart 6.1 29 Hw: Daily life of a Roman Governor (pg 64); Roman Women (pg 70) 30 31 DBQ thesis explanation hw: The Roman Empire (pg 71); attempt a thesis to be shared on board. Notes: ◄ November 2016 ► Sun Mon Tue Wed Thu Fri Sat 1 DBQ document build up 2 Decline of Han China and Rome Chart Fall of Rome (pg 66); The of Ancient Times Appeal of Christianity (pg 71) 3 Chapter 11 test 4 AR 3 (have to give you)/ AR 4 Hw: Memoirs: Cultural Interactions (pg 77), Sikhism (pg 88). 5
Theme 3 State-Building, Expansion and Conflict • Political structures and forms of governance • Empires • Nations and nationalism • Revolts and revolutions • Regional, transregional, and global structures and organizations This theme refers to the processes by which hierarchical systems of rule have been constructed and maintained and to the conflicts generated through those processes. In particular, this theme encourages the comparative study of different state forms (for example, kingdoms, empires, nation-states) across time and space, and the interactions among them. Continuity and change are also embedded in this theme through attention to the organizational and cultural foundations of long-term stability, on one hand, and to internal and external causes of conflict on the other. Students should examine and compare various forms of state development and expansion in the context of various productive strategies (for example, agrarian, pastoral, mercantile), various cultural and ideological foundations (for example, religions, philosophies, ideas of nationalism), various social and gender structures, and in different environmental contexts. This theme also discusses different types of states, such as autocracies and constitutional democracies. Finally, this theme encourages students to explore interstate relations, including warfare, diplomacy, commercial and cultural exchange, and the formation of international organizations. Theme 4 Creation, Expansion and Interaction of Economic Systems • Agricultural and pastoral production • Trade and commerce • Labor systems • Industrialization • Capitalism and socialism This theme surveys the diverse patterns and systems that human societies have developed as they exploit their environments to produce, distribute and consume desired goods and services across time and space. It stresses major transitions in human economic activity, such as the growth and spread of agricultural, pastoral and industrial production; the development of various labor systems associated with these economic systems (including different forms of household management and the use of coerced or free labor); and the ideologies, values and institutions (such as capitalism and socialism) that sustained them. This theme also calls attention to patterns of trade and commerce between various societies, with particular attention to the relationship between regional and global networks of communication and exchange, and their effects on economic growth and decline. These webs of interaction strongly influence cultural and technological diffusion, migration, state formation, social classes and human interaction with the environment.
1861 - End of Russian serfdom / Italian unification 1863 - Emancipation Proclamation in US 1871 - German unification 1885 - Berlin Conference - division of Africa 1898 - Spanish-American War- U.S. gets territory 1899 - Boer War - British in control of South Africa 1905 - Russo-Japanese war 1910-1920 - Mexican Revolution 1911 - Chinese Revolution (Qing overthrown) Period 6: 1900 to the present 1914 – WWI begins 1917 - Russian Revolution 1919 - Treaty of Versailles - end of WWI 1929 - Stock market crash 1931 - Japanese invasion of Manchuria 1935 - Italian invasion of Ethiopia 1939 - German blitzkrieg in Poland 1941 - Pearl Harbor, entry of US into WWII 1945 - End of WWII 1947 - Independence & partition of India 1948 - Birth of Israel 1949 - Chinese Communist Revolution 1950 - 1953 - Korean War 1956 – Nasser nationalizes Suez Canal 1959 - Cuban Revolution 1962 - missile crisis 1967 - 6-Day War / Chinese Cultural Revolution 1979 - Iranian Revolution 1989 - Tiananmen Square / fall of Berlin Wall 1991 - fall of USSR / 1st Gulf war 1994 – Rwanda genocide; Mandela in S. Africa 2001 - 9/11 Attacks 2003 – U.S. invasion of Iraq
Grading Breakdown per Marking Period: The Universal Grading Systems will be followed, which is outlined below: Summative Assessments: 70% Formative & Homework Assessments: 30% Conduct 10% Types of Assignments that Constitute as Summative, Formative & Homework: Summative Assessments 70% Formative & Homework Assessments 30% Examples: Chapter Unit Tests Research Papers Major Projects (which reflect the end standard of a Unit) DBQ Major Essays (constitutes as a 5 paragraph essay) (TURN IN ONLINE) Free Response Questions (FRQ) Debate (with scored rubric) CR1b Examples: Paragraph Reflections Recall Assignments Check for Understanding Activities Quizzes Bell Work Debate Preparation Mini-Debate Project CheckPoints Homework Examples: Any assignment that is completed at home, collected, and reviewed. CR1c Classroom policy: Positive attitude only, please! Come to class with all required materials. Be seated when the bell rings. Bathroom breaks, water breaks, and nurse visits will only be permitted in emergencies. Follow instructions from the teacher, as well as the school code of conduct, at all times. Only one person speaks at a time. Respect all opinions during discussions. No electronic devices in the classroom, including but not limited to: cameras, cell phones, iPods, and laptops. Rewards: I will make a call/send an e-mail home, and/or to the Principal about your positive contributions to the class, which may include outstanding academic work, participation or behavior, as well as significant improvements in any or all of the above areas. Consequences: They depend on the seriousness of the infraction, but generally Verbal warning. Teacher-student conference. Seat change. Phone call home. Referral to the Principal
Lake / Pond / River Name of waterbody: Treatment of Source water: Screening Filters, Describe: UV De-Chlorination Have you contacted the DEEP Water Diversion Program?* Yes No What is your daily withdrawal volume? Gallons Per Day (GPD) *Withdrawals of 50,000 GPD from ground or surface waters requires a diversion permit. Effluent and Solid Waste: Waste: (Please estimate amount of waste based on industry standards for tanks, species, size and number of fish for the facility) amount: Collection frequency: Other: Disposal plan: Compost (on-site) Will it be contained and covered? Yes No Compost (short-term, sold, agricultural use) Contained / covered? Municipal waste collection Have notified the municipality? Yes No Contracted waste collection Company Name: Other Daily Volume: GPD Describe the quality: (Describe nature and type of materials discharged): Frequency of Discharge: Effluent Treatment prior to discharge: (Check all that apply) Settling tank or pond Details: Filter: What type? Bio-filter Sand Other: Foam Fractionation Other protein removal Explain: Disinfection: Ultra Violet (UV) Other: s
Competency Identified by Knowledge and Experience A relevant degree or equivalent qualification and/or experience Application Experience of supporting formal committees at a senior level, including the preparation of agendas, authoring papers and the taking of minutes. Application/Interview Experience of drafting/interpreting policies and regulations. Application/Interview Experience of providing advice and guidance to customers or colleagues. Application/Interview Experience of managing others Application Has an active approach to continuing professional development/undertaking training as appropriate for personal and professional development. Application
To prepare an Equipment and apparatus goggles gloves ethanol glacial ethanoic acid concentrated sulphuric acid 10ml measuring cylinders two Quickfit round bottomed flasks, reflux condenser, stillhead, receiver adapter bosses and clamps; retort stands anti-bumping granules separating funnel heating mantle (or oil bath) 0-100oC thermometer conical flask, funnel and fluted filter paper anhydrous granular calcium chloride sodium carbonate solution Theory: Ethyl ethanoate (ethyl acetate) is an ester. The general method of ester preparation can be summarised as the reversible reaction: ‘acid + alcohol → ester + water’. Concentrated sulphuric acid is used to catalyse the reaction and to remove water from the right hand side of the equilibrium, increasing the yield of ester. CH3COOH + C2H5OH → CH3COOC2H5 + H2O Calcium chloride removes by forming a series of hydrates; it also reacts with alcohols to form similar compounds, and can thus remove unchanged ethanol in the crude ethyl ethanoate. The calcium chloride solution added first in step 6 reacts with excess ethanol, when the solid is added in step 7 it removes water. Safety: Wear goggles and a lab coat. Use gloves for handling organic reagents. Perform experiment in a fume cupboard if available. When concentrated sulphuric acid is mixed with ethanol considerable heat is evolved - add it slowly and carefully. Glacial ethanoic acid is an irritant and can cause burns. prepare risk assessment before starting any experiments. (P8) It is the responsibility of the learner to carry out and be responsible for their own safety risk assessment (and checked and agreed as appropriate by the Centre) before carrying out this experiment. Wear safety glasses at all times. Assume that all of the reagents and liquids are toxic, corrosive and flammable Method:
a specimen for analysis CD71 Causing death by careless driving then failing to supply A specimen for drug analysis 3-11 CD80 Causing death by careless, or inconsiderate, driving 3-11 CD90 Causing death by driving: unlicensed, disqualified or Uninsured drivers 3-11 Construction & Use Of Offences CU10 Using a vehicle with defective brakes 3 CU20 Causing or likely to cause danger by reason of use of unsuitable vehicles or using a vehicle with parts or accessories (excluding brakes, steering or tyres) in a dangerous condition 3 CU30 Using a vehicle with defective tyre(s) 3 CU40 Using a vehicle with defective steering 3 CU50 Causing or likely to cause danger by reason of load or passengers 3 C80 Using a mobile phone while driving a vehicle 3 Dangerous Driving DD40 Dangerous Driving 3-11 DD60 Manslaughter or culpable homicide while driving a vehicle 3-11 DD90 Furious Driving 3-9 Drink or Drugs DR10 Driving or attempting to drive with alcohol level above limit 3-11 DR20 Driving or attempting to drive while unfit through drink 3-11 DR30 Driving or attempting to drive then failing to supply a specimen for analysis 3-11 DR40 In charge of a vehicle while alcohol level above limit 10 DR50 In charge of vehicle while unfit through drink 10 DR60 Failure to provide a specimen for analysis in circumstances other than driving or attempting to drive 10 DR61 Failure to supply a specimen for drug analysis in circumstances other than driving or attempting to drive 10 DR70 Failing to provide specimen for breath test 4 DR80 Driving or attempting to drive when unfit through drugs 3-11 DR90 In charge of a vehicle when unfit though drugs 3-11 Insurance Offences IN10 Using a vehicle uninsured against third party risks 6-8 Licence Offences LC20 Driving otherwise than in accordance with the licence 3-6 LC30 Driving after making a false declaration about fitness when applying for a licence 3-6 LC40 Driving a vehicle having failed to notify a disability 3-6 LC50 Driving after a licence has been revoked or refused on medical ground 3-6 Miscellaneous Offences MS10 Leaving a vehicle in a dangerous position 3 MS20 Unlawful pillion riding 3 MS30 Play street offences 2 MS50 Motor racing on the highway 3-11 MS60 Offences not covered by other codes As Appropriate MS70 Driving with uncorrected defective eyesight 3 MS80 Refusing to submit to an eyesight test 3
[Thinkstock code: 480151679] 3D printers deposit successive layers of material to create physical objects e.g. a of a house. The development of this technology has made it easier for businesses to design and manufacture products. 3D printers can be used to create the separate parts of a product, which are then assembled e.g. toys. They can also be used to create a moulid for a product, used to create a finished item e.g. jewellery. Another possibility is to 3D print the body of a product whilst leaving space for components, such as circuit boards e.g. mobile phones. As an innovation, the possibilities offered by 3D printing technology continue to be explored by entrepreneurs. This exploration has been aided by the falling cost of purchasing and operating a 3D printer. For example, some 3D printer models can be bought from high street retailers, such as Maplin, for around £500. Whilst these printers have fewer features than more expensive models, they can still perform the basic function of making physical products when connected to a computer. The computer files required to instruct a 3D printer to create a specific object are now widely available on the internet, sometimes for free e.g. a set of 3D designs for a toy truck. Alternatively, users skilled in operating 3D design software can create a design and sell these to owners of 3D printers. As an entrepreneur, you are to investigate a market opportunity created by the growing availability of 3D printing technology. You will consider your own skills and ways of enterprising before investigating a suitable customer value proposition. You will justify outlines of the marketing and operations activities required to deliver the customer value proposition. Finally, you will justify the viability of your enterprise, considering its risks and uncertainties as well as the roles played by your support networks.
2a Socio-economic characteristics (P4 and M3) Potential target market Outline the socio-economic characteristics of the potential target market (P4) Explain the key features of the potential target market (M3) One (outline this target market’s socio- economic characteristics) (explanation of this target market’s: benefits looked for; willingness to pay; preferred channels of distribution) Two (outline this target market’s socio- economic characteristics) (explanation of this target market’s: benefits looked for; willingness to pay; preferred channels of distribution)
Applied General Assignment Brief Unit 7: managing an Qualification Level 3 certificate/extended certificate in Applied Business Unit code Y/507/6701 Unit title Managing an event Learner name Tutor/Assessor name Assignment Title Assignment 1 – Planning an event Date assignment issued Submission Date Performance Criteria Pass Merit Distinction Performance Outcome PO 1 and 2 P1, P2, P3, P4, P5 and P6 M1, M2, M3, M4 and M5 D1,D2 and D3 Tasks Performance criteria covered Task 1 P1 and M1 Task 2 P2, M2 and D1 Task 3 P3 Task 4 P4, P5 Task 5 M3, M4 and D2 Task 6 P6 Task 7 M5 and D3 Submission Checklist (please insert the items the learner should hand in) Confirm submission Task 1 - completed template outlining types of event and analysis grid Task 2 – completed spider diagrams and resource grid templates Task 3 – completed list of relevant findings in personal log Task 4 – completed team research plan and checklist Task 5 – completed analysis file Task 6 – completed spreadsheet model of the event plan Task 7 – completed review of the plan Learner - please confirm that you have proofread your submission
made. The materials and channels selected will need to be appropriate to the type of event being delivered, and meet the needs of the target audience. The materials may be produced as a group or individual contributions to the group, but all four drafts must be accessible to each member of your team for their own portfolios. Each member of your team should clearly indicate their contribution to the materials produced. You are required to: Complete the template providing an outline of the resource requirements for the event Complete a risk assessment template provided by your tutor. Produce four draft communication materials for the event. Task 2 In order to examine the potential for success, your team will need to survey the extent to which the draft materials meet the needs of the target market. In order to gather this information, you will relate to the information on the target market from your business proposals, together with collecting feedback from the target audience. For example, your team may decide to hold a focus group where the draft materials are discussed and views on them recorded, ultimately to make appropriate adjustments (and to inform individual work on M6 and D4 criteria). Alternative ways of gathering feedback from the target market could be through use of a questionnaire, interview, survey, or online blog for example, to establish views on the draft materials you have produced. Once you have received feedback from the target audience, you can reflect on this information to establish the extent to which they approved the draft materials, and any key findings resulting from this relating to delivery of the event. You can evaluate these findings to establish how best to the successful delivery of the event. You are required to: Gather audience feedback on the four draft communication materials you produced in Task 1 Complete the analysis file to analyse the information collected from the target market, evaluating key findings which will help with successful delivery of the event and achievement of event outcomes. Task 3 Before the event You have now reached the planning opportunity prior to the event taking place. Each member of your team needs to be absolutely certain of their individual roles and responsibilities in running the event. This you should hopefully have done within your event plan. It may be necessary for individual team members to write out individual schedules and checklists (in their personal log) to make sure they don’t forget anything they need to do on the day! The day of the Event During the event, you will need to carry out your individual role and responsibilities. This includes keeping to agreed time limits, following the correct sequence of activities and contributing to effective teamwork with your other team members.
BUSINESS IDEAS 3D PRINTED CASES l [ SCREEN PRINTED CLOTHING @] )- , Target Market Children _d Teenagers latest trends r Adults humour? J Products T·Shirts basic whiteiblack i Hoodies and sweatshirts CAFE @] J Target Market Teenagers with phones latest fashions and trends Stand out from the crowd Adults with phones Somethingfunctional Wantingto protect their phone Products iPhone cases provide protection/multiple colours iPad cases same protection/colours as iPhone cases range of colours J Target Market in my localarea take-away fast and fresh Products coffee and tea Espresso, cappuccino,flavours.herbalteas cakes r home-made,bought in hot snacks paninis!
Lesson plan Level 3 Certificate/Extended Certificate in Applied Business Unit number: 4 Unit name: Managing and leading people Assessment or performance outcome: AO1 Tutor name: Lesson objective To understand the role of managers within a business. Activities Starter – (5 minutes) with pictures of various managers of businesses on the PP, ask learners what is the link between them all, and if possible to identify them – learners could do this on their own on boards or discuss in groups. Ask each group to feedback their idea of the link and then ask if the learners can hold up whiteboards identifying the people. Main activities – (45 minutes) • 60 second challenge – learners in groups to come up with as many ideas of what a manager’s role is – feed these back to the group. • AQA theory – teacher to run through the different roles that AQA state the learners need to know for the exam-basic input. o Drag and drop used on the SMART board to match descriptions and key terms. • Mini case study of manager’s roles put into news headlines (case study can be made up or based on a Lesson Plan: Unit 4 Managing and leading people Qualification: Level 3 Applied Business
What are the hazards? Who might be harmed and how? What are you already doing? Do you need to do anything else to control this risk? Action by who? Action by when? Done Slips and trips and visitors may be injured if they trip over objects or slip on spillages. General good housekeeping is carried out. All areas well lit, including stairs. No trailing leads or cables. Staff keep work areas clear, eg no boxes left in walkways, deliveries stored immediately. Better housekeeping in staff kitchen needed, eg on spills. Arrange for loose carpet tile on second floor to be repaired/replaced. All staff, supervisor to monitor Manager From now on xx/xx/xx xx/xx/xx xx/xx/xx *Hint, tab here for new row*
the wind current in the enclosure by slowly rotating a velometer inside the entrance to the enclosure until the maximum speed is located and record the maximum wind speed. On a monthly basis the Permittee shall also record the results of the visual inspection to ensure the enclosure is free of cracks, holes and other defects. Working - mode cover 1. Ensure that the opens only for part entrance and removal and completely covers the cleaning machine opening when closed. B The Permittee shall conduct a visual inspection to determine if the cover is opening and closing properly, completely covers the cleaning machine openings when closed, and is free of cracks, holes, and other defects. The Permittee shall record the results on a monthly basis. 2. Ensure that the cover is maintained free of cracks, holes, and other defects. A Idling - mode 1. Ensure that the cover is in place whenever parts are in the machine and completely covers the cleaning machine openings when in place. B The Permittee shall conduct a visual inspection to determine if the cover is opening and closing properly, completely covers the cleaning machine openings when closed, and is free of cracks, holes, and other defects. The Permittee shall record the results on a monthly basis. 2. Ensure that the cover is maintained free of cracks, holes, and other defects. A Dwell 1. The Permittee determine the dwell time for each part or parts basket, or determine the maximum dwell time using the most complex part type or parts basket, using the following procedure: 1) determine the amount of time for B
Skill Area A: Planning Entry Level 1 Tick () which items of equipment you will need from the list below: kettle beeswax polish laboratory stand and clamp beaker thermometer butter balance marker pen Bunsen burner candle wax heating gauze stop watch tripod margarine boiling tube wooden splint spatula measuring cylinder Any other equipment needed? How will I set up the apparatus? Draw diagram here. Skill Area A: Planning Entry Level 2
Recall that elements in the same group of the periodic table have similar properties. Use O2 Elements and compounds Recall that when atoms combine with different atoms a compound is formed. Recall that compounds can be made by metals combining with non-metals or by non-metals combining with other Recognise simple compounds from their names. Write word equations for simple reactions. 1 Write word equations for the reactions in this specification, including the reactions of metals and non-metals and the formation of oxides from non-metals. Investigate the reaction when magnesium burns in oxygen (air) to produce magnesium oxide. Compare the properties of iron and sulfur with those of iron sulphide. 3.3.2 O3 States of matter Recall the three states of matter: solid, liquid and gas. Describe the changes between the three states using the terms 1 Use scientific vocabulary correctly. Take and record accurate measurements. Investigate the changes in state from ice to steam.
Skill Area E: Evaluating Level 3 only How does my evidence match my prediction? ………………………………………………………………………………………………………………….. ……………………………………………………………………………………………………….…………. ………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………….. Could I make my evidence even better? Explain how you could improve what you did. ………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………..
Skill Area A: Planning Entry Level 1 Tick which items of equipment you will need from the list below: kettle beeswax polish laboratory stand and clamp beaker thermometer butter balance marker pen Bunsen burner candle wax heating gauze stop watch tripod margarine boiling tube wooden splint spatula measuring cylinder How will I set up the apparatus?: (Draw a simple diagram here) Planning Skill Area A: Entry Level 2 `
Week 10 Health impacts of global environmental change: ozone depletion – skin cancer, cataracts; climate change – thermal stress, emergent and changing distribution of vector borne diseases Prospects for the global population, projected distributions and critical appraisal of future relationships Case study of a country/society experiencing specific patterns of overall population change Presentation, interpretation, analysis and communication of data. Use of geospatial technologies such as digital cartography and G.I.S. The use of different types of data allows the development of critical perspectives on the data categories and approaches. Core and ICT skills. Students will be able to outline the main health risks associated with global environmental change such as ozone depletion and climate change. Students will be aware of the main drivers of global population change and be able to discuss predicted changes. Students will be aware of the drawbacks of population predictions and will be able to debate whether population or consumption is a more significant threat to the environmental limits set by planet Earth. Students will have built up a case study of a country/society experiencing specific patterns of overall population change. Get students into different groups to research the health impacts of global environmental change including skin cancer, cataracts, heatwaves, cold spells, dengue fever, lyme disease, west Nile virus and zika virus. (consider the impacts of the latter on the Rio Olympics 2016). Look at projected population distributions. How much variation exists between different projections? Why is there variation? Students to use all their knowledge and learning from this topic to build up a case study of a country/society experiencing specific patterns of overall population change. Extension: Discuss what governments can do to manage population growth more sustainably. Roser, M. (2015) ‘Future world population growth’ published at There was a WHO conference on health and climate in July 2016. Resources relating to this can be found at ‘A world with 11 billion people? New population projections shatter earlier estimates’ by Robert Kunzig, published in National Geographic, September 2014
differences between Baptist and Catholic practices/understandings. How it has changed over time. Use examples to avoid generalisations. 1910 Edinburgh conference is a useful starting point. Use the evidence from the webpages to list the main points about the meaning and importance of Holy Communion. Relevant areas to consider include: evangelical aims of mission cultural impact of western missionaries in societies attitudes to other faiths mission without evangelisation – ‘doctrine of love’.