What must be checked before adding a new item to a linked list?

Check if there is free memory for a new node

Check if the last node is accessible

When adding a new node, where should it be placed if it's alphabetically before the first node?

It becomes the first node in the linked list

What is the purpose of the free pointer in an array-based linked list?

To keep track of available storage locations

What indication is given if the linked list is empty?

The start pointer will not point to any node

There will be no pointers at all

The free pointer points to the first node

The list will have a size of zero

What action should be taken if the node to be deleted is the first item in the linked list?

Update the start pointer to point to the next node

After deleting a node, what happens to the previous node's pointer?

It must point to the next node in the list

In an array-based linked list, what happens to the data of a deleted node?

It remains in memory until explicitly removed

It is merged with the next node

It is moved to the start pointer

What is the order of traversal in a linked list?

From the start pointer through each node sequentially

In reverse order from end to start

What is one way to improve the memory management of a linked list?

Use objects to eliminate the free space linked list

Add more array elements regularly

Use a single linked list for all nodes

Linked lists | Quizalize

Make a quiz using this information: Professional Learning Communities Despite compelling evidence indicating that working collaboratively represents best practice, teachers in many schools continue to work in isolation. Even in schools that endorse the idea of collaboration, the staff's willingness to collaborate often stops at the classroom door. Educators must stop working in isolation and hoarding their ideas, materials, and strategies and begin to work together to meet the needs of all students. Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement. Collaborative conversations call on team members to make public what has traditionally been private—goals, strategies, materials, pacing, questions, concerns, and results. These discussions give every teacher someone to turn to and talk to, and they are explicitly structured to improve the classroom practice of teachers—individually and collectively.’ Each team must have time to meet during the workday and throughout the school year. Teams must focus their efforts on crucial questions related to learning and generate products that reflect that focus, such as lists of essential outcomes, different kinds of assessment, analyses of student achievement, and strategies for improving results. Teams must develop norms or protocols to clarify expectations regarding roles, responsibilities, and relationships among team members. Teams must adopt student achievement goals linked with school and district goals. Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. Example of a PLC Goal: “We will increase the percentage of students who meet the state standard in language arts from 83 percent to 90 percent” or “We will reduce the failure rate in our course by 50 percent.” The results-oriented professional learning community not only welcomes data but also turns data into useful and relevant information for staff.

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