Topic A. Topic Sentence. Topic Sentence. Evidence (list). Evidence (list). Connection Sentence (tie to thesis statement/prompt). Connection Sentence (tie to ...
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(d) Given your answer in part (c)(ii), how is the international value of Sewell's currency, the ono, affected? Explain. 12. Assume that the reserve requirement is 20 percent and banks hold no excess reserves. (a) Assume that Kim deposits $100 of cash
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AP Civics. FRQ Writing Information. Read the Questions Carefully. This applies to both multiple-choice and free-response questions. For multiple-choice questions it is important for students to read the question carefully to look for words such as "N
PREA Investigation Protocols. Staff will report any knowledge of an incident of sexual assault and abuse or retaliation to the Program Director of their facility. If the alleged victim is under the age of 18 or considered a vulnerable adult under a S
See Figure AT-PP-1. If there is only one rain gauge in a region, this area can be quite large; the larger the area, the poorer the assumption. As more schools and others measure precipitation depth, the area ... Water moves through every living plant
x real protocols draw many things together s Overview of real protocols x standards documents are the final resort s Three sets of protocols x telephone x Internet.
Dec 20, 2000 - Introduction. This section should be a very brief statement about the purpose of the protocol, some background information, and its advantages and disadvantages compared to other methods that ... Figure files should be compatible with
animalfoundation.com. 655 North Mojave Road, Las Vegas, NV 89101. (702) 384- ... A clicker, if you use one. Otherwise, say âyes!â to celebrate the behavior.
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Suppose you have been hired by a football team to use physics to improve their kicking game. Before you can give any recommendations to the coach, you will ...
May 12, 2017 - is greater than 27Â°C for all times t > 0. The internal temperature of the potato at time minutes can be modeled by the function H that satisfies the differential equation dH alt (H â 27). where H(t) is measured in degrees Celsius an
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Organelle Jigsaw - In this activity, student pairs are given an organelle to become âexpertsâ about. They then create a mini poster which will included a drawing ...
A certain fictional country called Industria is tracking its population data. ... reported for the country, the population was 1.6 million, with a crude birth rate of 43 ...
Serial-position effect. Ethical guidelines of the APA. Replication ... Double-blind study/research. Overjustification effect (as it relates to motivation and behavior).
1. To register for a class, fill out the attached Registration Form and contact Kislev Ang at: PAX Environmental Solutions. Attn: Kislev Ang. 16510 Devonshire Street, Granada Hills CA 91344 [email protected] (818) 625-3768. 2. Registration
The enrolment process at Mater Christi College operates within the policy framework and key enrolment dates of the Catholic Education Office of Melbourne.
Cell phones off or on vibrate o. Stay on task. â¢ Be respectful to the presenter and your colleagues o. No side conversations. â« You may be excused from the session without receiving credit if interruptions are on-going. â¢ Clean up after yoursel
Oct 4, 2015 - While Amy is at the office I recommended that she: 1. Take frequent breaks, stepping away from the computer. Stretch out, move and breathe (âGood. Posture Helps Reduce Back Painâ). 2. Become ... see figure 7 depicting the ideal comp
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Oct 2, 2015 - and represent the best approximation of lifetime cancer risks for an individual. ... aim of the figures is for use during the genetic counselling process, .... PMS2 carriers may still wish to start colonoscopy at the age of 25yrs.
HUMAN GEOGRAPHY FRQ Writing Commands and their Protocols
Low-Order Commands-1 Point Protocol for IDENTIFY writing prompt: Simply put, provide a brief reason. 2-‐6 words will suffice though encourage a complete sentence that also incorporates the question. Protocol for IDENTIFY USING A MAP writing prompt: In the past, rubrics accept answers for proper names of locations and vernacular regions. This is the same for the prompt NAME USING A MAP. Protocol for DEFINE writing prompt: Define is the easiest type of low-‐order question. Students will get a point for properly writing a clear definition of what is asked. Protocol for NAME writing prompt: Provide proper names of a phenomenon. One-‐word answers are acceptable, though encourage a complete sentence that incorporates the question in the answer. Protocol for NAME USING A MAP writing prompt: Simply put, students must name the location or phenomenon on a provided map. Proper names are required. Examples come from the 2002 question about naming states, nations, and nation-‐states; and the 2009 question that asked students to name the religious groups in the United States. Protocol for LIST writing prompt: A simple bullet point list is all that AP requires of the kids. A 2-‐4 word answer will suffice, though encourage a complex sentence that addresses the question and uses commas to separate the listed answers. A general rule of thumb is to list at least three different phenomenon unless the question states otherwise. High-Order Commands-2 or more points Protocol for DESCRIBE writing prompt: Have students write the characteristics of what is being asked. Usually when prompted this question, the AP questions are asking for them to describe a place or region. However, students might also be required to describe a person or situation depending on the course. A general rule of thumb is to describe a phenomenon in three different ways unless the question states otherwise. Protocol for DISCUSS writing prompt: Give factual information about a topic. Write a factual splat on what the prompt asks, then an in depth explanation. Protocol: 1. Factual argument or brief reason 2. Then should answer the question, “What is the reason for this?” – Students should write-‐ “The reason for _____(the fact)_____being the way that it is…”
Protocol for IDENTIFY AND DISCUSS writing prompt: Use the protocol for DISCUSS. AP has virtually graded these (DISCUSS and IDENTIFY AND DISCUSS) the same way. Students will get a point for identification and then for discussing the identification. Protocol for IDENTIFY AND COMPARE/CONTRAST writing prompt: Students receive points only when comparing two or more phenomenon and mentioning what is happening on each side respectively. Students will NOT receive points when only stating one phenomenon that occurs under one topic alone. Have students follow a pattern such as, “Apples are similar/different to oranges in that Apples ______, while Oranges_______.” Protocol for EXPLAIN or IDENTIFY AND EXPLAIN writing prompt: 1. Provide a brief reason of who/what/where/when/why/how people/places/situations are/is/were/will be affected. OR Provide a brief reason for how the phenomenon was caused… 2. Then write, “To explain where/when/why/how/what is/has happened/happening/will happen is because…” Students will get a point for identifying the cause/effect and another for the explanation. Protocol for PROVIDE AN EXAMPLE writing prompt: Depending on the rubric, some responses might require a real-‐world example while others a general example (Example: Gansu Province-‐Beijing vs. Core-‐Periphery). If students are unsure which is most appropriate to use at the time and or the question does not specify, use the EXPLAIN USING EXAMPLE protocol. Protocol for EXPLAIN USING EXAMPLES writing prompt: Use the writing protocol for EXPLAIN and then use a real world example to strengthen the explanation. Protocol for APPLY AND EXPLAIN writing prompt: This prompt may require a student to apply a principle, theory, or concept to a given map, chart, graph, or image. Students should be able to first IDENTIFY the correct principle, theory, or concept and then EXPLAIN how the given map, chart, graph, or image exemplifies it. Protocol for APPLY AND PREDICT writing prompt: This prompt may require a student to apply a principle, theory, or concept to predict where the phenomenon will occur and or what the effects will be. Students should be able to first IDENTIFY the correct principle, theory, or concept and then to EXPLAIN how their principle/theory/concept will make an impact.