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Research Brief March 2017 Publication #2017-16
Research Brief March 2017 Publication #2017-16 Flourishing From the Start: What Is It and How Can It Be Measured? Kristin Anderson Moore, PhD, Child Trends Christina D. Bethell, PhD, The Child and Adolescent Health Measurement Introduction Initiative, Johns Hopkins Bloomberg School of Every parent wants their child to flourish, and every community wants its Public Health children to thrive. It is not sufficient for children to avoid negative outcomes. Rather, from their earliest years, we should foster positive outcomes for David Murphey, PhD, children. Substantial evidence indicates that early investments to foster positive child development can reap large and lasting gains.1 But in order to Child Trends implement and sustain policies and programs that help children flourish, we need to accurately define, measure, and then monitor, “flourishing.”a Miranda Carver Martin, BA, Child Trends By comparing the available child development research literature with the data currently being collected by health researchers and other practitioners, Martha Beltz, BA, we have identified important gaps in our definition of flourishing.2 In formerly of Child Trends particular, the field lacks a set of brief, robust, and culturally sensitive measures of “thriving” constructs critical for young children.3 This is also true for measures of the promotive and protective factors that contribute to thriving. Even when measures do exist, there are serious concerns regarding their validity and utility. We instead recommend these high-priority measures of flourishing -
The Utility of Genetic Risk Scores in Predicting the Onset of Stroke March 2021 6
DOT/FAA/AM-21/24 Office of Aerospace Medicine Washington, DC 20591 The Utility of Genetic Risk Scores in Predicting the Onset of Stroke Diana Judith Monroy Rios, M.D1 and Scott J. Nicholson, Ph.D.2 1. KR 30 # 45-03 University Campus, Building 471, 5th Floor, Office 510 Bogotá D.C. Colombia 2. FAA Civil Aerospace Medical Institute, 6500 S. MacArthur Blvd Rm. 354, Oklahoma City, OK 73125 March 2021 NOTICE This document is disseminated under the sponsorship of the U.S. Department of Transportation in the interest of information exchange. The United States Government assumes no liability for the contents thereof. _________________ This publication and all Office of Aerospace Medicine technical reports are available in full-text from the Civil Aerospace Medical Institute’s publications Web site: (www.faa.gov/go/oamtechreports) Technical Report Documentation Page 1. Report No. 2. Government Accession No. 3. Recipient's Catalog No. DOT/FAA/AM-21/24 4. Title and Subtitle 5. Report Date March 2021 The Utility of Genetic Risk Scores in Predicting the Onset of Stroke 6. Performing Organization Code 7. Author(s) 8. Performing Organization Report No. Diana Judith Monroy Rios M.D1, and Scott J. Nicholson, Ph.D.2 9. Performing Organization Name and Address 10. Work Unit No. (TRAIS) 1 KR 30 # 45-03 University Campus, Building 471, 5th Floor, Office 510, Bogotá D.C. Colombia 11. Contract or Grant No. 2 FAA Civil Aerospace Medical Institute, 6500 S. MacArthur Blvd Rm. 354, Oklahoma City, OK 73125 12. Sponsoring Agency name and Address 13. Type of Report and Period Covered Office of Aerospace Medicine Federal Aviation Administration 800 Independence Ave., S.W. -
Phonics Spelling Words Grade K 1 2.CA
Benchmark Advance Grade 1 Phonics Skills and Spelling Words Unit Week Phonics Spiral Review Spelling Words had, has, pack, ran, see, she, back, cap, sack, 1 Short a N/A pans Short i; 1 2 Short a big, him, hit, kick, kids, lid, little, you, fit, lips Plural Nouns Short o; box, doll, hot, jump, lock, mop, one, rock, 3 Short i Double Final Consonants tops, cots ten, jet, fed, neck, let, mess, look, are, beg, 1 Short e Short o sell Short u; come, cup, duck, dull, here, nut, rug, cub, sun, 2 2 Short e Inflectional Ending -s cuff class, clock, flat, glad, plan, put, what, slip, 3 l-Blends Short u black, plums r-Blends: br, cr, dr, fr, gr, pr, tr; brim, crab, trim, went, frog, drip, grass, prop, 1 l-Blends Singular Possessives trip, now s-Blends: sk, sl, sm, sn, sp, st, sw; skip, step, skin, smell, out, was, spin, sled, 3 2 r-Blends Contractions with ’s spot, slip Final Consonant Blends: nd, nk, nt, mp, st; jump, and, pink, hand, nest, went, who, good, 3 s-Blends Inflectional Ending -ed trunk, best Consonant Digraphs th, sh, ng; bath, bring, our, shop, shut, these, thing, 1 Final Consonant Blends nd, nk, nt, mp, st Inflectional Ending -ing wish, this, rang Consonant Digraphs ch, tch, wh; Consonant Digraphs chop, lunch, catch, check, once, when, whiff, 4 2 Closed Syllables th, sh, ng much, match, hurt Three-Letter Blends scr, spl, spr, squ, str; split, strap, scrub, squid, stretch, scratch, 3 Consonant Digraphs ch, tch, wh Plurals (-es) because, when, sprint, squish take, made, came, plate, brave, game, right, 1 Long a (final -e) Three-Letter -
CM4L9 Assessment 1) the Specific Heat of Aluminum Is 0.900 J/G Oc
CM4L9 Assessment 1) The specific heat of aluminum is 0.900 J/g oC. How much heat is required to raise the temperature of a 30.0g block of aluminum from 25.0oC to 75.0oC? a. 0.540 J (Incorrect) b. 1.50 J (Incorrect) Show work regardless if student got answer c. 1350 J (Correct) correct or incorrect d. 1670 J (Incorrect) q = mC∆T q = (30.0g)(0.900J/goC)(50oC) q = 1350 J 2) Given the balanced equation representing a reaction at 101.3 kPa and 298K: N2(g) + 3H2(g) 2NH3(g) + 91.8kJ a. It is exothermic and ∆H equals -91.8 kJ (Correct; exothermic reactions have energy as a product and a negative ∆H) b. It is exothermic and ∆H equals +91.8 kJ (Incorrect; exothermic reactions have a negative ∆H) c. It is endothermic and ∆H equals -91.8 kJ (Incorrect; endothermic reactions have a positive ∆H and have energy as a reactant) d. It is endothermic and ∆H equals +91.8 kJ (Incorrect; endothermic reactions have energy as a reactant) 3) The table below shows the specific heat capacity of four substances. Substance Specific Heat J / g oC Water 4.18 Copper 0.39 Gold 0.13 Silver 0.24 For an equal mass of each substance, which one will require the least amount of heat to raise its temperature from 40oC to 50oC? a. water (Incorrect; water would require the most amount of heat (energy) to raise it’s temperature) b. copper (Incorrect; it would take 0.39 J for each degree change in copper. -
The Dot Product
The Dot Product In this section, we will now concentrate on the vector operation called the dot product. The dot product of two vectors will produce a scalar instead of a vector as in the other operations that we examined in the previous section. The dot product is equal to the sum of the product of the horizontal components and the product of the vertical components. If v = a1 i + b1 j and w = a2 i + b2 j are vectors then their dot product is given by: v · w = a1 a2 + b1 b2 Properties of the Dot Product If u, v, and w are vectors and c is a scalar then: u · v = v · u u · (v + w) = u · v + u · w 0 · v = 0 v · v = || v || 2 (cu) · v = c(u · v) = u · (cv) Example 1: If v = 5i + 2j and w = 3i – 7j then find v · w. Solution: v · w = a1 a2 + b1 b2 v · w = (5)(3) + (2)(-7) v · w = 15 – 14 v · w = 1 Example 2: If u = –i + 3j, v = 7i – 4j and w = 2i + j then find (3u) · (v + w). Solution: Find 3u 3u = 3(–i + 3j) 3u = –3i + 9j Find v + w v + w = (7i – 4j) + (2i + j) v + w = (7 + 2) i + (–4 + 1) j v + w = 9i – 3j Example 2 (Continued): Find the dot product between (3u) and (v + w) (3u) · (v + w) = (–3i + 9j) · (9i – 3j) (3u) · (v + w) = (–3)(9) + (9)(-3) (3u) · (v + w) = –27 – 27 (3u) · (v + w) = –54 An alternate formula for the dot product is available by using the angle between the two vectors. -
Unit #1 Short a and I Unit #2 Short O and E Land Crop Plan Clock Stand
Unit #1 Short a and i Unit #2 Short o and e land crop plan clock stand drop act plot last block band flock grand test stamp spent sand left stick sled trip spend thing west lift tent swim desk list nest Unit #3 Short u sound Spelling Unit #4 /oi/ and /ou/ lunch boil until join buzz voice stuff oil dull point study soil uncle proud cuff loud under house cover cloud become sound nothing round month south love found none ground Unit #5 ew and oo Unit #7 Vowel-Consonant-e crew state news face drew pave knew flame threw skate chew plane loose slide school size smooth prize pool smile shoot close roof globe fool smoke balloon broke choose stone Unit #8 Long a: ai, ay Unit #9 Long e: ee, ea aid sheep chain street mail wheels paint cheese plain sweet main dream pail east laid treat paid mean pay peace tray real maybe leave lay stream always teacher away heat Unit #10 Long i: i, igh Unit #11 Long o: ow, oa, o night snow bright load find almost light row wild soak high window blind foam fight most sight flow kind goat sign throw knight float mild blow right below sigh soap Unit #13 sh,ch,tch,wr,ck Unit #14 Consonants /j/,/s/ shape change church age watch large father page wrap fence check space finish center sharp since mother price write ice catch dance chase pencil shall slice thick place wrote city Unit #15 Digraphs, Clusters Unit #16 Schwa Sound shook afraid flash around fresh upon splash never speech open stitch animal scratch ever switch about stretch again strong another string couple spring awake think over cloth asleep brook above Unit -
Canoe J-Stroke
Canoe J-Stroke The canoe J-Stroke is probably the most important canoe stroke to learn yet most recreational canoeists don't even know it exists. Every person who has ever sat in a canoe knows how difficult it is to keep it going straight. The reason for this is that with every stroke of the paddle, the canoe wants to turn to the opposite side. The canoe j-stroke along, with the draw stroke, is the remedy to this problem and actually allows the canoeist to correct the direction of the canoe while paddling forward. 1. Canoe J-Stroke: Maintaining Proper Form Be sure that you are holding the canoe paddle properly and that you are sitting up straight throughout the j-stroke. 2. Canoe J-Stroke: The Beginning Similar to the forward stroke, the j-stroke begins the same way. Raise the paddle up, bringing the top hand up to about head level while keeping the shaft of the paddle vertical and out to the side and not angled across the body. 3. Canoe J-Stroke: Reach Forward Push the lower hand forward, reaching the paddle blade as far toward the front of the canoe as you can while still maintaining a good upright posture. 4. Canoe J-Stroke: The Catch Phase Place the paddle blade into the water ahead of your body. Keep the face of the blade perpendicular to the direction of the stroke. 5. Canoe J-Stroke: The Power Phase Pull the paddle along the side of the canoe in a straight line. Allow the top hand to push forward and down while the bottom hand pulls back. -
Zap-Ext-Light18.Psftx Linux Console Font Codechart
zap-ext-light18.psftx Linux console font codechart Glyphs 0x000 to 0x0FF 0 1 2 3 4 5 6 7 8 9 A B C D E F 0x00_ 0x01_ 0x02_ 0x03_ 0x04_ 0x05_ 0x06_ 0x07_ 0x08_ 0x09_ 0x0A_ 0x0B_ 0x0C_ 0x0D_ 0x0E_ 0x0F_ Page 1 Glyphs 0x100 to 0x1FF 0 1 2 3 4 5 6 7 8 9 A B C D E F 0x10_ 0x11_ 0x12_ 0x13_ 0x14_ 0x15_ 0x16_ 0x17_ 0x18_ 0x19_ 0x1A_ 0x1B_ 0x1C_ 0x1D_ 0x1E_ 0x1F_ Page 2 Font information 0x013 U+2039 SINGLE LEFT-POINTING ANGLE QUOTATION MARK Filename: zap-ext-light18.psftx PSF version: 1 0x014 U+203A SINGLE RIGHT-POINTING ANGLE QUOTATION MARK Glyph size: 8 × 18 pixels Glyph count: 512 0x015 U+201C LEFT DOUBLE QUOTATION Unicode font: Yes (mapping table present) MARK, U+201F DOUBLE HIGH-REVERSED-9 QUOTATION MARK Unicode mappings 0x016 U+201D RIGHT DOUBLE 0x000 U+FFFD REPLACEMENT QUOTATION MARK, CHARACTER U+02EE MODIFIER LETTER DOUBLE 0x001 U+03C0 GREEK SMALL LETTER PI APOSTROPHE 0x002 U+2260 NOT EQUAL TO 0x017 U+201E DOUBLE LOW-9 QUOTATION MARK 0x003 U+2264 LESS-THAN OR EQUAL TO 0x018 U+2E42 DOUBLE LOW-REVERSED-9 0x004 U+2265 GREATER-THAN OR EQUAL QUOTATION MARK TO 0x019 U+2E41 REVERSED COMMA, 0x005 U+25A0 BLACK SQUARE, U+02CE MODIFIER LETTER LOW U+25AC BLACK RECTANGLE, GRAVE ACCENT U+25AE BLACK VERTICAL 0x01A U+011E LATIN CAPITAL LETTER G RECTANGLE, WITH BREVE U+25FC BLACK MEDIUM SQUARE, U+25FE BLACK MEDIUM SMALL 0x01B U+011F LATIN SMALL LETTER G SQUARE, WITH BREVE U+2B1B BLACK LARGE SQUARE, 0x01C U+0130 LATIN CAPITAL LETTER I U+220E END OF PROOF WITH DOT ABOVE 0x006 U+25C6 BLACK DIAMOND, 0x01D U+0131 LATIN SMALL LETTER U+2666 BLACK DIAMOND SUIT, -
9241590548 Ara.Pdf
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Digraphs Th, Sh, Ch, Ph
At the Beach Digraphs th, sh, ch, ph • Generalization Words can have two consonants together that are pronounced as one sound: southern, shovel, chapter, hyRJlen. Word Sort Sort the list words by digraphs th, sh, ch, and ph. th ch 1. shovel 2. southern 1. 11. 3. northern 4. chapter 2. 12. 5. hyphen 6. chosen 7. establish 3. 13. 8. although 9. challenge 10. approach 4. 14. 11. astonish 12. python 5. 15. 13. shatter 0 14. ethnic 15. shiver sh 16. Ul 16. pharmacy .,; 6. ..~ ~ 17. charity a: !l 17. .c 18. china CJ) a: 19. attach 7. ~.. 20. ostrich i 18. ~.. 8. "'5 .; £ c ph 0 ~ C) 9. 19. ;ii" c: <G~ ,f 0 E 10. 20. CJ) ·c i;: 0 0 ~ + Home Home Activity Your child is learning about four sounds made with two consonants together, called ~ digraphs. Ask your child to tell you what those four sounds are and give one list word for each sound. DVD•62 Digraphs th, sh, ch, ph Name Unit 2Weel1 1Interactive Review Digraphs th, sh, ch, ph shovel hyphen challenge shatter charity southern chosen approach ethnic china northern establish astonish shiver attach chapter although python pharmacy ostrich Alphabetize Write the ten list words below in alphabetical order. ethnic python ostrich charity hyphen although chapter establish northern southern 1. 6. 2. 7. c, 3. 8. 4. 9. 5. 10. Synonyms Write the list word that has the same or nearly the same meaning. 11. surprise 16. drugstore 12. dare 17. break 13. shake 18. fasten "'u £ c 14. 19. dig 0 pottery ·;; " 15. -
Language Specific Peculiarities Document for Halh Mongolian As Spoken in MONGOLIA
Language Specific Peculiarities Document for Halh Mongolian as Spoken in MONGOLIA Halh Mongolian, also known as Khalkha (or Xalxa) Mongolian, is a Mongolic language spoken in Mongolia. It has approximately 3 million speakers. 1. Special handling of dialects There are several Mongolic languages or dialects which are mutually intelligible. These include Chakhar and Ordos Mongol, both spoken in the Inner Mongolia region of China. Their status as separate languages is a matter of dispute (Rybatzki 2003). Halh Mongolian is the only Mongolian dialect spoken by the ethnic Mongolian majority in Mongolia. Mongolian speakers from outside Mongolia were not included in this data collection; only Halh Mongolian was collected. 2. Deviation from native-speaker principle No deviation, only native speakers of Halh Mongolian in Mongolia were collected. 3. Special handling of spelling None. 4. Description of character set used for orthographic transcription Mongolian has historically been written in a large variety of scripts. A Latin alphabet was introduced in 1941, but is no longer current (Grenoble, 2003). Today, the classic Mongolian script is still used in Inner Mongolia, but the official standard spelling of Halh Mongolian uses Mongolian Cyrillic. This is also the script used for all educational purposes in Mongolia, and therefore the script which was used for this project. It consists of the standard Cyrillic range (Ux0410-Ux044F, Ux0401, and Ux0451) plus two extra characters, Ux04E8/Ux04E9 and Ux04AE/Ux04AF (see also the table in Section 5.1). 5. Description of Romanization scheme The table in Section 5.1 shows Appen's Mongolian Romanization scheme, which is fully reversible. -
1 Symbols (2286)
1 Symbols (2286) USV Symbol Macro(s) Description 0009 \textHT <control> 000A \textLF <control> 000D \textCR <control> 0022 ” \textquotedbl QUOTATION MARK 0023 # \texthash NUMBER SIGN \textnumbersign 0024 $ \textdollar DOLLAR SIGN 0025 % \textpercent PERCENT SIGN 0026 & \textampersand AMPERSAND 0027 ’ \textquotesingle APOSTROPHE 0028 ( \textparenleft LEFT PARENTHESIS 0029 ) \textparenright RIGHT PARENTHESIS 002A * \textasteriskcentered ASTERISK 002B + \textMVPlus PLUS SIGN 002C , \textMVComma COMMA 002D - \textMVMinus HYPHEN-MINUS 002E . \textMVPeriod FULL STOP 002F / \textMVDivision SOLIDUS 0030 0 \textMVZero DIGIT ZERO 0031 1 \textMVOne DIGIT ONE 0032 2 \textMVTwo DIGIT TWO 0033 3 \textMVThree DIGIT THREE 0034 4 \textMVFour DIGIT FOUR 0035 5 \textMVFive DIGIT FIVE 0036 6 \textMVSix DIGIT SIX 0037 7 \textMVSeven DIGIT SEVEN 0038 8 \textMVEight DIGIT EIGHT 0039 9 \textMVNine DIGIT NINE 003C < \textless LESS-THAN SIGN 003D = \textequals EQUALS SIGN 003E > \textgreater GREATER-THAN SIGN 0040 @ \textMVAt COMMERCIAL AT 005C \ \textbackslash REVERSE SOLIDUS 005E ^ \textasciicircum CIRCUMFLEX ACCENT 005F _ \textunderscore LOW LINE 0060 ‘ \textasciigrave GRAVE ACCENT 0067 g \textg LATIN SMALL LETTER G 007B { \textbraceleft LEFT CURLY BRACKET 007C | \textbar VERTICAL LINE 007D } \textbraceright RIGHT CURLY BRACKET 007E ~ \textasciitilde TILDE 00A0 \nobreakspace NO-BREAK SPACE 00A1 ¡ \textexclamdown INVERTED EXCLAMATION MARK 00A2 ¢ \textcent CENT SIGN 00A3 £ \textsterling POUND SIGN 00A4 ¤ \textcurrency CURRENCY SIGN 00A5 ¥ \textyen YEN SIGN 00A6